CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Mobile technology is a form of technology that is mostly used in cellular communication

and other related aspects. According to Macwan (2017), mobile technology has improved from

a simple device used for GPS navigation, internet browsing, gaming, instant messaging tool etc.

It has made it possible for users to transfer files and other files through Bluetooth and Wi-Fi. It

is also equipped with internet connectivity, making it easy for the user to gain information and

also to download files from the internet.

Mobile phones have become an almost essential part of daily life, since their rapid

growth in popularity in late 1990’s. A nationwide survey in the Philippines conducted by Jumoke

(2016), shows that mobile phones are the most necessary medium of communication of

adolescents. It has virtually affected the society’s accessibility, security, safety and

communication of business and social activities. Hence, it become a part of culture of the whole

world.

In the forecast of Technology and Telecommunication (2017). In year 2017, the number

of mobile phone users in the Philippines is estimated to reach 30.4 million and around 32

percent of the population in the Philippines would use a mobile phone. In present year, there

are a total of 34.44 million mobile phone users in the Philippines which shows 4.04 million

increase. It is expected to rise 40 percent by the year of 2022.

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 In high schools and colleges, mobile devices that are being used most commonly for

educational purposes are tablets (IOS/Androids), smartphone (IOS/Androids), and laptops

(Dietz & Henrich, 2014). These devices are being used in hopes of enhancing students’ overall

educational performances; students are using devices for activities such as answering

questions, examining visualizations, note taking, researching and communicating (ITIHS, 2012).

Although the intended purposes of these device are to improve educational experiences for the

students, those have also been negative consequences from the introduction of modern

technology in the classroom (Junco, 2012).

This has led the researchers to conduct a study on the views on how mobile technology

affects the academic performance of Grade Ten students of Osmeña National High School,

Osmeña Marabut Samar.

1.2. Statement of the Problem

This study aims to know the different views of Grade Ten students of Osmeña National

High School, Osmeña Marabut Samar on how mobile technology affects the academic

performance. Specifically, this aims to answer the following questions.

1. Does using mobile technology affect their academic performance of Grade Ten students

of Osmeña National High School, Osmeña Marabut Samar?

2. For what purpose does mobile technology is used during class hours of Osmeña National

High School, Osmeña Marabut Samar?

3. How often do Grade Ten students of Osmeña National High School, Osmeña Marabut

Samar in their mobile phones during class hours?

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4. How many Grade Ten students of Osmeña National High School, Osmeña Marabut

Samar use mobile phones during class discussion?

5. Why do Grade Ten students of Osmeña National High School, Osmeña Marabut Samar

use mobile phones during class hours?

6. What are the advantages of using mobile phones during class discussion?

7. What are the disadvantages of using mobile phones during class discussion?

1.3. Significance of the study

The importance of conducting this study is to find out the different views of Grade Ten

students of Osmeña National High School, Osmeña Marabut Samar on how mobile phones

affect their academic performance. Also, the results of this study will benefit the following:

Students

Through this study, many students will gain more knowledge about the effects of using

mobile technology not only in educational purposes but also its negative sequences.

Teachers

The benefit of this study to the teachers is they can get an information that cannot be

read in any articles, books and other references. Also they will be able to know what strategy

and interventions they can apply in their classroom using mobile technology in their classroom

discussion.

Parents

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 The benefit of this study to the parents is that they will be aware about the effects of

mobile phones that they bought for their children. Hence, they can give some advice and

limitation of using mobile phones to their children.

Peers

They will spread awareness and limitations of mobile technology during classroom

discussion.

1.4. Scope and Limitation

This study will limit itself to determine views on how mobile technology affect the

academic performance of selected Grade Ten Students in Osmeña National High School,

Osmeña Marabut Samar. Second, this study will limit to the 232 Grade Ten students of Osmeña

National High School, Osmeña Marabut Samar. These students come from five different

sections: Science Technology and Engineering (STE), 30; Einstein, 49; Archimedes, 51; Newton,

50; Galileo, 52. Out of the 232 students involved the study, there were 123 females and 109

males. Lastly this study will focus on the advantages and disadvantages of mobile technology

on the academic performance of Grade Ten students of Osmeña National High School, Osmeña

Marabut Samar in the First Quarter, School Year 2018 – 2019.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Exploring Mobile Technology

The popularity of mobile technology is instantly increasing among college students’.

Based on the result from ECAR research (20 study on students purpose that many

undergraduate students bring their own mobile phones in the classroom. The most important

mobile technology in academic performance of college students is laptop, which has a total

percentage of 85 percent out of 100 percent. Followed by 45 percent of tablets. Smartphones

which has 37 percent and e-book readers that has 31 percent out of 100 percent. To

successfully adopt mobile technology in the university, however, it needs information about

students mobile access and use. There are four factors that can make mobile devices more

attractive on ways of teaching to the students; convenience, flexibility, engagement and

interactivity (EDUCAUSE, 2013).

A university wide survey conducted by Chen & Denoyelles (2013) on college students

shows the effectiveness of mobile technologies in the learning of students. In United States the

students use their mobile devices mostly for self-directed informal learning. In this study, they

collected data about ownership of mobile devices among students using a diverse sample from

a large university and also the students learning practices with mobile technologies and focused

on the interactions among technologies, contents, and educationists. The results of the study

indicate that learners need more access to academic-friendly devices such as tablets and other

mobile technologies for learning.

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2.2. Uses of Mobile Phone

Mobile technology is commonly used and has an important role in colleges students use

devices such as smartphones, tablets and e-book readers, enabling to access information and

interactivity with other people. Many students want to have the ability in accessing academic

resources on their mobile devices. There are applications that run on the students’ devices that

enables to learn and discover content. It influence the students learning preferences and

capability, both inside and outside the classroom.

The effective use mobile technology needs literary skills such as being able to access,

manage and evaluate mobile resources. Because of the popularity of technology that research,

the mobile learning research is in the early stages. The most studied devices is the mobile

phones and the newer mobile technologies such as tablets and e-book readers is less discussed.

One of the advantages of mobile phones is that it has made internet services move

accessible and affordable than ever before. Thus, many people now can access internet through

their mobile phone enabled devices. There are numerous uses and advantages of mobile phone

such keeping a contact with friends, members of the family conducting business and other

purposes.

The uses of cell phones are numerous and thus includes keeping contact with friends,

members of the family, conducting business and others. Many people possess more than one

mobile phone for different purposes, which could for business purposes or personal purpose. A

number of people are also taking the advantages of multiple SIM cards for benefit of different

calling plans such as local calls, long distance calls, international calls or roaming.

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2.2.1. Mobile phone Enabled Internet Access

The students are among the most active and enthusiastic users of contemporary digital

communication technologies. Recent large scale surveys by EDUCAUSE (2013), Pew Research

(2018) and others indicate that almost all colleges students access the internet, connect

wirelessly, use social networking sites, own computers and cellphones and use internet or email

on their cell phones (Hakoama & Hakoyama, 2011). About 86 percent students’ ages 18-29 use

social networking sites, a significantly higher usage rate than any other age group (Brenner,

2012). Facebook alone currently has more than a billion users worldwide, 18-24 years of age

the largest percent of all United States users go 24 percent (Goldman, 2012; Internet World

Status, 2012).

2.2.2. Multitasking Using Mobile Phone

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 (Sana et al., 2013). Students have also 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. Another reason students’ use their cellphones

in class (e.g., messaging, looking at social media, gaming) is because they believe they can

“multi-task”. There has been plenty of research done about “multitasking” and how the view of

students being able to “multitask” is a myth. The ability to truly process of two streams of

independent information at the same time is nearly impossible; what most people refer to as

multitasking is actually considered serial tasking, which is the action of shifting back and forth

from one task to another (Fischer & Plessow, 2015). Knowing the students’ belief of

multitasking is important because it needs to be compared to teachers’ beliefs of multitasking.

7
Students who believe they can multitask may be more likely to believe they can use their

mobile phones and pay attention during class (Kuznekoff et al., 2015). If teachers see that

students using their mobile phones during class and do not believe the students have the ability

to multitask, it could then distract the teacher.

2.3. International Researches About Mobile Phone Usage

The mobile phone was originally made for adults for business use (Aoki & Downesi,

2003). The growth of mobile phone technology was demonstrated in 2002 by the number of

mobile phone users worldwide. According to the Delloitte Research (2005), the mobile phone

users worldwide reached two billion and in Australia reached about 19.2 million mobile phone

users.

Today, the mobile phone is an integrated technology that enables many functions

beyond conversational communication. Indeed, the mobile phone has become a social and

organizational necessity for adolescents and adults in all socio-economic groups. In lower-

income groups, the mobile phone is even the most common technology platform owned (Kate

et al., 2014).

Ling (2003) states that mobile phone has fundamentally affected our society, safety and

security co-ordination of social and business activities. Mobile phone has been become part of

culture in every single region in the world. The sensation of mobile phone started after 1980’s

but it has now reached the level of admiration and appreciation. Before, mobile phone was just

for status symbol but now it has become one of the needs of adults and teenagers.

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2.4. Local Researches About Mobile Phone

Based on the data from Statistics Portal (2018), shows that were 21.77 million

smartphone users in the Philippines at the time when the population was at 101.7 million. In

year 2018, the total population of the Philippines increase to 106.5 million and the number of

smartphone users increase 12.74 million and has a total number of 34.44 million smartphone

users. Surprisingly, there were many students who use mobile phone in and out of the

classroom. Mobile phone has many uses as well as other mobile technologies such as tablets

and laptops. But there are recent studies that shows the use of mobile phone inside the

classroom that lead to failing grades.

Nationally, in Manila, Philippines, a study conducted by TNS (2012), a global

customized research company consisting of 38,000 respondents in Metro Manila, shows that the

respondents who use Imobile phone to take photos or videos has 75 percent, 45 percent in

browsing internet, 44 percent in accessing social networking sites. The findings of the study

states that Filipino consumers changed their perspective from buying phones based on the

physical features in choosing a phone that their personal experience will be improved. Also, the

typical household owns at least four following devices; mobile phone (89 percent), smartphone

(53 percent), desktop (39 percent), laptops or netbooks (37 percent), tablets (14 percent), and

smart TV (4 percent) (Philstar Philippines, 2012).

2.5. Impact of Mobile Phone to the Academic Performance of the Students

The teachers and students before are commonly use cellphones at the school setting.

The gathered data in 2004 from sixth-twelfth graders has 58 percent who owned cellphone and

60 percent of them who brings cellphone regularly to school (Netday’s 2004). The number of

cellphone in United States raised from 1.2 million in 1987 to 145 million 2002 (Danforth, 2003).

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 Educators, administrators, and school boards are concerned about the issues related to

the use of cellphones at school: distractions to the learning environment (Gilroy, 2003), cyber-

bullying students by sending nasty messages (Bullying shoot, 2005), phoning in bomb threats

(Danforth, 2003), using calculator functions to cheat on math tests (Hurst, 2004), and jamming

phone lines in the event of an actual emergency (Calling Cell, 2002). 21 percent of students

brings cellphones to have videos or pictures to their phones. The issues is that camera phone is

used to take photo on the quizzes or exams and send it to their classmates (Hursts, 2004). Also

taking embarrassing photo of their classmates in private areas. This technology raises the legal

issues of privacy, sexual harassment, and theft of proprietary information (Carroll, 2004).

Cellphones also do offer advantages. Parents want their children to have cellphones due

to their involvement activities and to assuage safety concerns (Dianis, 2004). They can be

important to the school supervisor who may need to call for help quickly in case of an

emergency (Galley, 2000). The camera capability can be used to record field trips or school

events, to enhance reports with visuals, and to develop photo essays (Dyrli, 2004).

Impacts of mobile phone technologies on learning are portability, collaboration and

motivation enhancing students, parents, and teachers’ education system. The use of mobile

phone results in increasing parents’ involvement in education and improving their children’s

learning and capability. Mobile phones help to increase children’s education to learn. They use

mobile phone as an initiative learning tool. Teachers report that the use of mobile phones in

education increases group participation done during class hour, as well as, adding knowledge

and sharing information with ease and could result successful learning (Barker et al., 2006).

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Definition of terms

Navigation - the process or activity of accurately ascertaining one's position and planning and

following a route.

Cellular - denoting or relating to a mobile telephone system that uses a number of short-range

radio stations to cover the area that serves, the digital being automatically switched

from one station to another as the user travels about.

Accessibility - the quality of being accessible or of admitting approached receptibility.

Bluetooth - is a wireless technology standard for exchanging data over short distances from

fixed and mobile devices, and building.

Wi-Fi - is the name of a popular wireless networking technology that users radio waves to

provide wireless high-speed internet and network connections.

Internet - a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standard

communication protocols.

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 CHAPTER THREE

METHODOLOGY

3.1 Research Locale

The researchers will be conducting the study in Osmeña National High School,

Osmeña Marabut Samar located at 11.2329° N, 125.1929° E. It was founded in year 1997 and

was headed by Mrs. Soccoro Sabit. The classrooms were made up of nipa hut and lately

become concrete. In year 2017, Mr. Zaldy Tabugoca is now the new and current principal in

Osmeña National High School, Osmeña Marabut Samar. Presently, the school consists 31

buildings and has 49 total number of faculty and staff. It has different section in junior high

school from grade seven to grade ten: Grade seven (six sections), Grade eight (five sections),

Grade nine (six section), Grade ten (five sections). In in senior high school, there are six

available courses (General Academics, Accountancy Business Management, Cookery,

Dressmaking, Computer System Servicing, Electronic Product Assembly Servicing). Osmeña

National High School is currently establishing and constructing the new building consisting ten

rooms.

Fig.1. Location of Osmeña National High School

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3.2 The Respondents

The Osmeña National High School has 1584 students that are officially enrolled. The

Grade Ten consists of 232 enrolled students in Osmeña National High School, Osmeña Marabut

Samar. The respondents will be randomly selected based on the total sample size of 70 as

identified by Slovin’s formula.

Fig.2. Sample size using Slovin’s formula

N
n=
1+ N e 2

232
n=
1+[ ( 232 )( 0.10)2 ]

232
n=
1+[ ( 232 )( 0.01 ) ]

232
n=
1+(2.32)

232
n=
3.32

n=70

The Grade Ten consist of five sections: STE (30), Gallileo (52), Einstein (49), Newton

(50), and Archimedes (51). Total of 232 Grade Ten students in Osmeña National High School,

Osmeña Marabut Samar. The population of Grade Ten students in each section is divided to the

total population of all Grade Ten students in each section is divided to the total population of all

Grade Ten students to get the percentage of the population. In Science Technology and

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Engineering (STE) there are 30 students (13%), Gallileo (22%), Einstein (21%), Newton (22%),

Archimedes (22%). To get the number of respondents in each Grade Ten sections, multiply the

percentage of the population to the sample number of the population. In Science Technology

and Engineering (STE) there will be ten respondents, Gallileo have 15 respondents, Einstein will

have 15 respondents, Newton will have 15 respondents and Archimedes will have 15

respondents.

Table 1. Number of respondents, population, and percent on per section of Grade Ten
students of Osmeña National High School, Osmeña Marabut Samar
Percentage on Number of
Sections Population
Population Respondents
Science Technology
and Engineering 30 13% 10
(STE)
Gallileo 52 22% 15
Einstein 49 21% 15
Newton 50 22% 15
Archimedes 51 22% 15
TOTAL 232 100% 70

3.3 Data Gathering and Analysis

The study will use test questionnaire. The data that will be gathered will be consolidated

with the use of simple statistical tools. Specifically, central tendency– frequency distribution and

percentage.

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