Teaching Ability . . .

Chapter I

INTRODUCTION

Mobile phone nowadays is being a part of our daily life. It has many uses that make

people life easier like communicating, researching, taking photos or notes, listening to

music, recording, and playing games especially when bored.

As of now education is making a move toward using more electronic technology

within classrooms from elementary to the college level. In high schools and colleges,

devices being used most commonly for educational purposes are tablets, smartphones and

laptops.

These devices are being used hoping that students enhance their overall educational

performance; students are using devices for activities such as answering questions,

examining visualization, note taking, researching and communicating.

Although the intended purposes of these devices are to improve educational

experiences for the introduction of modern technology in the classroom, there are also

negative effects for students in the classroom when they use their cell phones for non-

educational purposes. It can distract the students to pay attention with the lesson that has

been discussed which may lead to lessen their knowledge and academic performance.

When looking at why students use cellphones for non-educational purposes, it was

found that students find their devices more exciting and stimulating than what is happening

in their class and what their teacher is discussing in front. Students have been found to

continue to use cellphones for non-educational purposes during class instruction, even

when they are aware of the negative side-effects of cellphone usage in the classroom.
 Teaching Ability . . . 2

Using cell phones for non-task related purposes during class time has been shown

to have negative outcomes on student learning, it also has a negative effects on the students.

When a teacher sees a student texting, or using his or her phone inappropriately, it may

have a negative impact on the teacher’s ability to each. Thus, there is a need for research

that examines the effect of non-educational cell phone usage by students on teacher.

The main goal of this study is to prove that teachers have also their deficiency when

it comes to teaching that leads the students to use their cellphones during class discussion.

Background of the Study

Students are one of the users of mobile phones. They bring and use it every time

whether they are in home or in school. Most students prefer to use cellphones during class

when they got bored than to listen with their teacher. They prefer to search for information

in their cellphones than just waste their time to search information in books.

In this situation, the researchers have noticed the students have this kind of behavior

in using cellphone and become motivated to have a research interest in the use of mobile

phone in school. The researchers are also curious why the Grade 11 students of Lucban

Academy are always using cellphones every time even in class hours and that leads the

researchers making this research study. The researchers chose Grade 11 students of Lucban

Academy because the researchers already observed that their classmates or even their

schoolmates are always using their cellphones in vacant time or even in their class hours.
 Teaching Ability . . . 3

Objectives of the Study

This study will aim to evaluate the teaching ability as a deterrent in using cellphones

during class in Grade 11 students of Lucban Academy.

Specially, it will seek to achieve the following objectives:

1. To determine the reasons why student use cellphones during class in terms of:

1.1 Reminders of teachers

1.2 Ways of teaching

1.3 Teachers position

1.4 Teaching ability

2. To determine why students avoid using cellphones during class.

3. To state if the position and behavior of a teacher affects the students to avoid using

cellphones.

4. To describe if the teacher’s ability is one of the reason why students use cellphones

during class discussion.

Scope and Limitation

The main focus of this study is the teacher’s ability as a deterrent in using

cellphones during class in Grade 11 students of Lucban Academy. This study wants to

know if the teaching ability, reminders, position, and behavior of a teacher really affects

the students to use cellphones during class. The informnts of this study are the Grade 11

students and Faculty members of Lucban Academy Senior High School in Miramonte

Subdivision, Lucban, Quezon during the year 2017-2018.

 Teaching Ability . . . 4

Significance of the Study

The researchers believe the study to be relevant and beneficial to the following:

To the Teachers, this study will benefit the teachers in Lucban Academy by having

knowledge in their ability in teaching.

To the Students, this study will help the students to be aware of their behavior in

using cellphone in school.

To the Researchers, this will help the researchers to develop their knowledge and

skills in doing their research study.

To the Future Researchers, this study will help them as a guide and reference to

their future studies.

Definition of Terms

To facilitate better understanding of the concept and ideas imparted in the study,

the following terms are defined accordingly:

Addiction is a strong desire by the students to engage in using cellphones.

Awareness is having knowledge of a student something from having observed it

or being told about it.

Teacher’s Behavior is the action or reaction of a teacher to students, usually in a

relation to the classroom..

Cellphone is a long-range, portable electronic device used by people for mobile

communication.
 Teaching Ability . . . 5

Classroom Management is where all the teachers and students are involved in

teaching and learning interact.

Effect is a change or changed state occurring as a direct result of action by

somebody or something else.

Teaching Ability is the skill of a teacher on how he/she will discuss the lesson.

Teacher’s Position often has many roles to play.

Teacher’s Role is one that needs to be embraced if he or she wants function

effectively in the classroom.

 Teaching Ability . . . 6

Chapter II

RELATED LITERATURE

This chapter presents the related literature that provide information used by the

researchers.

The general objective of this study is to determine if the teaching ability of the

teacher is the reason why students use cellphones during class.

Specifically, it seeks to answer the following statements:

1. To determine the reasons why student use cellphones during class in terms of:

1.1 Reminders of teachers

1.2 Ways of teaching

1.3 Teachers position

1.4 Teaching ability

2. To determine why students avoid using cellphones during class.

3. To state if the position and behavior of a teacher affects the students to avoid using

cellphones.

4. To describe if the teacher’s ability is one of the reason why students use cellphones

during class discussion.

 Teaching Ability . . . 7

Reasons why students uses cellphones during class

A mobile phone is a long-range, electronic device used for mobile voice or data

communication over a network of specialized base stations. In addition, it is also used for

text messaging, calls, browsing on Internet, emails, games and also in social media.

Cellphones are becoming more and more prevalent in our society, as it is clearly

obvious by the number of people carrying them around every day. Because of this, it also

means that students are carrying their cellphones to school. Cellphones are one of the

reason why students become distracted in class, that’s why teachers and administrators

work to find ways to prevent students from using their phones during class. (Ware, 2008)

Ruggiero (2001) found out that it is surprising that students tend to regard school

policies even if teachers are frequently reminding them. Many of the attitudes that have

examined, teachers have difficulty in enforcing rules. If students believe they are wise and

good, and no need of self-discipline, they will not follow any reminders or rules and

regulations that was implanted in school.

According to Ramsden (2000), teacher’s way of teaching can also affect the interest

of the student in their lesson. Many of the students are easily getting bored during class

discussion because of how their teacher’ teach them. If you are a good teacher, you know

many ways how to get your students attention and interest. But is you are just discussing

and talking in front of your class there will be a high possibility that you’re students will

ignore you and just put their attention in some other things like their cellphones.

Most students are afraid to disobey teacher who have a high position or already had

long experienced and years in teaching compare to those young ones. According to Hayes
 Teaching Ability . . . 8

(2009), students do not respect the young teacher often. Students think that it is better to

just put their attention in their cellphone than to listen to the teacher in front them because

they know it’s just a few years gap between their ages. But for the teachers who already

aged in teaching, students find them boring to teach which make them drowsy sometimes.

Students nowadays are lacking on respect for their teachers, that barely need a control for

their attitude.

The personal attributes of teachers are important in building environment for

students that support and encourage them to learn. Rosenshine, Wang, and Walberg (2002)

stated that teachers often have difficulties to change their characteristics but they can

change it through awareness and determination. In contrast, teachers can get and use a

variety of professional skills that researchers shows it can help on students’ learning. In

fact, these skill may be one of the most critical factors in teacher’s effectiveness but across

these skills, teachers can engage students meaningful relation with contentment and ideas

especially to students with special needs.

The researchers opinion with these statement teachers must have professional

skills, technique, ways and control to be able students will have an interest in everyday

discussion. Students are in school for long hours than in their homes that’s why they need

an interesting ways of teachers to teach them to have an excitement and enjoyment to learn

and focus in their teacher’s discussion. Students needs a teacher to learn for their

knowledge and teacher needs to stdents to improve their teaching ability.

 Teaching Ability . . . 9

Reasons why students avoid using cellphones during class

Students nowadays make an excuse to carry their phones to school and then to

classrooms and do all sort of things which only do not distract them but others too.

It is known that using cellphone by the students during class are giving them

negative effects with their academic performance. According to Pulliam (2003) even

students realize it or not, cellphone usage had also negative effect with the other students.

Students may believe that using cellphone is their personal choice and will only affect

themselves. However, cellphone usage could indirectly have a negative impact on the

entire class by also affecting their teachers. Teachers believe that students can’t stop using

cellphones and pay attention during class.

Freed (2000) stated that schools clearly promote their student’s academic

performance and safety by limiting the use of phones during class hours. Presently, most

school left it to teachers to manage phone distractions in their classrooms. But this little

approach has left teachers with not enough support to confront the difficult and unsafe task

of limiting phone use by defiant students.

Student should not be permitted to use cellphones in school. Using cellphones

during class allows student to cheat. Students try to replicate ideas and answers from

different websites which actually is illegal. They will be more distracted and pay less

attention to their teachers. Students have a higher chance of getting in trouble if they use

cellphones. Some students do not use digital phones for the good that they have, but for the

bad (Singh, 2004).

 Teaching Ability . . . 10

Using cellphones have also negative effects on people’s health. According to

Jorvina (2000) many people who use cellphones very often are now suffering from illnesses

and they are complaining about earaches. Studies have found that chronic cellphone may

place us at greater risk because they are kept on our bodies. Health advocates warn that

there maybe a higher prevalence of brain cancer in the coming decades due to our increased

exposure to cellphone radio frequencies.

The researchers conclude in these statements that cellphones must avoid by the

students because it can lose student to listen and pay attention to their teachers. Cellphones

are used just for important things and for emergencies not for things that doesn’t have no

sense. It can also affect our bodies which lead the people lives in danger or worst in death.

Position and behavior of a teacher affects the students

According to Kitgaard and Hall (2000), studies of the effect of a student learning

experience on a student can see a positive correlation between the effectiveness of the

teacher and their years of experience, But that's always a significant or a completely linear.

Phillips (2004) stated that the relationship between teacher experience and student

success is difficult to interpret because this variable is greatly affected by market conditions

or motivation to work during childcare. Harris and Sass (2007) point out a selective bias

that may affect the accuracy of drawing conclusions about the effect of years of teacher

experience. If less effective teachers are more likely to leave professions, this may give the

wrong look that experience increases the effectiveness of the teacher. Teachers in a

classroom experience an hour or other disturbing student and / or find a boring study.
 Teaching Ability . . . 11

Teachers understand that if this behavior continues in the classroom and if they do

nothing to prevent this from happening, the result proves harmful to both types of

participants. The student will say that his or her behavior is permitted, and will be removed

from the study, so it is important that the child's teacher explain the importance of learning.

Even though learning can not be compulsory. Study becomes a process for an individual

where he or she feels comfortable learning whether it is in a classroom or at home. The

arrogant or offensive teacher is lacking in positive qualities because of her lack of control

over children. Teachers should insist that they should also be treated with respect and their

responsibilities to ensure that students treat each other kindly (Murnane & Phillips,1981).

According to Thomas (2000), the teacher must understand the value of student

assets, which can be of more value and generate self-esteem for minority students. If the

teacher shows an understanding of the student culture, it will give a better understanding

between the teacher and the student. Though there are students who have a difficult time

in school. He also states “children who are yelled at feel rejected and frightened because a

teacher shouts at them.”

The researchers opinion in this statements is that it tells us what the things are can

happen in our school. And here in this paragraph explains the experiences of the students

and most the experiences of our teachers. We know that the behavior of a teacher is one of

the factors that affect our students. Teachers understand that if this behavior continues in

the classroom and if they do nothing to prevent this from happening, the result proves

harmful to the same type of participants.

 Teaching Ability . . . 12

Teacher’s ability

It is observed that teachers that lacks in ability, fail to control and manage the class.

According to Teyfur and Celikten (2008), mismanagement of teachers affects the learning

of students. Classroom management is based on teachers’ ability that needs to formulate

and develop the behaviors of students in class.

Brophy and Good (2009) stated, teaching ability can lead students to lessen their

interest in learning. Students have a high possibility to become distracted than to become

focused on what their what’s their teaching is saying infront of the class. If teachers haven’t

enough ability to control students’ behavior, it will be more hard to convince the students

to obey their given rules.

Emphasizing to students not to be afraid about failing and encouraging them by

their teacher may motivate them especially those students have lack in self-confidence. The

fact that every students make mistakes and disobey rules applies to the teachers as well

(Martin, 2000)

Another important aspect of teaching ability is to ensure the motivation of the

students and keep their attention on educational activities. According to Okutan (2006),

students complain generally is not the difficulty od the subject, but the dullness of it. It is

clearly stated that the dullness of the subject and how the way teachers teach the subject

will affects the students interest in class. Dullness came up between what is expected and

what we apply in life.

The researchers conclude that lack in teaching ability can lead students to become

aggressive in using cellphones because they are losing enjoyment and interest that makes
 Teaching Ability . . . 13

them to become bored in class discussion. Teaching ability is important in students

learning, but if teachers don’t have that much ability to perform in class, then students will

be affected and lose interest and attention to them.

Conceptual Framework

Based on reading of related studies, the researchers conceptualized the importance

of teaching ability as a deterrent in using cell phones during class. It is an effective and

applicable for any type of problem in teaching as a proven by the different authors in

their studies and this can help on the future teachers and students. After reading the

related studies and literature it was proven that teaching and avoided strategies has vital

role in school in Lucban Academy of one organization. The conceptual model that will be

used in the study is the input-process-output (IPO) model where it shows the series of the

boxes that are connected to each other.

Input Process Output

aft

 Researchers  Interview  Teaching

idea  Observation Ability as a
 References  Editing the Deterrent in
 Internet draft Using
related study Cellphones
 Reading During Class
Materials

Figure1. IPO model used in the study

 Teaching Ability . . . 14

The conceptual framework shows the input, process, and output. The researchers

arrive at the study entitled “Teaching ability as a Deterrent in Using Cellphones During

Class” through the theories and concepts from the field of interest, related information,

literature, and studies.

The researchers look some information from the book and internet to get an idea

about the study. The researchers will have an interview and observation on Grade 11

students and faculty members to know about the teaching ability of a teacher. After the

input and process the researchers can determine if the teaching ability teaching ability

really affects the knowledge and learning of a student and if it affects the students to

avoid or use the cellphones during class discussion.

 Teaching Ability . . . 15

Chapter III

METHODOLOGY

This chapter provides the research design and that will used in the study.

This chapter presents and explains the methods that will be used by the researchers in

conducting the study. It comprises the research locale, research design, informants, data

gathering procedure and research instruments.

Research Locale

The research study will be conducted in Lucban Academy Senior High

School (ANNEX) at Brgy. Tinamnan, Miramonte Subdivision, Lucban, Quezon. This

study will be conducted in the SY 2017-2018.

Research Design

A descriptive/qualitative method of research will be employed in

conducting this study since it will deal on the cell phone usage of the students and the

teacher's ability. The researchers believe that the data that will be gathered in this study

will be best analyzed by this approach. This concepts were based on the researchers idea,

related literature and study.

 Teaching Ability . . . 16

Informants

The chosen informants of the researchers are the selected Grade 11 students and all

the teachers of Grade 11 in Lucban Academy Senior High School (ANNEX) that will be

interviewed for this study. Five students in every section of ABM-Patience, ABM-

Perseverance, GAS-Honesty and GAS-Humility that are willing to answer will be

interviewed. Teachers of Grade 11 will also be interviewed by the researchers. The

researchers believed that the informants will help them to get the information that they

need in this study.

Research Procedure

In order to gather the necessary data, the following steps were taken: First,

the researchers created objectives, checked and approved by the research adviser. Second,

right after the approval of the objectives of the study, the researchers started to gather

relate literature about mobile devices, usage of mobile devices by the students and

teacher's ability which also include ways of teaching, reminders, position, and behavior.

Third, determining the research design to be used in the study. Fourth, the researchers

will make questions for the respondents interview then will conduct an interview for the

selected Grade 11 students and all of the teachers of Grade 11. And lastly, the gathered

data will be presented.

 Teaching Ability . . . 17

Research Instrument

For this study, in-depth interviews and interview forms were used by the

researchers to explore the individual experiences and perceptions in rich detail of the

selected Grade 11 students and all of the teachers of Grade 11. Interview forms were

constructed to guide the respondents in giving their statements during interview. This

instrument that will be used will help the researchers to determine if the teacher's ability

is a deterrent in using cellphones of the students.