Effectiveness of Mobile Phones as Learning Aid among Senior High

School Students
Marlon F. Adlit * , Jenelyn Dalit , David Letun Puzon VIII , John Regienald G. Almirañez ,
Kasandra Elaisa B. Castres , Shein Marie D. Beronia , Micaela D. Aurelio ,
Jhayz Anne A. Aguilar , Nezel A. Goloran
San Pedro Relocation Center National High School Landayan Annex,
SDO-City of San Pedro, Laguna, Philippines

Article Information Abstract:

Suggested Citation: Mobile phone usage by students is beneficial and found to have a
Adlit, M.F., Dalit, J., Puzon VIII,
great impact on students learning. This study assessed the
D.L., Almirañez, J.R.G., Castres, effectiveness of mobile phones as a learning aid among senior high
K.E.B., Beronia, S.M.D., Aurelio, school students. The assessment is based on the dimensions using
M.D., Aguilar, J.A.A. & Goloran, Gavriel Salomon’s symbol system theory. The study used the
N.A. (2023). Effectiveness of descriptive method of research, respondents are randomly selected
Mobile Phones as Learning Aid using the cluster sampling technique. The principal instrument used
among Senior High School
is the survey questionnaire and a face-to-face survey is conducted.
Students. European Journal of
The survey used the 5-point Likert scale. For inferential statistics, the
Theoretical and Applied Sciences, 1(2),
independent t-test is employed to compare the means based on
37-49.
gender. Results yield that there is no significant difference in the
DOI: 10.59324/ejtas.2023.1(2).03
* Corresponding author: Author
scores for males and females in the dimensions such as content,
Marlon F. Adlit
connectivity, and cognitive abilities. There is a significant difference
e-mail: [email protected] in the dimensions such as convenience and digital literacy. There is
no significant difference in the scores for males and females for the
overall assessment of the effectiveness of mobile phones as learning
aid across dimensions. Gender has no moderating effect. Implications for future research on capability
infrastructures both for teachers and students across levels addressing gaps in institutionalizing online
education portals/ applications for Filipino learners.

Keywords: Mobile Phones, Learning Aid, Senior High School, Symbol System Theory.

Introduction Hassan and Yousaf (2021) stated that mobile

phones have created a great impact on students’
People across the world now consider mobile learning progress.
phones to be both a commodity and a need,
especially for the younger generation. The use of Further, the mobile applications developed by
mobile devices by students is beneficial. The Farrah and Abu-Dawood (2018) have enhanced
educational program must formally recognize learning effects in an engaging learning
mobile devices as additional learning resources environment, and boost students' creativity and
(Ngesi et al., 2018). Ahmad (2018) articulated the problem-solving skills (Onyema, 2019). Saeed
teachers' and students' viewpoints on using a and Hassan (2020) argued that phones would be
mobile device as a learning tool in the classroom. a great instrument for the learning process of

This work is licensed under a Creative Commons Attribution 4.0 International License. The license permits unrestricted
use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s)
and the source, provide a link to the Creative Commons license, and indicate if they made any changes.
students. There is an improvement in the online and in other ways. Toquero and
performance and involvement of learners Talindong (2020) opined that the use of digital
(Yousaf et al., 2021). technology ensures a secure environment and
mobile devices, according to Lim and Arcilla
Mohammadi et al (2020), on the other hand,
(2021), it enhances students' understanding of a
found that mobile use is ineffective for learning.
variety of ideas.
More difficulties and obstacles are associated
with mobile learning. Alghazi and other (2021) However, significant digital imbalances still exist
stated that a student must meet several among Manila's public schools, according to Jin
prerequisites to use a mobile phone. Schools and Junio-Sabio (2018). The results show that
better meet students' demands for sharing, mobile devices have the potential to be used in
communicating, and learning. already operating public senior high schools and
that regulations and curricula need to be revised
The behavioral intention was the most
to match the mobile era. According to Bombaes
significant predictor of actual mobile phone
(2018), perceived usefulness influences students'
usage. Age, gender, and experience had no
intentions for m-learning favorably. Lim and
moderating influence (Nikolopoulou et al.,
Moneva (2018) stated that the use of mobile
2020). There were differences in how the
devices as a learning aid was ineffective due to
students felt about their grades though there
the possibility of cheating, it serves as a
were no statistically significant differences in
"hindrance" to learning.
how they perceived gender and age (Mortazavi
et al., 2020). Boys and girls can benefit equally Hence, the purpose of this study is to assess how
from educational technologies. Women tend to senior high school students at SPRCNHS-
be less confident about their digital skills, even Landayan Annex use mobile phones as learning
though this does not indicate a difference in real tools for School Year 2022-2023. The
competence (Allier-Gagneur & Moss Coflan, assessment is based on the dimensions such as
2020). enhancing connectivity, strengthening cognitive
abilities, developing digital literacy, convenience,
According to Mauricio (2017), mobile phones
and content. Each of these dimensions is
have a beneficial effect on studying both for
assessed based on the efficiency of mobile
students and teachers. Fabito (2017) concluded
phones as a learning aid depending on their
that whether people use their mobile devices to
gender. Moreover, the study aims to further
access a learning management system is still not
validate hypotheses.
a reliable predictor of their behavioral intent. Jin
et al (2018) described the effects of smartphone This study assessed the effectiveness of mobile
use on students' learning processes and further phones as a learning aid among senior high
guidance and training on how to integrate school students of the SPRCNHS-Landayan
mobile devices into academic activity should be Annex. Specifically, this study answers the
acknowledged. Multidimensionality and following questions:
gratifications approach to explore the 1. What gender-specific characteristics best
applications must be included (Saeed & Hassan, define the demographic profile of the students?
2020).
2. How do the respondent-students assess
The study by Peralta et al. (2019), revealed that the effectiveness of mobile devices as tools for
the Mobile Learning Application (MLA) is a learning in the following areas:
practical piece of technology that enables
teachers to provide lessons and other helpful 2.1. improving digital literacy,
resources online. High school students enrolled 2.2. convenience,
in government-run schools in the Philippines
have a poor adoption of this technology. 2.3. improving cognitive abilities,
According to Asio and other (2021), having a 2.4. connectivity and
mobile phone allows students to take classes

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 2.5. content? collaborations have later cognitive spin-off
impacts on learners functioning independently
3. Is there a significant difference in the
of machines, those benefits are felt (Salomon et
assessment of the student-respondents on
al., 1991).
the effectiveness of mobile phones as a
learning aid when grouped according to The conceptual framework as presented in
gender and on the overall level of Figure 1 demonstrates how effective mobile
effectiveness of mobile phones as a learning devices are as learning tools based on gender as
aid when grouped according to gender? demonstrated in the dimensions such as content,
recoding or connectivity, mental elaboration or
Null Hypothesis
convenience, processing or improving cognitive
• There is no significant difference in the abilities, and mental processes for re-coding and
assessment of the effectiveness of mobile elaboration or improving digital literacy. Finally,
phones as learning aid between male and female how well mobile phones work overall as a
student-respondents. learning tool for senior high school students.
• There is no significant difference in the
assessment of the overall level of effectiveness Materials and Methods
of mobile phones as learning aid between male
and female student-respondents. The study used the descriptive method of
research. According to Aggarwal and
Gavriel Salomon’s symbol system theory Ranganathan (2019), data are considered
examines the many effects of media on learning. "descriptive" if it is studied to reveal the
It claims that whether a medium may distribution of one or more variables. Further,
successfully support effective learning depends Adlit et al. (2023) opined that a descriptive
on how closely the symbol system aligns with the survey is a methodical approach to gathering and
learning activities and contents of the learners. analyzing factual data. The respondents of this
Mobile phones may be utilized as a learning aid. study are the randomly selected students totaling
Various media symbol systems can affect a 120 from Grade 11 and Grade 12 of San Pedro
learner's capacity to learn (Salomon, 1994). Relocation Center National High School
Symbol system theory is the theoretical Landayan Annex using the cluster sampling
framework of this study. technique (Bun et al., 2022).

Mobile phones as
In this study, the principal instrument used in
learning aid in the gathering the necessary data and information is
following dimensions: Overall the survey questionnaire. The first part of the
a. content effectiveness
of mobile questionnaire is about the track and strand as
b. connectivity phones as
Gender well as gender. The second part is about the
c. convenience learning aid
among senior effectiveness of mobile phones as a learning aid
d. improving cognitive
abilities
high school in the dimensions such as content, connectivity,
students.
e. improving digital convenience, improving cognitive abilities, and
literacy improving digital literacy. The survey used the 5-
point Likert scale, where statements are
Figure 1. The Conceptual Framework of the described in Table 1. Considerations to use the
Study focuses on the Constructs of Symbol Likert scale was based on the different principles
System Theory and strategies provided by Preedy (2010).
More recent research has expanded the The instrument has undergone the process of
framework to include cognitive processing aids, development, validation, and implementation.
supports for intellectual performance, and mind- Language teachers assisted in the development
enriching devices. Humans work in stage, while specialized and applied subject
collaboration with computers, but when these teachers validated the instrument. A revision is

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made after further checking and examination SPSS Statistics version 20 to perform the
before the implementation of the data-gathering independent t-test.
procedure. A face-to-face survey is conducted by
the researchers.
Results and Discussion
Table 1. 5-Point Likert Scale 1. Gender of Student-Respondents
Table 2 shows the gender of the respondents.
for Survey-Questionnaire
Among the 120 respondent-students, 58 or
Score Range Description 48.33% were male while 62 or 51.67% were
1 1.00-1.80 Strongly Disagree female.
2 1.81-2.60 Disagree
Table 2. Gender of Student-Respondents
3 2.61-3.40 Neutral
4 3.41-4.20 Agree Gender Frequency Percentage
5 4.21-5.00 Strongly Agree Male 58 48.33%
Female 62 51.67%
TOTAL 120 100%
The school head and the senior high school
coordinator provided formal authorization for
the researchers to carry out this study. To The result affirmed that most students decide to
conduct the survey, the researchers split into utilize their phones for academic purposes
pairs and handed out the survey questionnaire to during class (Mortazavi et al., 2020). Moreover,
the participants one by one, with the assistance educational innovations or technologies can help
of teachers who handled each section. The both males and females in equal measure (Allier-
respondents were asked to participate Gagneur & Moss Coflan, 2020).
voluntarily in the study. All the surveys were
returned and submitted completely and 2. Student-Respondents Assessment of
correctly. the Effectiveness of Mobile Phones as
Both descriptive and inferential statistics were Learning Aid Tools
used in the study. For inferential statistics, an The data collected in determining the
independent t-test is employed to compare the effectiveness of mobile phones among senior
means of precisely two groups (Bevans, 2022). high school students in terms of the content
The researchers determined whether there is a dimension as reported by the 120 respondents
significant difference between the two groups' are revealed in Table 3.
mean scores using an independent sample t-test
(Gerald 2018). The researchers used the IBM

Table 3. Student-Respondents' Assessment of Effectiveness of Mobile Phones in Terms of

Content
Content Male Description Female Description
1. Mobile phones provide me with the 3.62 Agree 3.73 Agree
necessary information I need in learning.
2. They provide me with the necessary 3.50 Agree 3.69 Agree
services used to help in examining
information.
3. They provide me with supporting 3.69 Agree 3.94 Agree
information on lessons or topics I need in
learning.
TOTAL 3.60 Agree 3.79 Agree

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Male and female respondents have the highest dimension as reported by the 120 respondents
score in statement 3 “They provide me with are revealed in Table 4. Male and female
supporting information on lessons or topics I respondents have the highest score in statement
need in learning” with a mean of 3.69 and 3.94 2 “mobile phones help me connect with people”
or a description of “Agree”, respectively. The with a mean of 3.64 and 4.13 or a description of
total mean for male respondents is 3.60 or “Agree”, respectively. The total mean for male
“Agree” and 3.79 or “Agree” for female respondents is 3.04 or “Neutral” and 3.29 or
respondents. The result is related to the findings “Agree” for female respondents. The result also
of Yu et al. (2022) who found that students read agreed with the findings of Shonola et al (2016)
a variety of news categories because of mobile who claimed that communication is greatly
devices changing their reading habits. Walid and facilitated by teachers and students and studying
Omaid (2020) stated that using a mobile phone is more pleasurable. Humans act rationally when
for educational purposes was a “driving factor of connected, and a mobile phone is an invaluable
motivation”. instrument that can make our life more
knowledgeable (Harris & Cooper, 2019).
The data collected in determining the
effectiveness of mobile phones among senior
high school students in terms of connectivity

Table 4. Student-Respondents' Assessment of Effectiveness of Mobile Phones in terms of

Connectivity
Content Male Description Female Description
1. I communicate and share information 2.48 Disagree 2.15 Disagree
with my fellow leaners / acquaintances.
2. Mobile phone help me contact with 3.64 Agree 4.13 Agree
people.
3. They help develop myself in becoming 3.00 Neutral 3.60 Agree
confident in communicating with others.
TOTAL 3.04 Neutral 3.29 Agree

The data collected in determining the abilities dimension as reported by the 120
effectiveness of mobile phones among senior respondents are revealed in Table 5.
high school students in terms of cognitive

Table 5. Student-Respondents' Assessment of Effectiveness of Mobile Phones in terms of

Cognitive Abilities
Content Male Description Female Description
1. With the use of mobile phones, my 3.34 Neutral 3.34 Neutral
decision-making skills in facing situations
have improved and developed.
2. They help me understand situations to be 3.45 Agree 3.65 Agree
more open-minded.
3. They help me to become more specific, 2.59 Neutral 2.66 Neutral
handling things in ways that I understand
both sides of the situation.
TOTAL 3.13 Neutral 3.22 Neutral

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Male and female respondents have the highest from the promotion of higher-order cognitive
score in the statement “They help me abilities like critical thinking, problem-solving,
understand situations to be more open-minded” and decision-making. Media, technology, and
with a mean of 3.45 and 3.65 or “Agree”, communication are essential for active learning
respectively. The total mean for male (Harris & Bacon, 2019). Similarly, cell phones
respondents is 3.13 or “Neutral” and 3.22 or are effective and generate reliable results as a tool
“Neutral” for female respondents. The results for aptitude and competency (Valenza et al.,
somehow agree that active learning benefits 2022).
Table 6. Student-Respondents' Assessment of Effectiveness of Mobile Phones in terms of
Convenience
Content Male Description Female Description
1. I communicate and share information 3.36 Neutral 3.73 Agree
with fellow leaners / acquaintances.
2. Mobile phone help me connect with 3.55 Agree 3.74 Agree
people.
3. They help develop myself in becoming 3.57 Agree 3.95 Agree
confident in communicating with others.
TOTAL 3.49 Agree 3.81 Agree

The data collected in determining the mean for male respondents is 3.49 or “Agree”
effectiveness of mobile phones among senior and 3.81 or “Agree” for female respondents. The
high school students in terms of convenience results confirmed the studies such as that of
dimension as reported by the 120 respondents Onyema et al (2019) who explored mobile
are revealed in Table 6. Male and female phones to increase learning and said to be "vital
respondents have the highest score in statement for collaboration and creativity." Harris and
3 “They help develop me in becoming confident Cooper (2019) said that mobile phones are a
in communicating with others” with a mean of valuable tool to conduct learning effectively and
3.57 and 3.95 or “Agree”, respectively. The total efficiently.
Table 7. Student-Respondents' Assessment of Effectiveness of Mobile Phones in terms of
Digital Literacy
Content Male Description Female Description
1. I communicate and share information 3.33 Neutral 3.74 Agree
with fellow leaners / acquaintances.
2. Mobile phone help me connect with 3.40 Neutral 3.71 Agree
people.
3. They help develop myself in becoming 3.22 Neutral 4.10 Agree
confident in communicating with others.
TOTAL 3.32 Neutral 3.85 Agree

The data collected in determining the help me connect with people” with a mean of
effectiveness of mobile phones among senior 3.40 or a description of “Neutral” while the
high school students in terms of digital literacy female respondents have the highest score in
dimension as reported by the 120 respondents statement 1 “1. I communicate and share
are revealed in Table 7. Male respondents have information with my fellow
the highest score in statement 2 “mobile phones learners/acquaintances” with a mean of 3.74 or

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description of “Agree”. The total mean for male Table 8 shows the independent-samples t-test
respondents is 3.32 or “Neutral” and 3.85 or for content. As gleaned from the table, there is
“Agree” for female respondents. To help no significant difference in the scores for males
students develop self-control, students must be (M=3.60, SD=0.096) and females (M=3.79,
digitally literate (Peng & Yu, 2022). Developing SD=0.134); t (4)=-1.923, p = 0.127. These
digital literacy enhances learning and had a good results suggest that since the probability value of
effect on students' academic achievement (Naz .127 is more than alpha 0.05, the null hypothesis
et al., 2022). is accepted. The study affirmed Darko-Adjei
(2019) who found that there is positive
usefulness of the use of smartphones in students'
3. Significant Difference in the learning activities. The development of mobile
Assessment of the Student-Respondents on phones, according to Obiadazie and Obijiofor
the Effectiveness of Mobile Phones as a (2019), has allowed for more cooperation and a
Learning Aid and on the Overall level of new pedagogical strategy (Polat et al., 2021).
Effectiveness of Mobile Phones as a
Learning Aid
Table 8. Independent Samples (Male and Female) for Content
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.60 .09609 -1.923 .127 Not Significant Accept
Female 3.79 .13429
α = 0.05 Level of Significance

Table 9 shows the independent-samples t-test null hypothesis is accepted. The result affirmed
for connectivity. As gleaned from the table, there that mobile phones are rapid communication
is no significant difference in the scores for devices for social connectedness (Swamy, 2020).
males (M=3.04, SD=0.581) and females Connectivity impacted communication and
(M=3.29, SD=1.025); t (4)=-.372, p = 0.728. information-gathering behaviors (De Masi &
These results suggest that since the probability Wac, 2022). Students preferred mobile phones
value of .728 which is more than alpha 0.05, the as a medium for connectivity (Ahmad, 2020).
Table 9. Independent Samples (Male and Female) for Connectivity
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.04 .58103 -.372 .728 Not Significant Accept
Female 3.29 1.02500
α = 0.05 Level of Significance

Table 10. Independent Samples (Male and Female) for Cognitive Abilities
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.13 .46801 -.226 .832 Not Significant Accept
Female 3.22 .50639
α = 0.05 Level of Significance

Table 10 shows the independent-sample t-test These results suggest that since the probability
for cognitive abilities. As gleaned from the table, value of .0.832 which is more than alpha 0.05,
there is no significant difference in the scores for the null hypothesis is accepted. The result agreed
males (M=3.13, SD=0.468) and females with the following, for instance, cognitive ability,
(M=3.22, SD=0.506); t (4)=-0.226, p = 0.832. as defined by Shi and Qu (2021), is the capacity

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of the human brain to process, retain, and since the probability value of 0.033 is less than
retrieve information. Students’ ability to learn alpha 0.05, the null hypothesis is rejected. The
may be improved, and learning can be made results affirmed that students access essential
more efficient (Jamil et al., 2022). Mobile phones information anywhere, anytime, and make
are becoming increasingly prevalent and are knowledge accessible with ease and speed
powerful and adaptable tools that boost human (Sharma & Madhusudhan, 2017). According to
intelligence (Wilmer et al., 2017). Table 11 shows Ifeanyi and Chukwuere (2018), the ability to
the independent-samples t-test for convenience. access media conveniently is one of the benefits
As revealed from the table, there is a significant of using cell phones effectively. Sambo et al
difference in the scores for males (M=3.49, (2021) stated that Web 2.0 increased
SD=0.581) and females (M=3.80, SD=1.025); t communication, research development, and
(4)=-3.194, p = 0.033. These results suggest that information sharing.
Table 11. Independent Samples (Male and Female) for Convenience
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.49 .58103 -3.194 .033 Significant Reject
Female 3.80 1.02500
α = 0.05 Level of Significance

Table 12 shows the independent-samples t-test consistent with the study of Wijaya et al (2021)
for digital literacy. As gleaned from the table, who asserted that the advancement of mobile
there is a significant difference in the scores for learning media can improve students' learning
males (M=3.32, SD=0.091) and females results in digital literacy. Digital literacy helps
(M=3.85, SD=0.217); t (4)=-3.927, p = 0.017. with using contemporary technologies and is
These results suggest that since the probability better equipped to contribute to the
value of 0.017 which is less than alpha 0.05, the development of the country (Reddy et al., 2020).
null hypothesis is rejected. The results are
Table 12. Independent Samples (Male and Female) for Digital Literacy
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.32 .09074 -3.927 .017 Significant Reject
Female 3.85 .21703
α = 0.05 Level of Significance

Table 13 shows the assessment of student- scored high in digital literacy with 3.85 and
respondents on the effectiveness of mobile description of “Agree”. Overall males scored
phones across dimensions and it is revealed that 3.32 or “Neutral” while females scored 3.85 or
for males it is the content dimension with a score “Agree”.
of 3.60 and description of “Agree” while females
Table 13. Assessment of Student-Respondent Effectiveness of Mobile Phones Across
Dimensions
Content Male Description Female Description
Content 3.60 Agree 3.79 Agree
Connectivity 3.04 Neutral 3.29 Neutral
Cognitive Abilities 3.13 Neutral 3.22 Neutral
Convenience 3.49 Agree 3.80 Agree
Digital Literacy 3.32 Neutral 3.85 Agree

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 TOTAL 3.32 Neutral 3.59 Agree
Table 14. Assessment of Student-Respondent Effectiveness of Mobile Phones Across
Dimensions
Gender Mean Standard t-Value Sig. Value Interpretation Decision to
Deviation Ho
Male 3.32 .23544 -1.582 .152 Not Significant Accept
Female 3.59 .30765
α = 0.05 Level of Significance

Table 14 shows the independent-samples t-test and acknowledged that mobile phones are
of the overall assessment of the effectiveness of powerful and adaptable tools for increasing
mobile phones as learning aid across dimensions intelligence.
such as content, connectivity, cognitive abilities, On the other hand, result yield that there is a
convenience, and digital literacy. As presented in significant difference in the dimensions such as
the table, there is no significant difference in the convenience and digital literacy. Hence, both
scores for males (M=3.32, SD=0. 235) and genders agreed that mobile phones make
females (M=3.59, SD=0. .308); t (8) =-1.582, p knowledge accessible with ease and speed,
= 0.152. These results suggest that since the convenient access is a benefit, and Web 2.0
probability value of 0.152 which is more than increased communication, research, and
alpha 0.05, the null hypothesis is accepted. information. Likewise, it improves students'
According to Hassan and Yousaf (2021), mobile learning results in digital literacy and may help
phones have a significant influence on students' them become more knowledgeable.
learning. Fabito (2017) determined the most The results for the overall assessment of the
important predictor of actual mobile phone effectiveness of mobile phones as learning aid
usage was the behavioral intention. Experience, across dimensions reveal that there is no
age, and gender exhibited no moderating effects significant difference in the scores for males and
(Nikolopoulou et al., 2020). females. This means that both genders agreed
that it influences learning, behavioral intention is
a fundamental predictor and gender has no
Conclusion moderating effect.
The study assessed the effectiveness of mobile
devices as learning tools based on gender as Recommendations
demonstrated in the dimensions such as content, It is recommended by the researchers to conduct
recoding or connectivity, mental elaboration or both qualitative and quantitative research on the
convenience, processing or improving cognitive capability infrastructures, technologies, and
abilities, and mental processes for re-coding and manpower on institutionalizing a learning
elaboration or improving digital literacy using resource and teaching and learning applications
Gavriel Salomon’s symbol system theory. at the national, regional, division, and school
Results yield that there is no significant levels. Assess the effectiveness, efficacy, and
difference in the scores for males and females in efficiency of virtual capabilities both for teachers
the dimensions such as content, connectivity, and students across levels further focusing on
and cognitive abilities. Hence, both genders limitations to address gaps in institutionalizing
agreed that smartphones are in the student's online education portals or educational
learning activities, and it paved the path for a applications for Filipino learners.
new pedagogical strategy. Further, mobile
phones greatly increased social connectedness, Acknowledgment
communication, and information-gathering
behaviors are impacted by as a medium of The authors wish to extend their sincerest
connectivity. Lastly, learning becomes efficient appreciation to the school leaders, advisers, and

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teachers of SPRCNHS Landayan Annex, new normal. Studies in Humanities and Education,
Schools Division Office of City of San Pedro, 2(1), 56-69.
Laguna, most especially to the guardians and https://doi.org/10.48185/she.v2i1.224
parents of Grade 12 – Manila senior high school Bevans, R. (2022). Choosing the Right Statistical
students specializing in Humanities and Social Test | Types & Examples. Scribbr. Retrieved
Science (HUMSS). Similarly, we wish to extend from
our gratitude to Mrs. Czarinna E. Lopez of Los https://www.scribbr.com/statistics/statistical-
Baños Lalakay Senior High School, Schools tests/
Division Office of Laguna for generously
extending her expertise on the study. Bombaes, A. (2018). Student's Intentions to Use
M-Learning: An Empirical Perspective from the
Conflict of interests Philippines. Learning, 8(1).
https://doi.org/10.5296/ber.v8i1.12305
No conflict of interest.
Bun, M., Drechsler, J., Gaboardi, M., McMillan,
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