The Effect of Mobile Phone to Academic Performance

Of Grade 12 Students in San Pedro Relocation National High School

MEMBER:

BALILI, MARK VINCENT H.

LUSTAD, ERIC F.

TABBADA, STEVEN C.

NOVEMBER 2021
 CHAPTER 1
The Problem and Its Background
This chapter present the problem and its setting. It gives an overview of the study providing
background or basis of the research problem.

Introduction

Studying plays a very important part in human life. One of a young person's rights is the ability
to learn, read, and write .It is a role that young people should play in their lives.

As in modern times, technology has also come along with students in their lives. Now we are in a
time where COVID-19 is spreading and we are currently facing a pandemic .The education system of a
student has changed. There was distance learning, such as modular education, and online education.
Mobile phones play an important role in a student's learning because they allow them to respond to
activities more easily .But despite having a good effect, it also has a bad effect.

Certain health risks may be caused by the immoderate use of mobile phones , according to
researchers. According to ( chukwuere2018), there is a big effect on all students' use of mobile phones
and it affects them positively and negatively.

This study will be conducted at SPRCNHS( SAN PEDRO RELOCATION CENTER NATIONAL HIGH
SCHOOL). Researchers want to identify the impact of mobile phones on the academic performance of
grade 12 students .The researchers aim to gather information on how to address the problem .This
study seeks to provide insight that can help address the problem that mobile phones pose to the
academic performance of grade 12 students during this pandemic.

Statement of the Problem

This analysis focuses on the effect of mobile phones on the academic performance of grade 12
students in senior high school. Those who aim to answer the following questions:

1. What effect does it have on the academic performance of a student?

Significance of the Study

The research will serve as a guide and provide sample knowledge of what the possible impact of
mobile phones on their studies might be and what its limitations should be. This study will help in the
following.

A students will have enough knowledge about the effects of mobile phones on selflearning. Also, they
will be better able to determine the limitations by using them.
A teachers will have knowledge about what the effects of the use of mobile phones will be on the
students, to know whether it helps or not in the learning of the students.

Parents in this study, they will have enough knowledge about what is happening to their children due to
the use of mobile phones. What is the effect of it on the academic performance of their
children/students?

The future researchers. This study will serve as future reference in doing their own research that is
related to the same topic im the near future.

Scope and Delimitation

This research covers the study and evaluation of the impact of mobile phone use on the
academic
performance of grade 12 students only therefore students who are in lower grades are not covered in
this study.

The respondents were selected through the assumption of researchers that these students are
suited to their specific purpose.

This review refers to a small study that gathered information and data from senior high school in San
Pedro Relocation National High School (SPRNHS) and was conducted from 2021-2022z
.

REFERENCES:
chukwuere (2018 )the financial and academic implication of using smart phones among student.
 CHAPTER 2
Conceptual Framework
This chapter of the paper presents the review of related literature which are relevant to the
study. This study reviewed related literature from articles, journals, and internet.

Review of Related Literature

According the Huseyin ERIS, et. al., 2021, their study aim to determine the mobile phone use
level of university students and the effect of their mobile phone use on their academic success. The
study was carried out between February-March 2020 as a descriptive study in Vocational High School of
Healthcare Service. The population of study consists of 2400 students that study in Vocational High
School of Healthcare Service, the sample of it consists of 335 students that wanted to participate in the
study. An information form and Problematic Mobile Phone Use Scale for University Students, created by
reviewing literature, were used to collect data. Students averagely use mobile phones for 4.5 ±1.54
hours and social media for 2.3±0.79 hours daily. Students use their phones at the rate of 32.5% for
internet and 23% of them regard spending time on mobile phone as a waste of time. According to
problematic mobile phone use scale, the means of students is 62.27, their mean is 23.50 at the
deprivation sub-dimension, 13.58 at the adverse outcomes sub-dimension, 16.08 at the control problem
sub-dimension and 9.08 at the interaction avoidance sub-dimension. The problematic mobile phone use
scale means of students, whose academic success are above the average, was found as lower, the
problematic mobile phone use scale means of students, who spend time on their phone more than 6
hours daily, was found as higher.
Accroding to Kuznekoff Jeffrey and Titsworth Scott, 2013. Their study, they examined the
impact of mobile phone usage, during class lecture, on student learning. Participants in three different
study groups (control, low-distraction, and high-distraction) watched a video lecture, took notes on that
lecture, and took two learning assessments after watching the lecture. Students who were not using
their mobile phones wrote down 62% more information in their notes, took more detailed notes, were
able to recall more detailed information from the lecture, and scored a full letter grade and a half higher
on a multiple choice test than those students who were actively using their mobile phones. Theoretical
and pedagogical implications are discussed.
Jimmy Kihwele, 2013 says that the use of mobile phones enables learners to interact with vast
resource materials to facilitate learning. Yet in Tanzania, mobile phones are strictly prohibited in many
schools. This study examined parents’, teachers’ and students’ perceptions of the effects of students’
access to mobile phones on students learning performance. It was conducted in four selected secondary
schools in Dodoma municipality. Both qualitative and quantitative research methods were employed as
data were collected from 280 respondents through questionnaire, interview schedule and documentary
review. Cross-tabulation and Chi-square tests were among data analysis techniques employed in the
understanding of different perceptions of respondents. The findings show that, parents and teachers
agree that students with mobile phones perform poorly and misbehave more often than students
without mobile phones. Also, in order to have value-based control system for appropriate use of mobile
phones, providing proper education on mobile phone use and re-introducing censorship board to
control the quality of contents on websites are recommended.
 According to S. Tingir, et.al., in 2017. In their meta‐analytic study, they investigated the effects
of mobile devices on student achievement in science, mathematics and reading in grades K–12. Based
on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer ‐reviewed
research articles published between 2010 and 2014. We identified the device type, subject area,
intervention language, grade level, study design and implementer (i.e., of the intervention) as potential
moderator variables that may influence student achievement in the targeted content areas. We
followed a three‐level meta‐analytic procedure to estimate the overall effect of these variables and
explain the variation in outcomes. The results suggest that use of mobile devices in teaching yielded
higher achievement scores than traditional teaching in all subject areas. With regard to the analysis of
moderator variables, the results suggest that using mobile devices in reading is significantly more
effective than doing so in mathematics.
According to Mohan Ayer and R.N. Thakur. The main purpose of their work was to find out the
positive negative effects of mobile phone uses on academic performance of the undergraduate students
with reference to Kathmandu valley Nepal. Mobile phone technology would enhance the students’
status if they use it appropriately in academic activities in the school, college. Students who use mobile
phones excessively, their grade point average (GPA) can be low. The study was carried out to find the
effects of mobile phone uses on academic performance of undergraduate students. Quantitative
comparative study was carried out from January to August 2019 to analyze the effect of mobile phone
uses on the academic performance of 281 mobile phone user undergraduate students, studying at four
different colleges at Kathmandu valley. Their academic performance based on GPA before and after
using mobile phone was analyzed. Simple random sampling technique was used to measure the
academic performance of the undergraduate students.

References:

Huseyin ERIS, et.al., 2021. The Effectof Mobile Phone Use of University Students on Their Academic
Succes. Volume, Issue 27, 433-438.

Jeffrey Kuznekoff and Scott Titsworth, 2013. The Impact of Mobile Phone Usage on Students Learning.
Pages 233-252.

Jimmy Kihwele, 2013. The Perceptions of Teachers, Parents, and Students on the Effect of Mobile Phone
Use on Student Learning in Tanzania. Volume 4, No. 25.

S. Tingir, et.al., 2017. Effects of Mobile Devices ok K-12 Students’ Achievement: A Metq-Analysis.
Volume 33, Issue 4, Pages 355-369.

Mohan Ayer and R.N. Thakur, 2019. A Study ok Effects of Mobile Phone Uses on Academic Performance
of Undergraduate Students- With Reference to Kathmandu Valley, Nepal. Volume 1. Issue 2.