EFFECTS OF MOBILE PHONE USAGE ON THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL STUDENTS

A Practical Research Proposal

Presented to the Senior High School Department
Compostela National High School (Day-Class)

In Partial Fulfillment of
The Requirements for the Senior High School II
HUMSS Track

Canen Jr., Primitivo L.

Cena, Adrian James M.
Lacida, Dejie
Pepito, Jerry P.
Santillan, Erjon J.
July, 2019
 CHAPTER I
INTRODUCTION

Mobile phones have had a huge impact on individuals over the years. Mobile

phones have become an increasing means for learners to communicate. Using a mobile

phone these days is becoming component of the daily routine of a student and giving it up

would be nearly impossible to do. Students ' use of mobile phones has reached elevated

concentrations and influenced their academic performance as well as turning their

attention away from their studies.

Cell phones were introduced in the Philippines in the late 60's, made by Motorola

Philippines initially popular. Motorola used portable or analogue phones of the first

generation, but only for speech calls. In the mid-1970s, more advanced cell phones were

launched by Nokia Philippines using characteristics like text messaging, call waiting, call

forwarding, and call hold. This began a fresh breed of mobile consumers, making text

messaging the cheapest way to communicate with everybody in the nation. Today, the

Philippines, is considered as the "Text Capital" of the world.

The use of mobile phones in the Philippines has brought better information access

for farmers, broader citizen engagement, and link to traffic data for taxi drivers,

according to a new World Bank report (Roa 2012).Today, Filipinos are greatly attached

to their mobile phones for varying reasons- whether for communication, entertainment, or

productivity.

The mobile phone device appears to be able to contribute to student learning and

enhanced academic achievement as cell phone technology continues its fast growth. For

example, modern "smartphones" can serve as a learning tool to provide students with

immediate, portable access to many of the same educational enhancement capabilities as

an internet-connected computer, such as online information retrieval, file sharing, and

interaction with teachers and fellow students. In a contrast, research suggests that many

students perceive the cell phone primarily as a leisure device, and most commonly use

cell phones for social networking, surfing the Internet, watching videos, and playing
games (Lepp, et al., 2014; Lepp, et al., 2015). Therefore, the potential relationship

between cell phone use and academic performance is not clear.

According to (Jin and Junio-Sabio, 2018) today’s young Filipinos are the first

generation who grown up surrounded by technology – they are found to be multi-taskers,

screen readers, social media users, and digital gamers. The use of mobile phones among

students has reached high levels and has affected their academic performance as well as

diverting their attention from their studies.

In classrooms, a major concern for some of the teachers is the distraction and

inattentiveness of the students caused by using mobile phones in chatting, texting,

playing games, taking pictures, watching videos, checking social network sites and

engaging in some activities that might make them more reliant to mobile phone. For

example, during note taking instead of writing down the notes, some students prefer to

just take a picture of it. Another is the time and frequent use of the student of the mobile

phones that even during class hours some students uses mobile phones that can cause less

classroom attention. This distraction could result negative impacts on students' school

performance and as it stops them from dedicating their full attention to their studies.

OBJECTIVES OF THE STUDY

With that in mind, the researchers would like to investigate the effects of mobile

phone usage on the academic performance of the senior high students. The specific

objectives of the study are as follow;

 to find out the frequency of mobile phone use among Senior High students,

 to find out the preference of place and time for accessing mobile phone,

 to find out the purpose of using mobile phone among senior high students,

 try to analyze their general patterns of mobile phone use

 to determine how mobile phone usage affects their studies.

 The researchers attain to know the effects so that the concern regarding the senior

high school students’ mobile phone usage would be addressed by the administration

and the faculty department.

The setting for this study specifically considered a public school in the

Municipality of Compostela, specifically Compostela National High School (Day-Class)

was founded on January 23, 1994. Now, falls under the supervision of Mr. Luis R. Arioja

Principal I. The researchers considered Compostela National High School (Day-Class) as

the subject of this research because the school offers most of the Senior High school

programs that includes; Accountancy and Business Management (ABM), Humanities and

Social Sciences (HUMSS), General Academic Strand (GAS) and Technical Vocational

Livelihood Track (TVL) which is the center of this study.

STATEMENT OF THE PROBLEM

The purpose of this study is to determine the effects of mobile phone usage on

academic performance among senior high students in Compostela National High School

(Day-Class)

Specifically, this study sought to answer the ff. questions

1. What is the profile of senior high students in Compostela National High School (Day-

Class) in terms of

1.1 Age
1.2 Gender
1.3 Types of Student (working/non-working);

1.4 Strand; and

1.5 Year Level?

2. What are the different types of mobile phones used by the students?

2.1 According to Brand

2.2 Type of Network
2.3 Loading Preference

3. What is the school performance of the senior high students in Compostela National

High School as perceived by their:

3.1 School Attendance

3.2 Compliance of the School Work
3.3 Timeliness

4. Based on the results of the study, what improvement can be done to senior high

students regarding the usage of mobile phones?

5. Is there a significant difference between the academic performance of students without

mobile phones and students with mobile phones?

SIGNIFICANCE OF THE STUDY

The findings of this study which determines the effects of mobile phone usage on

the academic performance of Compostela National High School Senior High students

would be of great help and beneficial to the following:

Students:This study will provide information on the effects mobile phone usage.

This study will determine the academic performance and the approach of the students to

mobile phone use. Data collected will also help improve students ' academic

performance.

Teaching personnel:This study can be an input to improve teachers '

understanding of the impacts of mobile phone use on senior high school students '

academic performance. And assess students ' quality of education, academic

performance, attitude and abilities obtained in their research in regards to the use of

mobile phone. Results would also create teaching-learning and evaluation strategies for

educators to enhance understanding, abilities and attitudes towards learners who use

mobile phone.

Researchers: this study can broaden the scope of knowledge of the in the effects

of mobile phone usage. Enhance the researchers’ understanding regarding to this study.

This study would also help the researchers know the effects of mobile phone use to the

academic performance of the students.

School:This study will enhance the educational development of the school. This

study will help the school know how students can be affected by using the mobile phone.

This study will also assist in advancing the teaching-evaluation strategy to classroom

management.

Future Researchers: This study would help researchers in knowing and

understanding the effects of mobile phone use. This can serve as a guide to
further research involving the other effects of senior high school students '

mobile phone usage. This study can also be helpful as a future reference for

more studies in relates with mobile phone use.

REVIEW OF RELATED LITERATURES

This chapter consists of facts, principles, surveys, inquiries and investigations of

foreign or local already undertaken to which the current suggested research is connected

or has some impact or relation.

Mobile phones are telephones that are generally portable. It is a long-range,

portable electronic device used for mobile communication. However, a cellphone is a

term that we use nowadays to call a cellular phone. This is the name given to portable

phones that use cellular technology. The early mobile phones provide basic calling and

texting functionality. However, as technology progress, more functionality was added. To

differentiate the basic mobile phones and the ones with more functionality, the term

smartphone is now used worldwide (Yu 2014). A Smart phone is a mobile phone with an

advanced mobile operating system that combines feature of a personal computer

operating system with other features useful for mobile or handheld use.

Filipinos are known as avid cellphone lovers. We bring our mobile phones

wherever we go. We use it in our daily activities and to communicate with the people we

love. Here in the Philippines, these are the Top 10 Best Mobile Phone Brands in 2017

(Prado 2017): ASUS, Vivo, Huawei, Cherry Mobile, Sony Mobile, MyPhone, LG, Oppo,

Apple, and Samsung.

Mobile networks are available almost all over the Philippines. In most places, only GPRS

or GSM technology is available, while G3 (UTMS) networks are accessible only in the

big urban areas of Manila, Cebu, and Davao.The following is the list of the mobile

service providers here in the Philippines: Mobile Phone Brands in the Philippines: Globe
Telecom, TM (Touch Mobile), ABS-CBN Mobile, Smart Communications, Talk N Text

(TNT), and Sun Cellular.

There are numerous useful cell phones, and this includes keeping in touch with friends,

family members, and others. For different purposes, many people possess more than one

mobile phone, which could be for business or personal purposes. A number of people are

also taking the advantage of multiple subscriber identity module (SIM) cards for benefit

of different calling plans since a calling plan might provide cheaper local calls, long-

distance calls, international calls, or roaming. They continuously carry their mobile phone

within reach and regard it as status symbol and an important part of their daily lives. For

adults the mobile phone has likewise grown to become a highly personal utensil. (Osei-

Frimpong, et al., 2016).

At some stage, due to the mobile phone's broad functions together with internet

access. Most learners are now spending their time with their mobile phones. In a

research titled "Smartphones: Fulfilling in Everyday Life the Need for Immediacy,

but at What Cost?"Lundquist (2014) emphasized that smartphones are meeting the

requirement for instant access to social worlds. Where they performed a research and

focused on group of college students to investigate their perceptions and attitudes

about smartphone technology uses and abuses. Overall, respondents believe more

negatives than positives exist and the powerful positive of “being in the loop” keeps

them “attached” to their devices.

In addition (Jin and Junio-Sabio, 2018) stated that reduced expenditure may be a

reason for mobile device support if it is used in the classroom. One participant

pointed out, for example, that "Some students cannot afford costly books, so they can

readily access data by using mobile devices." Interestingly, some students also point

out that mobile phones should be permitted when used properly during school hours–

"It will be a more useful instrument to study than the book, if only if it is used in an

academic way."

Wood et al., (2012) observed a small but consistent negative effect on exam
performance when students engaged in simulated texting, emailing, or Facebook posting.

They reasoned that when students engage in multiple simultaneous tasks, like texting and

listening to lectures, one or both behaviors suffer. Similarly, Wei et al. (2012) found

support for a causal model identifying texting as a significant mediating variable in the

relationship between students’ self- regulation, a key aspect of metacognition, and

cognitive learning. Although each of these studies concluded that texting can diminish

learning because students‟ attention is divided, they did not identify specific mechanisms

through which the diminished attention/diminished achievement link is made. By

providing specific analysis of these mechanisms, teachers will have a greater ability to

explain to students how their grades could be impacted when they text or post to

Facebook during class. For example, when teachers want to explain the negative impact

of texting in class, they can perhaps be more detailed by noting specific ways in which

texting impacts student note taking and recall, and perhaps even work towards mitigating

these negative effects participation in activities done during learning in class.

In addition texting, according to (Lepp, et al., 2015) internet use, email, and social-

networking sites such as Facebook can potentially increase multitasking and task-

switching during academic activities and decrease academic performance. Notably, all of

these previously investigated activities can now be accomplished with a single, Internet-

connected cell phone. Therefore, measurements of cell phone use should not be limited

to only texting and calling but should take this wide array of activities into account.

Furthermore, and in consideration of the ubiquity of the cell phone relationship between

this expanded definition of cell phone use and academic performance warrants

investigation.

This finding can be understood as a suggestion that learners can have a home

classroom or use smartphone communication and educational devices. Jubien (2013)

also cites another finding on how smartphones influence and change instructional

procedures. Changes in the manner of collecting data, receiving directions from

educators, doing homework, working with peers, among othersIn relation to this
 (Tosta, 2012), found that smartphones are a phenomenon that has altered students '

everyday life and learning styles, required changes in teaching strategies for teachers,

and shifted academic institutions ' laws and policies.

RELATED STUDIES

Mobile phone is also helpful for learners to exchange useful data about their research

with their colleagues, according to (Hossain, 2016). This intriguing magic instrument is

also used by students in a much better way. Some of the research showed that the

academic achievement has been improved by this technology. The research attempted to

find out the beneficial impacts on youth's learning accomplishments in this context. A

majority (60%) agreed that students could be easily contacted for study purposes and

10.2% highly decided to contact teachers for this purpose. More than 80% of

participants also agreed that they could readily contact their classmates for assistance in

research. However, approximately 66 percent agreed that their academic achievement

was improved because of mobile technology, whereas approximately one quarter of the

respondent disagreed. Moreover, more than 60% agreed that mobile phones helped to

improve the quality of learning while 28.1% disagreed. The majority (more than 80%)

of the learners uses it in Classrooms as a dictionary / thesaurus / calculator and

approximately 15% disagree with this statement.

A study of (Jin and Junio-Sabio, 2018) obviously showed remarkable possession of

mobile devices by respondents in both public junior high schools: at least one mobile

device was owned by 98 percent of the sample space. In particular, 80% claim

ownership of a smartphone, followed by 20% ownership of fundamental mobile

phone, 12% ownership of tablets, and 1% possession of e-readers. Although the

researchers believe that a significant concern about the use of mobile devices in the

school environment is ensuring that every student can access the device (UNESCO,

2013), it appears that the chosen Manila Municipal government schools have

enormous capacity to access one device to one user relative to the present use of

mobile devices by students. Too often, in terms of educational technologies,

developing countries such as the Philippines fall behind the developed world, the

rapid growth of mobile devices suggests that these trends could change. As mobile

devices become portable and inexpensive as instructional instruments, mobile devices

rather than a desktop or laptop are better way to pursue educational technology for

Philippine senior government high schools.

In addition, a finding from (Tindell & Bohlander, 2012) indicates a higher

proportion of the student sample reported owning a cell phone (99% vs. 83%) and using

it using it at school (95% of the college sample reported taking it to school, while 65% of

the teen sample reported using it at school). Whereas only 3% of our sample admitted

straight to use these days, it could be regarded as a safe option

(Lepp, et al., 2013; Lepp, et al., 2015) discovered mobile phone use to be a important

harmful GPA (Grade Point Average) predictor. These findings indicate that considering

two college learners from the same university with the same class standing, same sex, the

same belief in their capacity to self-regulate their learning and do well academically, and

the same GPA high school, learners who use the mobile phone more on a daily basis are

likely to have a reduced GPA than learners who use the mobile phone less.

A finding of the study of (Osei Frimpong et al., 2016) revealed that 99.3% of

participants used phones, 36.9% used phones for 2-5 years, while 37.9% used phones for

6-10 years and 24.6% for 10 years and over. Majority 92.5 percent use smartphones, 80.2

percent of which are Android mobile operating systems and while Windows are used by

11.6 percent. With 75.1 percent on their phones using WhatsApp, while 6.8 percent have

Facebook. 35.2% also utilizes Samsung devices while 24.6% utilizes other goods such as

blackberry phones and 18.4% utilizes Nokia.

As a result of increasing telephone usage among students, 49.8 percent agreed that

mobile phone usage distracts them during lectures, so 54 percent believed that mobile

usage could lead to a decline in GPA. While 46 percent disagreed, the use of mobile

phones is rather said to cause an increase in GPA as it may lead to a rise in the abilities

of data studies.
 In the classroom use of mobile phone by learners, 93.5 percent have ever used a

mobile phone during classroom hours, with 91.8 percent using school mobile phones to

improve their knowledge of understudy subjects. In addition, 80.5% were distracted by

the phone during courses, in the form of visiting the social media site (31.1%), text

messages (27.6%) and receiving calls (25.6%).

On the impacts of mobile phone use on learners, 94.2 percent of participants said

mobile phone use is helpful for their studies with 55.3 percent indicating the usefulness

of being research while 14.3 percent used it for e-learning and 13.3 percent for group

conversations and 91.5 percent believed that mobile phone use had a beneficial effect on

their studies.

Furthermore, a research finding of (Jin and Junio-Sabio, 2018) discovered that

learners found significant methods for their learning through the use of mobile

systems: with 64 percent of them agreeing that it is actually helpful, 31 percent feeling

little benefit, 2 percent feeling it scarcely beneficial, and only 3 percent said that

mobile devices can be beneficial to the results of the participants. Not surprisingly,

many of the participants expressed a conviction that mobile devices should be

permitted to use during the school (61 percent), 18 percent of the respondents are

uncertain about it, and about one-fifth (21 percent) of the respondents expressed

negative attitudes towards mobile device acceptance in the school.

In addition, (Labajo et al., 2017) discovered that (85 percent) of the

participants have been reported to frequently use their smartphone for particular tasks

such as accessing social networking sites, specifically Facebook. And, (100%) said

they were helped by the smartphone to perform school tasks. (50%) of the

respondents responded that they use their smartphones for about 1-3 hours per day for

more than a year. Then, (55%) responded that, the use of mobile phones in the school

premises is prohibited. However, that 11 also responded that they still use their

smartphone during classes even when there is smartphone prohibition during classes.
REVIEW OF RELATED THEORIES

Relational Dialectics Theory

This theory of relational dialectics was established in 1993 by Leslie Baxter and

Barabara Montgomery. This theory outlined individuals relying on cell phones for

communication, sharing, inclusion, and validation. Although being able to contact others

is one of the cell phone's most liked qualities, being available on an ongoing basis for

contact with others is also one of its most disliked qualities that seriously affect their

interpersonal relationship. Individuals experience incoherent internal tensions while in a

relationship. The pressures will be recurrent in nature over time and the connection

sustains from these extreme tendencies. Consider the point, for example, between

harmony and separation. Communication patterns cause a constant state of instability acts

as a contrary in sustaining a relationship.

Uses and Gratifications Theory

The theory of UG was established in 1959 by Elihu Katz. The results of media use

rely on why and how they chose to use the media, according to Katz (1959). Therefore, in

U&G theory, there are two primary elements that are media that choose to engage and

media gratification. By describing the theory of U&G, this theory operates primarily

operationally through the social and psychological requirements of people producing

mass media motives and expectations (Katz, 1959), and how people use media to meet

their requirements and attain their objectives. U&G theory is frequently used to: (1)

Explain how people's psychological and social demands give rise to their expectations

and motivations for choosing and using the mass media that best suits their requirements

and expectations, (2) Explain how individuals use the media to satisfy their particular

requirements, (3) Understand the motives for their dependency on a particular media, and
(4) Identify the consequences that resulted from the needs, motives, and dependency on a

particular media.

Theory of Planned Behavior

Icek Ajzen’s planned behavior theory which was established on 1991, wasuse as a

model to assess how human activities are guided. It predicts the occurrence of a specific

behavior if the behavior is deliberate. The theory includes three variables used to predict

intent to execute a specific behavior if the behavior is deliberate. The purpose stands as

behaviors ' cursive agents. Attitude towards behavior is the general assessment of a

person's behavior or performance. Subjective norms are an individual's own estimation of

the social pressure to execute the target behavior or not. Subjective norms are a measure

of two views that interact with each other; beliefs about how other individuals, who may

be essential to the individual in some manner, would like them to act (normative views);

and positive or negative judgments (result assessments) about each faith. The degree to

which a individual feels willing to enact the behavior is perceived behavioral control. It

has two views of control: how much power a individual has over the behavior and how

confident a individual feels about being willing to conduct the behavior or not. It is

determined by control views regarding the strength of both situational and external

variables to inhibit or promote behavioral performance.

SUMMARY OF RELATED LITERATURE, STUDIES AND THEORIES

The review of related literature mentioned theories, article and journals regarding

to the effects of mobile phone use to the students and provide some information on what

is a mobile phone, the different purpose of mobile phone, the distraction causes by

mobile phone, different mobile phone technologies available for learning and how does it

benefits the students, how a mobile phone can affect the students positively and

negatively and how the usage of mobile phone affect the students’ performance.Also, it

stated that mobile phone has altered students’ everyday life and learning styles. It is

necessary to figure out how mobile phone affect the said performance. Thus, the

researchers were convinced that there is a need to investigate about these information to

address the situation of the students regarding to the mobile phone usage.

The review of related studies had shown different methods and instruments that

can be used for the investigation of the effects of mobile phone usage of the students.

Also, it stated different data and findings of different researchers that also tackles on the

effects of mobile phone use and proved that mobile phone usage of the student can result

both positively and negatively to the performance of the students.

The review of related theory had shown different theories that can be used for the

investigation of the effects of mobile phone usage of the students. The related theories

given is the relational dialectics theory which created by Leslie Baxter and Barbara

Montgomeryon 1993.This theory outlined individuals relying on cell phones for

communication, sharing, inclusion, and validation. Another theory is the uses and

gratification which was established in 1959 by Elihu Katz. This theory operates primarily

operationally through the social and psychological requirements of people producing

mass media motives and expectations. Another theory is the theory of planned behavior

which was created byIcek Ajzen in 1991.Ajzen’s planned behavior theory use as a model
to assess how human activities are guided. It predicts the occurrence of a specific

behavior if the behavior is deliberate. All this theory would help the researcher to be

knowledgeable of the effects of mobile phone usage of the students.

DEFINITION OF TERMS

Mobile phone – is a wireless handheld device that allows users to make calls and send

text messages, among other features.

Smartphone – a mobile phone that performs many of the functions of a computer,

typically having a touchscreen interface, Internet access, and an operating system capable

of running downloaded applications.

Internet – a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standardized

communication protocols.

Academic Performance – is the extent to which a student, teacher or institution has

achieved their short or long term educational goals.

Grade Point Average (GPA) – is a number representing the average value of the

accumulated final grades earned in courses over time.

Multi-tasking– an act of students in doing different tasks at the same time.

Internet Surfing– an act of finding information or getting information on the internet.

Learning Tool– are tools used by students in learning as it helps them and make it easier

for them to study because of this.

Metacognition– it refers to the processes used to plan, monitor, and assess one’s

understanding and performance.

Cognition–the mental action or process of acquiring knowledge and understanding

through thought, experience, and the senses.

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CONCEPTUAL FRAMEWORK

The illustration presented on Figure 1 shows the conceptual framework of the

study.
1. profile of senior high students in Compostela National High
School (Day-Class) in terms of
a.Age
b.Gender
c.Types of Student (working/non-working);
d.Strand; and
e. Year Level?
2. Different types of mobile phones used by the students?
According to Brand
a.Type of Network
b.Loading Preference
3. School performance of the senior high students in
Compostela National High School as perceived by their:
a.School Attendance
b.Compliance of the School Work
c.Timeliness

Effect of mobile phone usage on the academic performance

of the senior high students
Figure 1.1 Conceptual Paradigm of the Study