IMPACT OF MOBILE PHONE USE ON EYESIGHT AND

ITS IMPLICATION TO SCHOOL TASK AMONG HIGH

SCHOOL STUDENTS
  

Chapter 1
THE PROBLEM AND ITS BACKGROUND OF THE STUDY
Introduction
Int j pharm (2017) stated that Mobile/hand phones are
powerful communication devices, first demonstrated by
Motorola in 1973, and made commercially available from
1984. In the last few years, hand phones have become an
integral part of our lives. The number of mobile cellular
subscriptions is constantly increasing every year (page 125).
Most of the people nowadays use mobile phone in order to
communicate to get some information for entertainment
etc. through the wireless handheld device many tasks can
do in just a portion of time and because of it is convenient
to use people bring to satisfaction; it seems unbelievable to
see a person who doesn’t have mobile phone.
Background
 The mobile phone has become an almost essential part of
the daily life of students. There is a conflicting priority of
student relation to mobile phones that is the excessive using
of mobile phone its effect their eyesight as well as their
school task. According to Ling and Hemalson (2000) stated
that the mobile phone has a cross purpose with the mission
of the school. Ling et al (2004) stated that the traditional
agents of socialization are families and school. A mobile
phone has a great advantage in the students it also makes
harmful changes in visual sensation and negligence of
responsibilities when it comes to high school students’
school task.
Statement of the Problem

1. How does excessive use of mobile phone affect

student eyesight?
2. What are the implications to school task of the
following?
A. during discussion/recitation
B. while taking exam
C. while reporting and reading books
3. How do student address the problems?
Scope and Limitation

The focus of this study is to determine the effect of

mobile phones on eyesight and its implication to their
school task such as during discussion/recitation, while
examination, and while reporting/reading books. The
school used as subject of the study was limited to Paso
De Blas National High School.
Significance of the study
Students. Since they are the one who experienced poor eyesight;
they are the respondents of the evaluative process and the
effectiveness of this research would develop the performances in
school of the students.
Teachers. The teachers can improved the techniques and strategies
of how they come up to their students who’s’ having poor eyesight
because of the mobile phone.
Parents. The parents will have idea, how to treat their child when it
comes in using mobile phone, they can also know how to handle this
problems.
For the future researchers. For the future researchers they can use
this study as they’re guide and also prove that the mobile phone has
or no impact on the eyesight and school task of the students.
 Chapter 2
REVIEWED OF RELATED LITERATURE
RRL’as Concept Mapping
 Synthesis of the reviewed studies
 Various studies prove that the mobile phone has effect on
eyesight and school task of the students, soyemi (2016)
discovered that the use of mobile phone is uncontrollable among
students which are the leading cause of poor academic
performance among students. in other related studies explained
the result,acharya et al (2013) that Expectedly, almost all the
subjects (96.1%) possessed cell phones, and used the device for a
greater part of the day. Headache was found to be the
commonest symptom (51.47%) followed by irritability/anger
(50.79%). Other common mental symptoms included lack of
concentration and poor academic performance, insomnia,
anxiety etc. Among physical symptoms –body aches (32.19%), eye
strain (36.51%), digital thumb (13.8%) were found to be frequent.
Accidents are caused due to cell phone driving.
Definition of terms
Mobile phone- a telephone with access to a cellular radio
system so it can be used over a wide area, without a
physical connection to a network.
Eyesight- a person's ability to see.
Implication- the conclusion that can be drawn from
something although it is not explicitly stated.
School task- preparatory school work done
outside school (especially at home) lesson. a task
assigned for individual study. Example, exercise.
a task performed or problem solved in order to develop
skill or understanding.
 Chapter 3
RESEARCH DESIGN AND METHODOLOGY
Research design

 The study was conducted using a

phenomenology design intended to
investigate the experience of students,
who was using excessive mobile phone
on eyesight and implication to school
task of junior and senior high school
students.
Research instrument

The research instrument use in the study

was questionnaire, actual interview, and
tape recorder, all of which are used to
gathered a true answer from the
respondents.
Data gathering procedure

The sample needed for the study is 20

respondents and the proponents
conducted a purposive sampling
technique for effective and adequate
data collection. The data collected from
this study were subject to qualitative
analysis.
 Chapter 4
FINDINGS AND PRESENTATION OF DATE
Coding and Categorizing
Reading Health

#1It's so bad that when I am looking at the blackboard #3 My eyes get hurts sometimes and it's connected to the
I cannot see what's going on and when I'm awake my brain because my head get hurts too
eyes gets blurred

#2 So much affect my eyes because instead of working #4 I did not realize the times so it hurts my eyes as I thought
it is getting worse especially when I look the letters on I was having a dark eye
board
 

#5 My eyes are having trouble with the blackboard I #6 It is getting worse especially when it's over use I feel
cannot see dizzy. It always hurt my head
   
Unwell Difficulties Low grades Time consumption

#6 It hurts my the eye and I feel #1 Having a hard time #3 My grades are down from 80 to 70 #18 Instead of doing my task easily I
dizzy     go to the front to see what are the
  written on the board
 

#7 It hurts my eyes and also my #5 Cannot see what are the written    
head words on the board
   

#8 My head get hurts and #12 Cannot see what are the written    
sometimes I feel vomiting words on the board
   

#10 Eye pain #14Cannot see what are the written    

words on the board
 

#11 dizziness      
 
#13 I cannot see what's on the      
board and I feel dizzy
 

#20 My eyes get hurts      

 
Relaxing Resting Time Bounded Parent Restriction
#2 Stop using phone, drink some #4I stop for a mean while #9My moms stop me from using
water and focus my attention to #3 Get some sleep mobile phone and she keep the
other things   mobile phone with her
 
   

#5 Get some rest for a minute and #6 Close my eyes and seat in the chair
watch television #20 Get some sleep    

   

#12 I lessen the brightness of my #7Close my eyes and seat in the chair
phone and do some oter stuffs #10Get some sleep  
 
   

#13 Stop using phone and play #8 Stop using phone for 5 minutes
basketball #11 Stop and get some sleep  
 
 

#14 I have time and day of using   #16 I remove my eyeglasses and stop
mobile phone and I focus myself in for about 15 minutes  
doing household chores
   
 Data analysis
The several reviews of our transcript in time of utilizing
an open question in order to identify broad, common
issues and themes of the respondents mentioned in the
interview. The first main content questioned of the
research study is, how does excessive use of mobile phone
affect student eyesight? In the first categorized in reading
most of the respondents said that it is too hard to see
what is/was written on the blackboard and instead of
avoiding/preventing the poor eyesight it becomes more
knotty. Second, categorized is in health utmost of the
respondents said that it has a headache, eye throes and all
of which affect to their stability.
 In the statement of problem two, what are it’s an
implication in school task? A. During classroom
discussion/recitation b. while taking exam c. while
reporting and reading books, the question was
categorized in four, the first categorized is unwell the
respondents tell that being unwell is too difficult for
their daily life, and most of the respondents
experiencing that implication such as; eye throes,
nausea, and headache; all of which was lead into
implication while discussion, while taking exam, while
reporting and reading books. In difficulties, some of
the respondents said that it is too hard to read what’s
written on the blackboard.
In low grades, one of our respondents said
that being or having poor or weak eyesight
has connectivity on school task because he
said that his grades became low and
decreased due of weak eyesight or poor
eyesight. And the last category is time-
consuming, one of those respondents we
gathered said that when they’re doing
classroom task, instead of writing it to their
notebook or answering it she needs to go in
front to see what it was.
 In the last statement of the problem how do students
address tge problem? in our categorized in relaxing
utmost of the respondents did an alternative task
while waiting to full charge their mobile phone, in
resting some of those respondents said if they're
experiencing an implication their stop using mobile
phone and take a sleep, while in time bounded the
respondents take a little rest if they are experiencing
being unwell and the last which is parent restriction,
one of the respondents we gathered said that his
parent restrict him in doing excessive use of mobile
phone or if his parent see his experiencing headache
the parent take the mobile phone.
 Chapter 5
SUMMARY OF THE FINDINGS CONCLUSIONS
AND RECOMMENDATION
 Conclusion
We can now conclude our statement of the problems that:
1. There was an effect of excessive use of mobile phone to the
eyesight of the students.
2. There was implication to their school task to the following:
During discussion/recitation
While taking exam
While reporting and reading books
3. the students did some task and entertainment things when
they experienced the problem such as; watching TV, resting,
playing basketball, relaxing etc.
Recommendation

This study recommend;

1. Proper use of mobile phone
2. Parent, teacher restriction
3. The Classroom Teacher preferential seating is often necessary for a
student with low vision
4. The student select a seat where he/she sees best seat a student as close
to the board as practical
5. Reduce glare from windows and lights
6. As much as possible seat the student with his/her back to windows
7. Students with poor eyesight may require more time to complete
assignment
8. Standardized tests that require separate answer sheets may be especially
difficult for a student to use