Utilizing Cellphones to Enhance Academic Performance of Grade 12 Students

By:

Lester L, Castillo
Adrian R. Garcia
Theodore William M. Favillaran
Johnsen S.M. Lopez
Zaimoun R. Mendoza

A Thesis Submitted In Partial Fulfillment of the

Requirements for completion of requirements

in practical research 2

La Consolacion College- Novaliches

 \

Acknowledgment

First of all, I thank God, the almighty for giving us this opportunity and guiding

us the capability to proceed successfully. I thank God our father for giving our team

strength, wisdom, enlightenment, and teamwork to pass this. And for the guidance that

God gave us during the day that we’ve been doing out thesis.

Second, to the La Consolacion College – Novaliches’ Senior high school, STEM

students for actively participate on out survey questions. We want to express our deepest

thanks to our La Consolacion College- Novaliches president Sr. Diosie Tangca-ag, OSA

for providing a quality catholic education.

Third, I would like to thank my thesis teacher Mrs. Ciello C. Oballes for guiding

us in our research thesis, helped us to build a foundation of our thesis and for giving us

knowledge about quantitative research. Thank you for your patience and guidance during

the process on making thesis.

Fourth, I would like to thank my classmates for giving us a motivation and

boosting our confidence and I really appreciate our schoolmates for actively participate

on answering our survey questions.

 Abstract

This study is an experimental research that focus on significant difference

between students who use cellphones in class and students who did not use cellphones in

class. The main focus of the study is about utilizing phones to enhance academic

performance of grade 12 STEM students in La Consolacion College – Novaliches A.Y.

2019 – 2020. The main objective of this study is to determine if the using of phones in

class of La Consolacion College of Novaliches can enhance the academic performance of

the students or can decrease their performance in class. The data will be gather by

measuring the effectiveness of phones through the use self-administered questionnaire. In

order to analyze the data, the researchers used weighted mean method and Likert scale. It

also aims to find if there is significant difference between students who use cellphones in

class and student who did not use phones in class by using the method (Pearson r). The

data used in finding significant difference is from the grade of the students (in general

science) in 1st quarter from their grade 11 and in 1st quarter on grade 12. The study

revealed that students used their phones properly but not all the times. Therefore

cellphone can use to enhance the academic performance of the student by using it

properly.
 CHAPTER 1

INTRODUCTION

Mobile phones are pervasive these days, because of the continuously

modernization of our era. Cell phones came from the cell-like structure of these networks

(Ware, 2019). Through this cellular network the students can use the phones as an

entertainment that are much likely the games and social media together with the

academic purposes that is likely the searching and gathering of information in the internet

using mobile phones. In producing the high quality graduates who will become the next

manpower of our country, student’s academic performance’s is a must because for the

students would know the value of the responsibilities in economic and social

development (Ali, et Al 2009). According to a high school principal in Brooklyn,

principal (Lucks, 2001) states, “Every kid today does carry a cell phone”. Cell phones

can be a major distraction amongst teenagers in class, but they can also be used as

teaching and learning tools as well. Cell phones can be used as a calculator, digital

camera, Internet access, and dictionary (Gore, 2010) . Students uses a lot of ways to

improve their skills from gaining a lot of information, they would use mediums like

technologies to help them from their studies. One of the medium used by the students that

will go to help them in their academic performances is mobile phones. In S. Y. 2019-

2020 students are bringing mobile phones to class. Bringing of mobile phones are

debatable either to authorized or not. Teachers believe that mobile phones do not belong in

a classroom because there are several disadvantages. An example maybe a student who
uses mobile phones in class has no intension in listening or paying attention to the teacher.

This student has a short attention span that cares about socializing more than his/her

education.

Mobile phones can be disruptive; they can invade people’s privacy and can

also be used as harassment or bullying. The usage of mobile phones is creating huge

problem particularly when they are used in school. But some teacher believe that mobile

phones help the students to improve their academic performance because mobile phones

can be used for researching and through surfing in the internet with mobile phones students

gain knowledge that they read and see. Mobile phones could either be distraction when

they are much likely to use it for entertainment purposes in the student’s performance or a

technology that would help the students to make their assignments and projects when

gaining knowledge and gathering information through the use of mobile phones. In La

Consolacion College – Novaliches they allowed the students to use their mobile phones

during their free time or when the teachers allowed the mobile phones to be used for

academic purposes. Mobile phones are rampant during this modern era and evolution of

technology. Through these mobile phones academic performances of the students are

affected either good or bad.

STATEMENT OF THE PROBLEM

This research aims to quantify the effectiveness of mobile phones as well as the advantages

and disadvantages in terms of academic performances of grade 12 students. In addition this

research seeks to answer the following questions.

1. What is the level of academic performance of the grade 12 studentsusing

cellphones in their specialized subject in terms of:

a) research purposes

b) science subjects

c) assignments

2. What is the level of effectiveness of using cellphones in the academic performance

of grade 12 students on their specialized subjects?

3. Is there a significant difference between the performance of the students that using

phones in study to the students who did not use phones in their study ?

4. What intervention program could be prepared to enhance the academic performance

through using of cellphones?

THEORETICAL FRAMEWORK

Theoretical Framework This research was anchored by the idea of theory of Mobile

Learning (Sharples, Taylor & Vavoula 2005) that technology is essential in the field of

learning. Although it is essential to

learning field, it has advantages and disadvantages in terms of education. Both theories

provide the framework that will help to explain the priority and intention of students in

using cell phones. It will help the researcher to gain knowledge on how these phones affect

the academic performance of a student.

CONCEPTUAL FRAMEWORK

This study engages the input – Process – Output framework and its main focus is to

find out the effectiveness of mobile phones in academic performance of grade 12 students.

INPUT PROCESS OUTPUT

Self –Administered Conducting of Survey Tallied Result of Survey

questionnaire
Data Analysis Interpreted mean of the
Record of General recorded grade of 1st
Average of Grade 11 quarter last school year
Students on S.Y.2018- And 1st quarter this year
2019
Obtain findings,
Record of General conclusion, results
Average of Grade 12
Students on S.Y. 2019-
2020

Figure 1.Conceptual framework on deriving findings, results, conclusion, and

recommendation

First box is input that includes the Students background profile in terms of their age

and sex. Next is the general average of a grade 12 students last school year. Last is the time

management of grade 12 students in regarding of usage of cell phones.

 The second box refers to the process which includes the providing a questionnaire

was managed to come up with the data. Next is conducting a survey to grade 12 students to

collect information and analyze data.

Lastly, the third box which is the Output this where the findings, conclusion,

results, and recommendation derived from the survey. Next is the assessment of influences

of usage of cell phone in improving scholastic rating. Last is the interpreted mean of the

recorded grades last school year.

Significance of the study

This research will be use to determine if the usage of mobile phones is better for the

student to improve their scholastic ranking. This research would be beneficial to the

following:

School Administrators - for the school admin to have an idea to provide activities that will

encourage students to use phones for academic proposes and implement effective rules for

the limitation of usage.

Teacher - for the teacher to have an idea on how to improve their teaching and inspire

students to use phones to improved their academic performance.

Students- for the students to manage their time regarding the usage of using mobile phones

Future researcher- This research will provide additional information that serve as basis

for the future researcher

Scope and Delimitations

This research focused on the effectiveness of mobile phones regarding to the

academic performances of a grade 12 students of La Consolacion College – Novaliches.

The researcher’s questionnaire was administrated to 10 respondents in each strand limited

to the grade 12 students of La Consolacion College – Novaliches.

Definition of Terms

Academic Performance- As use in this research, it is the average of grade 12 students

from 1st quarter S.Y. 2018-2019 to 1st quarter S.Y. 2019-2020.

Cellular Network- is a communication network where the last link is wireless.

Cell Phones- Also known as mobile phones. A portable telephone that has an ability to

work as a clock, camera, calendar, etc….

Implement- To give practical effect to and ensure of actual fulfillment by concrete

measures.

Intention- It defined on how will the individual do’s or react on a certain situation

Network- In this research it is asystem of computers and other devices that are connected

to each other

Pervasive- existing in every part

Social Media- Any websites and applications that enable users to create and share content

or to participate in social networking.

Surfing- Or browsing through the use of mobile network or a Wi-Fi

Social Development- It defined to know how to maintain a good relationship with others.

Pearson R- A statistical tool used to find if their significant difference between students

who use phones in class and student who did not use cellphones in their class.
 CHAPTER 2

Review Related Literature

This chapter presents foreign and local literature that is relevant to the

present study. It will provide useful ideas to support this research and ideas on how

researchers will formulate it.

FOREIGN LITERATURE

In 21st century, cellphones is a very useful tool for communication, entertainment

and also use for education. It can enhance the performance of the students but it can also

lower the performance of the students in the class depends to theirselves. There are lot of

studies, research and reports that shows that cellphones is decreasing the performance of

the students in class rather than improving and enhancing it.

According to the study of Gore (2010), there is no positive effect of cellphones in

the academic performance of the students. There are studies that show that cellphones

hinder the focus and attention of the student in studies particularly in the class. Using of

cellphones in class makes the students distracted from their classes and makes their

academic performance decrease instead of improving and enhancing it.

According to Barker, Krull, and Mallison [16], cellphones or mobiles phone serve as

motivation of the student to their classes. With the use of cellphone, it can enhance the

education not only for the students but also for the teachers and parents as well.
 Based on the study of Sundari (2015), there are significant relationship between the

gender and the learning skills in terms of using cellphones or mobile phones. There are

factors that affect the effectiveness of phones to the students. It support the idea of this

research that there are variables that can affect the students’ academic performance through

the aid of cellphones.

LOCAL LITERATURE

Based on article “Do mobile devices in the classroom really improves learning

outcomes?” by Lynch,Matthew. He states that in the U.S. Mobile devices that serves as a

medium in teaching become in common part of American education. Based on Pew

Research Center survey it founds out that 58% of U.S. teachers own smartphones-10%

higher than the average for adults. Those techs use for their lesson plans. He added, In

2013, an estimated 25% of U.S. schools had BYOD policies in place and assuming that it

will increase.

Furthermore based on Pew Research Center survey asked groups of Advanced

Placement and National Writing Project teachers had said that 73% of teachers allowing

students to use their phones or gadgets and uses it also for their assignments to be done

and also English teacher are more likely to use mobile technologies in classroom than

math teachers and 47% of teachers strongly agreed and an additional 44% also agreed,
that students need digital literacy courses to be successfully in academic. In addition to

that bringing mobile gain attention to those who are privileged that can lead to theft.

Based on the journal of Monzon et.al. The “A Mobile Learning Android

Application for Beginner Reader in Filipino”(MLAABRF). The maestra(teacher). The

mobile learning can serves as a tool for Filipino who are beginner in reading that can

helps for nurturing child to learn how to read in their early age and guide them in proper

pronunciation. The contents of the applications are the basic reading manuals like

abakada. This application are essential for the young age to excel in their class at the

same time practice while they are at home. This application has a version of 4.0 or ice

cream sandwich up to kit Kat version. Agile Methodology was used in this application. It

was designed in Adobe Photoshop android studio for its coding. Conformance testing and

Practice testing are the tools were used in the study,which both passed. In addition to that,

the project was evaluated using the criteria on Android developers’ standard. Forty (40)

participants was evaluated the project. (10)IT experts and (30) end user were invited. The

result in 10 IT experts showed that the application was highly acceptable by the mean of

3.54. The application is moderately acceptable with the mean of 3.5. showed by the end

user based on the MLAABRF.

On the study of Laningan,et al.(2019), there are more 80% of internet users

believes that cellphone had a good impact while the 20 % had negative impact. There are

also a study that shows that many of students use their phones on their leisure rather than

studying. It support the idea of the researchers that Cellphones can enhance the academic

performance of the students but can be a diasadvantage as well.

 CHAPTER 3

The Methodology of the Study

Reaserch Design

This study is a type of correlational research in a quantitative method. The

researcher use Pearson’s R correlation method to derive findings, results and conclusion

with the data collected on the survey from grade 12 STEM students.

It aims to determine if there is a significant difference between the students

who use phones and who did not use their phones on their study

Population/Sample of the Study

In this Correlational study, the Grade 12-STEM Senior High School of La

Consolacion College Novaliches will be selected to participate in this study.

Approximately 60% of the 79 students of grade 12 STEM will be needed. An average of

25 students per section of grade 12 STEM will be targeted in this research study. A total

of 79 students responded in this research.

 A Random Sampling Technique was used for selecting the participants in the

study. This technique was used to give the students a chance and to eliminate bias and to

preserve confidential bias. This random sampling technique is based on the Senior High

School students in La Consolacion College of Novaliches. Within each section of grade

12 STEM, the selection of students was by random sampling technique. This will be done

by selecting the students randomly with their equal chance. Random sampling technique

was used in this study to select 25 students in each section to complete the 60% of the 79

students in Senior High School.

Locale of the Research

This study will be conducted on La Concolacion College of Novaliches

located at St. Peter Street Villa Maria Subdivision, Deparo, Caloocan City. The

respondents will be the grade 12 STEM students. They will be given a questionnaire test

for them. The study will be conducted on S.Y. 2019-2020.

Data Gathering Instruments

In this research, researchers used a self-administered questionnaires to be

answered by Grade 12 STEM students. The researchers handed out the questionnaires randomly

in the said group. There are twenty-five per section to be answered in each STEM section,

making it fifty in total. The questionnaires or the answer sheet are to be checked and the situation

or questions there are how often or frequent is the student use cellphone in the said situation. The
researchers also added a question that is answered by giving suggestions to help students for

better understanding in using cellphones.

Statistical Treatment of the Data

To analyze and interpret the data needed, the researcher used the following

statistical tools;

1. Frequency and percentage Distribution were used in interpreting the profile

of the respondents

F
Formula: P = x 100
n

Where :

P = Percentage

F = Frequency

N = No. of respondents

2. Weighted mean was used to compute the answer of the respondents in a 40

item self-adminestered questionnaire.

Fx
Formula: Wx =
n

3. Likert’s Scale was used to interpret the mean score in each item of the

questionnaire that was answered by the respondents.

 Scale Range Descriptive Rating

5 4.5 – 5.0 Always

4 3.5 – 4.4 Often

3 2.5 – 3.4 Sometimes

2 1.5 – 2.4 Seldom

1 1.0 – 1.4 True

4. Pearson’s R were use to show the significant difference between the

perception of the two groups.

Formula:”

n ( ∑ xy ) −( ∑ x )(∑ y )
R=
√¿¿¿

Where:

r = correlation coefficient

∑x = summation of 1st quarter general average in sciences subject of grade 12 STEM

students A.Y 2019-2020

∑y =summation of 1st quarter general average in sciences subject of grade 11STEM

students A.Y.2018-2019
∑xy = summation of products of 1st quarter general average in sciences subject of grade 12

STEM students A.Y 2019-2020 and 1st quarter general average in sciences subject of grade

11STEM students A.Y.2018-2019

∑ x 2= summation of squared 1st quarter general average in sciences subject of grade 12

students A.Y 2019-2020

∑ y 2= summation of squared 1st quarter general average in sciences subject of grade 11

students A.Y 2018-2019

N= total number of respondents

The interpretation of correlation coefficient are going to use in following scale;

1.00 – 0.901 Very Correlation

0.800 – 0.701 High Correlation

0.600 – 0.301 Moderate Correlation

0.300 – 0.01 Low Correlation

0.100 – 0.000 Very Low Correlation

 CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter discusses the data analysis and interpretation of data gathered

towards utilizing cellphones to enhance academic performance of grade 12 STEM students

in La Consolacion College-Novaliches. A.Y. 2019 - 2020.

The objective of this research is to determine the effects of cellphones, either

positive or negative, in the academic performance of grade 12 STEM students.

Questionnaires were given to the two section of grade 12 STEM in La

Consolacion College-Novaliches. There are 25 students that are randomly selected in each

section, in a total of 50 respondents.

Profile of the respondents

Age

Age Frequency Percentage

15 years old 1 2%

16 years old 6 12%

17 years old 29 58%

18 years old 13 26%

 19 years old 1 2%

Total 50 100%

Table 1. Distribution of the respondents by age

As it shown in the Table 1, majority of the respondents are aged 17 years old. It is

58% of the total number of the respondents. About 26% of the respondents are aged 18

years old. Meanwhile 4% of the respondents are aged 15 years old and 18 years old.

Sex

Sex Frequency Percentage

Male 27 54%

Female 23 46%

Total 50 100%

Table 2. Distribution of the Respondents by Sex

As it shown in the Table 2, the number of male respondents is greater than the

number of female respondents. There are 27 male grade 12 STEM students, while there are

23 female grade 12 STEM students, that serve as the respondents for this study.
For a clear detailed presentation, the data contains

1. Level of academic performance of the grade 12 students, using cellphones

in their specialized subject in terms of:

Table 3: Research purposes

No. Item Mean Descriptive Rating

1. I use my cellphone to

search results related topics 4.48 Always

to my lessons.

2. I mostly use cellphone

than books in doing 4.24 Often

research.

3. Information via phones is

very confusing to me. 2.66 Sometimes

4. It is easy to me to search

topic using cellphone. 4.48 Always

5. It helps me to access

different articles and 4.62 Always

research study easily.

Results in Research purposes

In Table 3, item 1, majority of the grade 12 STEM students used cellphones to

search results related topics to my lessons with the mean score of 4.48 with the verbal

interpretation of “ Always”. This means that cellphone is really helpful for the students in

searching topics related in lessons.

In item number 2, there is a mean score of 4.24 with the verbal interpretation of

“Often”. It shows that most of the student is more preferred and more comfortable to use

cellphone rather than books.

In item number 3, the mean score is 2.66 with the verbal description of “Sometimes“.

It shows that student is knowledgeable about the terms in cellphones especially for the

educational purposes like searching.

In item number 5, the mean score is 4.62 with the verbal description of “Always”. It

shows that cellphones stand as a bridge to the resources such as websites and articles.
Table 4. Specialized subjects

No. Item Mean Descriptive Rating

1. Cellphone helps me define 4.46 Always

difficult terms.

2. Cellphone helps me 3.5 Often

calculate difficult equations.

3. Cellphone is more 2.98 Sometimes

complicated than books.

4. Cellphone help me to find 4.1 Often

reliable source for my lessons.

5. Cellphone helps me convert 4.44 Often

unit of measurement.

Results in Specialized Subjects

Cellphone does helps student to work on their specialized subjects ranging often to

always.

Table 5. Assignments

No. Item Mean Descriptive Rating

1. I use my phone to search 4.54 Always

information about my

assignments.

2. It is easy to finish my 4.28 Often

assignments by using

cellphone.

3. I prioritize my assignments 3.9 Often

while using my phones.

4. Phones serve as distraction 3.5 Often

while doing my assignment.

5. Cellphone helps me improve 3.48 Often

my critical thinking when

doing research.

Results in Assignments

Students use cellphones in making assignments to help them from the information

that they will gather. From the mean of 4.28 it is said that it is easy to make assignments when using

phones.

2. Level of effectiveness of using cellphones in the academic performance of

grade 12 students on their specialized subjects.

Table 6.1.Effectiveness of cellphones

No. Item Mean Descriptive Rating

1. Cellphone helps lighten my 1.7 Yes

school workloads.

2. Cellphone helps improve 1.8 Yes

my academic performance.

3. Cellphone makes me a 1.66 Yes

critical thinker.

4. Cellphone makes my 1.92 Yes

academic activity easier.

5. It is easier to finish written 1.86 Yes

works by using cellphone.

Results

Cellphones is effective in using for doing schoolwork and for thinking critically. It

is effective that the works makes easier and faster.

Table 6.2. Effective of cellphones

No. Item Mean Descriptive Rating

1. Cellphones makes me 3.88 Often

productive in class

2. Cellphone used in 4.32 Often

research

3. Accessibility in 4.2 Often

educational websites

4. Cellphones makes me 4.14 Often

improved my vocabulary

5. Cell phone keep me up-to- 4.42 Often

date to the new lessons and

articles all the time.

Results

Cellphones are effective for making you productive, researches, accessibility from

educational websites, expanding vocabulary and updates from the rate of “often”.

Table 7. Academic
 No. Item Mean Descriptive Rating

1. Does mobile phone help you 2.4 Neutral

improve your academic

performances?

2. Does mobile phones 2.2 Neutral

encourage you more to be lazy

in terms of academic

purposes?

3. Allowing the use of 2.3 Neutral

cellphone in school campus

can help you become more

hardworking

4. Cellphone cause you to lose 2.22 Neutral

your focus in doing your

school works.

5. Using cellphone in school 2.58 Agree

campus can reduce time in

doing assignment(s) at home?

Results in Academic

Using cellphone in school campus does reduce time in doing assignments at home.

In rate of neutral cellphones does help you improve academic performance and still lose focus in

doing your school works.

Table 8. Time Management

No. Item Mean Descriptive Rating

1. I have allotted time to 3.66 Often

use my phone.

2. I limit the usage of 3.54 Often

phone in order for me to

have time to review.

3. I use my phone when I'm 3.7 Often

done with my tasks.

4. I frequently use my 3.88 Often

phone during my free time.

5. I always use my phone 1.96 Seldom

all the time during exams or

quizzes.

Results in Time Management

 In time management students often use cellphones in reviewing, in free time and

exam or quizzes.

Table 9. .Social Communication Skills

No. Item Mean Descriptive Rating

31. I use cellphone to look 4.68 Always

unfamiliar words.

32. I text/chat my 4.8 Always

classmates when there is

something I want to ask in

particular subject activity.

33. I call my classmates 4.2 Often

when there is something

important to talk about in

any subject.

34. I depend on texting and 3.84 Often

chatting on cellphone with

my classmate to

communicate and socialize.

35. I chat/call my subject 2.6 Sometimes

teacher to specify the lesson

Result in Communication Skill

In communicating cellphones are used by the students to communicate to one

another by asking and talking about the subject matter.

3. Significant difference between the perceptions of the two groups of respondents

on the use of cellphones to enhance their academic performance.

Table 10. Significant difference between the perceptions of the two groups of respondents

on the use of cellphones to enhance their academic performance.

Students(n) x y x
2
y
2
xy

1. Palma 90 93.5 8100 8742.25 8415

2. Medina 86 83.5 7396 6972.25 7181

3. Quetua 88 91.5 7744 8372.25 8052

4. Malit 90 89.5 8100 8010.25 8055

5. Silmete 89.5 93 8010.25 8649 8323.5

6. Abuan 89.5 89 8010.25 7921 7965.5

7. Castillo 92 89 8464 7921 8188

8. Sangalang 88 87 7744 7569 7656

9. Valenzuela 89.5 94.5 8010.25 8930.25 8457.75

10. Malasig 86.5 81.5 7482.25 6642.25 7049.75

11. Carmen 86 88.5 7396 7832.25 7611

12. Brofas 88.5 91.5 7832.25 8372.25 8097.75

13. Bumanglag 88.5 89.5 7832.25 8010.25 7920.75

14. Favillaran 85.5 80.5 7310.25 6480.25 7124.25

15. Sapinit 87 82.5 7569 6806.25 7177.5

16. Espaldon 86.5 84.5 7482.25 7140.25 7309.25

17. Reyes 88.5 90.5 7832.25 8190.25 8009.25

18. Mora 88 91.5 7744 8372.25 8052

19. Ocon 86.5 90 7482.25 8100 7785

20. Ramos K 88 82.5 7744 6806.25 7260

21. Manlangit 89 90.5 7921 8190.25 8054.5

22. Perez 85 78 7225 6084 6630

23. Buendia 82.5 84 6806.25 7056 6930

24. Mendoza JV 85.5 87 7310.25 7569 7438.5

25. Ramos I 90 92.5 8100 8556.25 8325

26. Oyales 88 88.5 7744 7832.25 7788

27. Makilan 88 87 7744 7569 7656

28. Antonio 87.5 83.5 7656.25 6972.25 7306.25

29. Ruiz 84.5 75 7140.25 5625 6337.5

30. Bolvider 90 93.5 8100 8742.25 8415

31. Ursais 88 88.5 7744 7832.25 7788

32. Dela Vega 88.5 88 7832.25 7744 7788

33. Inso 89.5 84.5 8010.25 7140.25 7562.75

34. Soriano 87.5 90.5 7656.25 8190.25 7918.75

35. Paleracio 88 84 7744 7056 7392

36. Laguna 87 75.5 7569 5700.25 6568.5

37. Miranda 88.5 84.5 7832.25 7140.25 7478.25

38. Buscar 89.5 86.5 8010.25 7482.25 7741.75

39. Lolo 91 89 8281 7921 8099

40. Portillo 90 88 8100 7744 7920

41. De Gucena 88.5 82 7832.25 6742 7257

42. Satoquia 85 87.6 7225 7656.25 7437.5

43. Munieza 88 83 7744 6889 7304

44. San Diego 91 84.5 8281 7140.25 7689.5

 45. Dalut 87.5 89.5 7656.25 8010.25 7831.25

46. Banares 88 85.5 7744 7310.25 7524

47. Pingkian 91 94 8281 8836 8554

48. Sibug 91 93.5 8281 8742.25 8508.5

49. Salazar 86.5 84.5 7482.25 7140.25 7309.75

50. Zuniega 88 84 7744 7056 7392

N=50 ∑ x =659 ∑ y=43 ∑ x 2=38808 ∑ y2=3794 ∑ xy =383531

6.5 50 2.5 91 .75

Chapter 5

Summary of chapter 4
 Cellphones does effectively affects academic performances, social

communication, time-management of the students.

Recommendation

From the results and conclusion of the study, researchers made the following

recommendations:

1. The school should provide educational program that students can use their

phones.

2. Students should learn to use their phone properly and on limited time.

3. For the future researcher to

Conclusion