Effects of Using Mobile Phones to the Academic Performance

of Selected Grade 10 Students of St. Paul School of San

Antonio (Nueva Ecija) Inc. Academic Year 2022-2023

_____________________________

A Study
Presented by the Grade 11 Students of
St. Paul School of San Antonio (Nueva Ecija) Inc.
San Antonio, Nueva Ecija

_____________________________

In Partial Fulfillment
of the Requirements for the Senior High School Subject:
Practical Research 1

_____________________________
By:
Katrina B. Manio Jaycee B. Maglalang
Danielle A. Cristobal John Mark Valerio
Joylyn Faye Dela Cruz Noel EM Fernando
Lenie L. Villarico Charles Joshua Calixtro
Jamilla Capili Justine Paul Reyes
Jonica Mae Sebastian Roldan Amponin
Sylock Javate Shean Julian Lamson
Darleen Torres Jhonsen Aieron Baurile

June 13, 2023

 ACKNOWLEDGEMENT

The researchers wish to extend their humblest

appreciation and gratitude to all who have contributed to

the completion of their study:

Above all, to the Almighty and Loving God who gave them

the wisdom and knowledge, fortitude and courage to

accomplish this study. The light of His Holy Spirit and

grace became the researchers’ strong fortress to finish

their study. His unfathomable blessings helped the

researchers finish their study in spite of the problems they

faced while working on it. All glory and praise be to Him

now and in eternity. Ad Maiorem Dei Gloriam!;

To their families, especially to the parents, who have

been the most supportive and the most motivating persons

throughout the whole school year. The researchers express

their utmost gratitude to their families who supported,

guided, motivated and encouraged them with unconditional

love. These things became the researcher’s light in the dark

when problems are foreshadowing;

ii
 To Mr. John Carlo A. Reyes, OP, the researchers’

adviser and mentor, for the never failing assistance and

endless patience to the researchers. He helped, guided,

corrected, and motivated the researchers to continue their

work. His advice and guidance led the researchers to become

knowledgeable in research. They were grateful for his bright

attitude, passion, dedication, patience, commitment, and

determination while helping them accomplish their study;

To Mrs. Jovita P. Villas, the School Directress, for

the moral support and time rendered in allowing the

researchers to conduct and write their manuscript

accordingly;

To Mr. Jovie P. Panahon, the Junior High School

Coordinator, for giving permission to the researchers to

administer the questionnaire to the respondents of the

study;

To Ms. Jessalyn Ferrer, who helped the researchers by

giving heart warming messages, suggestions and extending

help whenever the researchers need her.

To the Grade 11 English Teachers, for allowing and

helping the researchers administer the research instruments;

iii
 To the Grade 10 Students, their respondents, for their

sincere and honest answers to the questionnaire, google

forms, test, for their active participation and cooperation

during the administration of the research instruments;

To the Grade 12 Students, their advice in conducting

research helped the researchers to gather correct

information and research formats.

To the School Librarian, for allowing the researchers

access different books, articles and studies that became the

sources and references of information needed in their study;

To their friends and companions, who showed their love

and never ending support to cheer the researchers. Their

presence and comfort boosted the researchers’ morale to

pursue their study despite the hardships and difficulties.

And to those who have shared their valuable effort and

inspiration in the completion of the study.

- The Researchers

iv
 DEDICATION

To the Almighty God, who continuously

showers His blessings to us,
To our supportive family,
To our cheerful friends and classmates,
To our determined educators and mentors,
To the future of our country – the students,
And to those who long for knowledge,
This courteous work is genuinely
dedicated.

The Researchers

Table of Contents

v
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter Page

1 The Problem and its Settings

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

2 Research Methodology

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Sample and Sampling Procedure . . . . . . . . . . . . . . . . . . . . . . 26

Description of the Respondents . . . . . . . . . . . . . . . . . . . . 27

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . 27

vi
 Administration of the Instrument . . . . . . . . . . . . . . . . . 28

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . 29

3 Presentation, Analysis And Interpretation Of Data

Profile of the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . 31

Reasons Why the respondents are using mobile phones . 36

Effects of Using Mobile Phones to the Academic

Performance of the Respondents . . . . . . . . . . . . . . . . . . . . . 39

4 Summary, Conclusions, And Recommendations

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

LIST OF TABLES

Table Page

vii
1 Distribution of Respondents According to Age . . . . . . 32

2 Distribution of Respondents According to Sex . . . . . . 33

3 Distribution of Respondents According to

Number of Hours Spent in using Mobile Phones . . . . . . . . 33

4 Scores of the Respondents in the Area of

Reasons of using Mobile Phones . . . . . . . . . . . . . . . . . . . . . 36

5 Scores of the Respondents in the Area of

Effects of using Mobile Phones . . . . . . . . . . . . . . . . . . . . . 39

List of Figures

Figures Page

1 Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

viii
 2 Map of St. Paul School of San Antonio

(Nueva Ecija) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

THESIS ABSTRACT

TITLE: EFFECTS OF USING MOBILE PHONES TO THE

ACADEMIC PERFORMANCE OF SELECTED GRADE

10 STUDENTS OF ST. PAUL SCHOOL OF SAN

ix
 ANTONIO (NUEVA ECIJA) INC. ACADEMIC

YEAR 2022-2023.

RESEARCHERS:

Katrina B. Manio Jaycee B. Maglalang

Danielle A. Cristobal John Mark Valerio

Joylyn Faye Dela Cruz Noel EM Fernando

Lenie L. Villarico Charles Calixtro

Jamilla Capili Justine Paul Reyes

Jonica Mae Sebastian Roldan Amponin

Sylock Javate Shean Julian Lamson

Darleen Torres Jhonsen Aieron Baurile

YEAR AND SECTION: Grade 11 - St. Lawrence

ADVISER: John Carlo A. Reyes, OP. LPT

SCHOOL: St. Paul School of San Antonio (Nueva

Ecija)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

x
Rationale/Background

Mobile phone is one of the most common gadgets

possessed by an average school student which relatively

might influence such learners’ academic performance. The

device appears capable of contributing to learning and

improved academic achievement. These devices adversely have

an effect on the lives of the students. Just like any other

technology, mobile phones have brought their advantages and

disadvantages (Batangas State University, 2020).

Some students use mobile phones wisely but others make

it their top priority in life. Thus, mobile phone has the

power to affect the students’ level of academic performance

in a positive or negative way.

According to Kajal Sharna (2022), although phones are

very useful, it can also be a distraction. Among the

distractions are music, internet, movies, Instagram,

Snapchat, etc. On the web, one can also find name-calling,

threats, and body shaming. This is something students are

exposed to, and it can have a negative impact on them.

Moreover, smartphones distract the students from

studies and whenever they get bored, they use their

smartphones as their pass time. It has also been reported

xi
that students who are addicted to their smartphones do not

seem interested in anything else except using their phones

and spending most of the time on them (High School of

America, 2023).

This study aimed to assess and determine the effects of

using mobile phones to the academic performance of selected

Grade 10 Students of St. Paul School of San Antonio (Nueva

Ecija) Inc. during the Academic Year 2022-2023.

The study made use of descriptive method of research

since it aimed at determining what is the existing effects

and concern of using mobile phones to the academic

performance of the selected Grade 10 Students.

The instruments used in this study were google forms,

questionnaire and test which were analyzed, constructed,

utilized, validated, utilized and interpreted by the

researcher.

The respondents of this study were the selected 106

Grade 10 Students of St. Paul School of San Antonio (Nueva

Ecija) during the School Year 2022-2023.

The statistical treatment of the data included the

frequency counts, percentages and totals.

xii
 Categorically, the selected respondents had answered

the questions on profile. It sought answers by the

respondents in terms of number of hours spent in using

mobile phones, reasons on its usage, and the effects of its

usage on them, more specifically on the academic performance

of the students. Based on the findings and results, there

are several concrete ways that needed to be considered in

order to make their mobile phones an essential tool, and not

just for entertainment purposes.

Major Findings

The findings of the study were summarized as follows:

1. Profile of the Respondents

This part described the respondents in terms of sex,

age and number of our spent in using mobile phones.

1.1 Sex

The sex composition showed that 54 or 50.9% out

of 106 respondents are female and 52 or 49.1% were

male. The findings showed that there are more female

than male.

xiii
 1.2 Age

Based on the results, majority of the

respondents belonged to the age bracket of 16-17

years old which is 62 or 58.5%. And the remaining

42 or 39.6% belonged to age 14-15 years old and 2 or

1.9% ages 18 years old and above.

1.3 Number of Hours Spent in using Mobile Phones

39 or 36.8% of the respondents spent 5-7 hours

in using mobile phones. While, 38 or 35.8% 5 of the

respondents spent 3-4 hours in using mobile phones. On

the other hand, 24 or 22.6% of the respondents claimed

that they were spending 8 hours and above in using

mobile phones. While, 5 or 4.7% of the respondents

spent 1-2 hours in using mobile phones.

2. Reasons Why the Respondents are using Mobile Phones

As a whole, the reason "Entertainment Purposes"

obtained the highest total responses which is 31 respondents

or 29.2% as their reason for using mobile phones.

Consequently, 8.5% or 9 respondents answered the reason

"Messaging", 20.8% or 22 for "Internet Searching /

xiv
Browsing", 20 or 18.9% for “Playing online / offline and 13

or 12.3% answered for "Calling Family and Friends".

While, the remaining 11 respondents or 10.4% answered

"Face booking" as their reason in using mobile phones.

3. Effects of Using Mobile Phones to the Academic

Performance of the Respondents

Overall, the effect “Lack of sleep” obtained the

highest total of responses which is 30 or 28.3%. Meanwhile,

25 or 23.6% respondents scored on having lack of focus and

25 or 23.6% in increased the level of quality education. 16

or 15.1% scored on having poor vision and 10 or 9.4% in

having poor academic performance.

Conclusions

Based on the data analyzed and findings of the study,

the researchers deduced the following conclusions:

1. Majority of the respondents were slightly outnumbered by

female, they belonged to the age bracket of 16-17 years old,

and were spending 5-7 hours in using mobile phones.

2. The majority of the respondents are focused on using

their mobile phones for entertainment purposes. Moreover,

some of them use it for gaining knowledge and learning for

xv
their academic needs. The results show that they are still

encountering difficulties which hinder them from

accomplishing requirements in school. The following are some

of the difficulties they frequently encountered: feeling

anxious or restless without the phone, they have less time

for spending outdoor and lifestyle activities and it reduces

their thinking capabilities.

3. Most of the respondents are greatly affected negatively

by their mobile devices in terms of their sleeping habits

and ability to focus more on some specific things or tasks.

It can result in decreasing attention and focus to their

lessons, as well as being impulsive, hesitant and cannot

decide in some choices in their activities. However, they

are also affected positively by their mobile phones in terms

of increasing the quality of their learning.

xvi
 CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Mobile phone is a wireless handheld device that allows

users to make and receive calls. Mobile phone is capable of

accessing and browsing web browsers, games, cameras, video

players and navigational systems. It used to be called cell

phones or cellular phones. In this generation, mobile phones

are more commonly called “smartphones” (Rouse 2023).

Mobile phones have a radio frequency carrier while the

user is moving within a telephone service area. The radio

frequency link establishes a connection to the switching

systems of a mobile phone operator, which provides access to

the Public Switched Telephone Network (PSTN). In addition,

modern mobile phones support a variety of services, such

as text messaging, MMS, email, Internet access, wireless

communications (infrared, Bluetooth), business applications,

and photography (Verma 2022).

As reported by Polat, Petekkaya & Göker (2021), people

use mobile phones for various activities, such as accessing

internet searches, taking pictures, browsing social media,

1
reading news and books, playing games, and participating in

educational or academic activities.

Mobile phone is one of the most common gadgets

possessed by an average school student which relatively

might influence such learners’ academic performance. The

device appears capable of contributing to learning and

improved academic achievement. These devices adversely have

an effect on the lives of the students. Just like any other

technology, mobile phones have brought their advantages and

disadvantages (Batangas State University, 2020).

Some students use mobile phones wisely but others make

it their top priority in life. Thus, mobile phone has the

power to affect the students’ level of academic performance

in a positive or negative way.

A study by Validyalankar (2021) reveals that students

who have mobile devices have an advantage in accessing

information easily, e.g. participation on online lectures

and conferences.

According to Kajal Sharna (2022), although phones are

very useful, it can also be a distraction. Among the

distractions are music, internet, movies, Instagram,

Snapchat, etc. On the web, one can also find name-calling,

2
threats, and body shaming. This is something students are

exposed to, and it can have a negative impact on them.

In addition, smartphones distract the students from

studies and whenever they get bored, they use their

smartphones as their pass time. It has also been reported

that students who are addicted to their smartphones do not

seem interested in anything else except using their phones

and spending most of the time on them (High School of

America, 2023).

Since using mobile phones affects the students’ life,

it also influences their academic performance. It is the

guiding principle why the researchers conducted this study

to assess the effects of using mobile phones to the academic

performance of selected Grade 10 Students of St. Paul School

of San Antonio (Nueva Ecija) Inc. during the Academic Year

2022-2023

THEORETICAL FRAMEWORK

Basically, this study is to determine the effects of

using mobile phones to the academic performance of selected

Grade 10 Students of St. Paul School of San Antonio (Nueva

Ecija) Inc. during the Academic Year 2022-2023.

3
 Moretta et al. (2022) recently published a detailed

review on the problematic use of smartphones and the

internet. It was suggested to theoretically integrate

smartphone-related problematic behaviors with internet

problematic behaviors as, in this way, behavior can be

focused on and not the device itself. Another study on the

topic by Moretta et al. (2022) maintains that with the use

of Problematic Use of Internet (PUI) to refer to all

internet-related behaviors that are potentially addictive;

i.e., where there is diminished control over online

engagement that is typically perceived as rewarding and that

is continued despite experiencing negative consequences that

include impairment in important domains of a person's life.

Antons, Brand & Potenza (2020).

The “Problematic Internet Use” or “Pathological

Internet Use Theory by Richard Davis (2001) may be connected

to this study because this explains the behavior of a person

that can lead to negative effects of using mobile phones to

the academic performance of the students. This theory

presupposes that mobile phone and internet addiction causes

negative outcomes to the users who abuse this modern

technological advancements. Using mobile phones and internet

offers good and bad outcomes. As a result, their academic

4
performance is affected due to the use of mobile phones and

internet.

Mobile phones have contributed to a lot of people,

especially students, the access of information,

communication, internet, entertainment and productivity

without carrying a personal computer with them. This theory

deals with understanding why people use certain types of

media and what gratifications do they get from using them

(Faiswal Kasirye, 2021); correlating with the research

topic, students who have access to those types of media,

more specifically, mobile phones, must have the sensible

reasons why they are using these modern technological

advancements.

5
 RESEARCH PARADIGM

INPUT

 Demographic Profile of the Respondents

 Number of hours spent in using mobile phones

 Reasons of Using Mobile Phones

 Effects of Using Mobile Phones to the Academic

Performance of the Respondents

PROCESS

 Interview

 Observation

 Questionnaire

OUTPUT

 Enhanced Understanding on the Effects of Using Mobile

Phones to the Academic Performance of the Respondents

6
STATEMENT OF THE PROBLEM

This study will be conducted in order to know the

effects of using mobile phones to the academic performance

of selected Grade 10 Students of St. Paul School of San

Antonio (Nueva Ecija) Inc. during the Academic Year 2022-

2023.

Specifically, this study sought answer to the following

questions:

1. How may the profile of the respondents be described in

terms of:

1.1 age;

1.2 sex; and

1.3 number of hours spent in using mobile phones?

2. What are the reasons why the respondents are using

mobile phones?

3. What are the effects of using mobile phones to the

academic performance of the respondents

SIGNIFICANCE OF THE STUDY

It is believed that the findings of the study will be

beneficial not only to the students, parents, and teachers

but also to the school administration and future

7
researchers. The findings that are revealed by the study may

become sources of valuable information to the following:

To the Students

Students will realize the upside and the downside

effects of mobiles phones in their academic performance.

They will be encouraged to be responsible for any action

and/or consequences they might face for using mobile phones

as one of their mediums in their studies.

To the Parents

The findings of this study will provide the necessary

information about the positive and negative effects of

mobile phones on their child's academic performance. In

return, they can use them as guide in teaching their

children about the responsible use of mobile phones.

To the Teachers

Teachers may use this research as a tool in order to

guide their students in the correct ways of using their

phones as a medium for their studies.

8
To the School Administration

The school administration may use the findings of this

study as guidance in making make rules and regulations in

the school, in terms of educating the students about the

proper use of mobile phones and its implication to the

students’ academic studies.

SCOPE AND DELIMITATION

This study is focused on the effects of using mobile

phones to the academic performance of Grade 10 students. The

respondents were only on the selected grade 10 students of

St. Paul School of San Antonio 2022-2023. The research is

confined to the descriptive design of research, using

observation and interview as major sources of data supported

by related literatures.

9
DEFINITION OF TERMS

PRECAUTIONARY - actions are taken in order to prevent

something dangerous or unpleasant from happening (Collins

Dictionary).

ADVERSELY - It requires harm to a pecuniary, property or

personal interest (Indiana et al. 2004)

TECHNOLOGY - It is the application of scientific knowledge

for practical purposes or applications. Technology uses

scientific principles, and applies them to change the

environment in which humans live (Ford, Wood & Cena 2021).

MOBILE PHONE – It is a wireless electronic device used for

telephone and multimedia communications. It can be used

anywhere outdoors or indoors, and does not have a base unit

that it must be returned to like a cordless phone (Miller,

2023).

NAVIGATIONAL SYSTEMS - A device that has the capability of

knowing your current position, and allows you to determine

your destination (IGI Global).

GRATIFICATION - It refers to the temptation, and resulting

tendency, to forego a future benefit in order to obtain a less

rewarding but more beneficial (Ackerman 2018).

10
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes review of related literature

regarding the effects of using mobile phones to the academic

performance of students.

FOREIGN LITERATURE

Mobile phones connect students to one another, to

educational resources, and to a potential host of

distractions. The presence of cell phones presents both

opportunities and challenges for today's students. Mobile

phones can be a helpful academic tool, or a hurtful academic

disruption depending upon the attitude and use pattern of

the students and the policies of the schools they attend.

A mobile phone is a device that can make and receive

telephone calls over a radio link while moving around a wide

geographic area. It does so by connecting to a cellular

network provided by a mobile phone operator, allowing access

to the public telephone network. In addition, modern phones

also support wide range variety of other services such as

text messaging, MMS, email, internet access, shortrange

11
wireless communications (Infrared, Bluetooth, business

applications, gaming and photography.)

According to Aaron W. Kates, Huang Wu & Chris L.S.

Coryn (2020), phone has been conspicuously proliferated in

the past decades, little is known about its influence;

especially its effect on student learning and academic

performance.

Another study by Dietz & Henrich (2014, they found that

since the increase of technology in the classroom (e.g., use

of cell phones), there has been an increased report of a

decline in overall grades and decrease in seatwork. Using

cell phones in the classroom has been connected with lower

recall and a decrease in student satisfaction with

instruction. Comprehension has also lessened when students

use electronic devices for non-education purposes.

A research study by Simon Amez & Stijn Baert (2018),

shows that approximately 77 percent of America’s inhabitants

owned a smartphone. In addition, a survey conducted in 2015

showed that 46 percent of Americans reported that they could

not live without their smartphone (Smith, 2015). Similar

numbers can be observed in other parts of the Western world

(OECD, 2017). Therefore, it should come as no surprise that

12
in recent years discussions about the potential consequences

of smartphone use have earned an important place in societal

debates.

Smartphone use is also expected to interfere with

individuals’ educational and professional life. In

particular, it has been related to students’ academic

performance. Smartphone ownership is highest among people

aged 18 to 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

smartphone use on academic performance is expected.

LOCAL LITERATURE

Smartphones’ characteristics of powerful engagement,

such as computing function, entertainment capabilities, and

constant Internet connectivity, may lead to users’

uncontrolled use urge (Panda & Jain, 2018). On average,

users touch their smartphones more than 2000 times per day

(Dscout, 2016). In the recent times, people are using mobile

phones more extensively due to the lockdown during the

COVID-19 break (Sebire, 2020).

Jhasper Managyo (2017) stated that, Filipinos are using

their mobile phones not only to communicate but also as

13
mobile computers as well, according to a recent market

study. TNS, a global customized research company, said in

its report that Filipino consumers are not using cell phones

to call and texting messages and photos, but also as a means

to have internet on-the-go, allowing users to be always

online. Of the 38,000 respondents in Metro Manila, 75

percent of the respondents surveyed used mobile phones to

take photos or videos; 45 percent to browse the internet; 44

percent to access their social networking sites and 37

percent to check their emails.

Another article by Jas Dy (2018) states that

smartphones are an integral part of people’s life.

According to John Paul Espinosa (2016), technological

advances had greatly changed the education landscape in that

teaching is no longer confined to the traditional face-to-

face delivery of lessons. Now, via internet we can also

learn not only in the classroom but outside the school.

Through the convergence of modern and traditional methods,

students are now able to experience the best of both worlds.

They can learn from school and get additional information or

lessons through the web and internet. A survey conducted by

Pearson Foundation in the United States found that more than

14
six in ten college students and high school seniors agree

that they study more efficiently by using tablets.

Another article by Glenny E. Laping (2016) narrated

that technology is a way of life. It is everywhere in this

computer age. Students use technology improperly and

unproductively so teachers should provide guidance for them.

FOREIGN STUDIES

A study conducted by Khan et al. (2018) reported that

after the innovation of mobile phones, society has heard

many changes regarding individual growth and ways of

communication. People's routine, norms, culture, habits and

behaviors are affected by the use of mobile phones. Many

individuals value their mobile phones as high as life for

them and they keep this device with them always.

The study revealed that social behaviors of students

like; their participation in a social gathering, sleep

timings and physical activities or physical games are

affected. Students accepted that mobile has taken control of

their lives.

One early work by Jen Chun Wang, Chia-Yen Hsieh & Shih-

Hao Kung (2022) reported that the advent of the Fourth

15
Industrial Revolution has stimulated interest in educational

reforms for the integration of information and communication

technology (ICT) into instruction. Smartphones have become

immensely popular ICT devices.

Furthermore, in 2019, approximately 96.8% of the global

population had access to mobile devices with the coverage

rate reaching 100% in various developed countries (Sarker et

al., 2019). Given their versatile functions, smartphones

have been rapidly integrated into communication and

learning, among other domains, and have become an

inseparable part of daily life for many. Smartphones are

perceived as convenient, easy-to-use tools that promote

interaction and multitasking and facilitate both formal and

informal learning (Looi et al., 2016; Yi et al., 2016).

Studies have investigated the impacts of smartphones

in education. For example, Anshari et al. (2017) asserted

that the advantages of smartphones in educational contexts

include rich content transferability and the facilitation of

knowledge sharing and dynamic learning. Modern students

expect to experience multiple interactive channels in their

studies. These authors also suggested incorporating

smartphones into the learning process as a means of

16
addressing inappropriate use of smartphones in class

(Anshari et al., 2017). For young children, there are

differences in demand and attributes and some need for

control depending upon the daily smartphone usage of the

children (Cho & Lee, 2017).

Some studies have provided empirical evidence of the

positive effects of smartphone use, whereas others have

questioned the integration of smartphone use into the

academic environment. For example, Hawi and Samaha (2016)

investigated whether high academic performance was possible

for students at high risk of smartphone addiction.

LOCAL STUDIES

A research study by Castro (2015), published in the

Journal Computers in Human Behavior, demonstrated that among

student’s total usage of mobile phones, measured in number

of minutes per day and not limited to school time, was "a

significant and negative predictor of students’ academic

performance, objectively measured as cumulative GPA."

Moreover, the abundant use of mobile technology among

young people largely explains the inadequate use of

information and communication technologies (ICT) in both

personal and school environments. Consequently, actions have

17
been taken that contribute to more responsible use of this

type of technology in students' personal, school, and social

lives (Rodriguez-Gomez et al, (2018).

Dakota Lawson & Bruce B. Henderson (2015), conducted a

study that examined the relationship between mobile phone

use in class and information comprehension. The study

involved 120 students from an introductory psychology

course, mostly first-year students. The result showed that

students who were texting in the class had significantly

lower test scores even when the material that was presented

was simple: mobile phone use in class impairs students’

comprehension and performance. This study was performed

after several similar studies in the past and corroborated

their results.

Furthermore, another study on the topic by Irwin &

Gupta (2016) reiterated that students who were interested in

the subject material and the way it was presented were less

likely to be distracted by using mobile phones. However, the

students with access to phones still performed poorer than

students that were not allowed access to cell phones during

the lecture.

18
 The study of Idos, Manangan, Menorca & Patacsil (2017),

revealed that the positive indicators of gadgets in student

learnings is that they use the gadgets as their search

engines to get information, they develop and entertain

themselves with the features of cell phone like the

internet, student-friendly websites and educational

applications. On the other hand, the negative impacts of

gadgets in the students learning are they often get

distracted by gadgets of doing such things much important

and more beneficial to them and in their studies. They have

less time for outdoor activities, they are more likely to

procrastinate, they are having difficulty in concentrating

to their studies, and having a problem in socializing with

their friends and classmates.

In addition, the results have had positive and negative

effects. Accordingly, it is as helpful to their study as it

is to their assignments. They can do it much easier. While

its negative impact is that they often put their

cellphonesahead of their studies. Because there are so many

temptations to spend more time using their cell phones that

they sometimes neglect their education (Regondola, 2016).

19
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses how this study was undertaken.

It includes the research design utilized, the research

locale and the respondents of the study, the choice of

respondents as well as sampling procedures. This also

includes the research instruments used, the data gathering

process, and the data analysis.

RESEARCH DESIGN

The study employed the descriptive design due to the

nature and purpose of the study. A Descriptive Qualitative

Design is a flexible exploratory approach to qualitative

research. Descriptive Qualitative research generates data

that describes the "who, what, and where of events and

experiences" from a subjective perspective. (Kim et. al.,

2017).

Descriptive research is to describe systematically the

facts and characteristics of a given population or area of

interest, factually and accurately. The characteristics of

descriptive research are accumulating a database to describe

a situation, event, or entity (Bueno, 2016).

20
 Descriptive research design can include surveys,

observational studies, case studies, and the data collected

can be qualitative and quantitative. Descriptive research

provides a comprehensive picture of the characteristics and

behaviors of a particular population, allowing researchers

to gain a deeper understanding of the topic. It can be used

to validate sampling methods and determine the best approach

for the study (Sirisilla, 2023).

RESEARCH LOCALE

The study was conducted in the senior high school

department of St. Paul School of San Antonio. The Saint Paul

School of San Antonio is a private Diocesan Catholic school

located at Cando Street, Poblacion, San Antonio, Nueva

Ecija, Philippines.

The school was established in 1969 by Bishop Vicente

P. Reyes of Cabanatuan. He asked the Provincial Sisters of

St. Paul of Chartres (SPC) to manage the school. The four

SPC sisters: Sr. Caritas de St. Paul Sevilla, Sr. Mary

Asella Cariaga, Sr. Marie Edissa Conel and Sr. Jeanne de

Rossaire Marquez left St. Paul College of Manila opened the

first Catholic school in San Antonio. The Superior and

College Dean respectively of St. Paul College of San Miguel

21
together with the Provincial Assistant for Education, Rev.

Fr. Pedro Balagtas who was then the parish priest of San

Antonio had collaboration in preparing the necessary papers

and facilities for that school year.

In 1971, new classrooms were added to accommodate the

growing school population. During that time the school had

kindergarten, Grades I, and II and the first three years of

high school. Grade levels and high school levels were added

during each succeeding school year to complete all stages.

Sr. Mechtilde Seva, SPC, became the Superior, High

School Principal from 1978 to 1986, followed by Sr. Mary

George Siriban, SPC, from 1986 to 1989, Sr. Jovita Pe

Benito, SPC in 1992 while Sr. Lutgard of the Sacred Heart

Ramirez, SPC was appointed as school head and principal from

1996 up to 2006. It was during the term of Sr. Lutgard of

the Sacred Heart Ramirez, SPC, that St. Paul School of San

Antonio enrollment increased yearly.

During the management of Sr. Lutgard of the Sacred

Heart Ramirez, SPC additional buildings were constructed.

Side by side these were also renovations to old classrooms.

The timeworn gym was converted to classrooms and the floor

level served as the school canteen. A new gym was

22
constructed between St. Anthony Abbot Bldg. and the old

rectory, now named Bishop Vicente P. Reyes D.D. Bldg.,

together with the school stage.

In June, 2006 to 2009 Sr. Myrna B. Castante, SPC served

as School Head and Principal. Sr. Myrna initiated important

changes. The salary scale was regularized together with the

instrument for Performance Evaluation. All school employees,

teaching and non-teaching staff were given specific job

descriptions for a very proficient performance of their

tasks. Documentations and records were professionalized.

Subject Area Leaders and Year Level Coordinators were

appointed. Offices were properly designated to serve better

stakeholders, parents, teachers and students.

The Elementary and High School Level had a separate

computer laboratory which was maintained and manned by the

Office of the School's Computer Expert, Mr. Cyrus Ecle. For

better communication within the campus, a public paging

system was installed with the help of the Federated Parent-

Teacher Association (FPTA). School Year 2008–2009 was

declared as the Pauline Year. To highlight the celebration,

a new statue of St. Paul our School Patron was built. The

23
sacred monument of St. Paul was placed in front of the gym

symbolizing that the Patron Saint blesses everyone.

On May 15, 2009, Sr. Nora Giron, SPC was appointed

principal for the following school year 2009–2010. The SPC

sisters made their exit in May 2010 and the school

administration was turned over to the Diocese of Cabanatuan.

The Superintendent of Catholic Schools, Rev. Fr. Michael

Feliciano I. Veneracion officiated at the Holy Mass and was

introduced to the school community the newly appointed

director and principal Rev. Msgr. Felipe L. Dayao, Jr. His

service to the academy was terminated when he died on March

28, 2013, due to Cardiac Arrest.

Rev. Fr. Michael Feliciano I. Veneracion succeeded in

the position of the late Msgr. Dayao on April 5, 2013. He

went to the campus on April 12 and approved the renovation

of the gymnasium of the campus that summer. In June 2014,

Mrs. Jovita P. Villas was appointed by Bishop Sofronio

Bancud, SSS, DD as the new director of the school up to this

date.

24
SAMPLE AND SAMPLING PROCEDURE

The type of sampling procedure used in this study is

the simple random sampling which is a form of probability

sampling technique. It could be more accurately called a

randomly chosen sample. Random samples are used to avoid

bias and other unwanted effects. With this type, the

respondents were chosen randomly. The researchers randomly

chose 106 participants in every section.

According to Thomas (2022), simple random sampling is a

randomly selected subset of a population. In this sampling

method, each member of the population has an exactly equal

chance of being selected.

This method is the most straightforward of all the

probability sampling methods, since it only involves a

25
single random selection and requires little advance

knowledge about the population. Because it uses

randomization, any research performed on this sample should

have high internal and external validity, and be at a lower

risk for research biases like sampling bias and selection

bias.

DESCRIPTION OF THE RESPONDENTS

The respondents of the study were the selected Grade 10

students of St. Paul School of San Antonio during the

Academic Year 2022-2023. They were asked for their consent

and approval to answer the questionnaire and test that the

researchers gave them which supply the information the

researchers need.

DATA GATHERING PROCEDURE

The researchers utilized questionnaire, interview, and

observation to gather the necessitated data for the study.

The first part of the research instruments provides the

demographic profile of the respondents. The second part

sought to provide information about the number of hours

spent in using mobile phones. The third part sought to

provide information about the reasons for using mobile

26
phones and what are the effects of using it to the academic

performance of the respondents.

ADMINISTRATION OF THE INSTRUMENT

The researchers handled several steps in gathering the

data needed. Before processing and administering the

questionnaire to the respondents, the researchers created a

letter of request to the school administration in order to

initiate the research. It is a letter of permission to the

principal and respondents. Upon the approval of the letter,

the researchers started the administration of the instrument

and its distribution. The researchers informed the

respondents about the purpose of the study. The respondents

were given and asked to sign a consent form/waiver in order

to get the research going. In addition, the respondents were

informed about the content of the questions, how they should

answer it and their answers will be recorded.

The respondents were reminded that their personal

identities would not be revealed for them to freely show

themselves and express their emotions while answering the

questions that are given to them. After the researchers

collected all the data needed, these were analyzed and

27
interpreted carefully. This will serve as a guide for making

recommendations and conclusions for this study.

STATISTICAL TREATMENT

All the data gathered through the use of word decoding

test and questionnaires were tallied, tabulated, summarized

and orderly recorded.

To facilitate analysis and interpretations of data,

computer calculations and data processing were employed

using Microsoft Excel.

The following statistical tools were employed:

Slovin’s formula was used to calculate the sample size.

It is a systematic process to apply if the population figure

(N) is known. This is divided by the denominator composed of

a constant 1 x population size x the square of the margin of

error (0.05 or 0.01).

Frequency counts and percentage were the statistical

tools used in this study in order to describe the profile of

the selected Grade 10 students of St. Paul School of San

Antonio (Nueva Ecija) Inc. and to determine what proportion

of the respondents belongs to a specific category.

28
Formula:

% = _F_ x 100
N
Where:
% = Percentage
F = Frequency
N = Total Number of Respondents
100 = constant value

Weighted mean was used to determine the mean age and

the final weight of each item on the perceptual strengths of

the respondents. Weighted mean was computed to describe the

correct answers and scores of the respondents in the word

decoding test that was administered.

Formula:

WM

Where:

WM = Weighted mean
TWF = Total Weighted Frequency
N = Total Number of Respondents

29
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents all the gathered data in tabular

presentation, analysis and interpretation of findings based

on the results of the statistical treatment applied. The

data are interpreted and organized in sequential order based

on the statement of the problem in Chapter 1.

Data Presentation and Analysis

The following presents the demographic profile of the

respondents. Out of the 330 Grade 10 students, the

researchers randomly selected 106 respondents or 32.12% of

the total population from the 8 sections offered at St. Paul

School of San Antonio.

1. Profile of the Respondents

This section shows the profile of the respondents

according to age, sex, and number of hours spent in using

mobile phones.

30
1.1 Age

Table 1 shows the distribution of the respondents

according to age.

Table 1

Distribution of Respondents According to Age

Age Frequency Percentage

14-15 Years Old 42 39.6 %

16-17 Years Old 62 58.5%

18 Years Old and 2 1.9%

above
Total 106 100%

The table above shows that out of 106 respondents, 62

or 58.5% ages 16-17 and 42 or 39.6% ages 14-15. While the

remaining 2 or 1.9% ages 18 years old and above. This means

that the majority of the respondents belonged to the age

bracket of 16-17 years old.

1.2 Sex

31
 The distribution of the respondents according to sex is

shown on Table 2.

Table 2

Distribution of Respondents According to Sex

Sex Frequency Percentage

Male 52 49.1%

Female 54 50.9%

Total 106 100%

The table above shows that 54 or 50.9% out of 106

respondents are female. This means that more of the female

respondents answered the questionnaires than male

respondents with a 52 or 49.1% of the total number of

sample.

1.3 Number of Hours Spent in using Mobile Phones

Table 3

Hours Frequency Percentage

1-2 hours 5 4.7%
3-4 hours 38 35.8%
5-7 hours 39 36.8%
8 hours and above 24 22.6%
Total 106 100%

32
 As can be seen on the Table 3, 39 or 36.8% spent 5-7

hours in using mobile phones; 38 respondents or 35.8% 5 in

3-4 hours and 24 or 22.6% spent 8 hours and above. While, 5

or 4.7% spent 1-2 hours in using mobile phones. Result shows

that most of the respondents spent their time in using

mobile for 5-7 hours.

The result revealed that the “5-7 hours” obtained the

highest total responses of 39 or 36.8%. Spending more time

on mobile phones affects the students’ academic performance

(Hossain 2019). This behavior may reduce thinking

capabilities and affects their performance in school.

Students are constantly checking the phone for no reason,

feeling anxious or restless without the phone, waking up in

the middle of night to check the mobile and communication

updates, delay in professional performance as a result of

prolonged phone activities, and distracted with mobile phone

applications (Parasuraman, 2017).

This was followed by “3-4 hours” which obtained the

second to the highest total responses of 38 or 35.8%. The

result revealed that the " 3-4 hours" obtained total

responses of 38 or 35.8%. The average person spends 3 hours

33
and 15 minutes on their phone each day. This can lead to

poor academic performances of the students. But, other

students are spending their 3-4 hours for school purposes

Howarth (2023).

Consequently, this was followed by “8 hours and above”

which obtained 24 or 22.6% total of responses. The excessive

usage of mobile phones and time spent as a mean of

entertainment, and the frequent use for surfing the

internet, browsing, playing games, and watching videos can

affect students’ academic performance (Lepp et al. 2015).

Long-term usage of mobile phones may also cause incurable

eyesight problem and hearing problem. In addition, lack of

focus and lack of concentration in activities (Leonard,

2017).

Successively, this was followed by “1-2 hours” which

obtained the lowest total responses of 5 or 4.7%. There are

some benefits of using mobile phones for about 1-2 hours a

day. Tumboko (2020) states that adolescents who use mobile

phones in their free time for less than two hours a day

performed better on cognitive tests assessing their

thinking, language, and memory.

34
2. Reasons Why the respondents are using mobile phones

Table 4

Reasons of using Frequency Percentage

Mobile Phones
Playing Online / 20 18.9%
Offline Games
Messaging 9 8.5%
Calling Family and 13 12.3%
Friends
Face Booking 11 10.4%
Internet 22 20.8%
Searching/
Browsing
Entertainment 31 29.2%
Purposes (YouTube,
TikTok, etc.)
Total 106 100%

As shown in Table 4, out of 106 respondents, 31 or

29.2% answered for entertainment purposes (YouTube, TikTok,

etc.). 22 or 20.8% for internet searching / browsing, 20 or

18.9% for playing online / offline games, 13 or 12.3% for

calling family and friends, 11 or 10.4% for face booking and

the remaining 9 or 8.5% answered for messaging. Results show

that most of the respondents answered that their reason for

using mobile phone is for entertainment purposes.

35
 Specifically, the reason “Entertainment Purposes

(YouTube, TikTok, etc.)” obtained the highest total of

responses which is 31 or 29.2%. The respondents normally

make use of their mobile phones to seek entertainment.

As mentioned in the study of Kuppuswamy & Shankat

(2010), those students who focuses their attention more on

the social media for entertainment purposes, may affect

their performance in academics. They have less time in the

outdoor activities, they are more likely to procrastinate,

and they are having difficulty in concentrating to their

studies (Idos et al. 2017).

The reason “Internet Searching / Browsing” obtained the

second to the highest total of responses which is 22 or

20.8%. This data shows that the respondents are using mobile

phones to search and browse. According to Sambo, Lawal, &

Helen (2021), students demand for information using their

mobile phones mainly from search engines, online

encyclopedia and online dictionaries. Students use the

information they get via their smartphones for some specific

purposes, including educational advancement (Sambo, Lawal &

Helen, 2021).

36
 The reason “Playing Online / Offline Games” obtained a

total response of 20 or 18.9%. Students spend too much time

playing online / offline games. This leads to problems such

as distraction and addiction. Students playing games to

relieve them of their stresses but the excessive use of

online games may lead to worsened learning ability,

concentration problems and poor academic performance

(Jongco, 2022).

This was followed by the reason “Calling Family and

Friends” which obtained a total response of 13 or 12.3%.

There is a less possibility that this may affect the

students’ academic performance. This was supported by the

study of Lenhart et al. (2010) that shows calling is the

frequently used form of interaction. There is an immediacy

and a fullness to voice interaction that is not often

possible with texting. In addition, talking provides

students with more social cues allowing them more nuanced

interaction.

This was followed by the reason “Face Booking” which

obtained the second to the lowest total of responses which

is 11 or 10.4%. A study conducted by Rameez (2015), face

booking has beneficial effects such as the establishment of

37
social networks and relationships, sharing, and caring for

others' information. Thus, its usage among students has

reached its peak affecting their studies, time management in

school, and focus (Ndaku, 2016).

Successively, this was followed by the reason

“Messaging” which obtained the lowest total of responses.

Results shows that 9 or 8.5% respondents use their mobile

phones for messaging. Texting allows for asynchronous

interaction and it is more discrete than making voice calls.

In addition, messaging is a simple way to keep up with

friends and dealing with parents (Ling et al. 2010).

3. Effects of Using Mobile Phones to the Academic

Performance of the Respondents

Effects of using Frequency Percentage

Mobile Phones
Lack of focus 25 23.6%
Lack of sleep 30 28.3%
Poor academic 10 9.4%
performance
Poor vision 16 15.1%
Increase the level 25 23.6%
of quality
education
Total 106 100%

38
 Table 5 presents the effects of using mobile phones to

the academic performance of the 106 respondents. Of this

number, 30 or 28.3% scored on having lack of sleep, 25 or

23.6% scored on having lack of focus and 25 or 23.6% in

increased the level of quality education. While, 16 or 15.1%

scored on having poor vision and 10 or 9.4% in having poor

academic performance. This means that the majority of the

respondents are experiencing lack of sleep when using mobile

phones.

The effect “Lack of sleep” obtained the highest total

of responses which is 30 or 28.3%. Based on the

interpretation provided by Dewald JF et al. (2010), sleep is

an inseparable part of human health and life. Moreover, poor

sleep harms students’ academic achievement in various ways

just like decreasing students’ attention and focus (Suni

2021). In this regard, students become impulsive and prone

to risk-taking during the process of decision making (Safti

et al. 2020).

This was followed by “Lack of focus” which obtained the

second to the highest total of responses of 25 or 23.6%.

Students find mobile phones fascinating and spend hours in

it. It distracts them from their studies. They tend to lose

39
focus and their academic performance suffers badly (Nair

2023).

Meanwhile, the effect “Increase the level of quality

education” also obtained 25 or 23.6% total responses. Mobile

phones is increasingly utilized as a teaching and learning

tool in educational activities (Matimbwa and Anney, 2016).

Mobile phones help to enrich students’ social and academic

life (Gupta 2021). It facilitates the development of

critical thinking, participatory learning, problem solving,

and the development of lifelong communication skills (Abidin

and Tho, 2018). In addition, it provides educational apps,

online learning platforms, and even educational videos are

all great tools to increase the level of quality in

learning.

Consequently, this was followed by the effect “Poor

vision” which obtained the second to the lowest total

responses of 16 or 15.1%. There is an impact to an academic

performance when a person is having an issue with eyesight

since 80% of what a person learns is obtained visually. Poor

vision can affect learning by lowering reading comprehension

skills (Evans, Taylor and Finney, 2018). Students find it

hard to get instruction while doing activities and may cause

40
low-performance tasks in their classes (Manzala et al.

2018).

Lastly, it was followed by “Poor academic performance”

which obtained the lowest total responses of 10 or 9.4%.

Siqueira and Juliana Gurge-Giannetti (2011) defined poor

school performance (PSP) “as a school achievement below the

expected for a given age, cognitive skills, and schooling.

Pushing students beyond their capabilities, skills and

interest might lead to lack of interest, motivation and

distraction which in turn results in frustration, failure,

low self-esteem besides family and school problems.

41
 CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, the conclusion and

recommendations in accordance with the findings.

Summary

This study determined the effects of using mobile

phones to the academic performance of Grade 10 Students. The

Descriptive Method was employed in this study. Different

instruments was used such as questionnaire, forms and test

to gather data in this study.

The respondents in this study were the selected Grade

10 students of St. Paul School of San Antonio, A.Y. 2022-

2023.

42
 The statistical treatment of the data included the

frequency counts, percentages and totals.

Specifically, this study sought answers to the

following questions:

1. How may the profile of the respondents be

described in terms of:

1.1 age

1.2 sex; and

1.3 number of hours spent in using mobile phones?

2. What are the reasons why the respondents are

using mobile phones?

3. What are the effects of using mobile phones to

the academic performance of the respondents?

Major Findings

The findings of the study were summarized as follows:

1. Profile of the Respondents

This part described the respondents in terms of sex,

age and number of our spent in using mobile phones.

1.1 Sex

43
 The sex composition showed that 54 or 50.9% out of 106

respondents are female and 52 or 49.1% were male. The

findings showed that there are more female than male.

1.2 Age

Based on the results, majority of the respondents

belonged to the age bracket of 16-17 years old which is 62

or 58.5%. And the remaining 42 or 39.6% belonged to age 14-

15 years old and 2 or 1.9% ages 18 years old and above.

1.3 Number of Hours Spent in using Mobile Phones

39 or 36.8% of the respondents spent 5-7 hours in using

mobile phones. While, 38 or 35.8% 5 of the respondents spent

3-4 hours in using mobile phones. On the other hand, 24 or

22.6% of the respondents claimed that they were spending 8

hours and above in using mobile phones. While, 5 or 4.7% of

the respondents spent 1-2 hours in using mobile phones.

2. Reasons Why the Respondents are Using Mobile Phones

As a whole, the reason "Entertainment Purposes"

obtained the highest total responses which is 31 respondents

or 29.2% as their reason for using mobile phones.

44
 Consequently, 8.5% or 9 respondents answered the reason

"Messaging", 20.8% or 22 for "Internet Searching /

Browsing", 20 or 18.9% for “Playing online / offline and 13

or 12.3% answered for "Calling Family and Friends". While,

the remaining 11 respondents or 10.4% answered "Face

booking" as their reason in using mobile phones.

3. Effects of Using Mobile Phones to the Academic

Performance of the Respondents

Overall, the effect “Lack of sleep” obtained the

highest total of responses which is 30 or 28.3%. Meanwhile,

25 or 23.6% respondents scored on having lack of focus and

25 or 23.6% in increased the level of quality education. 16

or 15.1% scored on having poor vision and 10 or 9.4% in

having poor academic performance.

Conclusions

Based on the data analyzed and findings of the study,

the researchers deduced the following conclusions:

45
1. Majority of the respondents were slightly outnumbered by

female, they belonged to the age bracket of 16-17 years old,

and were spending 5-7 hours in using mobile phones.

2. The majority of the respondents are focused on using

their mobile phones for entertainment purposes. Moreover,

some of them use it for gaining knowledge and learning for

their academic needs. The results show that they are still

encountering difficulties which hinder them from

accomplishing requirements in school. The following are some

of the difficulties they frequently encountered: feeling

anxious or restless without the phone, they have less time

for spending outdoor and lifestyle activities and it reduces

their thinking capabilities.

3. Most of the respondents are greatly affected negatively

by their mobile devices in terms of their sleeping habits

and ability to focus more on some specific things or tasks.

It can result in decreasing attention and focus to their

lessons, as well as being impulsive, hesitant and cannot

decide in some choices in their activities. However, they

are also affected positively by their mobile phones in terms

of increasing the quality of their learning.

Recommendations

46
 In the result of the findings of this study and the

conclusions derived therefrom, the following recommendations

were then forwarded:

For Students

1. The students should motivate themselves to spend more

time in using mobile phones positively so that they may

develop their learning skills.

2. The students should learn on how to manage their time in

using their phones. Time management can be very useful in a

student's hectic schedule. It ensures that students are well

prepared, organized and focused to manage their daily lives

and complete academic assignments on time.

For Parents

1. The parents should motivate and help their children

develop the passion in learning so that difficulties in

focusing might be avoided.

2. The parents should guide and set boundaries with their

children to avoid excessive use of mobile phones. They must

encourage their children to be active and prioritize other

things ensuring that their children do their task properly.

47
3. They must monitor their children to protect them from

potential harm such as experiencing lack of focus, lack of

sleep and poor academic performance.

For Teachers

1. Teachers should prohibit students from using mobile

phones during class hours to avoid being distracted on

discussions and pay more attention to the class.

2. Teachers must provide a lot of entertaining activities in

school. They may continue exposing their students to more

varied techniques and strategies to keep the students

interested and improve their academic performance.

3. Teachers may continue helping their students to be more

initiative regarding to their grades. Furthermore, they

should also be the one who should understand the students’

difficulties when dealing with school related works.

For Curriculum Planners

1. The curriculum developers need to review and restudy the

existing effects of using mobile phones to develop a

relevant and helpful organization that will address the

students’ needs and difficulties in accomplishing academic

48
needs so that students are able to improve and develop their

learning efficacy.

For Future Researchers

1. Future researchers may conduct a study that will examine

the effectiveness of using mobile phones to the academic

performance of the students to improve their knowledge and

awareness.

2. Future researchers may conduct a similar research to seek

a more extensive comprehension involved in the effects of

using mobile phones.

3. Future researchers may look into the factors that help

students use their mobile phones for academic purposes in a

positive way.

49
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