LIVED EXPERIENCES ON THE USE OF MOBILE PHONES ON THE STUDY HABITS

OF GRADE 11 STEM STUDENTS IN ISABEL NATIONAL

COMPREHENSIVE SCHOOL

A Research Study

Presented to

The Senior High School Department

Isabel National Comprehensive School

Marvel, Isabel, Leyte

_________________________________

In Partial Fulfillment of

The Requirements for Practical Research 1 (Qualitative Research)

___________________________________

by

ARAÑO, BEA B.
DUMAGSA, DINDO A.
MACAYAN, JAMES IVAN
PAJARON, YHANSY MARIE
SUMALINOG, HANNA MAE L.

FEBRUARY 2024
 CHAPTER 1
INTRODUCTION

Background of the Study

Study habits is defined as methods used in the process of learning. It is the

foundation of a learner's academic performance. This is a commonly routine activity that
students carry out on a daily basis much like reading, taking notes, leading study
groups, and meeting learning objectives (Rayo, 2020).
Otherwise, study habits are typically significant for academic achievement, seen
as necessary for achieving high marks and helpful for continuous learning (Jafari,
2019). This aids students in completing schoolwork more quickly and at a higher level of
lesson mastery. However, the use of mobile phones can negatively impact learners'
academic achievement. Students prioritize their phones over paying attention to the
teacher and participating in class activities end up procrastinating, managing their time
poorly and causing interruptions during class (Wang, 2022).
Mobile phone use in schools has been found to be troublesome. It contradicts the
school's goal, as stated (Soyemi, 2015). Students are expected to fulfill their assigned
tasks while in school, focusing just on their education and avoiding interaction with the
outside world. But students' duties might be messed up with other roles due to their
mobile phones, which can cause distractions and disruptions to their academic work.
Hence, it is precisely in this study that the research focuses on exploring the lived
experience of Grade 11 STEM students at Isabel National Comprehensive School
concerning the utilization of mobile phones in their study habits. The primary objective is
to identify and understand the factors that influence their study habits when using
mobile phones. The researcher aims to gain insights into the specific challenges and
opportunities presented by mobile phone usage in the academic lives of these students.
Through a comprehensive examination of these factors, the study seeks to contribute
valuable information that can be utilized to develop strategies and recommendations for
promoting more effective and beneficial mobile phone use among students, ultimately
enhancing their overall learning experience.
 Overall, while mobile phones offer valuable tools for learning, it is essential for
Grade 11 Stem students to strike a balance between utilizing these devices for
educational purposes and avoiding potential distractions. Developing effective study
habits remains a critical aspect of academic success and awareness of the impact of
mobile phone usage can guide students towards maximizing the benefits while
minimizing the drawbacks to improve academically rather than hinder their performance
at school.
Theoretical Background

In the fast-paced digital era, the use of mobile phones has become an integral
part of daily life, including the education sector. The educational landscape has been
reshaped with the advent of mobile learning, or m-learning, which refers to learning
across multiple contexts through social and content interactions using a mobile device
(Crompton, 2013).
The Connectivism Theory by Siemens (2005) offers a perspective on the impact
of technology, particularly mobile phones, on the learning process. Connectivism posits
that learning takes place through networks, with knowledge distributed across an array
of information sources, and that the ability to draw distinctions between important and
unimportant information is a vital skill. This theory emphasizes the role of technology as
a conduit for information flow and knowledge acquisition, which aligns with the context
of our research on the use of mobile phones in learning.
Mobile phones, as per the Media Richness Theory (Daft & Lengel, 1986), can
provide rich media that can enhance learning experiences. This theory suggests that
complex and ambiguous tasks require richer media for effective communication. In the
context of education, mobile phones can provide a platform for interactive learning,
enabling students to access a wide range of educational resources, engage in online
discussions, and collaborate on projects.
However, it's also important to consider the potential downsides. The
Technostress Theory (Brod, 1984) suggests that the pervasive use of technology can
lead to stress, inefficiency, and disorientation. In relation to our research, this theory can
help us understand the potential negative impacts of mobile phone usage on students'
study habits, such as distractions, addiction, and reduced face-to-face social
interactions.
In addition, the IDC theory, as mentioned above, provides a framework for
understanding how interest, creation, and habit influence learning. The use of mobile
phones in learning can stimulate students' interest, foster creativity, and facilitate the
formation of effective study habits. However, it's crucial to maintain a balance and
ensure that mobile phone usage does not become a source of distraction or stress for
students.
In conclusion, the theoretical background of our research on the use of mobile
phones on the study habits of Grade 11 STEM students is grounded in the
Connectivism Theory, Media Richness Theory, Technostress Theory, and the IDC
theory. These theories collectively provide a comprehensive view of the multifaceted
impacts of mobile phone usage on students' study habits.
Conceptual Framework

Environmental Cues and

Routine

Mobile Phone Usage Study Habits

Interest-Driven Creation Habits Academic Performance

Figure 1. The Lived Experiences on the Use of Mobile Phone on the Study Habits

Figure 1 shows the framework of the students’ lived experience with the use of
mobile phones and their study habits in Isabel National Comprehensive School (INCS)
Marvel, Isabel, Leyte. This demonstrates how the use of mobile phones can give impact
on a student’s study habits.
 THE PROBLEM

Statement of the Problem

This research study aims to explore the lived experiences of Grade 11 STEM
students regarding on the use of mobile phones on their study habits in Isabel National
Comprehensive School.
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 age;
1.2 gender; and
1.3 section?
2. How does the use of mobile phones affects students’ study habits?
3.What study habits change due to their lived experience with mobile phone usage?
Significance of the Study

The researchers believe that this research study will be beneficial to the following:
Grade 11 STEM Students. The grade 11 STEM students at Isabel National
Comprehensive School will gain from this study by understanding the impact of mobile
phone usage on study habits allows students to make educated decisions about how to
properly integrate technology into their learning process. They can learn about the
possible distractions and problems associated with excessive phone usage and devise
solutions to reduce these distractions, resulting in greater attention, time management,
and academic success.
Teachers. The outcomes of this study can benefit teachers in a variety of ways.
To begin, it can shed light on the specific ways in which Grade 11 STEM students' study
habits are influenced by mobile phone use. With this understanding, teachers can
develop focused interventions and methods to assist students in overcoming the
negative consequences of excessive phone use and promoting more productive study
habits. Furthermore, the study could emphasize the potential benefits of using mobile
phones as educational tools in the classroom, allowing teachers to experiment with
creative teaching approaches that take advantage of students' familiarity with
technology.
Incoming STEM Students. This study can help students negotiate the issues of
balancing mobile phone use with effective study habits. Understanding the experiences
of Grade 11 STEM students allows new students to learn from their classmates'
triumphs and problems and tailor their own study habits accordingly. This knowledge
can help students set safe phone use boundaries, prioritize their academic duties, and
optimize their STEM learning potential.
 Future Researchers. This study will serve as the basis for future researchers
who wish to carry out research in related field. They can get data or information in this
study that will help their research.

Scope and Limitation of the Study

The research mainly focuses on the lived experiences of mobile phones on the
study habits of grade-11 STEM students in Isabel National Comprehensive School. The
gathering of data will be conducted to those students who are enrolled in STEM major.
Distribution of online links through the use of social media for the survey is encouraged.
This survey will keep the respondents safe from the spread of the virus since it will be
done online. Their responds will also be kept privately and will not be exposed to the
public. This survey is also done voluntarily; NO FORCE nor is COMPULSORY.

Definition of Terms

Start here
 CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Review of Related Literature

According to, (Jafari et., 2019) Study habits represent a person's particular
combination of learning methods and strategies, they are essential to academic
achievement. These practices cover both the implementation of efficient techniques and
the gaining of knowledge. In essence, they function as an individualized road map,
matching skill to a systematic process to turn study into a powerful enhancer for
learning.
Study habits encompass a wide range of practices including active participation,
critical thinking and the development of a structured study schedule, in addition to
simple memorizing. Knowing and perfecting one's own study habits becomes essential
when one acknowledges that every individual has a unique set of learning preferences.
A customized strategy to learning is necessary because what works well for one person
might not produce the same results for another. It is important since they are the key to
success. On the other hand, poor study habits or disregarding them might have a
negative effect on a student's progress in school in general. Essentially developing
productive study habits is a process that is constantly evolving rather than a one-size-
fits-all approach (Sakirudeen, n.d.). Realizing the uniqueness of one's study habits and
constantly improving them are crucial to realizing one's academic potential and attaining
long-term success in the field of education.
Absolutely, mobile phones have become an essential aspect of our lives,
particularly for students on their studies. According to Kajal and Kajal (2024), that
mobile phones have a significant impact on students' lives. This device offers a
multitude of tools and information that can support learning in addition to being a way of
communicating. But academics aren't the only consideration. Mobile phones have
evolved into a central center for entertainment, with students regularly using them to
access social media, play games and for entertainment (edify world school dehradun,
2022b). Additionally, there are a number of negatives when using a mobile phone. For
instance, ineffective time management may arise from excessive use of mobile devices.
Learners who become absorbed in a game, a movie or even social media scrolling may
discover that they are losing track of time. Students may then become procrastinating
and wait until the last minute to finish their homework or assignments.

According to Okore et al. (2023), it is noted that students' habitual use of mobile phones
during study times can operate as a distraction, taking their focus away from their
studies. This may have a negative effect on their concentration, which will make it
harder for them to concentrate on their task. As students try to balance their academic
workload with the continual bombardment of information and entertainment available on
their phones, this constant distraction can also result in higher levels of stress and
anxiety. The potential advantages of mobile phones are still present, despite the fact
that these problems are definitely concerning. Mobile phones will work tools for learning,
personal development, enhancing study habits when they are utilized properly and
responsibly. They may facilitate fast connection, give users access to a wealth of
instructional materials, and even present chances for self-expression and creativity.

According to, Diego (2022) and Rabiu et al. (2016b) they also emphasize the
advantages that mobile phones offer for education, especially with regard to the
convenience with which they may access internet resources. Along with providing
flexibility through online courses, educational apps that accommodate different learning
styles and collaborative learning, such mobile phone also aid in learning. The digital
distractions are one such possible issue that needs to be carefully dealt.

Thus, it's important to note that students can easily be tempted to use various social
media platforms instead of focusing on their studies when they are trying to find learning
materials online. The secret is to strike a balance and use technology in a way that
supports rather than opposes students' growth on the academic and personal study
(Lekshmi, 2023).

Review of Related Studies.

 CHAPTER III
METHODOLOGY

Research Design

This study will use the phenomenological research in the conduct of the research
study. A phenomenological study is a type of qualitative research that aims to uncover
and define a phenomenon's universal core. It focuses on the experiences and opinions
that people have regarding a phenomenon. We employed phenomenology research
because our study is focused on the lived experience of the use of mobile phones on
the study habits of grade 11 STEM students. This approach is intended to collect the
necessary information regarding the study practices of Isabel National Comprehensive
School's grade 11 STEM students.

Research Environment

The Senior High School Department of the Isabel National Comprehensive

School (INCS), located in Isabel, Leyte, will serve as the study's location (SHS). Isabel
National Comprehensive School offers four courses in accounting and business
management (ABM), home economics (HE), information and communication technology
(ICT), and science, technology, engineering, and mathematics (STEM). The school
consists of 1,412 junior high school (JHS) students and 720 senior high school (SHS)
students.

Research Participants
 The study will involve grade 11 STEM students from Isabel National
Comprehensive School, with a total participant population of 86 students. The
researchers opted for a qualitative research method known as "purposive sampling,"
sometimes known as "purposive or judgmental sampling," which is a commonly
employed non-probability sampling technique. It involves selecting research participants
based on criteria or characteristics that align with the objectives and inquiries of the
study. When a researcher aims to gain detailed insights from participants with pertinent
knowledge and experiences related to the research topic, they employ purposive
sampling. This method was chosen because it facilitates the identification of participants
likely to offer substantial and relevant data aligned with the research objectives. By
intentionally selecting individuals with specific characteristics or criteria crucial to the
research, the researcher enhances the validity and rigor of the research findings

Research Instruments

The information will be gathered using a questionnaire. The respondents' age

and gender, section, among other details are included in this questionnaire. As a result,
the key resource for examining the using of mobile phone on their study habits of grade
11 STEM students at Isabel National Comprehensive School will be the data from our
research.
Survey Questionnaire is a series of inquiries intended to elicit from subjects
private or statistically significant information. The research expert and research teacher
should review the questionnaire. The researchers used a questionnaire to find out how
often grade 11 STEM students at Isabel National Comprehensive School used their
phones and how that usage affected their academic performance. A topic analysis will
be employed to transcribe the information submitted by the participants. Thus, an
analysis of the data will be conducted.
Questionnaire is a set of questions designed to gather from people statistically
significant or private data. The questionnaire should be reviewed by the research
teacher and research expert. To determine the demographics of the grade 11 STEM
students at Isabel National Comprehensive School, the researchers chose to use a
questionnaire. The data provided by the respondents will be verbalized using a theme
analysis. The data will therefore be examined.

Data Gathering Procedure

The researchers will write a letter to Dr. Lucena L. Cuervo, INCS Principal,
requesting authorization to perform the study in the senior high school department with
the grade 11 STEM students as participants/respondents at her particular school. The
researcher will next send the research expert or research teacher their prepared
questions. Following the researcher's approval of the questioners, the advisors of the
grade 11 STEM students will be asked for permission to conduct the study in their
advisory as participants or respondents of the study of their individual advisory. The
researcher will then request consent from each student in each portion since they will
be the study's subjects. Each student will receive a questionnaire from the researchers,
who will then compile the data.
Ethical Considerations

The study on the study habits of Grade 11 STEM students at Isabel National
Comprehensive School involves important ethical considerations to safeguard the
welfare and rights of participants:
Confidentiality: Ensuring that participants' personal information remains
confidential is paramount. Data collected must be securely stored and protected from
unauthorized access to uphold participants' privacy rights.
Avoiding Harm: Participants should not experience physical, emotional, or
psychological harm due to the study. Researchers must take precautions to minimize
potential harm by refraining from asking sensitive questions and ensuring that
participants do not undergo undue stress.
Privacy: Respecting participants' privacy is essential throughout the study. This
involves maintaining confidentiality and restricting access to study data to only the
research team to uphold participants' privacy rights.
Non – Statistical Treatment of Data

Thematic analysis will be used in the study to pinpoint the issues encountered
and potential study interventions. The common themes—topic, ideas, pattern, and
meaning that recur—were found after a careful analysis of the data by the researchers.

RESEARCH QUESTIONS NON-STATISTICAL METHODS

1. What is the demographic profile of
the students in terms of:
1.1 age; Thematic Analysis
1.2 gender; and
1.3 section?

2. How does the use of mobile phones

affect students study habits? Thematic Analysis
3. How do Grade 11 Stern students
prevent the impact of mobile phones on Thematic Analysis
their study habits?
References