Alabel National High School

RAMPANT USE OF CELLPHONES DURING CLASS HOURS AND ITS EFFECTS TO

THE STUDENTS’ ACADEMIC PERFORMANCE

A Senior High School Research presented to Mrs. Annson Joy Vergara-Villacampa,

Rcrim., Mscrim., LPT., CCS., CSS.,JD.

In partial fulfillment of the requirements for Practical Research 2 for

Senior High School (Science, Technology, Engineering, and Mathematics)

In Alabel National High School

GROUP 4

Britanico, Irish G.

Canete, Rona

Sardido, Mary Jane P.

Yaris, Christine Joy O.

SEPTEMBER 2019
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ACKNOWLEDGEMENT

This research is the product of pain sticking research and study but a very fulfilling

one. The researchers would like to extend their benefit gratitude to the people who help

made this paper possible.

First and foremost, to the ALMIGHTY GOD, for the love, guidance, strength and

wisdom, in which without Him, all of this will be nothing.

Mrs. Annson Joy Vergara-Villacampa, Rcrim., Mscrim., LPT., CCS., CSS.,JD.,

our very supportive subject teacher, for the untiring efforts and eruditely criticism just to

help us appropriately organize our research;

To our classroom adviser, Mrs. Marilou Polestico, for the undying support and

understanding.

To the faculty and staff of Alabel National High School, especially to our beloved

principal Mr. Ernesto Yuzon, for encouraging and supporting us throughout the study;

Students of grade 12 Polaris, for their contribution in bestowing data for the

completion of this research;

This acknowledgement is also deeply expressed to our beloved family, friends,

and love ones, for the moral, spiritual, and especially financial support and for being our

inspiration in doing the study.

To all of you, THANK U SO MUCH!

Britanico, Irish G.
Canete, Rona
Sardido, Mary Jane P.
Yaris, Christine Joy O.
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DEDICATION

This study is wholeheartedly dedicate to Almighty God, our creator, our strong

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

been the source of our strength throughout this study.

We also dedicate this research to our beloved parents, who have been our source

of inspiration and gave us strength when we thought of giving up, who continually provide

their moral, spiritual, emotional, and financial support. To our brothers, sisters, relatives,

mentor, friends, teachers and classmates who shared their words of advice and

encouragement to finish this study.

All of these we offer to you.

Mira

Rish

Ron

Tin
 Table of Contents

Title page i
Acknowledgement ii
Dedication iii
Table of Contents ix

Chapter Page

1 THE PROBLEM AND ITS SETTINGS

Background of the Study 1

Statement of the Problem 2

Hypothesis 3

Theoretical Framework 3

Conceptual Framework 5

Scope and Delimitation of the Study 7

Significance of the Study 7

Definition of Terms 8

2 REVIEW OF RELATED LITERATURE 10

3 METHODOLOGY

Research Methodology 26

Research Design 26

Locale of the Study 26

Respondents and Sampling 27

Research Instrument 27

Data Gathering Procedure 27

Statistical Treatment 28
REFERENCES 29

QUESTIONNAIRE 34

CURRICULUM VITAE 39
 CHAPTER 1

THE PROBLEM AND ITS SETTINGS

Background of the Study

Globalization has changed our lives and one of the ways in which it is changing

our lives, every day, is how we communicate; thanks to advancements in Information and

Communication Technologies (ICT). Now-a-days, cellphones is going to be an integral

part of our daily life. Cellphones are the most necessary medium of communication for

teenagers. It has virtually affected the society's accessibility, security, safety and

educational activities (Haruna et.al, 2016).

Cellphones has a various educational benefits that are most often cited as an

easily accessing content, supporting independent study and student organization,

encouraging student enthusiasm, supporting classroom-based collaboration and

interaction as well as supporting inquiry- based instruction and learning.

Cellphones can be used to assist students in accessing information from the

internet, transforming it, transferring it, collaborating with students and also creating a

more media-rich approach to instruction. Cellphone can support students in their learning

by exploring their world through these technologies. With the expansion of the

educational system as a result of the need for highly skilled workers lead to the school

system taking increasing larger responsibilities in socialization (Jairus et al., 2017).

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According to majority of research done so far, it was discovered that the use of

cellphone in schools is problematic. The students are supposed take on their prescribed

roles as student with full concentration on their studies and free from contact with the

outside world. However, the cellphone gives room to blending students’ roles with other

roles thus distracting and disrupting the students’ academic work (Umaru et.al, 2016).

According to Basañez (2018), the use of cellphones in the Philippines has brought

better information access for workers, social engagement, and helping the taxi drivers for

the traffic data. Today, Filipinos are greatly attached to their cellphones in any reasons

like for communication, fun and games, entertainment, productivity, and education.

However, despite the numerous advantages of cellphones, everything should be taken in

moderation.

Statement of a Problem

The aim of this study is to determine the effects of cellphones on students’

academic performance.

Specifically, it seeks answers to the following questions:

1. What is the demographic profile of the Respondents? In terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

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1.4 Section

1.5 Strand

2. The rampant use of cellphone during class hours.

3. What is the effect of rampant use of cellphone to the academic performance of the

Senior High School students?

4. Is there a significant relationship between the rampant use of cellphone during class

hours and the academic performance of the students?

Hypothesis

Ho: There is no significant relationship between the rampant use of cellphone and

students' academic performance.

Theoretical Framework

A theory is a set of interrelated concepts and propositions that explains events and

situations by specifying relations among variable. Theory stimulates further development

for knowledge.

Constructivist Theory by Jerome Bruner (1996) states that learners constructed

new ideas based on their current or past knowledge. The learners select and transform

information and makes decision from their experiences. It allows people to go beyond the

information given. According to Karagiorgi and Symeou (2005), constructivist theory

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enables the mobile technology to focus on the student’s ability to be self-directed.

Students need to have the opportunity to utilize their previous experiences to build new

understandings of the educational material.

Mobile Learning Theory explains the role of mobility and communication in learning

environments. It states the possible advantages and disadvantages of using cellphones.

In mobile learning, students can learn across both space and time to move from topic to

topic. The control of environments in mobile learning can be distributed as well as the

context that is being constructed by learners through their interaction with the devices

(Sharples et.al, 2005).

Escape theory refers to the tendency for people to engage in behaviors to avoid

an unpleasant psychological reaction. It has also been used to explain the effects of

cellphone usage. Cellphone helps the affected individual escape from negative events or

feelings. Cellphone may be used to avoid larger and more pressing problems (Krych et.al,

1987).
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Conceptual Framework

This research has been given a conceptual framework for better understanding

and learns the purpose of this study. The conceptual framework of this study is

accompanied by cause-effect relationship. The independent variable frame tells the

rampant use of cellphone during class hours. It influence the dependent variable which is

the student’s academic performance. The dependent variable frame responds to the

independent variable. It directly manipulates the rampant usage of cellphone during class

hours and measures how it changes the students’ academic performance.

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INDEPENDENT VARIABLE DEPENDENT VARIABLE

Rampant use of cellphone Effects to the students’

during class hours academic performance

Figure 1. Conceptual Framework of the Study

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Scope and Delimitation of the Study

The scope of the study is to focus mainly on the rampant use of cellphones during

class hours and its effects to the students’ academic performance among the senior high

school student of Alabel National High School, Poblacion, Alabel, Sarangani Province.

The study is limited to the respondents that are Senior high school students and

enrolled in Alabel National High School for the school year 2019-2020.

Survey questionnaires will be utilized in the conduct of this study which covers the

respondents’ demographic profile the frequency of cellphone usage and the school

performance of Senior High School students.

Significance of the Study

Research on the influence of cellphone in schools today has not been given much

attention, thus the aim of this study is to assess the effects of cellphone on the students'

academic performance. It would expose the students be aware about the effects of

spending too much time on their cellphones. This study will also serve as a reference for

researchers who are interested in conducting a study related to this undertaking.

The results of this study is significant to school heads, parents, teachers, and students:

School Administration. The school administration will endorse a policy regarding the

usage of cellphones within the school premises. Every school is expected to promote a
 8

friendly classroom and positive culture which provides every student with a supportive

and caring environment in order to grow both mentally and physically.

Teachers. It would help the teachers to examine whether the use of cellphones has

negative implication on students’ note-taking behaviour, performance on exam and

participation in the lesson. Thus, they would impose the classroom rules to minimize the

cellphone usage that may affect the students’ learning.

Parents. The parents would make constant follow up on their children study time. They

would spend much time in reminding their children about the effects of rampant usage of

cellphones at home and at school which it tends to change their sleeping and study habits.

Students. The student would be made aware of their responsibilities while using their

favourite gadgets as a source of fun and entertainment. They will gain a proper knowledge

on the effects of cellphones in their academic performance.

Definition of Terms

The following terms are operationally defined to provide a clearer understanding of this

study.

Academic Performance – the measurement of student achievement in various

academic subjects.

Cellphone – small wireless device that has at least the same functions of a standard

wired telephone.
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Class Hours – units used in planning a course’s subject matter.

Effects – a change that results when something is done or happens.

Rampant – is spreading very quickly and in a way that is difficult to control.

Senior High School – is a secondary school, three or four highest grades before college.
 CHAPTER 2

REVIEW OF RELATED STUDIES

According to Russell Ware (2019), a cellphone is any portable telephone which

uses cellular network technology to make and receive calls. The name comes from the

cell-like structure of these networks. It is all about the technology used to transmit your

calls, rather than what the handset itself can or can’t do. As long as a phone can transmit

a signal to a cellular network, it is a cellphone.

The term 'cellphone' is interchangeable with the terms Cellular Phone and Mobile

Phone. They all mean the same thing. The term smartphone has come to mean a

cellphone which offers more advanced features than just calls, SMS messages, and basic

organizer software. Often, when talking about mobile phones, cellphone is used to

describe a simple feature phone, whilst smartphone is used to describe more advanced

touchscreen phones (Ware, 2019).

Cellphone has gained immeasurable ground in the lives of students all over the

world. It is a common sight today in schools. Students going to class with some of the

most expensive cell phones that has all the applications that can connect them to the

internet. They can access, stream, download, upload, exchange and play different kinds

of media contents and information. The memory capacity of cellphone can help students

to keep materials for viewing whenever and where ever they are (Enyi Uko Jairus et al.,

2017).

Cellphones can also a powerful participation tool in the classroom. For instance, it

helps the students to do all things easier. Students can be more active in their activities,
 11

by using cellphones on taking pictures on the lesson. This way, teachers can quickly

determine the overall understanding of a topic and adjust their lesson plan accordingly.

Another way cell phones can boost participation in the classroom by inviting

students to use Facebook throughout the lesson. The teachers encourage the students

to ask questions to ensure that good questions don’t missed or forgotten.

Cell phones can be very helpful in the classroom. When it comes to double

checking the spelling, word definitions, or even to look up alternative word choices, apps

like the Merriam-Webster Dictionary and Webster’s Thesaurus are quick and easy-to-use

resources. For students studying foreign languages, there are many useful foreign

dictionary apps available for free, like Conjugate Spanish Verbs that can ensure the right

way to conjugate a certain verb. Additionally, the students can look up news online via

cellphone and share or contribute it to the classroom discussion.

Lastly, cell phones can help students stay organized and on top of tasks,

homework, projects, and deadlines. For example, myHomework App is a cross-platform

app that students can access on any device that offers a traditional paper planner.

In terms of keeping notes organized, Evernote is a convenient app that students

can use to transcribe, it can easily type up their notes when they study at home, and the

teachers can take pictures on their lessons and share it to his/her students who are also

a user of app. The teachers can also use this app to update the students who missed up

the lessons (Halla, 2016).

A study conducted by Farley, H. et.al (2015) of how students use their cellphone

devices to support learning. Though universities are eager to leverage the potential of

mobile learning to provide learning flexibility. Most balk at the cost of providing students
 12

with mobile hardware. The practice of “bring your own device” (BYOD) is often mooted

as a cost-effective alternative.

This paper provides a snapshot of student ownership of mobile devices at a

regional Australian university. It shows that students do have access to and use a wide

range of devices. However, the delivery of learning is challenged when students try to

access materials and activities using these devices.

Course materials are rarely optimized for use on smart phones, navigating

websites and learning management systems become a scrolling nightmare, and

interacting with other students is often impractical using prescribed systems. Most

concerning is that none of the students surveyed were participating in educator-led mobile

learning initiatives. The proposal of some practical, low-cost tactics that teachers could

potentially employ to begin engaging with mobile learning, leveraging what students

already do.

The biggest problem of teachers in regards to cellphones is that the student uses

it while they’re teaching, like texting a friend, playing an online games, and surfing on

Facebook (Schreiner, 2018).

Instead of concentrating on their assignments, projects, and homework, they gave

more emphasis to the use of the cellphone in their classes. This may be partly attributed

to poor teaching methods, lack of teaching materials, lack of supervision by the parents,

and teachers.

This may affect the students' academic performance or achievement in school.

The cellphone usage pattern of most of these students, during class hours, such as their

level of engagement in free night calls, chatting, instant messaging, social networking,
 13

and exam malpractices is greatly influencing their academic performance (Haruna, et al,

2016).

According to a study conducted by Murah (2015), who found that using cellphones

for an extended time can affects students who habitually study a lot. As a result of

cellphone usage is not the only way that these devices affect academic performance of a

student at school.

Students who spent over two hours every day in both studying and surfing the

internet, especially on social media, scored worse on a math examination than those who

spent less than 30 minutes a day but didn’t use cellphones at all (Murah,2015). Too much

exposure to cellphones results in poor school performance among teenagers (Inculta,

2016).

Students are influenced negatively to the great extent by the cellphone. Their

attention focuses on chatting, music, and gaming, but their academic activities are

neglected and left to suffer. The use of cellphone is uncontrollable among students which

are leading cause of poor academic performance (Jumoke et.al, 2015).

Similarly, Coughlan (2015), emphasized that students are always busy sending

and receiving messages while studying. As a result, they got lower score in the test and

were less effective at tasks such as note-taking. Cellphones affects people in various

sorts of ways, it affects the students and their academic performance.

The cellphone addiction of students became more creative in taking pictures while

the teacher are writing on the board. They went to comfort room to find out the answers

on quizzes through surfing the internet. Students also use their cellphones all day as a
 14

result it will lead to the breakdown of their academic performance and maybe their future

(Gardiner, 2016).

Sato (2015), when people talk about children using cellphones in a negative sense,

their main concern seems to be about their criminal use, but this study calls the attention

of the parents and students to the risk that excessive use of cellphones can compromise

students’ effort to study.

A survey conducted if students are allowed to use cellphones in school. There are

72% agreed that cellphones are good for education. While 28% dis-agreed as a teacher

says that students might play during the class discussion and they can also use it to cheat

(Debate.org, 2017).

Rabiu, H. et.al (2016) has conducted a study that employed a survey design in

investigating the influence of cellphone usage on academic performance among

secondary school students in Jalingo, Taraba State, Nigeria. The sample population of

the study was 300 respondents that were selected from the total population of 6,482

students.

This study revealed that cellphone usage significantly influenced the academic

performance among male and female senior secondary school students. The age

difference was not a significant factor in cellphone usage on their academic performance

among secondary school students. The parents’ occupation was also not a significant

factor in cellphone usage on academic performance among senior secondary school

students. The frequency of cellphone usage does not significantly influence academic

performance among male and female senior secondary school students.

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Cellphones have become a very important part of our daily lives. It is very difficult

to imagine our life without a cellphone as most of our work is done using cellphones.

Everything has its pros and cons. Excessive use and dependency on the cellphone may

be considered as an addictive disorder. More and more people are getting addicted to

their cellphones causing them stress and depression.

According to Arshi (2017) on his research, teenagers are totally addicted to texting.

It can cause pain in the hands, back and neck due to poor posture. It can also lead to

impaired vision and even arthritis down the line. Having a cell phone will tempt teens to

spend all day in talking or texting, instead of doing anything good. Studies have proven

that teens who spend too much of their time with their cell phones are more prone to

fatigue.

A study published in the Journal Computers in Human Behavior, among

undergraduate students total usage of cellphones, measured in number of minutes per

day and not limited to school time, was "a significant and negative predictor of college

students' academic performance, which was objectively measured as cumulative grade

point average."

Moreover, the abundant use of mobile technology among young people largely

explains the inadequate use of information and communication technologies (ICT) in both

personal and school environments. Consequently, actions have been taken that

contribute to more responsible use of this type of technology in students' personal, school,

and social lives.

A hierarchical regression demonstrated that cell phone use was significantly and

negatively related to actual college grade point average after controlling for demographic
 16

variables. Self-efficacy for self-regulated learning while self- efficacy for academic

achievement, and actual high school grade point average. Thus, after controlling for other

established predictors, increased cell phone use was associated with decreased

academic performance. Although more research is needed to identify the underlying

mechanisms. Findings suggest a need to sensitize students and teachers about the

potential academic risks associated with high-frequency usage of cell phone (Lepp, A.

et.al, 2015).

In 2015, Dakota Lawson and Bruce B. Henderson performed a study to examine

the relationship between cellphone use in class and information comprehension. The

result showed that students who were texting in class had significantly lower test scores

even when the material that was presented was simple: cellphone use in class impairs

students’ comprehension and performance. This study was performed after several

similar studies in the past and corroborated their results.

A study conducted to examine the cellphone usage in the classroom by

experimenting how information impact on students’ learning. The control and relevant

message groups earned a 10–17 percent higher letter grade, scored 70 percent higher

on recalling information, and scored 50 percent higher on note-taking than students who

responded to irrelevant messages.

Sending and receiving messages unrelated to class discussion negatively

impacted to students’ learning and note-taking. The related messages did not appear to

have a significant negative impact (Huznekoff, 2015). The students are distracted in class

discussion when they are using cellphones. There is also an increase of students that are

being cyberbullied at school (Freed2017).

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The students who were interested in the subject material and the way it was

presented were less likely to be distracted by Facebook. But, the student with an access

to cellphone performed poorer than the student who are not allowed to access gadget

during class hours (Irwin and Gupta, 2016).

A 2017 collective study, published by Applied Cognitive Psychology, indicated that

college students retained less knowledge when allowed to use or possess a cell phone

during lectures. During the experiment, students who were not allowed access to a cell

phone tested better than those who had access to cell phones.

A study involving a hundred participants at the University of Gloucestershire, 45%

of students believe that cellphones can help to their education. One of those benefits is

providing such academic support in digital access to textbooks; it allows the students to

engage more deeply with the information presented. Still, there could be an element of

social desirability conveyed in the student views given (Derounian, 2017).

According to Mwilima (2017), 56 percent of students indicated that the proper use

of cell phones really contribute meaningfully towards their academic performance at

school. However, 34 percent of students claimed that cell phones digress attention of

students and make them pay attention to non-academic issues such as entertainment,

games, and surfing in the internet.

On an article by Emma Henderson (2017), who is a journalist for the United

Kingdom (UK) publication The Independent, describes phantom vibrations caused by

"learned bodily behavior," where the part of the body to which the phone closest becomes

very sensitive.
 18

As a result, even the slightest vibrations can cause a person to believe that the

phone has vibrated when, in reality, it has not. These are known as phantom vibrations.

Nine out of ten people claimed to have felt these phantom vibrations in their pockets,

raising serious concerns about the overuse of cell phones and the resulting dependency

that people develop.

Therefore, breaking the habit of frequently checking one's phone can not only be

beneficial for students but also convey more respect towards the professors and teachers

whose lectures are constantly interrupted by cellular distractions.

According to study by the London School of Economics (2015), students had been

improved when the policies on banning the cellphones was being implemented. It

normally helped the students to get a higher score on exam but also reduce the temptation

on using cellphones for non-scholarly purposes.

Cellphone ban helps underperforming students to have a better grades. Banning

cellphones in schools resulted in 14.23% of low-achieving students’ improve their test

scores (Koziol, 2015). The impact of banning phones for students was equivalent to an

additional hour a week in school, or to increasing the school year (Doward2015).

Secondary schools are introducing new, strictly laws on using cellphones where

the students under the age of 16 will have their cellphone away from them for the entire

day after scientific evidence has demonstrated that they are active in the school

environment without cellphones. Their cellphones must place in the registered locker

when they arrive at school and they are not allowed to use it once school has finished.

With this happening, schools have found a positive impact on the students: more students
 19

are active outside, along with greater numbers attending clubs and social events

(Wikipedia, 2019).

Nick Gibb (2016) told The Times, “I believe very strongly that children should be

limiting their own cellphone use at home. Every hour spent online and on a smartphone

is an hour less talking to family, and it’s an hour less exercise and it’s an hour less sleepy.

And of course it is a lack of sleep that research is showing can have a damaging effect

on a child’s mental health”.

The school did notice that the positive impact was greater for students under the

age of eleven rather than the older students. The students that were caught using their

cellphones during class hours will be given punishments such as detention, expulsion or

warnings.

With this, the children will know how to limit themselves on using their cellphones

and they will be more focus on their school lives along with other social activities. In the

past, some United States schools installed cellphone jammers prevent cellphones from

working on campuses.

However, the sale and use of jammers is illegal in the US under the Federal

Communications Act of 1934, because jammers cut off 9-1-1 calls and can disrupt air

navigation if they are used near airports.

Mt. Spokane High School in Washington state once installed a jammer to prevent

students from calling and text-messaging but removed the device after it decided that it

was “probably not legal” under federal law. In 2015, a Florida science teacher received a

five-day unpaid suspension for installing a jammer in the classroom.

 20

The New York City Department of Education imposes a city-wide ban of cellphone

in public schools. The ban was “inconsistency enforced, with some schools allowing

students to carry their phones as long as there are no staff members who see them, and

the other school they have a metal detectors at the doors to maintain the strict ban.”

Banning the cellphones was unpopular among the parents because it hinders the

communication between them and their children. Mayor Bill Blasio fulfilling a campaign

about the city-wide ban about using cellphones to be lifted at 2015, school principals in

consultation with teachers and parents may set rules on using cellphones during

instructional time and lunch breaks that is under the new policy.

While the neglect rule is that phones must remain hidden, “require the students to

put their cellphones on their backpack or other designated places, they are allowed to

use it but only during lunch or instructional purposes” elected by the principals. De Blasio

said that the policy shift would allow parents to stay in better touch with their children,

especially in case of an emergency.

The New York City Schools Chancellor, Carmen Fariña, supported this policy by

noting that the change means that students in schools with metal detectors would no

longer have to pay outside vendors to store phones for them during the schools today.

When the student asked which type if phone-restriction policy they prefer they tend

to support the side that allow them to bring their cellphones on to the school campus and

allowing them to reach their parents if any problem occurs. Parents also argue that there

is not a replacement for cellphones and therefore that phones are an essential device for

students to have accessible, raising concerns about a child in danger or not feeling safe
 21

not being able to contact a parent and receive assistance. Parents also believe that giving

a child a phone teaches responsibility (Wikipedia, 2019).

Now the use of cellphones is allowed in school as learning tools. However, the

collective use of cellphones in schools poses other technological challenges. Some had

been reported for allowing the students to use cellphones at the same time slows down

school bandwidth speeds’ so that some schools have phones from accessing the school

Wi-Fi.

According to Barnwell (2016), 75 percent of Fern Creek students are considered

“gap” kids under goals. More than half of the gap students scored at the lowest level on

last year’s 10th-grade exam. The possibility and challenge of using phones that make

student’s gap from all backgrounds. The survey found that 75% of those ages 12-17 now

have cell phones. Teenagers typically make about five calls per day on their cellphones.

They prefer to communicate with their parents by calling them, rather than texting them.

According to Wikipedia (2019), in Australian schools cellphones are devised to be

used only in case of calls to parents or guardians and that only if the parent or guardian

allows the phone to be used during school activities such as school excursions, camps

and extra-curricular activities at school.

Cellphones with camera are entirely banned within certain sections such as

changing rooms, bathrooms, gyms and swimming pools and also it is restricted within

school premises. Students are only allowed to use their cellphones if they have their

permission or the person is under 18. If a student is found with a cellphone or devices

within these areas, they will be confiscated; and, depending on the situation, charges or

consequences will be given.

 22

Cellphones are not allowed to be used for sending harassing or threatening

messages. If a student does commit such an act, higher authorities will become involved,

including the police since this being a violation of privacy and harassment. Due to bullying,

privacy and harassment issues being a major issue in Australia, if a student or teacher

does break this law, it may leave them with a criminal record, leaving them at a

disadvantage in the future.

Cellphones are discouraged in terms of their use within the classroom unless they

can be appropriately incorporated into the learning environment. "We want to ensure

cellphones and other smart devices complement students' learning, and are handled at

school in an age-appropriate way," said Premier Gladys Berejiklian in an ABC news

article.

According to Premier Gladys Berejiklian, “Technology should be there to help a

child learn. It should not be there to upset them or make them feel uncomfortable.”

Australian educational institute that phones should really ban in the classroom or only

allowed to be used for certain amounts of time. But the New South Wale government has

banned phones completely from its primary schools since 2019.

Behind those banning phones is to stop bulling online and physically and to remove

distractions from the classrooms. NSW Premier Gladys Berejiklian told Seven’s Sunrise

that, “Cellphones, unfortunately, are not only distractions but also causing stress for

young children, and we can’t have that continue.”

Removing the access of the students to phones during the day unless the guardian

request the student needs to use it and the teacher will have the phone kept with him

somewhere the student is still able to access it before and after school.
 23

ALBANY, N.Y. (2016), a new study from the university at Albany reveals a complex

answer regarding cellphone school policies in China. Chinese teachers and parents are

rooted in their belief that phones are learning disruption. But students see them as a

support for their school-related work. Adults and children do agree, however, that mobile

devices should be banned during classes and exams.

In a radio interview, DepEd Undersecretary Annalyn Sevilla explained that the

prohibition of cellphone use during class hours is mandated by the DepEd Order 83 series

of 2003 or the order "Prohibiting Students of Elementary and Secondary Schools from

Using Cellular Phones and Pagers during Class Hours. According to Sevilla (2019), the

government started with the prohibition of cellphone use in 1999.

Emphasizing that phones are easily used today to spread nude photos, Sevilla

urged the parents to consider their children's age in relation to using or owning phones.

She made the remark recognizing the recent issues concerning high school students

sharing online nude photos and videos of their classmates.

There is a means or ways on how we can properly communicate this order

depending on the school as long as we have an agreement with their parent-teacher

associations," (Sevilla, 2019), adding that the DepEd will also focus on the

implementation of its anti-bullying policy. When asked about DepEd's readiness for the

opening of classes.

Sevilla assured the public that all their 800,000 public school teachers are

prepared to receive about 25 million public school students on Monday. She added that

concerns and problems related to the first day of classes may be reported to DepEd's

action and command center. (PNA)

 24

The Philippine News Agency is a web-based newswire service of the Philippine

government under the supervision of the News and Information Bureau (NIB) of the

Presidential Communications Office (PCO). The memorandum prohibiting cellphone use

inside the schools has gained support from the Benguet provincial government. During

the State of Provincial Address, Governor Crescencio Pacalso has noted the distraction

of the use of the electronic gadget during class hours.

With the technology, it could be a big help but at times also, it could be a distraction

if this is used during classes. It would be a distraction not only to the students themselves

but also to the whole class. But this is also a big help, in terms of what the school division

superintendent is saying if they are using it for research in relation to their studies, it will

help but outside that I think it would be detrimental to the education system (Pacalso,

2019).

Department of Education (DepEd) Benguet Schools Division Superintendent Marie

Carolyn Verano said with the prohibition of the gadgets they are collecting comments from

the different schools prior to schools that have also activities using the gadgets. Under

the memorandum, school officials and parents are mandated to discuss the memo during

PTA general assembly, Homeroom PTA meeting and to be included in the student code

of conduct, school manuals, child protection policy or anti-bullying policies.

The use of cellphone devices specifically text messaging, gaming, watching,

chatting through Social Network messaging applications have diverted the attention of

the students from their studies, causing disturbance to classes. Released last month, the
 25

regional memorandum prohibits the use of mobile and wearable technologies within the

school premises.

It is also a reiterration of DECS orders No. 70 s. 1999 and 26, s.2000 and DepEd

order no. 83, s.2003. Violations of the memorandum result to appropriate sanctions

provided in the school's student code of conduct or manuals in child protection policies

and anti-bullying policies pursuant to applicable DepEd rules and regulations.

 CHAPTER 3

METHODOLOGY

This chapter presents a description of the research design selection and

description of respondents, research instruments, data collection procedure and

statistical treatment.

Research Design

In order to see the effects of cellphones to the students’ academic performance,

the researcher used the descriptive survey method of research with the questionnaire as

instruments for gathering data and information.

Locale of the Study

The setting of this study is in Alabel National High School, Alabel Sarangani

Province. The questionnaire will be validated and distributed to 100 senior high school

students of ANHS.

It is a series of questions regarding the impact of using cellphones during class

hours and its effects to the academic performances of the students.

 27

Respondents and Sampling

The researchers were used Random Sampling so that students have an equal

chance of being selected. The subjects of this research were drawn from forty (40) senior

high school students of Alabel National High school. The researcher chooses the

respondents from all sections of senior high school (20 sections) and we took two (2)

students per room.

Research Instrument

Data were gathered through survey questionnaire. The structure questionnaire

with the respondents will be considered as primary data that are used by the researcher.

Data Gathering Procedure

The researcher asks permission to the Class Adviser or Subject Teacher to

conduct the study. Prior to the approval of the teacher, the researchers personally

distributed the questionnaires to the respondents. After 10 minutes of answering, the

researcher also personally collected the questionnaires. The data from retrieved

questionnaire were then collated and tallied and then the researchers started to solve the

data statistically.
 28

Statistical Treatment

To interpret the data effectively, the researchers will employ the following statistical

treatment. Percentage and ranking will be used for the responses of the senior high

school students.

F
Formula: % = N x 100

% is the percentage

F is the frequency

N is the total number of respondents

100 is the constant value

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 Questionnaire
RAMPANT USE OF CELLPHONES DURING CLASS HOURS AND ITS EFFECTS TO

THE STUDENTS’ ACADEMIC PERFORMANCE

Dear Respondents:

Greetings!

We are a Senior High School student of Alabel National High School taking a

strand of Science Technology Engineering and Mathematics (STEM). We are conducting

a study about the rampant use of cellphones during class hours and its effects to the

students’ academic performance. In line with this, we have chosen you to be one of our

respondents of this study. We hope that you will take time answering the questions

honestly. Rest assured that all data gathered will be treated confidentially and will be used

for academic purposes only.

We are looking forward to a friendly response to this request. Thank you for your

cooperation.

Sincerely,

Britanico, Irish G.

Canete, Rona

Sardido, Mary Jane P.

Yaris, Christine Joy O.

 35

Statement of a Problem

The aim of this study is to determine the effects of cellphones on students’

academic performance.

Specifically, it seeks answers to the following questions:

1. What is the demographic profile of the Respondents? In terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Section

1.5 Strand

2. The rampant use of cellphone during class hours.

3. What is the effect of rampant use of cellphone to the academic performance of the

Senior High School students?

4. Is there a significant relationship between the rampant use of cellphone during class

hours and the academic performance of the students?

General Instruction: This survey is good for 5 minutes only. Read and analyze the

following questions/statement carefully. You may skip any question that you find

intrusive or offensive. There is no right or wrong answers. Honesty is the best policy.
 36

I. Demographic Profile

1.1 Age: 15-16 17-18 19 and above

1.2 Gender: Female Male

1.3 Grade Level: 11 12

1.4 Section:

1.5 Strand: TVL HUMMS ABM STEM

LEGEND DESCRIPTION
5 Strongly Agree – means that the respondent is

strongly agree that the given

action is always done by

him/her.

4 Agree – means that the respondent is agree

that the given action is always done by

him/her.

3 Strongly Disagree – means that the respondent

perceive the given actions

as a form of objectification

and harassment.

Disagree – means that the respondent

2
sometimes perceive the given

actions as a form of objection and

harassment.

No Opinion
 37

1 No Opinion – means that the respondent has

no opinion toward the given
action.

II. Instruction: Put a check (/) on a space provided that corresponds to your
answer.

1 2 3 4 5
No. Questions
1 I often use my cellphone during class hours.
2 I spend my whole day in class in using my cellphone.
3 I always play mobile games during class hours.
4 I usually use cellphone in answering my seatwork.
5 I always use my use in getting information for my
class recitation.
6 I am always texting while my teacher is still
discussing.
7 I often pay attention to the class rather than paying
attention to my phone.
8 I often pay attention to my phone rather than paying
attention to the class.
9 I usually encourage other students to be on their
phones in class because I am.
10 Sometimes, I have been told not to be on my phone
while my teacher was discussing.

III. What is the effect of rampant use of cellphones to the academic performance
of Senior High School students?

Rampant use of cellphone during class hours got me/makes me:

Stressed
High grades
Cyber bullied
Know nothing
Disturb with the flow of my learnings
 38

More attentive on class discussions

Lazy
Listen well in class
Develop my skill in playing mobile games
Competitive
Confident
Happy
Contented
Set me free
Updated on social issues
 CURRICULUM VITAE

Personal Background:

Name: Irish Gomez Britanico

Nickname: Rish

Date of Birth: September 10, 2001

Place of Birth: Prk. Bombil, Bagacay, Alabel, Sarangani Province

Home Address: Prk. Bombil, Bagacay, Alabel, Sarangani Province

Father: Alex L. Britanico

Mother: Imelda G. Britanico

Sibling/s: Alexies G. Britanico

Skills:

 Playing ML (Mobile Legends)

 Dancing Skill

 Drawing/Calligraphy
 40

Educational Attainment:

Secondary:

2017-2018

Alabel National High School

Alabel Sarangani Province

Elementary:

2013-2014

Vicente Fuentes Elementary School

Bagacay Alabel Sarangani Province

 CURRICULUM VITAE

Personal Background:

Name: Ronalyn Canete

Nickname: Ron

Date of Birth: September 7, 2001

Place of Birth: Prk. 1, Brgy. Pag-asa, Alabel, Sarangani Province

Home Address: Prk. Bitus, Pobalcion, Alabel, Sarangani Province

Father: N/A

Mother: Norally V. Canete

Sibling/s: N/A

Skills:

 Dancing Skill

 Taekwondo
 42

Educational Attainment:

Secondary:

2017-2018

Alabel National High School

Alabel Sarangani Province

Elementary:

2013-2014

Pag-asa Integrated School

Brgy. Pag-asa, Alabel, Sarangani Province

 CURRICULUM VITAE

Personal Background:

Name: Mary Jane P. Sardido

Nickname/s: Mira, Sards

Date of Birth: August 28, 2001

Place of Birth: Prk. 2, Upper, Alabel, Alabel Sarangani Province

Home Address: Prk. 2, Upper, Alabel, Alabel Sarangani Province

Father: Alberto D. Sardido Sr.

Mother: Lilibeth P. Sardido

Sibling/s: Mary Grace P. Sardido, Alberto P. Sardido Jr.

Skills:

 Sewing

 Painting

 Good Writing Skills

 44

Educational Attainment:

Secondary:

2017-2018

Alabel National High School

Alabel Sarangani Province

Elementary:

2013-2014

Upper Alabel Elementary School

Prk.1, Upper Alabel, Sarangani Province

 CURRICULUM VITAE

Personal Background:

Name: Cristine Joy O. Yaris

Nickname: Tin

Date of Birth: August 22 ,2001

Place of Birth: Prk. 7-A, Poblacion, Alabel, Sarangani Province

Home Address: Prk. 7-A, Poblacion, Alabel, Sarangani Province

Father: Joel F. Yaris

Mother: Generosa O. Yaris

Sibling/s: Cheryl Mae O. Yaris, Cristian Jay O. Yaris, Charmine Joy O. Yaris

Skills:

 Sewing

 Dancing Skill

 Drawing

 Painting
 46

Educational Attainment:

Secondary:

2017-2018

Alabel National High School

Alabel Sarangani Province

Elementary:

2013-2014

Alabel Central Integrated SPED Center

Alabel Sarangani Province