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Mobile Phone Dependence among Junior High School Students in Public Schools
in the Philippines
Article in International Journal of Science and Management Studies (IJSMS) · May 2023
DOI: 10.51386/25815946/ijsms-v6i3p111
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International Journal of Science and Management Studies (IJSMS) E-ISSN: 2581-5946
DOI: 10.51386/25815946/ijsms-v6i3p111
Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org
Mobile Phone Dependence among Junior

High School Students in Public Schools in the
Philippines
Portia Mae M. Ortiz1, Leah V. Tagayong2, Lloyd Matthew C. Derasin3
1
Gandara I Central Elementary School
2
San Jose National High School-Talibon
3
Cebu Normal University
Abstract – The study focused on Mobile Phone Dependence among Junior High School Students in Public Schools
in the Philippines. The study utilized a quantitative method and employed a descriptive research design. This study
aims to describe mobile phone dependence among junior high students. The respondents of the study are the Grade
10 students of San Jose National High School in San Jose, Talibon, Bohol, and Philippines. A random sampling
technique was applied in selecting the respondents. In this study, a standardized questionnaire by Mukhdoomiet.al
(2020) was used to measure the mobile dependence of the respondents. Moreover, the finding revealed that students
find it easy to utilize a mobile phone for academic purposes, which increases their perceived usefulness. Since we
live in the 21st century, teaching and learning can be done digitally. It is recommended that Students should use
mobile-friendly educational tools. Mobile-friendly instructional resources also enable interactive and self-guided
learning, motivating students. Likewise, teachers must also inform students of the dangers of overusing mobile
phones.
Keywords: Mobile phone dependence, Junior High School Students
Introduction
The widespread adoption of modern technology engulfed the globe like a hurricane. With the exponential
development of technological devices came the mobile phone, which billions of people now own and use. This
technological innovation has significantly altered how we interact with one another and acquire information.
Numerous improvements have been made to the capabilities of mobile phones, which now provide immediate
access to communication, information, entertainment, and a vast array of innovative applications, such as social
media platforms, search engines, teleconferencing, and audio and video conversations. Its popularity swept the
globe, particularly among youthful people in numerous countries, including the Philippines. This technology is in
high demand, especially among students, because it allows them to connect and solve problems with a single
contact. There has been an enormous influx of technology into classrooms of the twenty-first century, resulting in a
significant transition in the teaching-learning process.
In addition, technology in education has created new and innovative learning opportunities for 21st-century
students, such as online courses, virtual classrooms, digital textbooks, and educational applications. According to
Derasin et al. (2021), the use of technology in virtual learning offers students accessibility and convenience
benefits.In the 21st century, mobile phone use has become pervasive, and it is becoming increasingly common for
students to use their mobile phones in academic settings. In addition, the use of mobile technology provides students
with a highly motivating learning environment that is informal, contextual, rich, and ubiquitous, allowing them to
have control over their learning opportunities, such as when they learn, where they learn, and how quickly they learn
(McCarty, Obari, and Sato, 2017).
In contrast, Yadav, Kodi, and Deol's (2020) research indicated that adolescents' reliance on mobile phones
may negatively impact academic performance and lead to modest behavioral changes, including restlessness.
Miralles et al. (2013) observed similar results, concluding that students' texting habits have a negative impact on
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Page 124
DOI: 10.51386/25815946/ijsms-v6i3p111
their spelling skills. The widespread prevalence of cell phone use among students has prompted worries about
unintended consequences. Sadig, Anasse, and Slimari (2022) found that children's behavior suffers as a result of
their time spent online and their exposure to unsupervised content.
There is growing concern over kids' increased reliance on mobile devices, although studies have produced
conflicting findings. Some research has linked mobile phone use with a decline in language skills and academic
performance, although proponents of the technology also point to its many advantages for today's kids. For instance,
students' access to information, improved communication, and increased safety are all made possible by the
widespread use of mobile phones. In light of these divergent points of view, it's important to take a close look at the
risks and benefits of students' heavy reliance on their mobile phones in middle school.
This study aimed to determine the mobile phone dependence among junior high school students at Bohol
High School through statistical analysis of our survey. This research is of great significance as it seeks to determine
the mobile phone dependence of junior high school students in public schools in the Philippines. The findings of this
study will provide valuable insight for teachers and students, informing them on effective methods of regulating
mobile phone usage and optimizing its role in modern classrooms.
Methods and Materials
This study utilized a quantitative method and employed a descriptive research design. This study aims to
describe mobile phone dependence among junior high students in public schools in the Philippines. The respondents
of this study are the Grade 10 students of San Jose National High School in San Jose, Talibon, Bohol, Philippines. In
this study, a standardized questionnaire by Mukhdoomi, et.al (2020) in their study “The Impact of Smartphone
Addiction on Academic Performance of Higher Education” was used as a measuring instrument which consists of
20 statements that talk about the relationship between Interaction Competency, Smartphone self-efficacy, behavioral
intention to use Smartphones and Academic performance. A random sampling technique was applied in selecting 50
participants among Grade 10 students in San Jose National High School. Data has collected and converted into
numeric form, and then findings are analyzed and evaluated by statistical technique.
Ethical Consideration
The researchers followed the ethical aspect to maintain and protect the ethical standard of research.
Permission was obtained from the office of the principal of San Jose National High School to carry out this study.
Discussed all important clauses and information regarding the research study including the content and purpose of
conducting the study, the details of why they are chosen as the study’s participants, and the possible benefits and
burdens of participating. Moreover, written informed consent from the parents and assent was obtained from all the
participants before the researchers underwent the survey. Informed them that participation is voluntary in nature and
withdrawal from the participation of the study is possible at any time. The participants are also given ample time to
decide whether to participate in the study. During the examination, participants were guaranteed that their identities
are protected throughout the study by using fictitious/pseudo names, and writing their names was optional and are
treated with high respect and confidentially. In addition, participants were given an assurance that anything they
want to know about the results/findings of the study is provided to them and responses will be kept confidential.
Data Analysis
The data analysis is arranged into four tables. Table 1 deals with the mobile phone dependence on academic
performance; Table 2 focuses on the mobile phone dependence on interaction competency; Table 3 deals with the
mobile phone dependence on self-efficacy; while Table 4 deals with the mobile phone dependence on behavioral
intention use. The collected data was converted into numeric form, and then the findings are analyzed and evaluated
by statistical technique. The study used weighted mean distribution. The weighted mean distribution analyzes the
mobile phone dependence among junior high students in public schools as it considers the relative importance or
weight of each observation.
DOI: 10.51386/25815946/ijsms-v6i3p111
Results and Discussion
The table below describes the findings of the study on mobile phone dependence with regard to academic
performance (1); interaction competency (2); self-efficacy (3); and on behavioral intention use (4).
Table 1. Mobile Phone Dependence on Academic Performance

Mean Interpretation
Using a smartphone helps me to study more efficiently 3.62 High
Using a smartphone improves my performance in studying 3.52 High
Using a smartphone increases my coursework productivity 3.2 High
Using a smartphone enhances my study effectiveness 3.4 Average
Overall, I find a smartphone useful in my studies. 3.86 High
Grand mean 3.52 High
Legend
Rating Score Adjectival Rating Parameter Limits Interpretation
5 Strongly Agree 4.21-5.00 Very High
4 Agree 3.41-4.20 High
3 Neutral 2.61-3.40 Average
2 Disagree 1.81-2.60 Low
1 Strongly Disagree 1.00-1.80 Very Low
The table above presented the mobile phone dependence on the academic performance of the respondents.
It defined the highest mean of the respondents in the fifth statement, which entailed that respondents generally
regard mobile phones as highly valuable for their academic pursuits; this statement has a mean of 3.82, which is
classified as high. Furthermore, the second highest mean is in the first statement, which indicates that respondents
believe having a smartphone helps them study more efficiently; this statement has a mean of 3.62, which is
classified as high.
This indicates that respondents viewed mobile phones as a valuable resource for facilitating effective study.
The respondents have easy access to a vast quantity of information via their mobile phones. Academic resources,
including e-books, search engines, articles, and educational applications and websites, are accessible with a single
tap. The high mean score suggests that mobile phones enhance their learning and have a positive effect on their
study efficacy. In addition, most respondents viewed mobile phones as a significant asset to their academic pursuits.
Alkhezzi and Al-Dousari (2016) found that many students favor mobile phonesfor their extensive use in
teaching and learning, which is supported by these findings. Similarly, Demir and Akpinar (2018) report that mobile
learning has a substantially positive impact on academic achievement compared to traditional teaching and learning
processes. Smartphones for learning enhance general knowledge and have a positive effect on the academic
performance of secondary school students.
DOI: 10.51386/25815946/ijsms-v6i3p111
Table 2. Mobile Phone Dependence on Interaction Competency

Mean Interpretation
With a smartphone, I can maintain social relationships with others 4.2 High
With a smartphone, I can get feedback quickly 4.22 Very High
With a smartphone, I can interact with others using multiple tools 4.16 High
With a smartphone, I can interact with others no matter where they are. 4.4 Very High
With a smartphone, I can easily have a longer conversation with others. 4.24 Very High
Grand mean 4.244 Very High
Legend
The table above presented the mobile phone dependence on the interaction competency of the respondents.
It defined the highest mean of the respondents in the fourth statement, which entailed that respondents find mobile
phones as a device that will ensure their connection with others regardless of their location; this statement has a
mean of 4.4, which is classified as very high. The second highest mean of the respondents is in the fifth statement,
which entailed that respondents regard mobile phones as a convenient device; this statement has a mean of 4.244,
which is classified as very high.
This implied that the respondents regard mobile phones as useful devices for staying connected with others.
Mobile phones provide immediate communication allowing respondents to have real-time conversations. Moreover,
respondents perceive that with mobile phones, they can have an uninterrupted conversation and can continuously
connect with others. Collectively, respondents find the mobile phone as a tool that will engage them in an in-depth
discussion.
These results support studies by Chathuranga and Jaysundara (2020), which found that mobile phone use
significantly improved students' academic achievement regarding their ability to communicate with teachers and
other students. The findings of this study are also consistent with those of Ahmad's research (2020), which produced
various intriguing results showing that students place a high value on using their mobile phones for collaboration,
communication, and asking teachers for help. Students view their cell phones as a convenient study tool that enables
them to connect with others. Additionally, using a mobile device enables teachers to be in constant contact with their
pupils, enhancing the quality of their education (Diaz-Nunez, Sanchez-Cochachin, Ricra-Chauca, & Andrade-
Arenas, 2021).
Table 3. Mobile Phone Dependence on Self-Efficacy
Mean Interpretation
With a smartphone, I currently take tests. 3.28 Average
With a smartphone, I currently register for courses. 3.84 High
"With a smartphone, I currently navigate course websites and read course 4.02 High
material"
“With a smartphone, I currently work on assignments, presentations” 4.18 High
"With a smartphone. I currently search for information" 4.6 Very High
DOI: 10.51386/25815946/ijsms-v6i3p111
Legend
The table above presented the mobile phone dependence on the self-efficacy of the respondents. Based on
Mean scores, the highest mean is in the fifth statement, which entailed that respondents find mobile phones as a
device that will help them to seek current information; this statement has a mean of 4.6, which is classified as very
high. The second highest mean of the respondents is in the fourth statement, which entailed that respondents use
their mobile phones to work on their assignments and presentation; this statement has a mean of 4.18, which is
classified as high.
This suggested that using a phone excessively had a beneficial impact on self-efficacy. Every respondent's
use of a mobile phone has significantly changed how they conduct various tasks, making it easier for them to access
information and knowledge from a variety of sources, most notably online learning resources. Respondents profit
more from online research and learning activities and learn more information online than they do offline.
These results are consistent with the research of Norries, Hossain, and Soloway (2011), which established
that when students utilize mobile learning devices, such as mobile phones, during learning time, their achievement
rises dramatically. This is due to the fact that as they have the gadget nearby, their time spent finishing tasks will
grow. Similarly, Woodcock et al. (2012) found that respondents in their survey felt that mobile phones had improved
their learning performance and increased their productivity. Overall, the results corroborate Al-Tarawneh's (2014)
observation that mobile phone dependence has a favourable impact on students' self-efficacy and their ability to
access academic support and aid in their educational pursuits. All of the aforementioned study demonstrated how
complex learning opportunities have been made available to students thanks to smartphones, and it is indisputable
that more students are using their mobile devices more frequently for educational purposes.
Table 4. Mobile Phone Dependence on Behavioral Intention Use
Mean Interpretation
With a smartphone, I want to email friends about classes 3.72 High
With a smartphone, I want to make phone calls to friends about classes 3.92 High
"With a smartphone, I want to send text messages to friends about classes 4.2 High
course websites, and read course material"
With a smartphone, I want to hand messages via Facebook to friends about 4.34 Very High
classes
"With a smartphone, I am able to contact an instructor for information" 4.1 High
Legend
DOI: 10.51386/25815946/ijsms-v6i3p111
The Table 4 presented the mobile phone dependence on the behavioral intention use of the respondents.
Based on Mean scores, the highest mean is in the fourth statement, which entailed that respondents find mobile
phones as an access to collaborate to their friends regarding on their classes via Facebook; this statement has a mean
of 4.34, which is classified as very high. The second highest mean of the respondents is in the third statement, which
entailed that respondent used their mobile phone to send messages to their friends about classes course websites, and
read course material; this statement has a mean of 4.2, which is classified as high.
This finding suggested the importance of mobile phones in terms of respondents' behavioral intentions,
particularly when it came to communicating with their classmates and teachers about the class by email, text, or
phone call. It also underlines how crucial mobile phones are in connecting with people for academic learning
objectives. Mobile phone usage is increasingly evolving into an engaging teaching and learning tool for distance
education. Its use guarantees flexible course delivery, enables students to use online learning platforms, access
course materials, and communicate electronically.
According to Venkatesh, Morris, Davis, and Davis (2003), the behavioral intentions of students may result
in their actual use of any technology, including mobile phones, for academic purposes. Ifeanyi and Chukwuere
(2018) examined the impact of mobile phone use on the academic performance of students, which enables students
to communicate with their classmates and instructors regarding their classes. Similarly, students use smartphones as
a requirement for sharing notes with classmates, recording lectures, taking photographs of assignments for future
reference, and posting exam results on Facebook (Mohtar Hassan, Hassan, and Osman, 2013).
Conclusion
Mobile phones are becoming a captivating learning tool to help pupils succeed academically. This study
examines the effects of mobile phone reliance on academic achievement, interaction competency, self-efficacy, and
behavioral intention in junior high students in public schools in the Philippines. Mobile phones have changed
practically every aspect of teaching and learning. In this study, the grand mean was high, indicating that students
find it easy to utilize a mobile phone for academic purposes, which increases their perceived usefulness. Since we
live in the 21st century, teaching and learning can be done digitally. They were motivated to use smartphones for
learning.
Students should use mobile-friendly educational tools. Mobile-friendly instructional resources also enable
interactive and self-guided learning, motivating students. Teachers must also inform students of the dangers of
overusing mobile phones.
Reference
[1] Ahmad, T. (2020). Student perceptions on using cell phones as learning tools: Implications for mobile technology usage in Caribbean
higher education institutions. PSU Research Review, 4(1), 25-43.
[2] Alkhezzi, F., & Al-Dousari, W. (2016). The Impact of Mobile Learning on ESP Learners' Performance. Journal of Educators Online, 13(2),
73-101.
[3] Al-Tarawneh, H. A. (2014). The influence of social networks on students’ performance. Journal of Emerging Trends in Computing and
Information Sciences, 5(3).
[4] Chathurangaa, M. M. N., &Jaysundara, J. M. D. P. (2020). Impact of smartphone usage on academic performance: a study on
undergraduates in FMSC of University of Sri Jayewardenepura, Sri Lanka.
[5] Demir, K., &Akpinar, E. (2018). The Effect of Mobile Learning Applications on Students' Academic Achievement and Attitudes toward
Mobile Learning. Malaysian Online Journal of Educational Technology, 6(2), 48-59.
[6] Derasin, L. M. C., Canque, M. S., Horteza, A. D., &Jungoy, E. E. (2021). Virtual Learning In A State University In The Philippines:
Perspectives From The Education Students. Multicultural Education, 7(10).
[7] Diaz-Núnez, C., Sanchez-Cochachin, G., Ricra-Chauca, Y., & Andrade-Arenas, L. (2021). Impact of mobile applications for a lima
university in pandemic. International Journal of Advanced Computer Science and Applications, 12(2).
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[8] Ifeanyi, I. P., &Chukwuere, J. E. (2018). The impact of using smartphones on the academic performance of undergraduate
students. Knowledge Management & E-Learning, 10(3), 290-308.
[9] McCarty, S., Obari, H., & Sato, T. (2017). Implementing mobile language learning technologies in Japan. Springer Singapore.
[10] Mohtar, N. M. M., Hassan, M. A., Hassan, M. S., & Osman, M. N. (2013). The Importance of Smartphone’s Usage Among
Malaysian. Journal Of Humanities and Social Science, 15(9), 491-497.
[11] Mukhdoomi, A., Farooqi, A., Attaullah Khan, T., Ajmal, W., &Tooba, Z. (2020). The Impact of Smartphone Addiction on Academic
Performance of Higher Education Students.
[12] Norris, C., Hossain, A., & Soloway, E. (2011). Using smartphones as essential tools for learning: A call to place schools on the right side of
the 21st century. Educational Technology, 18-25.
[13] Woodcock, B., Middleton, A., &Nortcliffe, A. (2012). Considering the Smartphone Learner: an investigation into student interest in the use
of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1), 1-15.
[14] Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS
quarterly, 425-478.
[15] Yadav, M. S., Kodi, S. M., & Deol, R. (2021). Impact of mobile phone dependence on behavior and academic performance of adole scents
in selected schools of Uttarakhand, India. Journal of Education and Health Promotion, 10.
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Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Mobile Phone Dependence among Junior

Keywords: Mobile phone dependence, Junior High School Students

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Results and Discussion

Table 1. Mobile Phone Dependence on Academic Performance

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Table 2. Mobile Phone Dependence on Interaction Competency

Grand mean 3.984 High

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

Volume: 6 Issue: 3 May to June 2023 https://www.ijsmsjournal.org

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