UNIVERSITY OF ANTIQUE

College of Teacher Education

Sibalom, Antique

Approval Sheet

This undergraduate thesis titled “ACADEMIC DISTRACTIONS ON

STUDENTS’ LEARNING PROGRESS,” submitted by NICOLE S. JORDAN,

MARIE EUGENIE L. PALLON, JECCA MAUREEN A. PEÑALVER, and JECHEL

JOY N. FILLONE, in partial fulfillment of the requirements for the degree of

Bachelor of Secondary Education (English) is hereby approved.

JESELYN O. GAMBI, MAEd

Adviser/Language Critic

JELYN O. ALENTAJAN, PhD

Subject Professor

Approved in partial fulfillment of the requirements for the degree

Bachelor of Secondary Education (English).

RUNATO A. BASAÑES, PhD

Dean, College of Teacher Education

June 2022

ii
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Acknowledgment

The completion of this study is greatly attributed to the people who gave

inspiration to the researchers to have courage, dedication, patience, and self-

confidence. With great appreciation and heartfelt gratitude, the group wishes to

thank all the people who have helped in the completion of this study.

First and foremost, praises and thanks to God, the Almighty, for His

showers of blessings throughout our research work.

Secondly, to our dearest research adviser and language critic, Prof.

Jeselyn Gambi, we are forever grateful of her valuable advices and support

during the whole period of the study, especially for the patience and guidance

during the writing of the manuscript. Her guidance and expertise carried us

through all the stages of our research journey.

We would also like to acknowledge and give our warmest thanks to the

person who made this work possible, our Language Research instructor and

statistician, Dr. Jelyn O. Alentajan. Despite of her busy schedule, she did not

hesitate to accommodate us even if it means sacrificing her rest time by having

late night research consultations.

Lastly, we are extremely grateful to our parents for the continuous

understanding, love, and support

iii
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Dedication

The path along the task is full of challenges. As we struggle with the

difficulties, God has a plan for us. Our determination, perseverance and

patience were tested.

We dedicate this project to God Almighty, our Creator, our Strong Pillar,

our source of inspiration, wisdom, knowledge and understanding. He has been

the source of our strength throughout this research journey and on His wings

only have we soared.

We also dedicate this work to our parents who never stopped supporting

us financially, emotionally, spiritually, and mentally.

iv
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Abstract

Academic Distractions on Students’ Learning Progress

By

Jechel Joy N. Fillone

Nicole S. Jordan

Marie Eugenie L. Pallon

Jecca Maureen A. Peñalver

Jeselyn O. Gambi
Adviser

This descriptive study aimed to determine the relationship between the

academic distractions and learning progress of BSED English majors of the

University of Antique.

The respondents were 254 Bachelor of Secondary Education major in

English students of the University of Antique. They were classified according to

sex, campus, and year level.

Data were gathered through the use of researcher-made questionnaires

on Academic Distractions and Learning Progress. The statistical tools used

were mean, and rank as descriptive statistics, the t-test, and Post Hoc (Scheffe’

v
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

and LSD), One-Way ANOVA, and Pearson R were used as inferential statistics.

Significance level was set at .05 alpha.

Results revealed that the BSED English major students are most

distracted by Home Environment Factors. Male students are most distracted by

Home Environment Factors whereas female students are most distracted by

Technological Factors. Students from the Main campus are most distracted by

Psychological Factors, Hamtic campus is by Technological Factors, and Tario-

Lim Memorial Campus is most distracted by Social Factors. The 1st year, 3rd

year and 4th year English majors are most distracted by Home Environment

Factors, and the 2nd year are most distracted by Psychological Factors.

The learners’ learning progress or academic performance does not vary

depending on the learner’s sex, year level, and the geographic location of the

school or campus they are attending. The learners are doing excellent in terms

of their academic performance and class participation.

vi
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Table of Contents
Preliminaries Page

Title Page i

Acknowledgment ii

Dedication iii

Abstract v

Table of Contents vii

List of Tables x

List of Figures

List of Appendices

Chapter

1 Introduction of the Study

Background of the Study 1

Statement of the Problem 3

Hypothesis 3

Theoretical Framework 4

Conceptual Framework 5

Significance of the Study 6

Scope and Limitations of the Study 7

vii
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Definition of Terms 8

2 Review of Related Literature

Academic Distractions 11

Mobile Entertainment Factors 12

Online/Mobile Games 16

Home Environment Factors 17

Psychological Factors 18

Technological Factors 20

Social Factors 22

Learning Progress 23

Demographic Variables 26

Sex 26

Year Level 28

Campus 28

Synthesis 28

3 Methodology

Research Design 32
Locale of the Study 33
Respondents of the Study 35
Sample Size and Sampling Technique 35

viii
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

Research Instrument 36

Validity and/or Reliability of the Instrument 38

Data Gathering Procedure 39

Data Analysis Procedure 39

4 Presentation, Analysis, and Interpretation of Data

Academic Distractions of BSED English students 41

Learning Progress of BSED English students 52

5 Summary, Conclusion, and Recommendations

Summary of Findings 89

Conclusion 90

Recommendations 94

Areas of Further Research 94

REFERENCES

APPENDICES

ix
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

List of Tables

Table Page

1 Distribution of Respondents According to Variables 35

2 Academic Distractions of BSED English Major 42

Students taken as an Entire Group
3 Academic Distractions of BSED English Major 46
Students as to sex
4 Academic Distractions of BSED English Major 48
Students as to campus
5 Academic Distractions of BSED English Major 50
Students as to year level
6 Learning Progress of BSED English Major Students 52
taken as an Entire Group
7 Learning Progress of BSED English Major Students 53
as to sex
8 Learning Progress of BSED English Major Students 54
as to campus enrolled
9 Learning Progress of BSED English Major Students 55
as to year level
10 T-test Results for Difference in the Mobile 56
Entertainment Factors as Academic Distraction
of BSED English Major Students as to sex
11 T-test Results for Difference in the Home 57
Environment Factors as Academic Distraction of
BSED English Major Students as to sex
12 T-test Results for Difference in the Psychological 58
x
Factors as Academic Distraction of BSED
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

English Major Students as to sex

13 T-test Results for Difference in the Technological 60
Factors as Academic Distraction of BSED
English Major Students as to sex
14 T-test Results for Difference in the Social Factors as 61
Academic Distraction of BSED English Major
Students as to sex
15 One-Way ANOVA Result for Differences in the 63
Mobile Entertainment Factors as Academic
Distraction of BSED English Major Students
when classified as to campus
16 Post Hoc Result for Differences in the Mobile 64
Entertainment Factors as Academic Distraction
of BSED English Major Students as to campus
17 One-Way ANOVA Result for Differences in the Home 66
Environment Factors as Academic Distraction of
BSED English Major Students as to campus
18 Post Hoc Result for Differences in the Home 68
Environment Factors as Academic Distraction of
BSED English Major Students as to campus
19 One-Way ANOVA Result for Differences in 70
Psychological Factors as Academic Distraction
of BSED English Major Students as to campus
20 Post Hoc Result for Differences in Psychological 71
Factors as Academic Distraction of BSED
English Major Students as to campus
21 One-Way ANOVA Result for Differences in 72
xi
Technological Factors as Academic Distraction
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

of BSED English Major Students as to campus

22 Post Hoc Result for Differences in Technological 74
Factors as Academic Distraction of BSED
English Major Students as to campus
23 One-Way ANOVA Result for Differences in Social 75
Factors as Academic Distraction of BSED
English Major Students as to campus
24 Post Hoc Result for Differences in Social Factors as 75
Academic Distraction of BSED English Major
Students as to campus
25 One-Way ANOVA Result for Differences in Mobile 78
Entertainment Factors as Academic Distraction
of BSED English Major Students as to year level
26 Post Hoc Result for Differences in Mobile 78
Entertainment Factors as Academic Distraction
of BSED English Major Students as to year level
27 One-Way ANOVA Result for Differences in Home 80
Environment Factors as Academic Distraction of
BSED English Major Students as to year level
28 Post Hoc Result for Differences in Home 81
Environment Factors as Academic Distraction of
BSED English Major Students as to year level
29 One-Way ANOVA Result for Differences in 82
Technological Factors as Academic Distraction
of BSED English Major Students when
classified as to year level
30 Post Hoc Result for Differences in Technological 83
xii
Factors as Academic Distraction of BSED
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

English Major Students as to year level

31 One-Way ANOVA Result for Differences in Social 84
Factors as Academic Distraction of BSED
English Major Students when classified
according to year level
32 Post Hoc Result for Differences in Social Factors as 85
Academic Distraction of BSED English Major
Students when classified according to year level
33 Pearson r on Significant Relationship Between 88
Academic Distractions and Students’ Learning
Progress

xiii
 UNIVERSITY OF ANTIQUE
College of Teacher Education
Sibalom, Antique

List of Figures

Figure Page

1 Paradigm of the Study 6

2 Map of Antique Showing the Locale of the Study 34

xiv