The Impact of Using mobile phones on the Academic Performance

of the Grade - 12 Students in

Simbalan National High School

A Research Proposal Presented to the

Faculty of Simbalan National High School
Simbalan, Buenavista Agusan del Norte

by:
JOYLYN MAE M. QUIRABAN
JOSH O. RENTOR
ROMEO T. RODRIGUEZ
JUN MARK M. QUIRABAN
RANDY JAY F. TALLEDO
DAN BERNAFE R. RAMOS
GLADISE JANE D. CADINIAG

April 2023
 CHAPTER 1

THE PROBLEM

Introduction

The act is made and implemented as the Department of

education(DepED) which prohibits elementary and secondary school students

from using cellphone or any type of gadgets during class hours. The

Department of Education (DepED) is strictly imposes a ban on the use of

cellphones by the students during class hour (DO 83, S. 2003 -Reiteration to

DECS Order NOS. 70, S. 1999 and 26, S. 2000).

Meek, (2006) Organizational has changed are lives and one of the

ways in which it is changing our lives, everyday, is how we communicate;

thanks to advancements in information and communication technologies

(ICT).One of the ICT’s then which is seeing rapid advancement is mobile

phone. Mobile phone is popular since the late 1990s, they are very popular

with young people and are common place in our educational institutions.

Ling et al, (2000) states, the mobile phone is “at cross purpose with

the mission of the school”. While in school students are supposed to take on

their prescribed rules with other rules those distracting and disrupting the

students academic performance. In the past when fixed telephones where the

norm in schools, there were minimum distractions and disruptions but

presently we the invasion of mobile phone in the eagerness of parents to

maintain contact with their wards, the device is becoming part of the

classroom. Thus, the mobile phone has the power to undermine the schools
authority and weaken their control over students as well as affects their level

of academic performances.

Mobile phones are one of the excellent gift of technology in the 21st

century, which is most popular among adolescents. Today, mobile have infinite

resources that have multiple benefits and application of it’s excessive use

may impact adolescence in the form of behavioral changes and diminish the

academic performances.

Teachers observed that the problem of the students using mobile

phones are distractions towards the academic performance of the Senior High

School student in Simbalan National High School. In addition to this, there is

high tendency and/or temptation of the students to interact with their phone in

the class in course of lectures, they cannot focus on the discussion because

they are using mobile phones in class. Even while outside the classroom

environment, most students who use mobile phones devote much time

interacting with their phones. Consequently, the time that ought to have been

devoted to study and other useful academic endeavours are thus frittered

away (Ling, 2000).

The purpose of this study is to find out the impact of mobile phones on

t using he Academic performance of Grade 12 students in Simbalan National

High School. The objectives is to know the extent to which the use of mobile

phones will affect student performance.

RESEARCH QUESTION

1. What is the demographic profile of the Grade 12 students of

Simbalan National High School in terms of:

 1.1 Gender,

1.2 Age,

2. What is the perception of students in using mobile phones

during class hours?

3. What is the performance of Grade 12 students of Simbalan

National High School?

4. Is there a significant relationship between using mobile phones

in class to the performance of students?

SCOPE AND DELIMITATION OF THE STUDY

This study examines the impact of mobile phone, in the class lecture.

This study explores the relationship between mobile phone usage and the

academic performance among Grade 12 students. The target respondents of

the study are the sixty (60) Grade 12 students of Simbalan National High

School.

CONCEPTUAL FRAMEWORK

The purpose of this study is to determine the impact of mobile phones

among Grade 12 students of Simbalan National High School for the school

year(S.Y.) 2022-2023. The variables involved in this study are shown in a

Figure 1.
 Figure 1. Conceptual Framework of the Study

THEORETICAL FRAME WORK

Students are found using their phones more for playing games and

other leisure activities than for learning (Woodcock et al.,2012).White and

Mills (2012) also found that students are increasingly adopting mobile phones

with the focus on personal use rather mobile phones than education.

This study is supported by the theory of classical conditioning,

cognitive, and performance. Jean Piaget, (1936) as cited by Kozbelt, (2011)

that the cognitive theory espouses that adults are primed for learning when

they have established a clear goal or objective for themselves. Cognitive

focuses on the mind and more specifically mental processes such as thinking,

knowing, memory, and problem solving with the goal of opening the box of the

human mind, the process of which is deemed valuable and necessary for

learning to occur. Mobile phones may also impair cognitive performance by

affecting the allocation of attentional resources, even when consumers

successfully resist the urge to multitask, mind wander , or otherwise

consciously attend to their phones, when their phones are merely present.

According to Dr.kaufer mobile phones can lead to mental laziness. If you give

people the ability to store information remotely ,outside of their brain ,they
become more dependent on that ,which actually can have a negative effect on

people’s memory.

Pavlov (1897) as cited by Rehman (2021) classical conditioning is one

of those unconscious and conscious pathways. Classical conditioning is one

of those unconscious learning methods and is the most straightforward way in

which humans can learn. The stages or principles of classical conditioning are

acquisition, extinction, spontaneous, recovery, stimulus generalization and

stimulus discrimination. Classical conditioning and mobile phones are

associated with ways to meet our psychological needs for competence,

autonomy, and relatedness. We can connect with other people as well as gain

access to endless forms of information, news, knowledge, and entertainment.

Because these have been repeatedly paired, the sounds of our smartphones

elicit automatic, reflexive responses. Mobile phones have been associated

with meeting our needs (and desires) through classical conditioning, part of

our attention is allocated to them when they are around. Consequently, we

have less attention to direct toward the people in our presence of task at

hand.

Elger’s theory of performance, according to monslave (2016) propound

that developing performance is a journey, and level of performance describes

location in the journey. Current level of performance depends holistically on

six components: context, level of knowledge, level of skills, level of identity,

personal factors, and fixed factors. He continued that “three axioms are

proposed for effective performance improvements. These involve a

performers mindset, immersion in an enriching environments, and

engagement in reflective practice”. In explaining the theory further, Monslave

(2016) stated that “ToP further informs learning by organizations through the

idea of examining the level of performance of the organization. Using mobile

phones reduces impairs attention and subsequent memory during

lectures.Lepp et al.(2014) noted that smartphone use in the classrooms can

inhibit performance because they cannot focus on lectures and they are

disrupted and distracted with the mobile phones.

DEFINITION OF TERMS

The following terms are operationally defined to better understand the

concept of this study:

Academic performance. The extent to which a student, teacher or

institution has attained their short or long-term educational goals. Completion

of educational benchmarks such as secondary school diplomas and

bachelor’s degrees represent academic achievement.

Mobile phone. A portable device for connecting to a

telecommunications network in order to transmit and receive voice, video, or

other data.

Mobile. Anything that can be carried from one place to another.

Phone. Electronic equipment that converts sound into electrical signals

that can be transmitted over distances and then converts received signals

back into sounds.

Impact. The effect of something on another thing.

Cognitive. Relating to, being, or involving conscious intellectual activity

( such as thinking, reasoning, or remembering).

 Academic. Conforming to the traditions or rules of a school ( as of

literature or art) or an official a academy.

Performance. The execution of an action and something

accomplished.

Classical. Concerned with or giving instruction in the humanities, the

fine arts, and the broad aspect of science.

Conditioning. A simple form of learning involving the formation,

strengthening, or weakening of an association between a stimulus and a

response.

Classical conditioning. In which the conditioned stimulus( such as the

sound of a bell) is paired with and precedes the unconditioned stimulus ( such

as the sight of food) until the conditioned stimulus alone is sufficient to elicit

the response ( such as the salivation of dog).

Theory. The analysis of a set of facts their relation to one another.

SIGNIFICANCE OF THE STUDY

This study aimed to determine and analyze the impact of using mobile

phones on academic performance of the Senior High School students of

Simbalan National High School. With this, the following people will benefit this

study:

Students. This study will provide awareness regarding the impact of

using mobile phones on academic performance of the students. This study

will evaluate the impact of using mobile phones on academic performance.

Data gathered will also help the students understand the impact of mobile

phones.

Teachers. The result of this study may serve as their information. This

would help them to determine if every students are using mobile phones.

Administrators. The result of this study may provide awareness of the

school administrator about the usage of mobile phones during class hours can

affect the academic performance of the students.

Parents. This study will help them to determine the affects of mobile

phones on the academic performance of their child or son. This would lead

them to understand the impact of using mobile phones.

Future researchers. The finding of this study will guide them on the

impact of using mobile phones on academic performance of the students and

it pave the way for more expounded studies on similar field.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the effect of using mobile phones on the

academic performance of the students. Studies and literature relevant to the

effect of using mobile phones to the Senior High School students are cited

below.

Foreign Literature

Norries, Hossain, and Soloway (2011) stated in their study that

student’s achievement increase significantly when students use mobile

learning devices, including smartphones, during learning time. This is

because their time-on-task completion will increase as they have the device at

hand. Also found that students were constantly using the smartphone camera

to take pictures of abstract concepts taught in class so that later they could

relate them with the concrete ideas. Similarly, Woodcock et al. (2012)

reported that respondents in their research believed that smartphone had

allowed them to improve productivity and eventually their learning

performance. Kumar (2011) indicated that student were downloading online

lectures an reading from e-books to improve learning. Another study

conducted by Mtega et al. (2012) shows the respondents in their study do not

just use traditional mobile learning application, such as text messages and

calls, but they utilize mobile learning application such as GPS, camera, voice

calls, e-mails, google drive, and so forth, to create, upload, download and

share academic resources with their friends. All the above mentioned
research illustrated that smartphones have created sophisticated avenues for

students to learn and it is undeniable that more students are spending more

time using mobile app, this is possibly correlated with the higher rate of

smartphone ownership among higher education students (Bowen, Kyle, &

Mateo, 2012). Using cell phones in the classroom has been connected with

higher recall and a increase in student satisfaction with instruction.

Comprehension has also improve when students use electronic devices for

educational purposes.

Lan and Sie (2010) describe mobile learning as a learning model that

enables learners to access educational materials anywhere and anytime

using mobile and internet technologies. Some features of mobile devices are

that they are generally cheap, portable and flexible. Therefore, mobile

technology seems to be very attractive to learners and usable in the learning

process.

Alzaza and Yaakub (2011) stated that the main feature of mobile

learning that distinguishes it from other learning technologies is its mobility.

Despite the aforementioned benefits of mobile learning, it can never fully

replace traditional education, but if used correctly, it can increase the value of

existing learning styles (Liaw et al, 2010).

Globally, there has been a growing trend of using mobile phones for

educational purposes, and many groups, especially teachers and students,

use these devices for sharing information, consulting dictionaries and

thesauri. They have been portrayed as one of the applications and as one of
the application for teaching and learning in which it is portrayed as new

opportunity for the ICT use in education (Lepp et al, 2015).

Understanding and accepting mobile learning affects the way

classroom instruction is organized. Instructors should refine their current

teaching strategies, and in case there is a desire among students to apply this

method of learning, they should adequately prepare students for a

technology-based environment (Chen, 2016)

This is due to the benefits of mobile learning, including the ability to

share knowledge without any limits in space and time, the capacity to facilitate

the development of critical thinking, participatory learning, problem solving,

and the development of lifelong communication skills (Abidin and Tho, 2018).

Foreign Studies

N.Y. (2016), the mobile phone is a learning tool for K-12 students. A

new study reveals a complex answer regarding mobile phone school policies:

teachers and parents are rooted in their belief that phones are essential for

learning, while students see them as support for their school-related work.

Enayati et al. (2014) conducted a study on the use of mobile phones in

providing educational content to students. The results indicated that

transferring course materials via mobile phones and text messages are

effective in learning; however, this method of transferring educational content

does not offer any advantage over lectures. In a research on feasibility of

implementing mobile-based learning.

 Kaliisa and Picard (2017) reviewed the studies published between

2010 and 2016 on mobile learning in higher education systems of Africa. Their

findings indicated that mobile learning at higher education institutions in Africa

enhances student and teacher collaboration. It provides instant

communication, increased student participation and interaction, facilitating

authentic learning and reflective practice, as well as empowering learning

communities and altering the lecturers' approaches.

For instance, in their study on Iranian university lecturers, Balash et al.

(2011) concluded that the majority of them are reluctant to accept mobile

learning. Mobile learning is still in its infancy in higher education, so the

educational implications of mobile learning require further research

(Kukulska-Hulme, 2007).

Gan and Balakrishnan (2014) also examined the factors that can affect

mobile learning acceptance and enhance teacher-student interaction during

lectures, including: ease of use, self-efficacy, and enjoyment. In their study on

faculty members at Kentucky and Tennessee colleges.

Bere and Rambe (2019) examined mobile learning in higher education

in a developing country. The findings suggest opportunities for collaborative

learning through knowledge sharing, developing academic communities, and

immediate communication. The recommended mobile learning in this study

can create shared learning environments, which can in turn, enhance active

learning opportunities.

Rabiu et al, (2016) explained the impact of mobile phone usage on

academic performance among secondary school students, which was

published in the European Scientific Journal, includes the information related

to a research which was conducted among the secondary students to know

the penetration of mobile phones in their lives. The finding of the study,

revealed that mobile phone usage significantly influence academic

performance among male and female senior secondary school students.

Local literature

Students nowadays getting addicted in mobile phone that can cause

the student to be distracted. Nearly a third of urban Filipinos claim not to be

able to live without their mobile phones, according to a survey on the digital

and media habits of consumers. The Ipsos Media Atlas Philippines

Nationwide Urban 2011-2012 survey results showed thirty (30) percent of the

Philippines urban population nationwide saying that mobile phones are

necessities in life and 21 percent saying they to use their mobile phones more

often. With the multi-functionality of mobile phones, Filipinos say that aside

from TV, its their mobile phones that they can’t live without phone, Steve

Garton (2012), executive director of Ipsos Business Insights, said at a

presentation in 2012 mobile phones are important for communication, but

urban Filipinos also use them for games (22 percent), as digital camera (25

percent) and MP3 or audio player (23 percent), Graton (2012) said.

Another work by Xinhua, Filipinos are using their mobile phones not

only to communicate but also as mobile computers as well, according to a

recent market study. According to Taylor Nelson Sofres,a global customized

research company said in it's report that Filipino consumers are not just 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% of the respondents surveyed used mobile

phones to take photos or videos; 45% to browse the internet ; 44% to access

their social networking sites, and 37% to check their emails. The study was

conducted from November 2012 to January 2013, “Based on the findings of

the study, the increase in various mobile activities explain the growing trend of

Wi-Fi accessibility in public areas,” said TNS Philippines Managing Director

Gary de Ocampo.

According to DO 70, and DO 83, of Department of Education, the use of

cellphones have diverted the attention of students from their studies.

Moreover, reports show that text messaging are causing disturbance to the

classes and being used to cheat during examination. As a respond, school

officials are directed to ensure that text messaging during class hours and

within school.

Local Studies

According to Idos et al, (2017) in their research about “The impact of

gadgets in learning among grade 11 students” the survey results about the

negative impacts of gadgets in the students learning are they often get

distracted by gadgets of doing such thing much important and more beneficial

to them and in their studies. They have less time in the outdoor activities, and

they having difficulty in connecting to their studies.

As Idos et al, (2017) stated, gadgets or cellphone will use by students

to gather the information that will help them to provide their needs for lack of
knowledge about something. Students can easily gather information by using

gadget and internet that can remove the stress of the students because using

gadget or cellphone can entertain their selves. But it can be turned into

negative effects on the students who did not use the gadget in the right way.

The cellphone also can have negative effects even it can use for the study

purposes it can be the distraction of studying because using cellphones has

may distractions by doing things that are not important and have no benefits

to them. Using cellphone will reduce their interaction with other people and

also reduce their outdoor activities that will cause difficulty in focus on their

study.

In the study conducted by Regondola (2016), students said that the

gadgets had negatively impacted by the fact that instead of listening the

discussion, they using their phones. In addition, they said that they often put

their cellphones ahead of their studied because there are so many

temptations to spend more time using their cellphones that they sometimes

neglect studies.

In the study Miatko (2017), the usage of mobile device access and

ownership has grown substantially in the past decade. Concerns exist

regarding excessive use and the impact of frequent consumption of mobile on

health and academic performance. They review the literature on the harmful

physical health correlates of excessive mobile device use during class hours

and adolescence.

Locally, in Davao City, a marketing research study conducted by Berico

et al, (2010) showed that the preference towards features of mobile phones
by consumers is high with a grand mean of 4.85. Among the features

mentioned are high-quality built-in camera lenses, music player, and web

connection, these are some of the most advanced features offered by mobile

phone makers during these times. The study also showed that consumers

preferred mobile phones which are very portable and comfortable. This is

evident in the handsets that the market has today. Observations revealed and

variety of mobile phones emerged the growing popularity of the local brands

such as Cherry Mobile and Myphone has also captured the Davao resident’

liking for their preference of mobile brand. This phone can also have negative

effects to the students because they using their phones even their teachers

are discussing, they listening music, playing offline games, and taking photos.

Students are distracted with their phones, they prioritize their personal use

than the education purposes.

Synthesis of Reviewed literature and studies

Reviewed literature and studies bearing to current study in that they

discussed principles of the impact of using mobile phones on the academic

performance of the students. The need is to control and reduce the usage of

mobile phones. By the use of the methods of controlling and reducing the use

of. mobile phones it’s derived positive effect to the students and to their

academic performance.

The usage of mobile phones for internet sites during study time, which

to decrease in academic performance of the students. Mobile phones have

become an integral part of our daily lives, whether you are at home or doing

other daily activities. Study depicted that continuous application usage during
study time, spending more on mobile phone, and marital status has negatively

affecting the academic performance of the students Hossain (2019). Mobile

phones are also distraction, some students use their phones throughout class

or study hours so there is no time to read Dietz et.al (2014) found out that

Sense 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 set work. Using cellphones 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 educational purposes. This study is particularly relevant to our today in an

excessively usage of mobile phones to individuals This research is related to

our study because they are focusing the negative effects of mobile phones to

academic performance of the students.

The impact of mobile phones on fellow learners and faculty represent

an area of concern. As study was conducted to determine student and faculty

perception regarding cellular phone use in the classroom. The results showed

that the majority of students indicated that they refrained from using the

cellphone during the class time. Students indicated that the used text

messages feature and checked cellphone messages. Both students and

faculty cellphones rang during class time. Cellphones were identified by both

groups as a source of distraction during class time Bums and Lohenry (2010).

That is why students must reduced the use of their phones for the sake of

their grades/academic performance. Cellphones are have different negative

effects to individuals especially to the student, the big impact of mobile

phones to the behavior and academic performance of the students.

 Students nowadays getting addicted in mobile phones that can cause

the students to be distracted. Nearly a third of urban Filipinos claim not to be

able to live without their mobile phones, according to a survey on the digital

and media habits of consumers. The survey results showed that the

Philippines urban population nationwide saying that mobile phones are

necessities in life and saying that they to use their mobile phones more often.

With the multi-functionality of mobile phones, Filipinos say aside from TV, it’s

their mobile phones that they can’t live without cellphones Steve Garton

(2012). This study is relevant to our study because students nowadays are

feel that that can’t leave Without cellphones, mobile phone is part of their

lives. That’s why they feel dissatisfaction without using their phone time by

time. They using their phones every time because they in the states of

dissatisfaction and even class hours the students use their phones because of

their dissatisfaction and habits.

The cellphone also have negative effects even it can use for the study

purposes it can be the distraction of studying because using mobile phones

has may distractions by doing things that are not important and have no

benefits to them. Using cell phone will reduce their interaction with other

people and also reduce their outdoor activities that will cause difficulty in focus

on their study Idos et al,(2017). The gadgets had negatively impacted by the

fact that instead of listening the discussion, they using their phones. In

addition, they said that they often put their cellphones ahead of their studied

because there are so many temptations to spend more time using their

cellphones that they sometimes neglect studies Regondola (2016). This study

is particularly related to our study because mobile phones are have many
temptations that leads the students to use their phones while the teacher is

discussing. That’s the reason why the academic performance of the students

is affected. Students give more time to their phones than to their studies.

Mobile phone dependence has become an emerging public health

problem among teenagers. In this study too, over half of the adolescents were

dependent on mobile phones; it affects their academic performance and

changes their behavior. Hence, it is necessary to take further steps in

developing recreational programs and active involvement of teens to maintain

their behavior. Therefore, higher education institutions and parents must

develop awareness for adolescents. Schools and government should

establish policies to raise awareness on this issue for a better future of youth

as a priority action.

CHAPTER 3

Research methodology

This chapter explains the research design, the research participants,

the setting of the study, the research instrument, the data gathering procedure

and the data analysis which will use in order to determine the impact of using

mobile phones on academic performance of the senior high school students.

Research Design

The study used the correlational type of research appropriate of

gathering information about the present existing condition. It is correlational

for the study is primarily to determine the impact of using mobile phones on

the academic performance of the students.

Research Locale

Simbalan National High School is located in Purok 18, Barangay

Simbalan, Buenavista, Agusan del Norte. The barangay is located 30

kilometers from the national highway of the Municipality of Buenavista. Long

time ago Simbalan can only be reached through a ride of a habal-habal or

single motor cycle but now, with the development in public works and high

ways, it can reached with any forms of vehicles including bus and also baja.

Barangay Simbalan covers two (2) high schools such as Simbalan

National High School and Lekda National High School and seven (7) public

elementary schools namely Simabalan Central Elementary School, Lekda

Elementary School, Bagang Elementary School, Cabayugan Elementary

School, Labong Elementary School, Montiverde Elementary School, and Datu

Saldong Elementary School.

Simbalan National High School has been serving the community since

year 1995. At present, it serves both Junior High and Senior High students. It

continues to offer service to three hundred thirty-two (32) Senior High School

students and five hundred eighty-four (584) Junior High School students, a

total of nine hundred sixteen (916) students of Simbalan National High

School for school year 2022-2023. The school population is distributed among

twelve (12) sections of junior high school students and four (4) sections of

senior high school students, a total of sixteen (16) sections with nineteen (19)

teaching personnel. The class of senior high school, as the respondents, is

consist four (4) sections and composed of one hundred thirty-four (134)

students.
Figure 2. Map of the Municipality of Buenavista, Agusan del Norte

Participants of the study

The respondents of the study were the Grade-12 students of Simbalan

National High for school year 2022-2023. These Grade 12 students were

grouped into two (2) sections constituting a population of sixty (60) with

twenty-one (21) males and eighteen (18) females a total of thirty-nine (39)

grade 12 GAS students section Einstein, eight (8) male and thirteen (13)

female a total of twenty-one (21) grade 12 TVL students section Pascal. All

elements of the population were completely enumerated to be the participants

of the study.

Table1. Research Participants

Students Males Females

Grade 12 (GAS) 21 18

Grade 12 (TVL) 8 13

Total 29 31

Research Instrument
 A survey questionnaire was used as the primary data gathering

instrument. The instrument was use two column, the first column is the

questions and the second column is the 1-5 strongly disagree, dis-agree,

neutral, agree, and strongly agree. The survey questionnaire contained fifteen

(15) questions. Those questions undergone validation from the expert in the

field. It was made sure that the questions included in the survey questionnaire

hit to find out the impact of using mobile phones to senior high school

students.

Data Gathering

The data needed in this research study were collected through the

conduct of the survey questionnaire to respondents. Then the data were then

submitted, tabulated, presented and interpreted using the appropriate

statistical tools.

Statistical Treatment of Data

The following correlational statistical procedures were used to

interpret the data gathered from the respondents of the study:

1. Frequency and Percentage. It was used to determine the profile of

the respondents classified according to gender and age.

2. Mean Percentage. It was use to determine the overall mean rating

of responses of the participants to the survey questionnaires of the study.

 3. Correlational Analysis. This is used to determine the significant

relationship between the perception of the students on using mobile phones to

their academic performance.

CHAPTER 4
Presentation, Analysis and Interpretation of Data

This chapter presents the analysis and interpretation of data gathered

from the foregoing study which aimed to determine the impact of mobile

phones among the selected Grade 12 students. The data found in this chapter

were arranged according to the problem treated in this study. The gathered

data are presented in tables with corresponding interpretation and description.

Problem 1: What is the socio-demographic profile of the students in

terms of:

Table 1. Frequency Distribution of the Respondents According to

Gender
Gender Frequency Percentage (%)

Female 31 51.67%

Male 29 48.33%
 Total 60 100.00%

Table 1 shows the percentage of respondents in terms of gender. From

those who had been surveyed, female respondents were 51.67% with a total

of thirty-one (31) out of sixty (60) students from Grade 12. The percentage of

male is 48.33% with the total of twenty-nine (29) student-respondents from

Grade 12. This means that females outnumber males in the entire population

of respondents.

Table 2. Frequency Distribution of the Respondents According to their

Age
Age Frequency Percentage (%)

17 years old 23 38.00%

18 years old 22 37.00%

19-20 above 15 25.00%

Total 60 100.00%

As shown in the table, students aged 17 years old got the highest

percentage which is 38.00% or twenty-three (23) respondents out of sixty (60)

students, and the students aged 18 years old got the 37.00% or twenty-two

(22) respondents out of sixty (60). The lowest percentage is 25.00% or fifteen

(15) respondents are aged 19-20 above. The data means that most of the

respondents fall within the age range of 17 and 18 years old.

Problem 2: What is the perception of students in using mobile phones during

class hours?
Table 3. Students’ Perceptions on the Impact of Using Mobile Phones
Indicators Mean score Remarks
1.I learned a lot in using mobile phones 4.5 Strongly Agree
2.I use mobile phone to improve my academic grade 4.3 Strongly Agree
points
3.I us phone to lessen the difficulty in understanding the 4.0 Agree
lesson
4.I use mobile phone to improve my vocabulary 4.2 Strongly Agree
5.I gain more knowledge when using my mobile phone 4.0 Agree
6.I use mobile phone to improve my critical thinking skills 3.8 Agree
7.Mobile phone is important in my study 4.1 Agree
8.Mobile phone helps me on my assignments 4.0 Agree
9.I use my phone to browse the internet for necessary 4.5 Strongly Agree
information in doing my school work
10.I use my phone to save important information relevant 4.3 Strongly Agree
to my phone.
11.I use my phone to check the meaning of difficult words 4.3 Strongly Agree
through my phone using online/offline dictionary
12.I use my phone as educational tool 4.2 Strongly Agree
13.I use my phone to take notes in class 3.7 Agree
14.I use my phone to collaborate with my classmates on 4.0 Agree
class projects
15.I use my phone to seek teacher assistance on 3.7 Agree
assignments
Range of means: 1.00-1.80 (Strongly Disagree); 1.81-2.60(Disagree); 2.61-3.40 (Uncertain); 3.41-4.20 (Agree); 4.20-5.00 (Strongly Agree).

Table 3 shows that out of 15 questions, question number 1 and number

9 got a highest mean score 4.5 with a remarks of strongly agree and question
number 13 and 15 got a lowest mean score of 3.7 with a remarks of agree.

Most of the respondents gave a remarks strongly agree and agree. This

means that Grade 12 students mostly agreed that using mobile phone is

helpful and essential to their studies.

According to N.Y. (2016), that the mobile phone is a learning tool for

K-12 students. A new study reveals a complex answer regarding mobile

phone school policies: teachers and parents are rooted in their belief that

phones are essential for learning, while students see them as support for their

school-related work.

Abidin and Tho (2018), stated that the benefits of mobile learning,

including the ability to share knowledge without any limits in space and time,

the capacity to facilitate the development of critical thinking, participatory

learning, problem solving, and the development of lifelong communication

skills.

Problem 3: What is the academic performance of the Grade 12 students in

the 1st semester classes?

Table 4. Descriptive Statistics of Grade 12-GAS Students Grades

Statistics
Valid 39
N Missin
0
g
Mean 89.85
Median 90.00
Mode 90
Std. Deviation 2.266
Variance 5.134
Range 10
Minimum 83
Maximum 93
 Grade 12-GAS Grades
Frequen Percent Valid Cumulative
cy Percent Percent
83 1 2.6 2.6 2.6
86 3 7.7 7.7 10.3
87 2 5.1 5.1 15.4
88 3 7.7 7.7 23.1
89 3 7.7 7.7 30.8
Valid
90 12 30.8 30.8 61.5
91 8 20.5 20.5 82.1
92 1 2.6 2.6 84.6
93 6 15.4 15.4 100.0
Total 39 100.0 100.0

As can be seen from the table, there are 39 students from Grade

12-GAS. Most of the students grades is 90. The minimum grade is 83 while

the maximum grade is 93.

Table 5. Descriptive Statistics of Grade 12-TVL Students Grades

Statistics
Valid 21
N Missin
0
g
Mean 89.48
Median 90.00
Mode 92
Std. Deviation 3.124
Variance 9.762
Range 13
Minimum 80
Maximum 93

Grade 12-TVL Grades

Frequen Percent Valid Cumulative
cy Percent Percent
80 1 4.8 4.8 4.8
86 1 4.8 4.8 9.5
87 3 14.3 14.3 23.8
88 3 14.3 14.3 38.1
Valid 89 1 4.8 4.8 42.9
90 3 14.3 14.3 57.1
91 2 9.5 9.5 66.7
92 4 19.0 19.0 85.7
93 3 14.3 14.3 100.0
 Total 21 100.0 100.0

As can be seen from the table, there are 21 students from Grade

12-TVL. Most of the students’ grades is 92. The minimum grade is 80 while

the maximum grade is 93.

Problem 4: Is there a significant relationship between the perceptions of

students in mobile learning to their academic performance?

Table 4. Correlational Analysis on the Perception of Students in the

Effect of Mobile Learning to their Academic Performance.
Descriptive Statistics
Mean Std. N
Deviation
Grades 89.72 2.578 60
Effects of Mobile
4.0818 .45274 60
Learning

Correlations
Grades Effects of
Mobile
Learning
Pearson Correlation 1 .869**
Sig. (2-tailed) .000
Sum of Squares and 392.18
Grades 59.821
Cross-products 3
Covariance 6.647 1.014
N 60 60
Pearson Correlation .869** 1
Sig. (2-tailed) .000
Effects of Mobile Sum of Squares and
59.821 12.093
Learning Cross-products
Covariance 1.014 .205
N 60 60
**. Correlation is significant at the 0.01 level (2-tailed).

To test the hypothesis that the perceptions of students in effect of

mobile learning is statistically significantly related from academic

performance, a correlational statistics was performed. As can be seen in

Table 4, with 95% confidence interval (p=.000) the p value is less than 0.05,

thus students’ perception on the effect of mobile learning is significantly

related to their academic performance.

The result is also supported to the study of Woodcock et al. (2012)

that smartphones had allowed them to improve productivity and eventually

their learning performance. In lined to this, Kumar (2011) indicated that

students were downloading online lectures and reading from books to improve

learning.

Bere and Rambe (2019) examined mobile learning in higher

education in a developing country. The findings suggest opportunities for

collaborative learning through knowledge sharing, developing academic

communities, and immediate communication. The recommended mobile

learning in this study can create shared learning environments, which can in

turn, enhance active learning opportunities.

The result is supported to the study of Norries et al. (2011) that the

student's achievement increase significantly when students use mobile

learning devices, including smartphones, during learning time. This is

because their time-task completion will increase as they have the device at

hand.

As Idos et al, (2017) stated, gadgets or cellphone will use by students to

gather the information that will help them to provide their needs for lack of

knowledge about something. Students can easily gather information by using

gadget and internet that can remove the stress of the students because using

gadget or cellphone can entertain their selves.

 According to Lepp et al. (2015) stated that the growing trend of using

mobile phones for educational purposes, and many groups, especially

teachers and students, use these devices for sharing information, consulting

dictionaries and thesauri. They have been portrayed as one of the

applications and as one of the application for teaching and learning in which it

is portrayed as new opportunity for the ICT use in education.

CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion and recommendation
summary of findings.

SUMMARY
This research study aimed to determine the impact of using mobile

phones to the academic performance of the students. The respondents of the

study where the Grade-12 of Simbalan National High School currently

enrolled in the school year 2022-2023.

The study showed that there are twenty-nine (29) males and thirty-one

(31) females of our study. There are twenty-three (23) 17 years old, 22 18

years old and fifteen (15) 19-20 above.

Out of fifteen questions, question 1 which is “I learned a lot in using

mobile phones” and question number 9 which is “I use my phone to browse

the internet for necessary information in doing my school work” got a highest

mean score of 4.5 with a remarks of strongly agree. Question number 13

which is “I use my phone to take notes in class” and question number 15

which is “I use my phone to seek teacher assistance on assignments” got a

lowest mean score of 3.7 with a remarks of agree.

There are 39 students from Grade 12-GAS where most of the students

grades is 90. The minimum grade is 83 while the maximum grade is 93. There

are 21 students from grade 12-TVL where most of the student’s grades is 92.

The minimum grade is 80 while the maximum grade is 93.

Results showed that the perceptions of students in effect of mobile

learning is statistically significantly related to their academic performance.

With 95% confidence interval (p=.000) the p value is less than 0.05, thus,

students’ perception on the effect of mobile learning is significantly related

their academic performance.

CONCLUSION

The findings of the study led to the conclusion that the mobile phone are

have an impact to the increase of the performance of the students. In addition,

students using mobile phone increased and improved their academic

performance compared to those who have not utilize their mobile phones.

This simply means that the use of mobile phone significantly support and

improve students grade. Moreover, the result find out that the student using

mobile phones got the higher grades than the students who do not utilize their

mobile phone. The result of the study encouraged student to use mobile

phone as their academic tool. That is why, it is necessary to the students to

have a mobile phone. Students will find it easy to understand and learn the

task or any activity in school.

RECOMMENDATIONS
 The findings and conclusion from this study, the following

recommendation endorsed.

1.The use of mobile phone must be allowed in school as an academic

tool since improve that this is going to helped the students to get higher

performance .

2. Students are encouraged to use mobile phone to increased their

academic performance.

3. Teachers are encouraged to allow the students to use mobile phone

in class hour because it may help them gain deeper understanding the

discussion.

4. Similar studies maybe conducted regarding supplementary activities

to validate the findings of the study further.

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