1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

According to Bana (2020), The internet has grown in popularity around the

world, and people utilize it to support their daily activities and meet their demands.

The recent exponential rise of internet-connected technology has resulted in severe

changes in practically every aspect of society, particularly the industrial, trade, and

educational sectors. This states that technology has been used in various fields that

have helped humanity’s quality of life. The availability of technology has truly led

people to live in the digital world, and one of the most significant consequences is that

people in general, and students in particular, spend an increasing amount of time

utilizing digital resources. According to Liu (2016), "with the emergence of digital

society, most people, especially adolescents, are devoting much more time to reading

electronic resources."

The internet is the most useful tool of our time, assisting us not only in our

personal lives but also in our work life. It is frequently used in education to obtain

information, conduct research, and expand one's understanding of numerous areas.

The internet is extremely important in schooling. Without a question, in this day and

age, everyone likes Google for their queries, concerns, or doubts. Popular search

engines such as Google, Yahoo, and others. People choose the stated search engines

because they provide quick and easy access to a great amount of information in just a

few seconds. It contains a plethora of information that may be accessed at any

moment. The internet has improved technology, communication, and its bank of

information. Today, it is a more essential and powerful instrument in the globe, and it
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is preferred by everyone. Everyone uses the internet for one reason or another. A

student uses the internet to look for information about tests, curricula, and outcomes,

among other things. Students can also use these techniques for students to achieve

academic success.

Though sometimes, internet is not proven to work 100% of the time. There are

times that a person’s internet is considered as slow or sluggish. This essentially

indicates that your internet connection is slower or of lesser quality than it should be.

Download speeds of less than 10 Mbps are insufficient for broadband or decent

residential internet. Users may suffer buffering when streaming video, trouble

connecting numerous devices, and other internet connectivity issues at these rates. In

turn, having low speed connection decreases a person’s productivity and efficiency

value, cutting access to the vast amount of information that the internet has in store.

Almost all of the internet’s accessibility comes with a price of the user’s speed. The

slower a person’s internet, the lesser the effectiveness of a person is in handling their

tasks.

This disability can also target a student’s performance in school. According to

PHBREAKER (2023), A sluggish internet connection has numerous negative

consequences for pupils. One of the most common issues is students' inability to

complete assignments, quizzes, and exams on time. This can result in worse marks

and even fewer academic possibilities. Furthermore, students who are unable to

access their online class or homework may struggle greatly. Slow internet connections

also make it difficult for students to participate in online classes and other online

activities. A poor internet connection can have a severe impact on a student's

academic performance in the long run. Moreover, as stated by Acar et al. (2018), at
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the moment, the internet is also very important for students, particularly those in the

K-12 curriculum, because it allows them, particularly those in public schools, to

easily obtain the information they require, despite the fact that many educational

institutions are still unable to provide every teaching and facility that the students

require. Inability of access to information that the students and teachers alike need to

teach and learn can further hinder the process of learning to the community.
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CONCEPTUAL FRAMEWORK

Input Process Output

 Profile of the  Distribution of the The Effects of Low Speed

respondents survey questionnaire Connection to the
 Effects of low speed to the respondents Academic Performance of
connection to the  Gathering of the Selected Senior High
academic performance information of the School Students in St.
of students respondents Michael’s Institute of
 How does low speed  Collection of data Bacoor Incorporated
connection affect the from the respondents
academic performance
of students
 How does internet
speed affect a student's
academic effectiveness

Figure 1. Conceptual Framework

The researchers put the profile of the respondents and the statement of the problem on
the input portion of the IPO format, while in the process portion of the framework lies
the collection of data from the respondents, gathering of information of the
respondents, and the distribution of the survey questionnaire to the respondent and for
the output shows the effects of low speed connection to the academic performance of
selected senior high school students in St. Michael’s Institute of Bacoor Incorporated.
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STATEMENT OF THE PROBLEM

This study aims to know The Effect of Using Cellphones During Class in the

Academic Performance of Selected Grade 12 Students in St Michael's Institute

Bacoor. Inc SY 2022 - 2023 specifically, the study sought to answers the following:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

2. How does using phones during class affects the academic performance of the

respondents?

3. Why does respondents use phones during class?

4. What are the effects of using cellphone during class?

SIGNIFICANCE OF THE STUDY

This study mainly focuses on determining the effect of using cell phone during

class on the academic performance of Senior High School students in St. Michael

Institute.
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The study will be beneficial to the following:

Students. The study will help the students specifically the senior high school students

for the to know what could be the effect of using cell phone during class on the

academic performance. The researchers focused on them as they are the primary

affected in this study.

Teachers. This study will help the teachers to make their students realize what could

be the effect of using cell phone during class on the academic performance.

Parents. This study will give them an insight to what their child's performance in

academic. And they are the one who will discipline their children.

Future researchers. This study will be useful for them as this will serve as reference

and basis for the study.

School. The study will serve as a guide, support material, and supplementary

information for their usage, and they will be able to assist the selected students'

learning approach as well as their adapting and immersing to the selected student's

generation through this study. This study might be of great use to them since they're

the ones who initiate the steps in how to adapt the selected students' behaviour on

decision-making and learning abilities to instructors and other faculty members.

SCOPE AND DELIMITATIONS OF THE STUDY

This study primarily focuses on the effects of cell phones on the academic

performance of selected Grade 12 students. There were 147 respondents of the study

and are all from St. Michael's Institute of Bacoor, Inc., specifically selected from the
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Senior High School's Grade 12 students. Their participation will assist the researchers

in gathering information regarding the effects of cell phones on the academic

performance of the selected Grade 12 students.

DEFINITION OF TERMS

These are some unfamiliar words that readers may encounter in this study.

Virtual world - A virtual world is a computer-simulated representation of a world

with specific spatial and physical characteristics, and users of virtual worlds interact

with each other via representations of themselves called “avatars.” Modern virtual

worlds differ from traditional video games in their objective.

Ranging - to have an upper and a lower limit in amount, number, etc.

Visualization - Visualization is the process of picturing in your mind the things that

you want in and out of your life.

Integral - necessary to make a whole complete; essential or fundamental

Overall - in all parts taken as a whole

Utilize - make practical and effective use of

Usage - the action of using something or the fact of being used

Perception - the state of being or process of becoming aware of something through

the senses.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The researchers gathered various literature and studies from foreign and local

resources to add further information to the study.

LOCAL STUDIES

According to Jen Chun Wang, this study investigated the effects of

smartphone use on the perceived academic performance of elementary school

students. The study derived four hypotheses from the literature and employed various

statistical analyses, including descriptive analysis, t-tests, one-way analysis of

variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA

(MANOVA). The findings, as reported by Jen Chun Wang, supported all four

hypotheses, with all coefficients being positive and significant. Structural equation

modeling (SEM) was also employed to explore whether smartphone behavior acts as a

mediator of academic performance. Furthermore, the MANOVA results revealed that

students in the high smartphone use group exhibited higher academic performance

compared to those in the low smartphone use group. The study conducted by Jen

Chun Wang suggests that smartphone use can potentially create disparities in learning

opportunities among elementary school students. It highlights the mediating role of

smartphone behavior in impacting academic performance. The results indicate that

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reduced access to smartphones may have a detrimental effect on learning

effectiveness and academic performance. Given the implications of this research, it is

important for elementary school teachers and policymakers to be cognizant of the

influence of smartphone use during class on academic performance, as highlighted by

Jen Chun Wang. These findings contribute valuable insights into the potential

consequences of smartphone use and provide guidance for educators in their efforts to

optimize learning environments for elementary school students.

According to a study conducted by Gitnux, it was found that the majority of

students (95%) bring their cell phones to class on a daily basis, with 92% using them

to text during class and 10% admitting to texting during exams. These findings

highlight the prevalent use of cell phones among students and the potential for

distraction in the classroom. Moreover, Gitnux revealed that 94% of students

expressed a desire to use their cell phones for academic purposes, indicating a

significant interest in incorporating technology into learning. This research is highly

relevant to the present study on the effects of using cell phones during class on the

academic performance of Grade 12 students at St. Michael's Institute of Bacoor, Inc.

It provides insights into the prevalence of cell phone use and the potential

implications for student engagement and learning outcomes, underscoring the need

for a comprehensive examination of this issue in the specific educational context.

According to recent research, the use of electronic devices, such as

smartphones and laptops, in the classroom can have a negative impact on students'

grades. In a study published in the Journal of Educational Psychology, researchers

examined 118 upper-level college students and found that those who had their laptops
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and cell phones open for non-classroom purposes scored half a letter grade lower on

exams compared to their peers who did not use devices for unrelated activities Rich

Scherr. These findings are significant, as even students who were enrolled in the same

class as the device-users scored lower on exams, potentially due to the distractions

caused by others using electronic devices Rich Scherr. Furthermore, it was observed

that while device use did not directly affect comprehension scores during lectures, it

had a noticeable impact on end-of-term exams, resulting in a decrease of up to 5% or

half a grade Rich Scherr. This suggests that divided attention caused by device use

hinders long-term retention of learned material. In addition, a study conducted by

Stanford University revealed that intense multitasking, often associated with

smartphone use, can decrease task efficiency and hinder a student's ability to think to

their full potential Rich Scherr. These research findings strongly support the relevance

of investigating the effects of cell phone use during class on the academic

performance of Grade 12 students at St. Michael's Institute of Bacoor, Inc. By

shedding light on the negative impact of electronic device use on grades and cognitive

abilities, this research provides valuable insights into the potential consequences of

using cell phones in the classroom. It emphasizes the need for careful consideration

and informed decision-making regarding cell phone policies to ensure optimal

learning outcomes for students.

LOCAL LITERATURE

According to research by Zogheib and Daniela (Author's Last Names, Year),

adolescence, spanning from 12 to 18 years, represents a crucial stage of transition

towards adulthood, characterized by rapid physical, cognitive, and social changes.

Globally, adolescents make up approximately 20% of the world population, with

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India alone accounting for 600 million adolescents. Furthermore, the widespread use

of mobile phones is evident, with a total of 4.77 billion mobile phone users worldwide

in 2017, including 730.7 million users in India, of which 340 million were smartphone

users Smartphones have become integral to various aspects of adolescents' lives,

serving as tools for education, communication, information storage, and skill

acquisition (Author's Last Names, Year). The convenience and accessibility offered

by smartphones have contributed to their increasing dependence on these devices.

Notably, studies indicate that cellphone use peaks during the teenage years and

remains prevalent in this age group. Excessive cellphone use among adolescents has

been observed, with a significant number of 13-year-olds keeping their phones on day

and night, as phones have become vital for social interactions. However, the

drawbacks of excessive smartphone usage among adolescents are noteworthy.

Overindulgence in activities such as watching movies, gaming, and using social

media platforms like Facebook, WhatsApp, and TikTok can lead to addiction. This

excessive use negatively impacts educational performance, causing classroom

disruptions, cognitive decline, exposure to inappropriate content, reduced attention

span, increased anxiety, and strained relationships. The research suggests that mobile

phone use has become so ingrained in teenagers' lives that they may not even realize

their level of dependence or addiction to these devices. Therefore, it is essential to

identify the point at which mobile phone use transitions from being a helpful tool to

becoming an enslaving force for both users and society as a whole. The insights

provided by Zogheib and Daniela's research contribute to the understanding of the

impact of smartphone use on the lives of adolescents, making it highly relevant to the

investigation of the effects of cell phone use during class on the academic

performance of Grade 12 students at St. Michael's Institute of Bacoor, Inc.

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According to a study conducted by Md. Moyazzem Hossain in January 2019,

the increasing prevalence of cell phones has significantly influenced various aspects

of students' lives, including their academic performance. The purpose of this study

was to investigate the impact of mobile phone usage on the academic performance of

male and female students at Jahangirnagar University in Bangladesh. The study

involved a face-to-face survey administered to 274 students, consisting of 159 males

and 115 females from different departments and ranging from the second year to the

fourth year of their studies. The results of the study revealed several significant

findings. Gender, age, and the nature of relationships with the opposite sex were

found to have a positive effect on students' academic performance. On the other hand,

marital status, spending excessive time on a mobile phone, experiencing negative

effects of mobile phone use, and using mobile applications while studying were found

to have a negative impact on academic performance. The study emphasizes the dual

nature of cell phones as both convenient and helpful tools for studying, as well as

potential sources of distraction, depending on students' attitudes and usage patterns. It

suggests that mobile phone designers should consider how young people use cell

phones for educational purposes. This research conducted by Md. Moyazzem Hossain

provides valuable insights into the relationship between mobile phone usage and

academic performance among students at Jahangirnagar University. It sheds light on

the factors that can either positively or negatively influence academic performance in

the context of cell phone usage. These findings contribute to the broader

understanding of the effects of cell phone use during class on the academic

performance of Grade 12 students at St. Michael's Institute of Bacoor, Inc.

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The study conducted by Aaron Kates on the relationship between mobile

phone use and educational achievement is highly relevant to the research on "The

Effects of Using Cellphones During Class on the Academic Performance of Selected

Grade 12 Students." Both studies aim to examine the impact of mobile phone use on

academic performance. Kates' study, which encompasses a meta-analysis of research

conducted over a 10-year period, provides valuable insights into the overall

association between mobile phone use and educational outcomes. By considering

various measures of mobile phone use and academic achievement, Kates explores the

potential effects of normal smartphone use on student learning. These findings have

direct implications for your research, which specifically focuses on the academic

performance of selected Grade 12 students and their use of cellphones during class.

The broader insights from Kates' study can help inform your understanding of the

potential consequences of cellphone use in an educational context. Therefore, by

referencing the study conducted by Aaron Kates, you can strengthen the theoretical

basis of your research and demonstrate its relevance within the broader body of

literature investigating the relationship between mobile phone use and academic

performance.

FOREIGN STUDIES

According to a study conducted by Bashar Zogheib in April 2021, the

widespread availability and use of technology, particularly smartphones, have had a

significant impact on the field of education. The emergence of the World Wide Web

and the introduction of smartphones have revolutionized how information is accessed,

shared, and utilized for various purposes, including learning. These technological

advancements have provided learners with the ability to access knowledge anytime
14

and anywhere. However, despite the potential benefits of technology, there are

educators who remain cautious and skeptical about its role in education. Some believe

that the fascination with technology can be a distraction for learners. This perspective

is influenced by findings from OECD data in 2019, which suggest that technology use

does not necessarily lead to improved learning outcomes. However, it is important to

note that these studies often focus primarily on measuring knowledge growth and may

overlook other dimensions of learning, such as access to information. In the current

educational landscape, where access to knowledge is a key factor, mobile technology,

including cell phones, plays a crucial role in facilitating the transmission of

knowledge. There is a substantial body of research indicating that the use of mobile

technology positively influences learners' attitudes toward the learning process and

enhances their perceived usefulness of technology. Overall, the study highlights the

evolving role of technology, particularly mobile devices like smartphones, in

education. It emphasizes the importance of considering not only knowledge growth

but also access to knowledge, and the potential benefits that mobile technology can

bring to the learning experience. The findings suggest that mobile technology can

serve as a valuable tool for learners, empowering them to engage with educational

content in a flexible and convenient manner.

According to Ashley Maximo, the author of the study recognizes the relevance

of mobile phone usage in education and its impact on students' academic

performance. The study aims to contribute to the existing knowledge by examining

the effects of mobile phone use in the classroom. While acknowledging the potential

benefits of mobile technology in enhancing learning experiences, the study also

addresses concerns regarding interruptions, distractions, and cheating associated with

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excessive phone usage. By exploring the relationship between mobile phone use and

academic performance, the research seeks to provide insights that can inform

educational practices and promote responsible technology use among students.

The study conducted by Kiano Palo aims to explore the relationship between

mobile phone usage and student performance in secondary schools. The research

focuses on the significant growth and widespread adoption of mobile phones,

particularly among the younger generation. The study acknowledges the potential

challenges posed by students' strong attachment to their mobile phones, which may

serve as distractions and impact academic achievements. The provided passage

discusses the growth and prevalence of mobile phone usage, particularly among

students, which is relevant to your research on the impact of mobile phone use on

student performance in secondary schools. The passage highlights the increasing

number of mobile phone users worldwide and the various features and capabilities

offered by different brands and models. Furthermore, the passage acknowledges the

potential distractions and challenges associated with students' attachment to their

mobile phones, which aligns with your research objective of examining the influence

of mobile phone use on academic outcomes. It recognizes that excessive use of

mobile phones can hinder learning and potentially affect students' performance in

school. By incorporating the insights from the passage into your research, you can

provide a broader context for understanding the prevalence and diverse functionalities

of mobile phones among students. It underscores the significance of studying the

impact of mobile phone use on academic performance and emphasizes the need to

address potential distractions and negative effects associated with excessive phone

use.
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FOREIGN LITERATURE

According to Mehdi Mohammadi (February 2020), mobile learning has

emerged as a new educational trend that provides opportunities for both educators and

learners. The use of mobile technologies in teaching and learning has the potential to

enhance the learning experience by enabling knowledge sharing without limitations of

time and space. It facilitates the development of critical thinking, participatory

learning, problem-solving, and lifelong communication skills. Mobile learning is

characterized by its portability and the ability to access educational materials

anywhere and anytime using mobile and internet technologies. The relevance of this

paragraph to your research is that it highlights the growing importance of mobile

learning in education. It emphasizes the benefits of mobile technologies in facilitating

effective teaching and learning experiences. The paragraph also mentions the features

and attractiveness of mobile devices in the learning process. This information can be

valuable for your study as you explore the impact of mobile phone use on student

academic performance, particularly in the context of mobile learning. By

understanding the potential benefits and opportunities associated with mobile

technologies, you can assess their influence on students' learning outcomes and

educational achievements.

According to the author (Emily Boudrea, August 2022), cellphone policies in

schools have undergone significant evolution over time. Large urban school districts

have experimented with cellphone bans, but later repealed them due to concerns over

equity and their lack of popularity among parents and students. The focus of this
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research is on the removal of cellphone bans by the NYCDOE in March 2015 and its

impact on school discipline and culture. Instead of examining the conventional factors

such as test scores and cognitive abilities, the research conducted by Boudrea explores

the effects of cellphone use on discipline and the sense of safety within schools.

Previous studies have shown that allowing phones in classrooms can lead to lower test

scores and hinder long-term learning retention. Multitasking and off-task device use

have been found to negatively correlate with student achievement. Moreover,

cellphones have been identified as a source of distraction, resulting in reduced

reaction times, diminished performance, decreased task enjoyment, and compromised

cognitive capacity. Boudrea's research emphasizes the significance of considering

additional aspects of school culture that may impact educational productivity and

student well-being when evaluating the removal or enforcement of cellphone bans.

While academic achievement is unquestionably important, factors such as school

discipline and culture should also be taken into account. From a disciplinary

perspective, Boudrea suggests that when students violate a cellphone ban, punitive

measures may be implemented over time, as indicated by survey responses from

NYCDOE school principals and parent coordinators. This research examines the

impact of such disciplinary actions, including potential removal from school, which

could have a detrimental effect on learning. Although a cellphone ban may have

positive effects on students' and their peers' learning, the consequences of such

measures on overall educational productivity need to be considered. Additionally,

Boudrea highlights the importance of examining less conventional factors, such as

school culture, which can significantly influence the learning environment. The

findings of the research indicate that the removal of cellphone bans had a positive

impact on school discipline but resulted in negative effects on student perceptions of

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school culture, including dimensions such as respect, student behavior, and school

safety. Teacher perceptions of school safety were also negatively affected. Overall,

Boudrea's research suggests an improvement in educational productivity following the

ban removal; however, it underscores the complex interplay between cellphone

policies, discipline, and school culture. The relevance of this paragraph to your

research lies in its examination of cellphone policies in schools, their impact on

discipline and school culture, and the potential trade-offs associated with their

implementation. By considering these dynamics, the students can enhance their

investigation into the effects of cellphone use on student academic performance and

gain a deeper understanding of the broader educational context.

According to Linda Heard (2021), cell phone use statistics on its regular basis

and it is reported that 95% of students bring their phones to class every day, with 92%

using them for texting during class, and even 10% admitting to texting during exams

(Tindell and Bohlander, 2012). These statistics have sparked controversy and raised

concerns about the healthy use of these technological devices among the young

population. In the realm of education, there have been ongoing discussions regarding

the influence of cell phone use on student grades and performance. Free examples of

argumentative essays on cell phones in school, according to various sources (such as

gradesfixer.com), provide arguments both for and against the use of phones in the

classroom. The concept of addiction in young people is worrisome, be it related to

drugs or excessive internet use. With the evident rise in technology addiction over the

years, many are concerned about the future impact on upcoming generations. Living

in a world where technology becomes increasingly prevalent, the negative effects of

cell phones on students have become a point of concern for experts. Research has

indicated that cell phone use has adverse effects on the fitness of U.S. college
19

students, leading to a more sedentary lifestyle due to increased online time. Moreover,

studies conducted by Jacobsen and Forste (2011) have demonstrated a negative

correlation between cell phone use and college students' GPA (grade point average).

While the impact of cell phone use on student performance is a controversial topic, it

is worth noting that students often overestimate their ability to multitask, which can

result in diminished attention and subsequently lower academic performance.

Consequently, schools across America have been grappling with the question of

whether to regulate or prohibit cell phone use within their premises. California, for

instance, passed a law granting public schools the authority to ban phone usage, with

exceptions for emergencies or specific circumstances. Similarly, some schools in

Michigan have recently implemented policies that prohibit students from carrying or

using phones during the school day. Although studies have demonstrated the negative

effects of cell phone use on student performance, there are also interesting findings

that present a different perspective. For example, Chen and Tzeng's study in 2010

found that using the internet for educational purposes and homework research was

associated with improved academic performance. However, when the internet was

utilized for activities such as video games, it had a detrimental impact on academic

achievement. This suggests that the way students use their cell phones plays a

significant role in their academic performance, rather than the use itself. Some argue

that allowing cell phones in schools can have educational benefits if used responsibly,

such as facilitating quick access to information and enhancing knowledge on various

topics through controlled and monitored usage. In conclusion, strong opinions exist

regarding the impact of cell phone use on student performance. Research has provided

compelling evidence of lower academic performance among students when cell phone

use is prevalent. However, with strict control measures implemented within

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classrooms, such negative effects could potentially be mitigated. According to Linda

Heard (May 2021), it is crucial to strike a balance between utilizing technology as an

educational tool and safeguarding students from its detrimental consequences.

CHAPTER 3

METHODS AND PROCEDURES

This chapter presents the research design, respondents of the study, sampling

technique, data gathering technique, validation of questionnaire, and statistical

treatment.

RESEARCH DESIGN

The researchers conducted a quantitative study of the research topic that is,

determining the quantifying decision of the EFFECT’S OF USING CELLPHONES

DURING CLASS IN THE ACADEMIC PERFORMANCE OF SELECTED

GRADE 12 STUDENT IN ST, MICHAEL’S INSTITUTE OF BACOOR, INC.

We collected data from the researcher’s respondents using a prepared survey or

questionnaires rather than making observations and drawing conclusions.

This research also followed a descriptive method that was the purpose of our

study to recognize and explain the factors causing the tardiness of the Senior High

school Students of St. Michael’s Institute of Bacoor, Inc. and their Effects on

Academic Performance. The study covered the decisions of the respondents to this

topic.

RESPONDENTS OF THE STUDY

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St. Michael’s Institute of Bacoor Inc. was selected as the study’s source of

respondents, particularly the Senior High School department students of the Grade 12

ABM (Accountancy, Business and Management), STEM (Science, Technology,

Engineering and Mathematics), and HUMSS (Humanities and Social Science).

SAMPLING TECHNIQUE

The Simple Random Sampling technique was used in this study to ensure that

the study is far from all hints of bias; each member of the population has an equal

chance of being selected. This research technique helps the researchers conduct a

simple yet unbiased research; In this case the researchers wanted to gather selected

respondents who were Grade 11 and Grade 12 Senior High School students of St.

Michael's Institute of Bacoor, Inc.

DATA GATHERING PROCEDURE

The study examined the effects of using cell phones during class in the

academic performance of selected grade 12 student in St. Michael’s Institute of

Bacoor, INC. After questionnaires were created and validated, the researcher created a

google form on which the respondents will answer in order to determine the effects of

using cell phones during class in the academic performance of the Grade 12 Senior

High School Students Of St. Michael’s Institute of Bacoor, Inc., and to determine

their views toward their situation.

The researchers conducted survey questions. The researchers provided the

instructions to assist the respondents in completing the questions. The researchers

requested the respondents to answer with all honesty. The researchers use a simple

random sampling, according to Creswell, the function of simple random sampling is

22

to choose individuals who will be representative of the population. After the

respondents answered the questionnaire, the researcher collected and tallied the data

for interpretation.

VALIDATION OF QUESTIONNAIRES

Mr. Jomar B. Enero and Mr. Ryan Christian Delos Santos, teachers from St.

Michael's Institute of Bacoor, Inc. who are an expert in the field of research and

study, had evaluated the questionnaires. The data acquired, on the other hand, was

tallied by the researchers. The researchers also performed all relevant processes and

calculations.

STATISTICAL TREATMENT OF DATA

This research intends to quantify Factors causing the tardiness of the Senior

High school Students and their Effects to Academic Performance of the selected

respondents which is divided to 17-number of sections in senior high school.

The factors causing the tardiness of the Senior High school Students of St.

Michael’s Institute of Bacoor, Inc. and their Effects on Academic Performance. was

measured utilising the Percentage and Frequency Distribution method which were

performed during the apportioning of the questionnaires to selected students.

The responses from the selected senior high school students to the questionnaire

were analysed statistically, the selected students responses were analysed objectively

with the instruments and requirements of the study.

Slovin’s Formula
23

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

On this chapter shows the statistical results of the data gained from the Administration
of the questionnaire on the One Hundred Forty-Seven (147) respondents followed by
an analysis and interpretation of data.

1. Profile of Respondents

1.1 Age Table 1 shows the frequency and percentage distribution according to
age.

Table 1
The Frequency and Distribution of the

Respondents According to Age

Age Frequency Percentage

16-17 26 17.69%

18-19 106 72.11%

20 and above 15 10.20%

Total 147 100%

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Table 1 reveals that the 72.11% of the respondents are from ages 18-
19followed by the 17.69% of the respondents from ages 16-17 while the
remaining 10.20% are from the range of 20 and above respectively.

The gathered data clearly reveals that the respondents who participated in the
study are mostly come from the youth whereas the main focus of the study is
about Practical Research. It is expected that the respondents are from the youth
since they are the ones that are affected by the implementation of the said
subject.

Table 1.2

The Frequency and Distribution of the

Gender Frequency Percentage

Male 65 44.22%

Female 82 55.78%

Others 0 0%

Total 147 100%

Respondents were asked to signify their gender to the given questionnaire

as the option was provided (male or female). There are 82 (55.78%) female

and 65 (44.22%) male respondents in this study equivalent to 147 overall.

Based on the gathered data, the respondents that has the bigger population who

partake in the study are the males because during the distribution of the

research questionnaires, most of them are the ones who really shown interest
25

in answering it compared to females in St. Michael Institute of Bacoor, Inc.

However, the number of male respondents in this study is already an advantage

for the researchers because they are almost the same with the number of

female respondents.

Table 2

Questions

SOP 1: How Slightly Agree Disagree Slightly

does using Total
phones during Agree Disagree
class affects the
academic
performance of
the respondents?

47 56 27 17 147

31.97% 38.10% 18.37% 11.56% 100%

1.1 Use my phone

1.2 Using my
during class more 50 57 30 10 147
phone during
than an hour.
class has negative
impact on my
34.01% 38.78% 20.41% 6.80 100%
ability to focus
on the lessons

1.3 My academic
29 59 34 25 147
performance
suffers when I
use my phone
during class 19.73% 40.14% 23.13 17.01% 100%
26

1.4 I only use my 60 53 22 12 147

phone during class
when I am finished
with my activities
40.82% 36.05% 14.97% 8.16% 100%

1.5 I use my phone

during class to check
my social media
accounts 23 30 60 34 147

15.65% 20.41% 40.82% 23.13% 100%

Table 2 mainly reveals how Cell phone affects the respondent’s academic

performance. Majority for question 1.1 Shows to the respondent on how the used cell

phone on more than an hour that 38.10% on the respondent that agreed and the

18.37% and 11.56% that disagree

Question 1.2 states that 38.78% of them answered that they have negative

impact on their ability to focus on lesson, 26% answered and the remaining 27.21% of

them answered that cell phone have positive impact on their ability to focus on lesson.

Question 1.3 has total 59.87% agreed that their academic performance have a

problem when they used cell phones

Question 1.4 on this question confirmed that that total of 76.87% that the

respondent use only their cell phoned when the done in their activities and the

remaining percentage was not.

Lastly, question 1.5 40.82% and 23.13% of the respondent disagree that their

cell phone use only to check their social media accounts during on their classes and

the total of 36.06% of the respondent has agreed that they used cell phone to check

their social media account during in their classes.

27

SOP 2: why
Questions
Slightly Disagree Slightly Total
does

respondents Agree Agree Disagree

use phones

during class?

Table 3
2.1 I use my 11
phone during

7.48% 54 62 20 147
class to stay

connected with
36.73% 42.18% 13.61% 100%
friend and

family.

2.2 I use my

phone during

class to pass 19 56 55 17 147

the time or
12.93% 38.10% 37.41% 11.56% 100%
alleviate

boredom.

2.3 I use my 147

phone during
58 55 23
class to access
11
28

educational 100%
materials or 39.46% 37.41% 15.65%
take 7.48%

2.4 I use my

phone during
11 49 147
class because I 20 67
am addicted to 7.48% 33.33% 100%
it. 13.61% 45.58%

2.5 I use my

phone during

class because I
27 56 24 147
feel like I

might miss 18.37% 40 38.10% 16.33% 100%

something

important. 27.21

Table 3 reveals on how the respondent uses their cell phone during in their classes.

The majority for question 2.1 Shows to the respondent on how they used their cell

phone while on their classes to stay connected on their family or friend that the total

of 44.21% on the respondent that agreed and slightly agreed and the total of 55.79 has

disagree and slightly disagree.

Question 2.2 states that 38.10% of them answered that the respondent uses

their cell phone to pass the time during in their classes,and the remaining 37.41% and

11.56% of them answered that they don’t.

29

Question 2.3 the total of76.87% has agreed that they use their cell phone to

access educational materials and to take notes and the remaining 23.13 of the

respondents disagree and they don’t use their cell phone for the educational materials

Question 2.4 on this question confirmed that 45.58% and 33.33% of the

respondent disagree on how they addicted on cell phone during class and the

remaining of 7.48 and 13.61 of them agree that they addictive so much.

Lastly, question 2.5 total of 54.43% of the respondent disagree on how they

used cell phone during class just they might miss something important on their cell

phone and the remaining percentage of 45.58 has agree to the question.
30

Table 4

SOPQuestions
3: what are
Slightly Disagree Slightly Total
the effects of using Agree
cell phone during Agree Disagree

class?

3.1 Using my cell

71 40 19 17 147
phone during class

makes it harder for 48.30% 27.21 12.93% 11.57% 100%

me to retain

information.

3.2 Using my cell

phone during class 59 40 30 18 147

negatively impacts
40.14% 27.21% 20.41% 12.24% 100%
my grades.

3.3 Using my cell

147
phone during class 7
38 62 40
is a distraction that
100%
takes away from 4.76%
25.85% 42.18% 27.21%
my learning.

3.4 Using my cell 54

73 17 3 147
phone during class

causes me to miss 36.73%

49.66% 11.56% 2.05% 100%
important

information
31

3.5 Using cell

phones during class

25 58 40 24 147
causes me to miss

important update
17% 39.46% 27.21% 16.34% 100%
in academics

Table 4 reveals on what the effects that might have while they use cell phone during

on their classes. The majority for question 3.1 Shows to the respondent that it makes it

harder to them to make an information while using their cell phone during on the class

that the total 4of 75.51% on the respondent that agreed and slightly agreed and the

total of 24.5% of them has disagree and slightly disagree.

Question 3.2 total of 67.35% of the respondent agree that cell phone have

negative impact on their grade during on their classes and the remaining of 32.65% of

them disagree.

Question 3.3the respondent vote slightly agree and agree of 42.18% and

25.85% that it can cell phone cause of distraction to the respondents during their

classes and the remaining of 27.81% and 4.76% vote disagree and slightly disagree.

Question 3.4 the total of 86.39% of the respondent agree that they use their

cell phone during class to cause on them to miss important information and the

remaining of 13.61% of them disagree.

32

Lastly, question 2.5 total of 56.46% of the respondent agree on how they used

cell phone during class to cause on them to miss the important update on their

academics.

Table 5

Questions

SOP 4: Nature Slightly Agree Disagree Slightly

Total
of my usage of
my cell phone Agree Disagree
inside of the
classroom

4.1social media.
26 89 22 10 147

17.69% 60.54% 14.97% 6.80% 100%

4.2 Chat.
16 102 13 16 147

10.88% 69.39% 8.84% 10.89% 100%

4.3 Research.
25 34 62 26 147

17% 23.13 42.18% 17.69% 100%

33

4.4 Games.
25 98 10 14 147

17% 66.67% 6.80% 9.51% 100%

Table 5 on this table reveals to us on what respondent doing while they use their cell

phone inside in their classroom. The majority for question 4.1 the total of 78.23% of

the respondent use their cell phone for social media and the remaining of 21.77 of

them was use their cell phone for other purposes

Question 4.2 total of 80.27% of the respondent agree that they use their cell

phone for chatting on their love one’s or friends and the remaining of 19.73% of them

use their cell phone for other.

Question 4.3 on this question shows us that the 23.13% and 17% of the

respondent vote agree and slightly agree while on the huge remaining of 59.87% of

them use for other purposes.

Question 4.4 on the last question shows to us that game have biggest vote the

total of 83.67% of the respondent vote agree that they use their cell phone for games

and the total remaining of 16.31 of the vote used for other purposes too.
34

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the research summary, conclusions, and

recommendations of the whole study and aims to cover the result of the study.

SUMMARY OF FINDINGS

1. Table 2 presents findings on the impact of cell phone usage on the

academic performance of respondents. Results indicate that 38.10% of

participants admitted to using their cell phones for more than an hour,

while 18.37% disagreed. Regarding focus on lessons, 38.78% reported

a negative impact, while 26% perceived a positive impact. A majority

(59.87%) agreed that their academic performance was affected by cell

phone usage. Moreover, 76.87% of respondents relied solely on their

cell phones for activities, and 36.06% acknowledged using their cell

phones to check social media accounts during classes. These findings

highlight concerns about excessive usage, negative effects on focus,

academic performance, and the influence of social media on classroom

engagement.
35

2. The findings from Table 3 provide insights into the usage of cell

phones during classes. The majority of respondents (55.79%) disagreed

or slightly disagreed that they used their cell phones to stay connected

with family or friends, while 44.21% agreed or slightly agreed. Around

38.10% reported using their cell phones to pass the time, whereas the

remaining 61.90% did not. A significant majority (76.87%) agreed that

they utilized their cell phones for accessing educational materials and

taking notes, whereas 23.13% did not. Regarding cell phone addiction,

45.58% disagreed, while 33.33% strongly disagreed, and 7.48% and

13.61% respectively agreed or strongly agreed that they were addicted

during classes. Additionally, 54.43% of respondents disagreed with

using their cell phones during class for fear of missing out, while

45.58% agreed. These findings shed light on the various ways in which

respondents incorporate cell phones into their classroom experiences,

emphasizing patterns related to communication, time management,

educational utilization, addiction tendencies, and FOMO concerns.

3. Table 4 reveals that using cell phones during classes has various

effects. The majority of respondents (75.51%) agreed or slightly

agreed that it made it harder for them to retain information, while

67.35% believed it had a negative impact on their grades. Additionally,

42.18% and 25.85% agreed and slightly agreed, respectively, that cell

phones caused distractions during classes. Furthermore, 86.39% agreed

that using cell phones during class caused them to miss important

information, and 56.46% agreed it led to missing important academic

updates. These findings highlight the detrimental effects of cell phone

36

usage on information retention, grades, distractions, and missed

important information and updates during classes.

CONCLUSIONS

1. In conclusion, the quantitative research conducted on the effects of using

cellphones during class on the academic performance of selected Grade 12

students yielded several significant findings.

2. The study revealed a notable negative correlation between cellphone usage

during class and academic performance. The data clearly demonstrated that

students who frequently used their cellphones during class tended to achieve

lower grades compared to those who used their devices less frequently. These

findings underscore the detrimental impact of cellphone distractions on

students' ability to engage effectively with educational material and maintain

focus during instruction.

3. Specific factors contributing to the negative effects of cellphone usage on

academic performance were identified in the study. Excessive texting, social

media browsing, and gaming emerged as primary distractions that diverted

students' attention away from classroom activities. Consequently, students

experienced challenges in comprehension, faced delays in completing

assignments, and exhibited a decrease in overall performance. These findings

emphasize the importance of implementing policies and interventions to

minimize cellphone usage during instructional time and foster a more

conducive learning environment.

37

4. Additionally, the research uncovered a gender-based difference in cellphone

usage and its impact on academic performance. Female students demonstrated

a slightly higher tendency to use cellphones during class, and this behaviour

was associated with a greater decline in their grades compared to male

students. These findings suggest the need for gender-specific approaches in

addressing cellphone usage and its effects on academic achievement.

5. Overall, this research provides valuable insights into the detrimental effects of

cellphone usage during class on the academic performance of Grade 12

students. By recognizing these findings, educators and policymakers can

develop strategies and guidelines that promote a focused and productive

learning environment, ultimately enhancing students' educational outcomes

and success.

RECOMMENDATIONS

1. Establish and enforce clear cellphone usage policies: Schools should have

well-defined guidelines for cellphone use during class and ensure

38

consistent enforcement. These policies should specify when and how

cellphones can be used, emphasizing restricted usage during instructional

time. By setting clear expectations and consequences for cellphone misuse,

educators can minimize distractions and create a focused learning

environment.

2. Educate students on responsible cellphone usage: It is important to educate

students about the negative consequences of excessive cellphone use

during class. Conduct workshops or awareness campaigns that highlight

the impact of distractions on academic performance. Emphasize the value

of active engagement in the learning process. Encourage students to use

cellphones responsibly and purposefully, such as for educational apps or

research. By promoting mindful use, students can shift their behaviour

towards more productive habits.

3. Implement engaging instructional strategies: Teachers can incorporate

interactive techniques to foster active participation and reduce the

temptation to use cellphones. Use activities, group discussions, hands-on

experiments, and multimedia presentations to captivate students' attention

and create an immersive learning experience. Diversifying teaching

methods makes the classroom environment more interactive, reducing

reliance on cellphones for engagement.

39

4. Designate cellphone-free zones: Identify specific areas within the school

premises where cellphone usage is strictly prohibited, such as classrooms,

libraries, and study areas. These designated zones promote focused

learning, enabling students to disconnect from distractions and fully

concentrate on academic tasks. Providing alternative spaces that encourage

concentration and productivity helps reduce cellphone dependence during

class time.

5. Foster collaboration with parents and guardians: Collaborate with parents

to address cellphone usage during class. Communicate the potential impact

of excessive cellphone use on academic performance. Encourage parents

to monitor their children's cellphone usage and set boundaries at home.

Parental involvement in reinforcing school policies and discussing the

importance of minimizing distractions further supports students in

maintaining a healthy balance between cellphone use and academic

responsibilities.
40

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45

APPENDICES
46

A. LETTER
47
48
49
50

B. QUESTIONNAIRE

THE EFFECT’S OF USING CELLPHONES DURING CLASS IN THE

ACADEMIC PERFORMANCE OF SELECTED GRADE 12 STUDENT IN ST,

MICHAEL’S INSTITUTE OF BACOOR, INC. S.Y 2022-2023

Direction: Please put a check mark inside of the boxes next to the answer appropriate

to you. Read each statement and check whether you Strongly Agree, Agree ,Disagree

or Strongly Disagree that you think fits best.

1.1 Gender

Female

Male

1.2 Strand

ABM

STEM

HUMMS

1.3 Age

17-18 years old

19- Above years old

51

1.1 How does using phones during class 4 3 2 1

affects the academic performance of

Strongly Agree Disagree Strongly
the respondents?
agree disagree

1.I use my phone during class more than

an hour.

2.Using my phone during class has

negative impact on my ability to focus on

the lessons.

3.My academic performance suffers when

I use my phone during class.

4. I only use my phone during class when

I am finished with my activities

5. I use my phone during class to check

my social media accounts.

52

. 4 3 2 1

2.1 Why does respondents use phones

Strongly Agree Disagree Strongly
during class?
agree disagree

1. I use my phone during class to stay

connected with friends and family.

2. I use my phone during class to pass the

time or alleviate boredom.

3. I use my phone during class to access

educational materials or take notes.

4. I use my phone during class because I am

addicted to it.

5. I use my phone during class because I feel

like I might miss something important.

4 3 2 1

3. 1 What are the effects of using cellphone Strongly Agree Disagree Strongly

during class? agree disagree

1. Using my cellphone during class makes it

harder for me to retain information.

53

2. Using my cellphone during class

negatively impacts my grades.

3. Using my cellphone during class is a

distraction that takes away from my learning.

4. Using my cellphone during class causes

me to miss important information.

5. Using cellphones during class causes me to

miss important information.

Nature of my usageof my Cellphone inside of the Yes No

classroom.

1. Social Media

2. Chat
54

3. Research

4. Games

C. DOCUMENTATION:
55

CURRICULUM

VITAE
56

AÑOVER, ARMANDO

259 Alima Gen. Evangelista Street

Alima, Bacoor City, Cavite

Contact No. 09452014254

Email Address: [email protected]

OBJECTIVE: I want to learn more in business and to take a good life in the future

PERSONAL INFORMATION:

Age 19 years old

Date of Birth August 9, 2003

Place of Birth Trece Martires City, Cavite

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL ATTAINMENT:

Secondary Senior High School

St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

57

2020 to Present

Junior High School

Bacoor National High School Annex

Bacoor City, Cavite

2017- 2020

Elementary Trece Martires Central Elementary School

Bacoor City, Cavite

2011- 2017

SKILLS:

Profession of using the Microsoft word and Powerpoint

Profession of editing files and presentations

58

BERNARDO, LORD LANCELOT G.

259 Alima Gen. Evangelista Street

Alima, Bacoor City, Cavite

Contact No. 09615323773

Email Address: [email protected]

OBJECTIVE: To obtain an entry-level position with an organization and be ready to

use my professional and technical skills. to become a successful expert in this field by

demanding and developing knowledge skills for personal and professional growth and

seeking opportunities to work in a challenging environment and industry.

PERSONAL INFORMATION:

Age 17 years old

Date of Birth May 12, 2005

Place of Birth Bacoor City, Cavite

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL ATTAINMENT:
59

Secondary Senior High School

St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

2020 to Present

Junior High School

St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

2017 to 2020

Elementary Bacoor Elementary School

Bacoor City, Cavite

2011 to 2017

SKILLS:

Profession of using the Microsoft word and Powerpoint

Profession of using Canva

Profession of editing files and presentations

60

MONDRAGON, JASPER JOSEPH L.

295 Tramo St. Alima Bacoor City, Cavite

Contact No. 09161640668

Email Address: [email protected]

OBJECTIVE: Objectives expand on the goal by identifying the tasks that will need

to be accomplished. Objectives quantify the services that will be delivered within a

given period of time.

. PERSONAL INFORMATION:

Age 18 years old

Date of Birth February 18, 2004

Place of Birth Alima Bacoor City, Cavite

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL ATTAINMENT:

Secondary Senior High School

St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

61

2020 to Present

Junior High School

Bacoor National Highschool

Tabing Dagat Annex

Bacoor City, Cavite

2017- 2020

Elementary Bacoor Elementary School

Bacoor City, Cavite

2010 to 2017

SKILLS:

Profession of using the Creative and flexible

Profession of using Canva

62

PATACSIL, JOHN PATRICK B.

Talaba II Bacoor City, Cavite

Contact No. 09683271850

Email Address: [email protected]

OBJECTIVE: Looking for a challenging position in a reputable company where I

can develop new skills, increase my knowledge, and apply what I've learned. to be

given a chance where I can maximize my potential and aid in the expansion of the

company.

. PERSONAL INFORMATION:

Age 18 years old

Date of Birth February 16, 2005

Place of Birth Alima Bacoor City, Cavite

Civil Status Single

Citizenship Filipino

Religion Christian

EDUCATIONAL ATTAINMENT:

Secondary Senior High School

St. Michael’s Institute of Bacoor, Inc.

63

Bacoor City, Cavite

2022 to Present

Junior High School

General Emillio Aguinaldo High School

2017- 2021

Elementary Talaba Elementary School

Talaba II Bacoor City, Cavite

2010 - 2017

SKILLS:

Profession of using Communication Skills

64

PIEDAD, BERNARD V.

799 Tabing Ilog Talaba II Bacoor City Cavite

Contact No. 09150914326

Email Address: [email protected]

PERSONAL INFORMATION:

Age

Date of Birth

Place of Birth

Civil Status

Citizenship

Religion

EDUCATIONAL ATTAINMENT:

Secondary Senior High School

St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

2022 to Present
65

Junior High School

General Emillio Aguinaldo High School

2017- 2021

Elementary Talaba Elementary School

Talaba Bacoor City, Cavite

SKILLS

Competitive

Well Knowledge in using Microsoft Office

Working Well in a Team

Flexible
66

SOLO, CARL STEPHEN

524, Tabing Dagat Talaba II

Bacoor City, Cavite

Contact No. 09319652524

Email Address: [email protected]

OBJECTIVE: Looking for a challenging position in a reputable company where I

can develop new skills, increase my knowledge, and apply what I've learned. To be

given a chance where I can maximize my potential and aid in the expansion of the

company.

PERSONAL INFORMATION:

Age

Date of Birth

Place of Birth

Civil Status

Citizenship

Religion

EDUCATIONAL ATTAINMENT:

Secondary Senior High School

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St. Michael’s Institute of Bacoor, Inc.

Bacoor City, Cavite

2022 to Present

Junior High School

Elementary

SKILLS:

Problem Solving

Flexible and Adaptable

Self-Motivated Critical

Thinking Attention to Details

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