THE EFFECTS OF THE MOBILE PHONES TO THE ACADEMIC PERFORMANCE OF

THE STUDENT IN NEW CEBU HIGH SCHOOL 2023-2024

In Partial fulfillment of the requirements in Practical Research 2 of the GENERAL

ACADEMIC STRAND
(GAS 12)

NEW CEBU HIGH SCHOOL

Senior High School

New Cebu, President Roxas Cotabato.

Proponents:

JULIUS E. DADIOS

ALGENE CANDIA

MARLO FERNANDEZ

JONNEL FERNANDEZ

Adviser:

ALFIE S. MANALO

FE
 CHAPTER I

THE PROBLEM AND IT’S SETTING

Introduction

The advent of mobile phones has brought about significant changes in various aspects

of society, including education. Mobile phones, once primarily communication devices,

have evolved into multifunctional tools that serve as platforms for communication,

information retrieval, and entertainment. As technology continues to advance, the

integration of mobile phones into daily life becomes more pronounced, particularly

among the student population. As a result, the impact of mobile phones on academic

performance has become a subject of growing concern.

This research determine whether mobile phones positively or negatively affect students

academic performance of the students in New Cebu High School 2023-2024. We will

conduct this study using selective method.

RESEARCH OBJECTIVES

The primary objectives of this research are as follows:

1. To analyze the relationship between mobile phone usage and academic

performance among students.

2. To determine whether it has a negative or positive effects among students

Statements of the problem

This study aims to identify what is the possible effects to students whom use

mobile phones. Identifying whether it has a possitive effects or negative effects to the

academic performance of the students in New Cebu High School. 2023-2024.

Especially it aims to answer the following questions,

1 .Do mobile phone helps you in your academics?

2. Do mobile phone DOES NOT helps you in your academics?

3. Do you agree that the mobile phones have a POSITIVE effects on your academic

performance?

4. Do you agree that the mobile phones have a NEGATIVE effects on your academic

performance?
Significance of the study

The result of this study can also benefits the teachers, SHS students or JHS students

and the future researchers.

Scope and Delimitation

This study is limited to student of all grade level who use mobile phones in New

Cebu High School, President Roxas, North Cotabato.

Hypothesis

Ho. The mobile phones has a significant relationship between the academic

performance of the students.

H1. The mobile phones has no significant relationship between the academic

performance of the students.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This review of related literature explores key studies and findings related to the effects

of the mobile phones to the academic performance among the students.

Cell phones are an integral part of our daily life as well as university life and culture.

Even a casual observation of today’s university students will reveal cell phones being

used, both overtly and covertly, in every possible campus setting, including the

classroom. As cellphone technology continues its rapid development, the device

appears capable of contributing to student learning and improved academic

performance. For example, modern “smartphones” provide students with immediate,

portable access to many of the same education-enhancing capabilities as an Internet-

connected computer, such as online information retrieval, file sharing, and interacting

with professors and fellow students. The results show that a cell phone is a very

important tool for study as most of the respondents used their phones for study

purposes. Cell phones are increasingly one of the most popular information access

devices and what stands out from the study is the high use of interactive, multiuser

functions which can at times be disruptive or beneficial during study. In essence, the

study revealed that cell phones are beneficial for learning but learners have a tendency

to abuse them. Higher institutions can take advantage of the potential and capitalize on

the cell phone for educational purposes because of the intrinsic motivation of university
students in wanting to communicate amongst themselves. Findings of the study also

show that mobile phone designers must take into account how young people use cell

phones for educational purposes. The presence of cell phones presents a host of

options and challenges for today’s students. Cell phones are undeniably convenient,

helpful tools for study and can be a hurtful source of distraction depending on the

attitude and use pattern of a student.

Chen and Tzeng (2010) found that among heavy Internet users information seeking was

associated with better academic performance, while video game playing was associated

with lower levels of academic performance.

Kirschner and Karpinski (2010) demonstrated that Facebook users have a lower self-

reported GPA and spend fewer hours per week studying than nonusers.

Junco (2012a, 2012b) found a strong, negative relationship between time spent on

Facebook and actual cumulative GPA. These negative relationships have been found in

populations across the world, including North America,

Europe, and Asia.

Wood et al. (2012) measured the influence of multitasking with an array of electronic

media on students’ ability to learn from typical, university classroom lectures. Emailing,

MSN messaging, and Facebook use via computer were all investigated as was cell

phone texting. Results showed that multitasking with any of the technologies was
associated with lower scores on follow-up tests compared with students who did not

multitask.

Junco and Cotton (2012) used a hierarchical regression to determine the power of

multitasking to predict actual cumulative college GPA. Results showed that Facebook-

multitasking and texting-multitasking were significantly and negatively related to college

GPA after controlling for sex, actual high school GPA, time preparing for class, and a

student’s Internet skills

 CHAPTER III

METHODOLOGY

This chapter presents the methodology of the study which consists of research

design, research locale, research respondent, research instrument, sampling

procedure, data gathering procedure and statistical tool.

Research Design

This study used an experimental quantitative method of research to determine

the effects of the mobile phones to the academic performance among the students.

Research Local

This study will be conducted at New Cebu High School, President Roxas, North

Cotabato.

Respondents of the study

The respondents of the study are 30 students which are composed of students who

utilize a mobile phone from New Cebu High School, President Roxas, North Cotabato.
Research Instrument

In Gathering the data needed for the study, the researchers utilized a test paper

that consists questions. The test paper was made by the researcher and was validated

by their panel of validators.

Sampling Procedure

The respondents were identified through selective method.

Data Gathering Procedure

The researcher sends a letter to the principal of the school asking permission to

conduct the study and after that the researcher seeks permission from the respondents.

After the permission was granted, the researchers conduct the survey. The

questionnaires were personally distributed to the respondents. The researcher

facilitated the conduct of the study. After the respondents answered the given

questionnaire, the researcher retrieved and tallied the result.

Statistical Tool

The statistical tool used is Descriptive statistics.

 CHAPTER IV

Introduction

This chapter presents the results of the analysis conducted to investigate the effects of

mobile phones on the academic performance of students. Descriptive statistics were

employed to explore the patterns, central tendencies, and relationships within the

collected data, focusing on key variables such as mobile phone usage and academic

performance.

Descriptive Statistics

QUESTIONS SA A N D SD

Do you agree that using a mobile phone can affect your 13.3% 53.3% 15.1% 14.7% 3.6%

academic performance?
DO you agree that using a phone while in class can distract you 30% 40% 9.3% 9.6% 11.1%

in the lesson?
Do you agree that having a phone can boost your academic 33.3% 40% 7.9% 6.4% 12.4%

performance?
Do you agree that having a phone can make your grades higher? 13.3% 40% 19.3% 9.7% 17.6%

Do you agree that using a phone while in class can boost your 15.9% 33.3% 18.3% 16% 16.5%

focus?
Do you agree that using a phone while in class can make you 5.3% 16.6% 48.6% 14.6% 14.9%

easily understand the topic?

Do you agree that having a phone can boost your knowledge? 41.1% 40% 8.3% 8.9% 1.7%

Do you agree that having a phone can lessen your learning skill? 16.2% 30% 28.1% 9.7% 24.7%

Do you agree that having a phone can make you do less effort in 36.7% 36.6% 12.8% 8.3% 5.6%

your academics?
Do you agree that having a phone can bring enjoyment to your 25.9% 53.3% 7.3% 9.2% 4.3%

academic life?
Result and Discussion

1. Effect of Mobile Phone Usage on Academic Performance:

 Agreement: 66.6% of respondents agreed that using a mobile phone can affect

academic performance.

 Neutral and Disagreement: A combined 29.8% were either neutral or disagreed

with the statement.

2. Distraction in Class due to Phone Usage:

 Agreement: 70% of participants agreed that using a phone in class can be

distracting

 Neutral and Disagreement: 20.7% were either neutral or disagreed.

3. Positive Impact of Phone on Academic Performance:

 Agreement: 73.3% believed that having a phone can boost academic

performance or lead to higher grades.

 Neutral and Disagreement: A combined 22.7% were either neutral or disagreed.

4. Phone's Role in Boosting Knowledge:

 Agreement: 81.1% agreed that having a phone can boost knowledge.

 Neutral and Disagreement: A minimal 10% were either neutral or disagreed.

The findings of the research present a nuanced perspective on the relationship between

mobile phone usage and academic performance. The majority of respondents

acknowledged the potential negative impact of mobile phones on academic

performance, supporting the idea that distraction in class and reduced effort may

contribute to lower grades. Interestingly, a significant proportion of students also

expressed positive perceptions, believing that having a phone can boost knowledge,

enhance academic life enjoyment, and even improve academic performance. This

suggests a dual perspective among students, with some acknowledging the distractions

while others see phones as valuable tools for learning and enjoyment. It is essential for

educational institutions to consider these diverse opinions when formulating policies

related to mobile phone usage in classrooms. Striking a balance between leveraging the

benefits of technology for learning and mitigating potential distractions remains a

challenge that requires collaborative efforts from educators, students, and parents.

Further research and ongoing dialogue are necessary to better understand the

dynamics between mobile phone usage and academic outcomes.

 CHAPTER V

Conclusion

This chapter presents a comprehensive conclusion drawn from the findings of the study

on the effects of mobile phones on the academic performance of students. The analysis

of survey responses has provided valuable insights into students' perceptions and

attitudes towards mobile phone usage in an academic context.

Recommendations

Based on the study's results, the following recommendations are proposed:

1. Educational Awareness Programs: Develop and implement educational

programs to raise awareness among students about the potential impact of

mobile phone usage on academic performance. This could include workshops,

seminars, or campaigns to promote responsible mobile phone use.

2. Classroom Policies: Institutions may consider establishing clear and consistent

policies regarding mobile phone use in classrooms. These policies could include

designated times for mobile phone usage or restrictions during specific learning

activities to minimize distractions.

3. Technological Integration: Explore opportunities for integrating mobile

technology into the learning environment in a constructive manner. This could

involve incorporating educational apps, online resources, and interactive

platforms to enhance the learning experience.

4. Parental Involvement: Engage with parents to create a shared understanding of

the role of mobile phones in academic settings. Encourage open communication

between parents and educators to establish consistent expectations regarding

mobile phone use.