EFFECT OF MOBILE PHONES IN THE ACADEMIC PERFORMANCES OF GRADE 11

STUDENTS IN BCU

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Presented to :Mr. Jeff C. Feliciano

Baguio Central UniversityBaguio City

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In fulfillment of theRequirements for the Grade 11

Practical Research forAccountancy Business and Management

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Arnold Pablo

Mil Janry Poblete

Evett Joy Damilo

Dolly Joy Dionisio

Judy Gayo

Erylle Gumido

May 2018

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APPROVAL SHEET

This research entitled, “EFFECT OF MOBILE PHONES IN THE ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN BCU” ,prepared and submitted by ARNOLD PABLO ,MIL JANRY POBLETE,EVETT JOY DAMILO,DOLLY JOY DIONISIO,JUDY GAYO,ERYLLE GUMIDO, in fulfillment of the requirements for the subject of PRACTICAL RESEARCH , has been reviewed and examined and is hereby endorsed for acceptance and approval.

JEFF C. FELICIANO

Subject Teacher

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PANEL OF EXAMINERS

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Chairperson

____________________________ _______________________

Member member

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ABSTRACT

Name of Institution: BAGUIO CENTRAL UNIVERSITY

Address : Bonifacio Street, Baguio City

Title : EFFECT OF MOBILE PHONES IN THE ACADEMIC PERFORMANCES OF GRADE 11 STUDENTS IN BCU

Researchers : ARNOLD PABLO

MIL JANRY POBLETE

EVETT JOY DAMILO

DOLLY JOY DIONISIO

JUDY GAYO

ERYLLE GUMIDO

Adviser : JEFF C. FELICIANO

The main purpose of the research is to give solution for the effects of mobile phone in the academic performance of grade 11 students of BCU. The study was focused on how to avoid bad effects of mobile phones in order to improve the academic performance of students. Hence, to attain the purpose of the study the researchers used questionnaires to collect data from the students. From the answers, the research discusses the results to come up with recommendations.

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ACKNOWLEDGEMENT

This research would not have been possible without the support, guidance, and encouragement of the people who continuously believed in the researcher’s ability to succeed. With sincerity, the researchers like to express her gratitude to those who contributed, helped and supported her in one way or another in this very rewarding journey.

Most importantly to almighty God who has given the researchers the guidance, wisdom, patience, and motivation to fulfill another academic endeavor in their life.

To Ms. Cherrie Anne Manuel, adviser of ABM B for her never ending support and guidance to the students of ABM B.

To Mr. Jeff C. Feliciano for accommodating and giving the chances for the researchers for making this study possible.

To all respondents who gave their time in answering the questionnaires and all those who in one way or another contributed to the success of this study. Thank you so much!

Researchers

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TABLE OF CONTENTS

Title page iApproval sheet iiPanel of examiners iiiAbstract ivAcknowledgement vDedication viList of tablesList of figuresChapter I

IntroductionBackground of the study 2

Theoretical framework 3Paradigm of the study 4Statement of the problemScope and delimitations 5Significance of the studyDefinition of terms 6

Chapter IIReview of related literature 7

Chapter IIIResearch design and methodology 10Locale and Population Data gathering tool 11Data gathering procedure

Chapter IVResults and discussions 12

Chapter VConclusions and recommendations 18

References 19AppendicesLetter 20Questionnaire 21

LIST OF TABLES

TABLE 1 12TABLE 2 12TABLE 3 13TABLE 4 13TABLE 5 14TABLE 6 14TABLE 7 14TABLE 8 15TABLE 9 15TABLE 10 16

LIST OF FIGURESFIGURE 1 12FIGURE 2 12FIGURE 3 13FIGURE 4 13FIGURE 5 14FIGURE 6 14FIGURE 7 14FIGURE 8 15FIGURE 9 15FIGURE 10 16

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Chapter I

INTRODUCTIONBackground of the study

As mobile technology becomes a more prominent aspect of everyday life, people are realizing true power when it comes to the use of mobile devices. These mobile allow for the enhancement and ease of access to social and business functions (Lu et al. , 2003:2006). Educational institutions are also starting to realize the potential of mobile technology in the accessing of educational resources. However, the term mobile phone means different thing to different people.

To the students, mobile phone is considered to be a social tool rather than a technological tool. One of the greatest challenges facing mobile phone technology in the world today is the issue of poor mobile phone etiquette. Today, the advantages of mobile phone are numerous.

According to Ling (2000), mobile phone usage in schools is a great problem and it is against the goal and the mission of the school. As we observe today, mobile phones can be means of distraction. According also to Kanfman (2009), in spite of negative effects, mobile phone is very effective in education. Mobile phones have a lot of application and tools that people can use especially for the students. Messages, calculator, internet and many more. Using these applications helps the students to make their project, assignments so nowadays most of the students have cellphone. The introduction of mobile communication device no doubt had impacted education positively and negatively.

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Theoretical framework

The theory that is adopted in the study is the “theory of learning for the mobile age”. This theory was created by Mike sharples, Josie Taylor, and Gia semi Vavoula. This theory states that a society which is mobile is full of channels for the distribution of a change occurring anywhere, must see to it that its members are wise, they will be overwhelmed by the changes in which they are caught and whose significance of connections they do not perceived.

This theory explains that we are experiencing similar social and technological disruption with the internet and mobile technologies providing global access to information and mobility of knowledge. Every era of technology has to some extent, form education in its own image. That is not to argue for the technological determinism of education, but rather there is a mutually productive convergence between the main technological influences or a culture and the contemporary educational theories and practices.

Input Process Output

Gender *make questionnaires hypothesis:Age *distribute the questionnaire to *distractions during class hours

Grade-11 students of BCU *becoming more irresponsible Family status *gather the data to school activities Academic performance *summarize the data gathered *students are becoming lazy

*helps in making tasks easier*better and fast commuca-

tion

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Paradigm of the study

The operational paradigm of the study of phenomenological study includes the input, process, and outcome of the study. The input of the study includes the following: gender, age, family status and academic performance. The process of the study is the following: (1.) make questionnaire (2.) distribute the questionnaires to the grade-11 students of BCU (3.) gather the data (4.) summarize the data gathered.

The possible output for this process are the distraction during class hours, becoming more irresponsible to school activities, students are becoming lazy, for better and fast communication and it helps in maki8ng tasks easier.

Statement of the problem

The effects of mobile phones on the academic performance of student in BCU, grade-11, mobile phones have a lot of application and tools that people can use especially for the students. Messages, calculator, internet and many more. Using these applications helps the students to make their assignments, their projects and also to communicate other people. Nowadays, most of the students are using cellphones however mobile phones has also disadvantages if the students will not use it properly. As we observe for today, there are many effects of mobile phones in the academic performance of the students. Also, students have interest in games using cellphones instead of doing their projects and assignments especially during class. Many students have low grades because of these gadgets. Using cellphones is not bad but for them to use it, they should use it properly because mobile phone is the one that they need in their study.

The purpose of this research is to discover the effects of mobile phones on the academic performance of the students in BCU, grade-11. In this research, the results will be used to learn how to improve the etiquette of the students in handling or using their mobile phones. This research is very important for them to read, understand and apply it in many ways.

Here are typical and possible questions that are made in the research of mobile phones in BCU, grade-11 (1.) Do mobile phones affect the academic performance of the grade-11 students of BCU? (2.) How does mobile affect the grade-11 students of BCU in their academic performance? (3.) What are the effects of mobile phones in the academic in the academic performance of grade-11 students of BCU? (4.) What are the rules of teacher in using mobile phones during class hours? (5.) Why do students use their phones in school?

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Scope and delimitation of the study

The study determines the effects of the factors that determine students’ academic performance. The data will be gathered at Baguio Central university Senior High School Department specially the grade-11 students:

ABM HUMMS TVL STEM

Certain variables were included by the researchers to determine the effect of the factors that affects the students’ academic performance because of the use of mobile phones. These variables includes: gender, family status, and academic performance.

Significance of the study

In various ways, every study has its own importance and implication. Pursuing this study will serve and give the readers a number of purposes. The researchers believe that this study will benefit the following:

Students- as the respondents of this study, this study will prevent the distraction of students during class hours and they will have more focus on their lessons. As they realize the effects of the usage of mobile phones, they will learn to prioritize their usage that would benefit them positively.

Teachers- this study will give information to the teachers as to where and when they will require the use of mobile phones to their students. The information gathered will help the teachers know the task or activities they will give to the students.

School-this gives information or idea if they will allow the use of mobile phone during class hours. The school is the one who is in charge if they will let the students use their phones during class hours or not.

Parents-as they notice the effects of mobile phones to the academic of their child, they will serve as a lesson for them if they are going to allow their children to handle a mobile phone.

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Definition of terms

The following terms will be defined for better understanding in the context stated in the research

Impact – to have a strong and other bad effect or something or someonePerceive - to attained awareness and understanding to notice Mobility- capable of movingMutually- share between two or more peopleConvergence- independent development of similar characters is a bodily structureAcademic performance- extend to which a student, teacher or institution as achieve their short or long term educational goalsGlobal access- international way of getting near to something

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CHAPTER II

Review of related literature

According to (miller, 2013), a mobile phone is a wireless electronic device used for telephone and multimedia communications, which means people can bring it and can communicate anywhere at any time. ( singh, 2011), said that communication is the process to express his thoughts, ideas, and messages from one person to other person.

These various uses of cellphones can influences teens on their use of cellphones. Teenagers or students use their cellphones more in communication. They use to message their friends or people around them. Cellphones is surely is a useful device, it can make students activities easier, it is used in searching assignments rather than looking for books to read. It is easy to use because you can use it anytime anywhere. One of the characteristics of mobile phones is the connectivity and speed, one person can connect to other people by their messages using cellphones, and by it your messages can be sent immediately. It is also cost effective because once you bought a mobile phone you can use it anytime it is yours and it limits costs sending letters to someone you want to communicate with. Here in the Philippines, Filipinos adapted the mobility and confidentiality of text messages. This has made SMS the most popular form of private communication.

Reference:

Review of related literature and related studies about mobile phone, retrieved from https://phdessay.com/review-of-related-literature-and-related-studies-about-mobile-phones/

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The study aimed to verify whether achieving a distinctive academic performance is unlikely for students at high risk of smartphone addiction. Additionally, it verified whether this phenomenon was equally applicable to male and female students. Male and female students were equally susceptible to smart phone addiction. Both are equal in achieving cumulative GPAs with distinction or higher within the same levels of smart phone addiction. Furthermore, undergraduate students who were at a high risk of smart phone addiction were less likely to achieve cumulative GPAs of distinction or higher.

Students who are at high risk of smartphone addiction are less likely to achieve high GPAs. Male and female university students are equally susceptible to smartphone addiction. Both have same levels of smartphone addiction.

Education in the mobile ageOur aim has not been experiential learning, nor to promote learning through informal

knowledge sharing as intrinsically more valuable than institutional education. Instead, we have not attempted to explore the system of learning enabled by mobility of people and technology, though an analytic framework that does not assume either that learning arises from individual experience, nor that education only occurs in a traditional classroom mediated by a teacher. Our illustration of the mobile learning was located in one of the world’s great educational institutions, the Uffizi gallery, and we describe the benefits both of receiving of discussing information provided by expert art historians. Equally, we could have explored learning on a school field trip or by medical trainees in a hospital.

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According to Bidaki, et. Al (2013), in accordance to students achievement improvement and self-regulation. To have higher achievement grades and be a good language user when communicating with a teacher or colleagues means that the teaching content and the way used for teaching where both effective. Results of the present study proved that by using mobile learning, students were more successful in their academic achievement and conversation.

The main idea in their literature is to identify the effects of mobile learning on the development of student academic achievement and conversational skills. Students can access their lessons and deliver their assignments via their mobile sets whenever and wherever. Teachers on the other hand, can upload the teaching materials, assign the roles, determine discussions and receive student assignment electronically.

According to Dewey (1916), a society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are and those significance or connections they do not perceive.

Today, we are experiencing similar social and technologies disruption, with the internet and mobile technologies prouding global access to information and mobility of knowledge. Every era of technology has to some extent, formed education in its own image. That is not to argue for the technological determinism of education, but rather that there is a mutually productive convergence between the main technological influences in a culture and contemporary theories and practices

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CHAPTER IIIRESEARC DESIGNED AND MYTHODOLOGY

Research Design

In this study, the method that is utilized is descriptive case study. This answers who, what, where and how questions related to a particular research problem. The method is used to obtain information about the present situation to gain an understanding of a certain phenomena. Thus, descriptive case study was applied in this study for it aims to improve the performance of the grade-11 learners at Baguio Central University.

Locale and population of the study

The respondents of the study were grade-11 learners of Baguio Central University. Purposeful, random sampling was used where there are 11 sections namely ABM A, ABM B, ABM C, STEM A, STEM B, STEM C, HUMSS A, HUMSS B, HUMSS C, HUMSS D, and TVL. The researchers randomly selected respondents making it 42 learners as shown in the table.

Section Total respondents Sample (10%)

ABM A 41 4ABM B 40 4ABM C 45 4STEM A 44 4STEM B 37 3STEM C 30 3HUMSS A 43 4HUMSS B 42 4HUMSS C 41 4HUMSS D 39 3TVL 52 5Total 42

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Data gathering tool

In gathering the data needed in the study, a questionnaire and in-depth interview was used. A questionnaire is a form prepared and distributed to secure responses to a certain topics. In-depth interview is an interview covering many or all important points of a subject.

The first part of a questionnaire was a letter to the respondents followed by queries on the following topics: (1) effects of mobile phones in the academic performance of grade-11 students of BCU (2) rule of teacher in using mobile phones during class hours (3) reason why do students use their phones in school. The sample of question is an table below:

Data gathering procedure

The researchers made a letter of request to administer questionnaire and in-depth interview was obtain from the respondents. The researchers personally distribute the questionnaire. Also, for the respondents to clarify thing which they do not understand in the given questionnaire. We also interviewed 11 students to participate in gathering the data.

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Chapter IV

RESULTS AND DISCUSSION

This chapter contains the tabular presentation of the data gathered as well as their corresponding analysis and interpretations. These were presented according to the specific questions presented in chapter 1.

Kind of mobile phone students are using:

Table 1 shows the kinds of phone the students are using.

Table 1 kind of mobile phones

No. of students-42 Frequency Graph

Kinds of mobile phone students are using

Frequency tableKeypad 3touchscreen 25android 13others 1

Table 1 reveals that most of the students are using touchscreen, Wherein 25 out of 42 students. Second is the android phone followed by keypad and other mobile phones. Today’s generation, all technologies are modern that’s why students adapt it for them to belong in our modern society.

Purposes in using mobile phone This shows the different purposes of students in using their mobile phonesTable 2: purposesFrequency table Frequency GraphSocial media 20games 11Communication 23research 21others 5

12

3

25

13

1

20

11

2321

5

Many students are using their phone for communication. Second is for research purpose for their assignments, projects, and group activity. Third is for social media, internet, fb, messenger, YouTube, and many more. Lastly, 5 students for other purposes. Most requirements in the school are research and group activities so students use their cellphone to communicate with group mates.

Using mobile phone per hour in a day

There are different hours showed in table 3 to show how long students spend their time in using their mobile phones. Frequency Graph

Table 3: hours per a day

Frequency table1-2 32-3 94-5 106-7 1311-12 5others 2

Most of the students spend 6-7 hours in using their cellphone followed by 4-5 hours, 2-3 hours, 11-12 hours, and 1-2 hours. Students use most of their time using cellphone in order to make their assignments, research. Frequency graph

Table 4:

Frequency table:

yes 18Why? Research, affect my focus, fail

grades, addictionno 22Why? I don’t use cp, I know my

limitations, mobile management

Many students’ academic performances is not affected why they use their mobile phone because they know their limitations, they know how to manage their mobile phones and they do not use cp during class hours. For those who are affected in using mobile phone behind are; failing grades, addiction, no focus, and for research purpose.

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3

910

13

5

2

22

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Using of phones during class hours frequency Graph

This shows the usage of mobile phones during class hours

Frequency table 5:

Yes 23no 19

Many students are using their phones during class hours while some do not use their phone during class hours because of research purposes, using dictionary, using it to participate and focus on discussion.

Using phone during review period

This shows the usage of mobile phone during review period

Table 6:

yes 22 no 19

Many students are using their mobile phones during review period while there are also a lot of students that do not use their phones during review period to gain more information, helps them to review easier because they could just search up unknown information.

Using of phone during library period, others are using book and notes

This shows the usage of mobile phone during library

Table 7:

Frequency table

yes 39no 3

Majority of students use their mobile phones during library period because teachers require them to search up some information and it helps them to make school activities easier. While few of them do not use phones because they use books.

YES23

NO19

YES22

NO19

YES39

NO3

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Mobile phones help in academic performances

This shows if mobile phones help in the academic performance of students

Table 8:

Frequency table

yes 41Why? Communication,

research, dictionary, reference, reviewer

Almost everyone think that mobile phones help in their academic performance. It helps in communication, research, dictionary, reference and reviewer. All in all mobile phones are helpful and beneficial to students for the applications are helpful or useful in their academic performances.

Are you doing something to lessen your cellphone use?

Table 9 show the number of students who are doing something to lessen their cellphone use and number of students who are not doing something to lessen their cellphone use.

No. of students= 41

Frequency table 9:

yes 26no 15

Table 10 shows the most of the students are doing something to lessen their cellphone use. Out of 41 students, 26 of the students said that they are doing something to lessen their cellphone use while 15 of them are not doing something to lessen their cellphone use.

YES41

NO1

YES26

NO15

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*Expectations in improving their grades when they lessen cellphone use

Table 10 shows the number of students that expects that their grades will improve when they lessen their cellphone use.

No. of students= 41

Frequency table 10:

Yes 24no 17

Table 10 shows that most of the students expects that their grades will improve when they lessen their cellphone use. Out of 41 students, 24 of them expect improvement of grades, while 17 of them doesn’t expect for improvement of grades if they lessen their cellphone use.

YES24

NO17

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Student’s idea on what will happen if they lessen cellphone use

Table shows that the students think will happen if they lessen their cellphone use

Frequency table 11:

Why? focus on studies

performance will improve

affect my grade

focus in work

more productive

nothing

my friend will congratulate me

grades will improvelow gradesconcentrationsstudy welltime to studytime to readI will fail

I'll be responsible

everything will changestill the samemore serious

time managementaffect study

In the table above, there shows the different ideas of students regarding to lessen the time used in their cellphones.

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Chapter VCONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion drawn and the recommendation advance.

Conclusions:

The following conclusions were drawn based on the collected findings:

1. There are bad effects of mobile phones that are shown in the data gathered.

2. The students used most of their time in handling their phone.

3. Students used their phone during class hours.

4. During review and library period, most students used their phone.

Recommendations:

Based on the foregoing finding and conclusions, the following recommendations were

forwarded;

1. Students should use their phone if necessary to avoid addiction

2. Teachers should not allow their students to9 operate their cellphone during class hours,

if it is not needed in the discussion so that students will focus in their lesson.

3. Students should not use their cellphone during review period so that they will focus in

their notes.

4. Parents should also guide their children to use their cellphones in a proper way to avoid

the bad effects of mobile phones in their academic performance.

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References:

Bidaki, M.Z, Naderi, F., Ayate, M. 2013.Effects of mobile learning on paramedical students academic achievement and self-regulation.Future of medical educational journal, 3(3), 24-28.retrieved from http//fmej.mums.ac11/article

Dewey., J.(1916). Democracy and education. New York: free press.

Lea, M & street, B (1998) student writing in higher education: an academic literacies approach. Studies in higher education. 23 (2): 157-172

NS Hawi, M.samaha-computers and education, 2016-E lsevier

Review of related literature and related studies about mobile phone, retrieved from https://phdessay.com/review-of-related-literature-and-related-studies-about-mobile-phones/

To excel or not to excel: strong evidence on the adverse effect of smartphone addiction on academic performance

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Appendix

Permission to conduct and collect research data

Dear ma’am/ sir:

The purpose of this letter is to request your good office that we are conducting the research entitled: Effects of Mobile Phones in the Academic Performance of Grade-11 Students at Baguio Central University. For this we are requesting that your office allow us to conduct research and secure population data, given that that it shall be used only for research purposes. This also serves as assurance that we comply with requirements of the Republic Act 10173 also known as the data privacy Act of 2012 and will ensure that these requirements are followed in the conduct of this research. Thank you very much and more power.

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Survey questions

Put a check mark on the blank.

1. What kind of mobile phone do you use?a. Keypadb. Touchscreenc. Android d. Others

2. What is your purpose in using mobile phone?a. Social media b. Gamesc. Communications d. Researche. Others

3. How often do you used your phone per hour in a day?a. 1-2b. 2-3c. 4-5d. 6-7e. 11-12f. Others

4. Does it affect your academic performance?a. Yesb. Noc. Why?

5. Do you use your cellphone during class hoursa. Yes b. No

6. Do you use your phone during review period?a. Yes b. No

7. Do you use your phone during library period?a. Yes b. No

8. Does it help you in your academic performance?a. Yes why?b. No why?

9. Are you doing something to lessen your cellphone use?a. Yes b. No

10. Do you expect that your grades will improve if you lessen your cellphone use?a. Yesb. No

11. What do you think will happen if you lessen your cellphone use?

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