RESULTS AND DISCUSSION

“PERCEIVE INFLUENCE OF THE UTILIZATION OF MOBILE PHONES ON JUNIOR

HIGH STUDENTS’ ACADEMIC PERFORMANCE”

Submitted by:
Atok, Andrei Jordan D.
Bali-os, Romeo Jr. N.
Nuyad, Kenth Dave P.
Suba, Ghat Jeremy G.
Ando, Anabel A.
Clemente, Erica
Fabros, Allaine Myka P.
Judal, Chezka Marie M.
Paculba, Grace Ann R.
Samulde, Ryza Nicole O.

Submitted to:
Mr. Ryland A. Ruiz
EAPP Teacher

13 May 2023
 1. Students’ Survey
The students’ survey is categorized into 5 parts contained questions of close-ended
and open-ended. Designing the survey in a semi-structured questionnaire allowed the
researchers to elicit a combination of quantitative and qualitative responses; student’s
perception on their smartphones, providing few selections, together with a justification for
selecting that option.
The purpose of the survey was to determine the extent influence of utilization of
mobile phones on junior high students’ academic performance in a quantifiable data and
is also aimed to assess the kinds of anticipated problems students think that they might
encounter in utilizing their mobile phones as a learner.

Table 1.1: Participation according to gender

Indicator Frequency Percentage Weighted Mean
Male 7 25% 1.75
Female 21 75% 15.75
Total 28 100%

Of the students’ population of 3606, 28 participated in the questionnaire representing

each grade levels by 7; Grade 7, Grade 8, Grade 9, and Grade 10. Table 1.1 reveals that
female participants were remarkably higher than males; apparently due to the low
number of male students who are present and outside their rooms around recess
compared to females on the day of surveying the participants.
Table 1.2: Number of junior high school students participated
in the study
While Table 1.2 shows
Indicator the equal sampling
Frequency ofPercentage
participants byWeighted
7 students to each grade
Mean
levels.
Grade 7 7 25% 1.75
Grade 8 7 25% 1.75
Grade 9 7 25% 1.75
1.1 Students and Phones
Grade 10 7 25% 1.75
Total
The use of mobile phones has28become extensively 100%popular in recent years (Aghaei &
Khatoni, 2019). Mobile phones are likely to be on hand while students are in class and
studying. Many students of Manuel Luis Quezon had similar experience about engaging
with mobile phones as to part of their lifestyle as a learner.
After determining the participant population, the survey examined the extent of
students owning mobile phones.
 Table 1.1.1: Number of students owning mobile phones

Indicator Frequency Percentage Weighted Mean Rank

Has 27 96.42% 26.03 1
mobile/smartphon
e
Does not have 1 3.57% 0.0357 2
mobile/smartphon
e
Total 28 100%

The table shows that majority of them has mobile phones, and only one out of the 28
participants do not own any mobile phone.
A statistical study (Pew Research Center, 2019), depicts some reasons why a student
might not have their own mobile phone. One of the reasons mentioned in the study was
because of the device itself, more than so the cost of data. The researchers also found out
that the only participant that is under the category of not having any mobile phones was
experiencing the same reason as the study mentioned. However, the participant had an
alternative way in accessing the internet in such ways as borrowing his/her family
member’s phone or going to an internet café, according to the participant.
After knowing the extent of students having mobile phones, the students were asked to
indicate how often they engage with their mobile phones in hours every day. Table 1.1.2
shows the results.

Table 1.1.2: Students’ engagement with phones in hours

Indicator Frequency Percentage Weighted Mean Rank
How often 1 to 3 hours 5 17.85% 0.89 3
does the
4 to 5 hours 10 35,71% 3.57 1
respondent
spend time 6 to 8 hours 5 17.85% 0.89 3
on utilizing
their mobile More than 9 8 28.57% 2.2 2
phones? hours

A large proportion of students (35.71%) have said that they spend their time utilizing
their mobile phones at 4 to 5 hours a day which has a significance to how they preserve and
manage their time as a student at school’s matters. As to a related article (Rogo, 2020), the
students in their study have admitted to spending upward of eight hours a day online, with a
majority averaging around 2 to 4 hours which has the same outcome to the study’s survey.
A research study from National Institutes of Health have examined psychological
relation of mobile phones to a student according to their screen time. Total average screen
time of high school students was recorded 4 hours and 35 minutes a day which correlates to
the survey’s report. They have labeled it as “moderate screen users” and have concluded that
those students are low in terms of their psychological well-being compared to those who have
a screentime of 1 to 3 hours that has been ranked as lowest (3) as the table shown above.
Moreover, high users of screen (6 to 8 hours, and more than 9 hours) were also significantly
more likely to have been diagnosed with anxiety or depression (Twenge & Campbell, 2018).
2. Students’ Engagement with Mobile Phones’ Uses
This part of survey investigated the to which usage of mobile phones does students
engage the most. With its selected primary uses; Accessibility to the Internet, for connection
and communication to people, for educational purposes, and for entertainment.
The table has provided multiple options and were allowed for students to choose more
than one.

Table 2.1: Different usage of mobile phones

Indicator Frequency Percentage Weighted Mean Rank
What is/are Accessibility to 12 42.85% 5.14 3
the usage the Internet
does the For connection 17 60.71% 10.32 2
respondent and
apply to communication
his/her to people
mobile For 20 71.42% 14.28 1
phones? educational
purposes
For 10 35.71% 3.57 4
entertainment

71.42% of the students, or the majority of them have chosen the option for ‘For
educational purposes’, which means that, students use mobile phones as a part of their
academic learning. According to Mohammadi, Sarvestani, and Nouroozi (2020), mobile
phones have several applications that can be useful for both teaching and learning process of
students, including general software, such as Word, Excel, and Powerpoint, and other
applications.
Next, for connection and communication, 60.71% of the students or 17 out of 28
utilize their mobile phones to connect and communicate with other people. This includes
voice calling, chat and message, e-mails, and so on. A similar study showed that 80% of the
students supported to the fact that they can control themselves without being connected to
social networking sites such as Facebook, twitter etc (Fernandez, 2018). In other words,
students associate themselves mostly in social media such as Facebook, Instagram, and
other virtual platforms that connects them with other people.
Accessibility to the internet only had 42.85%. This function ranges up to browsing,
exploring online platforms such as Reddit, Pinterest, and other online internet software that
are free and accessible to the students.
However. Five sevenths of the students (71.42%) chose the option for “For
entertainment”. And surprisingly, resulting this option as rank 4 over “For educational
purposes” option shows manner of students about proper utilization of mobile phones which
is the thing that is observably advantageous to the students’ academic performance. This
concept correlates to a similar study about utilization of mobile phones of students’ addiction
to mobile phone will affect the student’s academic performance. A student’s attention on
academics may be diverted if they have high addiction on mobile phones (Rashid, Aziz, &
Mara, 2023).
But survey proves that no matter how large is the population of students who are into
utilizing mobile phones, if the learner had the perception of learning through these digital
devices may not negatively affect their academic performance but will positively make a good
impact to them. It always matters to the intention of the student, that is why discipline and
proper practice of phones is a must for students to perform.
2.1 Influence Level of Different Uses of Mobile Phones

Table 2.1.1: Level of influence of usage of mobile phones

Indicator Frequency Percentage Weighted Rank
Mean
What is the 1. Internet Very 21 75% 15.75 1
level of Influenced
influence Slightly 7 25% 1.75 2
applying to Influenced
respondent’s Not 0 0 0 3
academic Influence
performance Haven’t 0 0 0 3
in terms of; engaged to
it
Total 28 100% 4.375

Table 2.1.1 corresponds to how is the use of internet influence the student. Majority of
them have admitted that they were Very Influenced by the internet. A related study has
shown the significance of the use of internet to students’ academic performance. From their
analysis, it is observed that there are differences in academic performance of students with
access to the internet in their school labs or on their mobile phones. (Amponsah, Aboagye,
Narh-Kert, Commey-Mintah, & Boateng, 2022)
Slightly Influenced ranked as second in the survey with a percentage of 25% out of
100% (7 out of 28) and has a weighted mean of 1.75. Lastly, none of the students chose the
last two options; Not Influenced and Haven’t engaged to it.

Table 2.1.2: Level of influence of usage of mobile phones

Indicator Frequency Percentage Weighted Rank
Mean
What is the 2. For Very 15 53.57% 8.03 1
level of connection Influenced
influence and Slightly 10 35.71% 3.57 2
applying to communica Influenced
respondent’ tion to Not 3 10.71% 0.32 3
s academic people Influenced
performance Haven’t 0 0 0 4
in terms of; engaged
 to it
Total 28 100% 2.98

15 students out of 28 says that they were Very Influenced in terms of connecting and
communicating with other people through utilizing their mobile phones. 10 or 35.71% have
said that they were Slightly Influenced, and 3 of them or 10.71% have said that they were Not
Influenced by the mentioned use of mobile phone. A related study has concluded that social
media is an effective online software to communicate and connect with other people. Their
study has proved that communication between students and teachers could also improve
(Chukwuere, 2021) Lastly, there were no counted student have said that they Haven.t
engaged to it.

Table 2.1.3: Level of influence of usage of mobile phones

Indicator Frequency Percentage Weighted Rank
Mean
What is the 3. For Very 22 78.57% 17.28 1
level of educati Influenced
influence onal Slightly 6 21.42% 1.28 2
applying to purpose Influenced
respondent’s s Not 0 0 0 3
academic Influenced
performance Haven’t 0 0 0 3
in terms of; engaged
to it
Total 28 100% 4.64

Table 2.1.3 corresponds to level of influence of utilizing mobile phones for educational
purposes to students’ performance. A large proportion of students (22 out of 28) 78.57% have
chosen the option Very Influence. It is clear and understandable that students are influenced
by the given function for the reason that many productivity tools are accessible and useful
for academic matters. Utilizing mobile phones for educational purposes accessing
productivity tools provides opportunities to students, teachers, and professionals. Programs,
worksheet- and puzzle-making software, and presentation packages improve instructional
and learning processes (Oleyede & Ogunwale, 2022)
However, small proportion of students (21.42%) ranked as second admits that they
were only Slightly Influenced, with a weighted mean of 1.28. Lastly, none of the students
chose the last two options; Not Influenced and Haven’t engaged to it.
 Table 2.1.4: Level of influence of usage of mobile phones
Indicator Frequency Percentage Weighted Rank
Mean
What is the 1. For Very 15 53.57% 8.03 1
level of entertain Influence
influence ment d
applying to Slightly 13 46.42% 6.03 2
respondent’s Influence
academic d
performance Not 0 0 0 3
in terms of; Influence
d
Haven’t 0 0 0 3
engaged
to it
Total 28 100% 3.15

Table 2.1.4 shows the level of influence of utilizing mobile phones for entertainment
purposes to students’ performance. 15 or 53.57% out of 28 or 100% of students admitted
that they were Very Influenced by entertainment use of mobile phones with a weighted mean
of 8.03. 13 or 46.42% have said that they were Slightly Influenced with a weighted mean of
6.03.
Mobile phones are both a curse and a boon to the newer generation as a lot of
these phones when being used for education and entertainment purposes (Vidyalankar,
2021), they can also be a distraction. Some students use these phones throughout class
or study hours (Sharna, 2022) to exercise entertainment use which could potentially
distract them in class, and would not positively affect them.
Lastly, none of the students chose the last two options; Not Influenced and Haven’t
engaged to it.

3. Frequency of Usage per Functions

This part of survey contains several applications which specifies relevant apps that
students may encounter in utilizing their mobile phones. For internet use, Google and
YouTube: for connection and communication to people, Facebook, Instagram, Messenger,
and Twitter: for educational purpose, Microsoft office, Calculator, and Notes: and lastly, for
entertainment purposes, in terms of gaming, Mobile Legends, Call of Duty, and League of
Legends. In terms of social media, Facebook, and Twitter.

Table 3.1: Frequency of usage of internet

Indicator Frequency Percentage Weighte Rank
d Mean
1. Internet a. Google Always 12 42.85% 5.14 2
Sometimes 15 53.57% 8.03 1
Never 1 3.57% 0.36 3
b. YouTube Always 11 39.28% 4.32 2
Sometimes 16 57.14% 9.16 1
Never 1 3.57% 0.35 3