CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

Human species began the discovery of technology by improvisation of

natural resources to simple tools. The conversion of stones to fires led to the
increase of the availability of sources of foods, and then there comes the
invention of wheels that helped humans to travel in their environment and then
countless technological advancement followed like the invention of calculators,
printing press, the telephone and now the computers that helped humans
perform work easier and efficient. (Sonya, 2015) Computer, for example, is a
useful tool to communicate with one another at wide distances through
accessing Social Media Sites (SMS) like Facebook, Twitters, LinkedIn, WhatsApp,
Viber, etc. and is useful for acquiring information that are readily available in
Google, Yahoo, and the like.

Technology like computers are helpful to a student's academic performance,

especially because it has so many functions that will help them make their
school works easier and more efficient, for instances like learning the history of
things. Decades ago, students go to libraries to dig deep about our history, but
now, with the advent of computers, learning about our history is easy and
accessible through searching it in digital books and encyclopedias, or online
sources like Wikipedia. They do not only access it effortlessly, but it also
redirects them to the context according to their need by searching using
keywords.

However, since technology change over time, in the early 2000s, there was a
release of a new mobile phone, but not like keypads or any other phones that
are only limited to messaging and basic functions like calculators, calendars,
and voice recorder, these mobiles phones are carrying Personal Digital
Assistants (PDAs) that can run various Operating System (OS) such as Blackberry
OS, and Palm OS, meaning, mobiles phones are now becoming a mini-computer.

According to a website "Computer Hope" (2017), Smartphones are considered

computers due to its similarities to a traditional desktop like the fact that both
of them are using Central Processing Unit (CPU), Memory, Display Functionality
and uses OS that runs programs and perform different functions, however,
differences are also obvious. Computers, not like smartphones, are more
complex with its input devices such as mouse and keyboard, whereas
smartphones only uses touch screen interface, also computers’ connectivity is
limited to Ethernet cable while smartphones can connect to Wi-Fi networks for
internet access, not only that, but also to mobile data network. Smartphones are
lightweight, and can fit in a pocket, can be hand-held or in short, portable, not
like most of desktop computers which are not considered portable.

With the portability of these smartphones, students are finally carrying with
them the said gadget in school, thus there’s a potential that they would use it
inside school premises or even during classes. It would be logical enough to say
that it would at least affect their Academic Performance either positively or
negatively depending on how it is used. “Academic achievement or (academic)
performance is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals. It is commonly measured
through test assessments scores.” (“Wikipedia,” 2017)
So, since students are starting to integrate technology with learning, the
researchers want to examine if technologies, especially smartphones, would
impact students’ scores through surveying, observing and analyzing.

21st Century learners are indeed wrapped with various technologies around
them, making it either a danger or an opportunity to their studies. Learners,
especially teenagers are the most vulnerable subject to these technological
exposure, since we are on this generation between Millennial and Generation Z,
the researchers sees the opportunity to determine the impact of Smartphones
on Students’ Academic Performance and its relationship to smartphone
accessibility, how it is used and the time consumption.

1.2 Statement of the Problem

Generally, this study is about smartphones and the Academic

Performance of Grade 12 students of Philippine College of Technology.
This also aims to answer the following questions:

1. How many students have access to smartphones?

2. Is there a relationship on how a smartphone is used to Students’
Academic Performance?
3. Is there a link between smartphone time consumption and Students’
Academic Performance?
4. Does smartphones impact students’ Grade Percentage Average (GPA)?
1.3 Significance of the Study

This study is significant to the students, parents, teachers and

researchers.

Students. After this research, students will be more aware of what are the
impacts of smartphones on their academic performance and thus they could
adjust on what are needed depending on the results of the research, if it will be
proven that smartphones increases one’s ability to do work, or if it would
decrease instead.

Parents. When conclusions are arrived, this research would let the parents
understand one of the factors of why their children get better grades or lower
grades instead and they will be aware of the impacts of smartphones on the
children’s academic achievement, thus they could serve as a watch-dog to their
children so as to guide them on what are needed.

Teachers. The teachers would be more considerate about the idea that
smartphones are not at all bad to a students’ performance, but also, this
research will show them to what extent does smartphones are useful to a class
and its limitations.

Researchers. This research will serve as a basis for next any other researches
that are related to the said topic or problem.

1.4 Scope and Limitation

Aside from the fact that the number of population of all Senior High
School students of Philippine College of Technology is too big to take it all as
samples, there is also a limited time allotted to finish this study.

Consequently, this study was limited to at least thirty (20) random students
from Senior High School students, specifically the Grade 12 students enrolled at
Philippine College of Technology.

This study focuses on the Impact Smartphones to the Academic Performance of

Grade 12 students of Philippine College of Technology for the Academic Year
2019-2020.
1.5 Definition of Key Terms

As words may mean differently in different context, the following

definitions are given as the exact usage of those words used on this study.

Central Processing Unit (CPU) – commonly known as the brain of the computer,
mainly to process data.

Grade Percentage Average (GPA) – the average result of all grades achieved on
a semester or grading period.

Impact - refers to the effect of something to another thing.

Millennial - a person who was born in the 1980s or 1990s (Merriam Webster,
2017)

Mobile Addiction - is the repeated use of a substance despite the negative

consequences suffered by the addicted individual.” (Alavi, et al. 2012; Stieglitz
& Brockmann, 2013 and S. & A. Davey, 2015)

Mobile Poisoning - refers to the habitually using a smartphone without special

purpose for and showing anxiety and restlessness without a smart phone.”
(Park, et al., 2014)

Operating System (OS) - the manager of a computer which is responsible for

the execution of application and the control of the system.

Research - An academic paper that is made scientifically by researchers.

Researchers - The people behind a research.

Smartphones - Are electronic devices that are considered mini-computers due

to its similar characteristic to a conventional desktop computer, but easier to
use and has a lot of advantages than computers.

Social Media Sites (SMS) - forms of electronic communication (such as websites

for social networking and micro blogging) through which users create online
communities to share information, ideas, personal messages, and other content
(such as videos) (Merriam Webster, 2017)

Students’ Academic Performance (SAP) - Refers to the achievement of a

student measured by their assessment scores on a quiz or what particular
examination it is.

Technology - any tools that enhances students’ learning and achievement;

electronic device, or machines that make work easier to perform.

Generation Z - People who are born just after the millennial; Post-millennial.
CHAPTER 2
LITERATURE REVIEW

21st Century people are highly exposed to the digital world, especially
students of today’s generation. With so much technological exposure, students
started to integrate technology on their learning. Since smartphone nowadays
functions like a computer, it is one of the most common gadgets that students
use on their day to day lives. If not used for messaging or for basic applications,
students use it for their school works and assignments by accessing readily
available information on online websites, commonly Google, while some use it
for browsing Social Networking Sites (SNS) commonly Facebook and Twitters to
chat or communicate with different people across wide distances or whatever
motives they have. With these technological advancements, of course, there are
also its corresponding effects. We may not take it seriously, but numerous
studies have been conducted to find out link between smartphones and its
impacts on students’ academic performances.

Talking about smartphones would not give us a hint on how does it affect
students’ academic performance, but when we delve in more on the question
“how does students use smartphones?” we could find clues that would lead us
to the resolution of our questions. So to start, let’s raise the questions: How is a
smartphones used? What applications? And in what sense does it affect
students’ academic performance? To address these sets of questions, Grosseck,
et al. (2011) & Rosen et al. (2013), conducted a study and found that the
majority of students spend significant time on Facebook more for social uses (to
stay in touch with friends and family, to share/tag photos, to engage in social
activism, volunteering etc.) and less for academic purposes, even if they take
part in discussions about their assignments, lectures, study notes or share
information about research resources etc.

So it is not uncommon that Facebook is one of the priority lists of a student

when using smartphone, but what is the significance of Facebook to a students’
academic performance? To find out, a research was conducted by Kirschner &
Karpinski (2010) aiming to determine the relationship between academic
performance and Facebook usage. Sample were taken from population of 219
university students and they found that Facebook users had lower Grade
Percentage Averages and they were online most of the time and utilized very
less time for their studies in comparison with students who did not use Social
Networking Services (SNS).

Only 26% of students reported that SNS impacted positively and helped to grow
in their lives and 74% said that it had adverse impact like procrastination, lack
of concentration or distraction and poor time management. With the results at
hand, we could not deny the fact that at some point, students’ performance is
affected when they are using Facebook most of the time as supported by
another research conducted by Tayseer, et al. (2014) titled “Social Network.
Academic and Social Impact on College Students”, found that there is a
correlation between the students GPAs and their usage of social networks. An
interesting finding was that many of our respondents do not use social sites to
look for college-related information; however, many of them encourage the idea
of having online study groups. Another finding showed that the students tend
to use social networks for social purposes more than the academic ones.
However, separate studies also took a standpoint where SNS, like Facebook, is
not bad at all in a sense that it helps students, especially the freshmen, to boost
their self-confidence through a social interaction on Facebook as stated by
Barkhuus & Tashiro (2011) “the itinerant lifestyle that students live nowadays
makes them face many challenges when it comes to separating between their
schoolwork and their social daily life. Data resulted from their study implies
that Facebook is used not only to socialize with people, but also to help first
year students overcome their shyness factor. Some of the students may feel shy
when it is related to making new friendships.

However, by using Facebook ‘event tool’, students can arrange meetings in

order to get in touch with each other even more or keep light relationships with
their mates.” In addition, according to Stollak, et al. (2011) on their study
“"Getting Social: The Impact of Social Networking Usage on Grades Among
College Students", students who have smart phones were more likely to both
access social media tools and spend time engaging with others. From an
educational standpoint, this means there may very well be a “digital divide”
between those who are making connections with others, and those who might
be left behind. Similarly, professors may have to be wary of assigning projects
involving social media to students as some may have an advantage in
completing the work than others.

Using free mobile data, a student can access Facebook but with slow processing
of data that even pictures can’t be seen, how much more browsing another
websites? That would be impossible. Since the digital world is not focused only
on SNSs but also for digging useful information on different online websites like
Encyclopedia and Google, a smartphone must have at least an internet
connection. According to Kumar (2011), the use of the Internet has become a
part of life of every student and a mean to search for the information as and
when it is needed. These days, use of mobile phones for internet purposes has
become a routine and number of mobile consumer accessing the Internet is
surpassing fixed line internet users.

The Smartphone with the capability of always connected makes it much easier
for the students to avail this type of education facility and makes the
Smartphone a perfect fit device for distance learning. Putting it in other words,
Internet has been useful for a student learning for it guarantees accessibility of
information on the said online sources through the use of mobile phones. In
this case, with enough information, there can be a learning process where
mobile phone played a great role on the progress of students’ academic
performance as quoted from Abuhassna & Admin (2014) “The majority of
students indicated that mobile learning technologies and devices have
improved their academic performance in different ways.
 There was higher frequency agreement that social networking improved
students’ learning and Putra LMS improved students’ satisfaction with the
courses. The overall interpretation was that mobile learning has many
advantages as it can be used anywhere, anytime while improving
communication and enriching students' learning experiences in their learning.”
Having personal devices, such as smartphones would also help the school in
meeting a student’s educational need for instances like when the school can’t
provide enough facilities for the learning of the students like computers as
elaborated more on the study conducted by Krebs (2012) shows that
smartphone can have a huge impact on student achievement. Skeptics,
including some parents, worry about kids wasting time in class, but so far the
benefits of allowing personal technology in schools outweigh the risks. Students
can access the Internet even when school budgets limit the number of
computers available, and small numbers of devices can impact larger numbers
of students if teachers allow group work.

How long a student browses the Internet and access to different websites refers
to time. A study of a group of undergraduate students, published in the
journal Computers in Human Behavior in 2015, found that among
undergraduate students, total mobile-phone use (measured in number of
minutes per day, not limited to school time) was "a significant and negative
predictor of college students' academic performance, objectively measured as
cumulative GPA." (Lepp, et al. 2015) So, the time a student spent in front their
mobile screen also played a vast role on their academic performance, instead of
using it for reading books, reviewing notes, and doing school works, students
tend to use it more for entertainment and less for education as stressed by
different researchers, for example from the observation of Nathia, et al. (2013);
Nalwa & Anand, (2003) states that “as mobile phones in societies increases,
there is a large growth in the use of mobile phones especially among the youth.
This trend is followed by the fast growth in use of online social networking
services (SNS). Extensive use of technology can lead to addiction. This study
finds that the use of SNS mobile applications is a significant predictor of mobile
addiction.”

Additionally, from researches of Gergen (2002); Halpen (2003); and Franzini

(2002) states that “researchers have discovered that the use of mobile phone in
schools is problematic. As Ling and Helmerson (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 roles as students with full concentration
on their studies and free from contact with the outside world. However, the
mobile phone gives room to blending students’ roles with other roles thus
distracting and disrupting the students’ academic work.” Due to this sanction,
three researches have all-in-one common findings about the mobile addiction
phenomenon: “an increasing reliance on cell-phones among young adults and
college students may signal the evolution of cell-phone use from a habit to an
addiction.
Although the concept of addiction has multiple definitions, traditionally it has
been described as the repeated use of a substance despite the negative
consequences suffered by the addicted individual.” (Alavi, et al. 2012; Stieglitz
& Brockmann, 2013 and S. & A. Davey, 2015) In other words, mobile addiction
then is a conscious action of mobile addicts, but they tend to see it on different
perspective than referring it as “addiction” as explained by the a study of
Chakraborty, et al. (2010), that although various etiological theories could be
used to explain which cell-phone activities are most likely to lead to addiction
(e.g., Escape Theory), Learning Theory seems particularly appropriate.

Learning Theory emphasizes, among other things, the rewards gained from
various cell-phone activities. So as stated, there are possible theories of mobile
addiction, the Escape and Learning Theory. Escape Theory which literally means
“to get away” from this reality and be present somewhere at the world of
smartphone and Learning Theory in which a mobile-user gains satisfaction to
the rewards he/she gain from different mobile applications. Another research
mentioned the term “smartphone poisoning” which means “connection to
poisoning phenomena habitually using a smartphone without special purpose
for and showing anxiety and restlessness without a smart phone.” (Park, et al.,
2014) which is an obvious effect of smartphone addiction.

Moving on from citing theories to observing experiments of different conducted

related studies regarding addiction. A recent study entitled “Relationships
among smartphone addiction, stress, academic performance, and satisfaction
with life” Samaha & Hawi (2016) is aiming to investigate the relationship
between risk of smartphone addiction and satisfaction with life mediated by
stress and academic performance. The other aim was to explore whether
satisfaction with life mediated by stress and academic performance facilitates
smartphone addiction. To identify test subjects, systematic random sampling
was implemented. A total of 300 university students completed an online
survey questionnaire that was posted to the student information system.

The survey questionnaire collected demographic information and responses to

scales including the Smartphone Addiction Scale - Short Version, the Perceived
Stress Scale, and the Satisfaction with Life Scale. Data analyses included Pearson
correlations between the main variables and multivariate analysis of variances.
The results showed that smartphone addiction risk was positively related to
perceived stress, but the latter was negatively related to satisfaction with life.
Additionally, a smartphone addiction risk was negatively related to academic
performance, but the latter was positively related to satisfaction with life.

The findings on the said study then sealed the notion that smartphone
addiction has negatively impacted students’ academic performance, in a sense
that “learners are constantly interrupted by the other applications on the
phones when they are studying, and does not have enough control over their
Smartphone learning plan and its process.” (Lee et al., 2017) and that the
presence of mobile phone during a class lecture would only distract the student
to the lessons, as supported by an experimental study of Kuznekoff & Titsworth
(2013), where participants in three different study groups (control, low-
distraction, and high-distraction) watched a video lecture, took notes on that
lecture, and took two learning assessments after watching the lecture.
Students who were not using their mobile phones wrote down 62% more
information in their notes, took more detailed notes, were able to recall more
detailed information from the lecture, and scored a full letter grade and a half
higher on a multiple choice test than those students who were actively using
their mobile phones.

But even how wide the scope of mobile addiction and its effects on students’
academic performance, it is still not the natural tendency of all smartphone-
user. There are still cases where smartphones, if used in a way that is relevant
to the content of the discussed topics of a class, would positively impact
students’ academic performance like the experimental study titled “Mobile
Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message
Content on Student Learning” of Kuznekoff & Titsworth (2013), is designed to
examined mobile phone use in the classroom by using an experimental design
to study how message content (related or unrelated to class lecture) and
message creation (responding to or creating a message) impact student learning.

Participants in eight experimental groups and a control group watched a video

lecture, took notes, and completed tests of student learning. The control and
relevant message groups earned a 10–17% higher letter grade, scored 70% higher
on recalling information, and scored 50% higher on note-taking than students
who composed tweets or responded to irrelevant messages. Sending/receiving
messages unrelated to class content negatively impacted learning and note-
taking, while related messages did not appear to have a significant negative
impact.

So it means that the impact from the usage of a smartphone on students’

academic performance depends upon how it is used. Furthermore, In a study of
Sykes (2014), found that with a mixed method design that students using a
smartphone application enjoyed and performed very well in a course, so they
exceeded their performance of a comparison group (traditional course) with
statistically significant differences. In addition to this, a related study by Tosta
(2013) concluded that, smartphones are a phenomenon that has changed daily
life and learning styles of students, has forced changes in teaching strategies
for teachers, and has changed the rules and policies of educational institutions.
Since these technological devices have all in one, it have become popular among
the educational community of almost every country around the world. With the
above discussion of related studies, the common link between those researches
and this current research is the aim to determine the impacts of smartphones
on Students’ Academic Performance, how it was used, how long it was used and
it’s affect to students’ Grade Percentage Average (GPA).
CHAPTER 3
RESEARCH METHODOLOGY

This chapter describes the research design, area of the study, population
and samples, instrument for data collection, validation and reliability of
research instrument, administration of instrument, data collection method and
data analysis technique.

3.1 Research Design

The method used in the study is descriptive research. It combines two

research methods: gathering information to ascertain the significance of having
a smartphones to a Students’ Academic Performance and evaluating how
smartphones impacts Students’ Academic Performance.

3.2 Area of the Study

This study was carried out in Philippine College of Technology also

dubbed as the only Technical-Vocational School of Bayanihan, Wangan Calinan
Davao City Division.

3.3 Population and Samples

The population of the study was taken randomly and only from Philippine
College of Technology with Six (6) students in every Grade 12 sections namely:
Aries, Libra, Gemini and Taurus with a total accumulation of Twenty (20)
respondents in the said schools as samples.

The student population of Grade 12 Students of Philippine College of

Technology for the School Year 2019-2020 is students consisting of male
students and female students.

3.4 Research Instrument for Data Collection

Structured questionnaire was used to gather information from the

respondents. The questionnaires were designed in 3 sections. Section ‘A’ consist
of the respondents’ socio-demography, section ‘B’ contain questions based on
the set objectives and the research hypothesis and section ‘C’ contain records of
students’ General Percentage Average (GPA) from their last semester. The
questionnaire is a close ended one, whereby respondents were only allowed to
choose their answers from the boxes provided. (Akinwale, 2016)

3.5 Validation of Research Instrument

The questionnaire was adapted from Olanrewaju M Akinwale, 2016 due to

its relevance to our current study and was validated by our research teacher
who made face validation and also ascertained the stability of the instrument.
3.6 Administration of Instrument and Method of Data
Collection

Twenty (20) copies of the questionnaires were produced and

administered by the researchers to the random sample students from Philippine
College of Technology (PCT). To minimize errors in the completion of the
questionnaire, difficult items on the questionnaires were explained by the
researchers to the respondents. The filled copies were collected immediately
and kept saved to avoid loss in transit.

3.7 Data analysis Technique

The research data were analyzed through manual computations. The

results of the survey were analyzed by using average mean and percentage
scoring.
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION

4.1 Interpretation of Results

Table 4.1: Test responses based on socio demography of respondents and set
objectives.

SEX Frequency Percentage (%)

Male 9 45.0
Female 11 55.0
Total 20 100.0
AGE
13-15 years 0 0
16-18 years 18 90.0
Above 19 years 2 10.0
Total 20
Do you have access to mobile
phones?
Yes 20 100.0
No 0 0
Total 20 100.0
If yes, how do you get access to it?
Through;
Parents 2 10.0
Friends 0 0
Personal 18 90.0
Total 20 100.0
Do you use mobile phones
frequently?
Yes 20 100.0
No 0 0
Total 20 100.0
What do you use it for?
Texting and Calling
Often 7 35.0
Rarely 11 55.0
Not often 2 10.0
Total 20 100.0
Browsing
Often 14 70.0
Rarely 5 25.0
Not often 1 5.0
Total 20 100.0
Social Networking Sites (i.e. Face
booking)
Often 17 85.0
Rarely 2 10.0
Not often 1 5.0
Total 20 100.0
Gaming
Often 9 45.0
Rarely 9 45.0
Not often 2 10.0
Total 20 100.0
How much time did you consume
on using your Smartphone per day?
1-3 Hrs. 10 50.0
4-7 Hrs. 7 35.0
Above 7 Hrs. 3 15.0
Total 20 100.0
How long have you been using
mobile phone?
1-6 months 3 15.0
6-12 months 0 0
1 year and above 17 85.0
Total 20 100.0
Does using Smartphone help you do
school works?
Yes 20 100.0
No 0 0
Total 20 100.0
Are smartphones prohibited during
classes?
Yes 11 55.0
No 9 45.0
Total 20 100.0
Are you using your smartphone
during classes?
Yes 11 55.0
No 9 45.0
Total 20 100.0
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 Summary of the Principal Findings

This study focused on smartphones and the academic performance

of Grade 12 students of Philippine College of Technology, for the academic year
2019-2020. However, the following findings were made from the study:
1. One-hundred percent (100 %) of the grade 12 students have access to mobile
phones either through their parents, friends or personal.
2. There is a positive relationship on how a smartphone is used to Student’s
Academic Performance.
3. There is a positive link between smartphone time consumption and Students’
Academic Performance.
4. Smartphones positively impacted student’s Grade Percentage Average (GPA).

5.2 Suggestions for Further Research

This study enclosed only the Grade 12 students of Philippine College of

Technology. Therefore, repetition of the study could still be conceded out on a
broader scope.

5.3 Conclusion

In conclusion, smartphones are essential gadgets possessed by an

average Grade 12 student. This research concluded strongly that smartphones
have positive impact on students’ academic performance.

5.4 Recommendations

Based on the findings of this work, the following recommendations were

formulated:

1. Not only the Grade 12 students, but all High School and Senior High
School students, must have a proper orientation on how to set priorities
in using smartphones. This highly needed orientation must be headed by
the school management and shouldered by the parents of the students.
Since the use of smartphone inside school campuses and even during
classes cannot be totally banned as it has been part of a students’ habit,
they must be informed from time to time on the possible outcomes of
their acts and the possible problems they may encounter when they go
beyond their limitations which may lead to smartphone addiction and
unmindful use of their smartphones which may lead to another bigger
problems.

2. Likewise, the school management, especially the advisers, must be

more active to their responsibilities by guaranteeing the
implementation to the laid down school rules and regulations on
student’s use of smartphones device during class session.
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