Professional Documents
Culture Documents
In Partial Fulfillment of
the Requirements for
the Subject Project Research
Submitted by:
November 2023
Chapter 1
The Problem and Its Background
Introduction
When pandemic stroke the country and the world, it brought about drastic changes not
just in the Philippines but throughout the world. Economy dived downhill as the virus spread
from one country to another. Cases continuously spiked up as variants also threatened public
health in which governments from various countries employed restrictions to eliminate cases.
We are up against an unseen enemy, one of the hardest battles we have ever faced, one that
has impacted all aspects of our lives: job, family, leisure time, and, most importantly, our
educational system. Restrictions imposed by the IATF due to the Covid-19 pandemic,
students in schools have been unable to attend their lessons (Caaya, 2012).
The term "new normal" was commonly used throughout the pandemic, and the new
institutions all across the world adopt online learning to assist students in continuing their
studies. A customized teaching style based on online learning has become the new standard.
Since technological advancement took place even in education, does it equate to higher
academic performance? Academic performance is the ability to study and remember facts, as
well as the ability to communicate the knowledge verbally or non – verbally (Caaya, 2012).
In 2003, DepEd released Order No.83 reiterated the Department’s previous Orders
such as DO 26, s.2000 and DO.70, s.1999 both of which imposed a ban on the use of cellular
phones by students during class hours. The prohibition applies to elementary and secondary
across a cellular network of base stations known as cell sites. We are currently in the fifth
generation of mobile phones, which allow us to send text messages, surf the internet, and
make phone calls from anywhere in the world. One of the world's fastest-growing new
technologies is the mobile phone. Many people feel anxious about a future without voice
calling, text messaging, or mobile internet access. Individuals of all ages use mobile phones,
which have become an essential tool in daily life. It has had a significant impact on society's
accessibility, security, safety, and coordination of economic and social activities and has
Mobile phones undoubtedly helped individuals in several ways, but they also had
some negative consequences. Mobile phone use has become an addiction in some
circumstances, and people are hooked up to their phones most of their working hours,
studying, playing, and even sleeping. Our culture, behavior, attitude, and language are all
influenced by mobile phones. As well as our health, education, and communication patterns
She further continued asserting that students of nowadays time prefers having mobile
phone in order to get connected to the world and its real problem-situations. Most of them
bring their cellphones to school as a routine included in the list of their school supplies to
brought to school. But, not minding the danger it will bring them once they got too attached
and addicted to it. But still, it all depends on them, how they set their minds on the habits of
using it, with these fact, mobile phones can become a positive academic tool or a destructive
academic interruption.
Keeping students from using their phones during class hours is the most challenging
task for teachers. The use of this device appears to be uncontrollable among students,
resulting in distractions. In this era of Information & Technology, most of the tasks or work
As a result, internet enabled mobile phones are helpful in this situation. However, controlling
the usage of mobile phones during class hours is a challenge since everybody is using phone
itself in delivering instructions and learning as well. Use of mobile phones is prohibited
inside the classroom during class hours but what if the mobile phone is the very instrument to
continue learning. Due to the pandemic, gadgets are used by learners especially mobile
phones in communicating, searching, editing etc. Thus, the researchers want to know the
extent of how mobiles phones affect students’ academic performance (Caaya, 2012).
performance of senior high school students of Jabonga National High School in Jabonga,
1.What is the profile of the respondents in terms of the following: a. Age; b. gender; GPA
(Q1&2)
2. What are the effects of mobile phones on academic performance of senior high school
3.Is there a significant relationship between the profile of the respondents to the influence of
The general objective of this study is to assess the effect of mobile phones on
2. To determine the extent of mobile phone use among the SHS students of JNHS in terms of
3. Determine the extent to which mobile phones are incorporated into participants’ lives.
Hypothesis
HO1. Students' performance was affected by their use of mobile phones.
HO2. - Mobile phones are important gadgets in our current technological age, so they are
The findings of this study will help the community's benefit considering that phone
usage is prevalent nowadays which will justify the need for more teaching and learning
intervention. Thus, schools that apply the results of this study will be able to have an efficient
The Learners. This study will help the learners to acquire learning skills and intervention.
The Teachers. This study will allow the teacher to select the most appropriate teaching
strategies, learning tasks and materials that will cater to the needs of the learners.
The School Head. This study will prompt the school head to review or revise curriculum for
output and the results would greatly affect the overall academic performance of the students.
The Parents. The result of this study will give an idea to the parents about the needs of their
The Community. This study makes them aware of the problem face by educators and
The Future Researchers. The information and insights that will be gained from this study
may serve as a guide in framing their conceptual frameworks and design and at the same time
There are many theories that surrounded the use of mobile phone or technology in
learning my means of online platform and four (4) of them are the anchorage or foundations
One to mention was proposed by Blooms (1968) which is called Master Learning
Theory (MLT) which an approach to education or training that focuses heavily on ensuring
overall competence. Proficiency is ultimately the priority. As a result, the paradigm embraces
a range of mechanisms designed to make sure that every learner is able to achieve the
Second on the list was proposed by MacMillan’s and Chavi’s (1986) Sense of
Community Theory (SCT). Third, is the Online Sense of Community (OSC) which was also
proposed by Rovai’s (2009) and Sarason (1974) wherein they both defined it as a
theory meant to capture the feeling people experience when they perceive themselves as
This theory was meant to capture the feeling people experience when they perceive
themselves and last but not the least is the Technology Acceptance Model (ATM) proposed by
Davis (1989) which was referred to have been one of the most influential models of
technology acceptance, with two primary factors influencing an individual’s intention to use
Online Sense of
Master Learning Community (OSC)
Theory (MLT) by by Rovai’s (2009)
Blooms (1968) and Sarason (1974)
Master Learning
Theory (MLT) by
Blooms (1968)
focuses heavily on
ensuring overall
competence
The following are the Terms are purposely defined for better understand as they are
operationally used in this study.
Academic Learning. The acquisition of skills that form the core of the general curriculum in
schools including mathematics, language arts, social studies, and science
Master Learning Theory (MLT). An approach to education or training that focuses heavily
paradigm embraces a range of mechanisms designed to make sure that every learner is able to
Sense of Community Theory (SCT). A theory meant to capture the feeling people experience
Online Sense of Community Theory (OSCT). Defined as a theory meant to capture the
Technology Acceptance Model (ATM). Referred to have been one of the most influential
intention to use new technology: perceived ease of use and perceived usefulness.
Chapter 2
Review of Related Literature and Studies
school setting so the literature review confines itself to those parameters, except where more
Foreign Study
(Pew Research Center, 2018), which they defined to be a mobile phone that performs many
Shaik, 2016).
reported that they could not live without their smartphone. Similar numbers can be observed
in other parts of the (Western) world (OECD, 2017). Therefore, it should come as no surprise
that in recent years discussions about the (potential) consequences of (heavy) smartphone use
have earned an important place in societal debates (see, e.g. Eliahu, 2014; OECD, 2017).
between smartphone use and smartphone addiction and, for example, (a) driving performance
(Choudhary & Velaga, 2019); (b) sleep quality and quantity (Demirci, Akgönül, & Akpinar,
2015); (c) anxiety, loneliness, and depression (Boumosleh & Jaalouk, 2017); (d) satisfaction
with life (Samaha & Hawi, 2016); (e) social relationships (Chen & Peng, 2008); (f) substance
addictions (Ho et al., 2014); and (g) attention deficit and hyperactivity disorder (Ho et al.,
2014).
Further, (potential) impact on people’s private life, smartphone use is also expected to
interfere with individuals’ educational and professional life. It has been related to tertiary
students’ academic performance in particular. Smartphone ownership is highest among
people aged 18–29 (Pew Research Center, 2018), an age group in which students are highly
represented.
Moreover, there are many theoretical reasons based on which a direct effect of
(heavy) smartphone use on academic performance is expected. To the best of our knowledge,
23 studies confront the theoretical expectations with the empirical reality. The present review
is the first to compile the existing literature on the impact of general smartphone use (and
we explicitly provide scholars with directions for fruitful future research. Secondly, while in
several countries, interventions have been developed to discourage heavy smartphone use in
ban was introduced into schools in 2017 and according to Samuel (2017), it is unclear
whether these popular perceptions correspond with a consensus in the related scientific
literature.
The work of Gilroy (2004), pointed out that 85% of professors surveyed in Germany
stated that they wanted cell phones banned form tertiary education mainly because of
students cheating in tests, accessing unfiltered internet sites and secretly taking pictures
without permission. Cell phone use has also been found to reduce students thinking abilities
and shortening the attention span of students dramatically that students struggle to read
Local Study
Aquino (2019) on her work made mentioned McNeal and Hooft (2006), wherein they
found out in their study that cell phones are important resource which make teaching more
relevant and meaningful thereby improving students’ literacy and numeracy skills.
He further mentioned Attewell (2004)’s work on how cell phone use encourages both
independent and collaborative learning experiences and in the process of raising self-esteem
and self-confidence as well as the work of Kukulska-Hulme and TRaxter (2007) wherein they
believed that cell phones are forms of multiple literacy which provides a bridge between the
real-life texts of the community and formal learning thereby providing a multimodal literacy
approach to learning.
Further Kukulska-Hulme and Traxter (2007) revealed how cell phones facilitate
designs for authentic learning leading to personalized learning that largely targets real world
problems and involves projects of relevance and interest to the learner. Cell phone use has
also been found to support lifelong learning that occurs during everyday life and learning that
occurs in spontaneity and impromptu settings and outside the formal environment Brown
(2005).
But, despite the perceived positive effect of mobile phone, Kawasaki (2006), Jeen-
Hynn et al., (2008) and Ling (2005) reported that students who are preoccupied with their
and interpersonal anxiety when they study without their cell phones.
This reason makes Helszer (2004) reported how some Education administrators spend
much time and energy developing policies and procedures to keep cell phones out of
education at the expense of International Journal of Education and Research Vol. 1 No. 10
October 2013 developing sound policies that integrate cell phone use as knowledge
This chapter presents the methods that will be employed in the study like the Research
design, research local, research tools, research instruments use and the statistical treatments
to be employed to analyze the data.
Research Design
The method of research that will be used in the conduct of the study is the descriptive
correlation method. It will be used to describe of the perceived effects of using mobile
phone in the academic performance of the Senior High School students of Jabonga NHS. A
structured questionnaire will be used in gathering the data that will be pretested and validated
Research Locale
The study will be conducted in Jabonga National High School which is located in
Mayugda, Jabonga, Agusan del Norte. A 15-20 minutes ride away from the national high
way using a motorized trisikad, a 10-15 minutes ride using a private motorcycle. Jabonga
NHS has offered three (3) strands EIM, CSS and HUMSS consisting of 2 sections for EIM,
2 sections from CSS and 1 section for HUMSS which data taken from Learners’ Information
11 (58 females and 40 males) and 114 are from Grade 12 (48 females and 66 males). There
are two (2) buildings secluded for SHS students alone, one of the two buildings have 6
rooms with two (2) floors and the other one has three (3) rooms but two (2) only of the
rooms were utilized as classrooms since the other room was used temporarily as stock room.
Figure 1. Map showing Jabonga, Agusan del Norte as the Place of the Study.
Research Instrument
The researcher will adopt an existing survey questionnaire from a parallel study of
Caaya (2005). This instrument will aim to determine the factors that Structured questionnaires
will be used to gather information from the respondents. The questionnaires will be designed
in 2 sections. Section A consists of the respondents’ profile, and section B contains questions
gather the needed information. Part I of the questionnaire will be composed of the
demographic profile of the respondents which includes name, age and gender. While the
second part of the questionnaire is about the perceived effect of the phone on the academic
The survey questionnaire was adopted and revised from the parallel study of (Caaya,
2021) which was also subjected to three (3) language teachers and or teachers who are master
and have knowledge of research for validation on the contents of the questions.
Table 1. Arbitrary Scale Used to Interpret the Perceived Effect of Phone Usage among the
Respondents
Research Sample
The population of the study are the Senior High School students enrolled in the
current year 2022-2023. A total of 210 SHS enrollment, 98 of them are from Grade 11 (58
females and 40 males) and 112 are from Grade 12 (46 females and 66 males). A total of 168
students were identified which will be used as the participants of the study.
This sample size was determined by deducting the 20% of the total population which
is 42 students and that makes it 168 students. Then 42 students were deducted from the total
population of 210, that makes it 168 total student samples only. Then divided by 4 (4)
sections (Awasan, Pijape, Pitogo and Uba), so that makes it 44 samples per section as the
chosen samples to take part on the survey. The table below shows the distribution of the
participants.
Sampling Technique
The current study will use the Simple Random Sampling wherein the total population
was deducted with 20% and the answer will be deducted to the total population and divide it
to the sections or no. of groups of participants. Then the result would be the only chosen
This study will use total simple random sampling the whole population will be
multiped with .20% then the answer will be deducted to the total population, then the answer
profile, and section B contains questions based on the set research questions.
Research Statistics
respondents’ profile, and section B contains questions based on the set research questions.
Data Analysis The following statistical tools were utilized in the analysis and interpretation
Where: P= percentage
f= frequency
Mean. This refers to the average of the sum of the observed values divided by the
number of observations (Subong & Beldia, 2005). This was used to categorize and
supplement the responses of the student - participants on their assessment on phone usage.
Formula: μ= Σfx/n
Where: μ = mean
Σ = (sigma) summation
The correlation is one of the most common and most useful statistics. A correlation
is a single number that describes the degree of relationship between two variables.
Σy = sum of y scores
Weighted Mean Distribution- used to determine the respondents’ perception on the impacts
Pearson- r Analysis – used to determine the relationship between the respondents’ profile in
terms of age and the respondents’ academic performance. It will also be used to determine the
relationship between the respondents’ perception on the impacts of using mobile phones to
The researchers sought approval to conduct the study from the Principal. As
permission was granted, the researchers administered the questionnaires to the identified
respondents. Participation of the respondents was voluntary; no one was forced to participate.
The researchers opted to tap the advisers for assistance in the distribution and collection of
the survey questionnaires to the target respondents. Then, the researchers retrieved and
compiled the disseminated questionnaires and submitted them to the statistician for the data