The Effect of Mobile Phone and Gadgets on the Academic Performance of

College Students

By:

Renz Regor C. Baronda

Kim C. Amamangpang

Aljon C. Alberto

Jasper Ryan S. Chumacera

Juniel M. Cerilo

Lee Miguel Barda

Kenneth Francisco

Francis Luiz Caramelo

Section G BS CRIMINOLOGY

Date: May 21, 2025

Instructor: PLT Mark Alexis S. Ruita

Executive Summary ..................................... 1

This study explored the effect of mobile phones and gadgets on the academic

performance of BS Criminology students. Among the 50 students surveyed, a

significant majority—96%—reported using their gadgets for studying purposes.

Additionally, 84% believed that gadgets help them perform better in school.

However, the study also revealed challenges: 60% of students admitted being

distracted while studying due to gadget use, and 70% agreed that excessive

gadget use could negatively impact their academic performance. These findings

align with previous studies that suggest mobile technology can support learning

when used appropriately but may also lead to distraction and reduced focus if

misused (Kumar, 2017; Yang & Lay, 2012). Encouraging responsible use of

gadgets is essential to ensure they contribute positively to students’ academic

outcomes.

Methodology ............................................... 3

Findings/Results ......................................... 4

Discussion .................................................. 5

Conclusion & Recommendations ........... 6

References .................................................. 7

Appendices .................................................. 8
 Executive Summary

This study looks at how mobile phones and gadgets affect the school

performance of BS Criminology students. It included 50 students from first to

third year. Results showed that 96% of the students use gadgets for studying,

and 84% believe these devices help them perform better in school. However,

60% said they often get distracted by gadgets, and 70% agree that too much

gadget use may lower their grades. These findings support earlier research that

highlights both the helpful and harmful effects of mobile technology in learning

environments (Kumar, 2017; Yang & Lay, 2012). Students are encouraged to use

gadgets wisely to stay focused and improve their academic performance.

Mobile phones and gadgets are a regular part of students’ lives. Aoki and

Downes (2004) explain that mobile phones change how students talk to others

and access information. These tools are important in school for learning and

connecting with classmates and teachers. As Head and Zeng (2012) also noted,

students often choose phones based on features that help in school. This study

wants to understand how these tools help or affect learning.

This study used a basic survey method to know how mobile phones and gadgets

affect the academic performance of students in BS Criminology at Sto. Niño

College of Ormoc. The researchers selected 50 students: 10 from first year, 20

from second year, and 20 from third year.

A simple survey was created. It asked about how often students use gadgets,

and whether these help or disturb their studies. The questions were checked by

teachers before use. The survey took place in May 2025.

Students filled out the survey during their free time. Their answers were private.

After collecting the forms, answers were grouped and counted. The results were

studied using simple counting methods.

Most students said they use gadgets every day for school. They use them for

online classes, doing homework, and looking for answers. Head and Zeng (2012)

found that students pick phone features that help them finish tasks easily. In our

study, some students also said they get distracted when using gadgets too much.

Many students shared that they use phones at night, during breaks, and even

sometimes during class. Ishii (2011) noted that too much use of phones can lead

to bad habits in school. Still, a number of students said that using their gadgets

helped them improve their grades.

The study shows that gadgets are both helpful and harmful to students. They

help with schoolwork, but they also distract. This supports the idea of

Ravichandran (2009), who said that teens often face problems from both overuse

and misuse of mobile phones.

Students need to know how to use gadgets wisely. Schools should also teach

about using phones in good ways. This can help students focus more and do

better in school.
 Conclusion & Recommendations

This research shows that gadgets are part of student life. They help in learning

but can also cause problems. Students need to balance the use of gadgets to

avoid poor performance. Teachers and schools can support students by giving

advice and setting rules.

The study recommends simple programs or talks in school to teach students how

to use gadgets properly. This will help students become more focused and

responsible.
 References

Aoki, K., & Downes, E. J. (2004). An analysis of young people’s use of and

attitudes toward cell phones. Telematics and Informatics, 20(4), 349‐364.

Head, M., & Zeng, N. (2012). Understanding student attitudes of mobile phone

features. Computers in Human Behavior, 28, 2331–2339.

Ishii, K. (2011). Adverse effects of mobile phone use among Japanese

adolescents. Keio Communication Review, 33.

McGuigan, J. (2005). Toward a sociology of the mobile phone. Human

Technology, 1(1).

Ravichandran, S. V. (2009). Mobile phones and teenagers: Impact,

consequences and concerns. Master’s thesis, Unitec Institute of Technology.

Yang, J. J., & Lay, Y. L. (2012). Factors affecting student mobile phone

dependence. World Congress on Engineering and Computer Science, Vol. 2.

Appendix A: Sample Survey Questions

1. Do you use your phone or gadget for studying?

2. Do you think gadgets help you do better in school?

3. Do you get distracted by your phone while studying?

4. Have you ever used a gadget during class?

5. Do you believe using gadgets too much can hurt your grades?

Appendix B: Raw Survey Responses

Respond Year Q1 Q2 Q3 Q4 Q5

ent Level

1 First Yes Yes Yes Yes No

Year

2 First Yes No No No Yes

Year

3 First Yes No No Yes Yes

Year

4 First Yes Yes Yes No No

Year

5 First Yes Yes No No Yes

Year

6 First Yes Yes No No Yes

7 First Yes Yes Yes Yes Yes

Year

8 First Yes Yes No Yes No

Year

9 First Yes Yes Yes Yes No

Year

10 First Yes Yes Yes Yes No

Year

11 Second Yes Yes No Yes Yes

Year

12 Second Yes Yes No No No

Year

13 Second Yes Yes Yes No Yes

Year

14 Second Yes No No No No

Year

15 Second Yes Yes Yes Yes No

Year

16 Second Yes Yes Yes Yes Yes

Year

17 Second Yes No Yes Yes Yes

Year

18 Second Yes Yes Yes Yes No

19 Second Yes Yes No No Yes

Year

20 Second Yes Yes No No Yes

Year

21 Second Yes Yes Yes Yes Yes

Year

22 Second Yes Yes Yes Yes No

Year

23 Second No Yes No Yes Yes

Year

24 Second Yes Yes Yes Yes No

Year

25 Second Yes No Yes No Yes

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26 Second Yes Yes Yes Yes Yes

Year

27 Second Yes Yes Yes Yes Yes

Year

28 Second Yes Yes Yes No Yes

Year

29 Second Yes Yes Yes No No

Year

30 Second Yes Yes Yes Yes Yes

31 Third Yes Yes Yes Yes No

Year

32 Third Yes Yes No Yes Yes

Year

33 Third No Yes Yes Yes Yes

Year

34 Third Yes Yes No No Yes

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35 Third Yes Yes Yes No No

Year

36 Third Yes Yes Yes Yes Yes

Year

37 Third Yes Yes No Yes Yes

Year

38 Third Yes Yes No No Yes

Year

39 Third Yes Yes No Yes Yes

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40 Third Yes Yes No Yes Yes

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41 Third Yes No Yes No Yes

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42 Third Yes Yes Yes Yes Yes

43 Third Yes Yes No Yes Yes

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44 Third Yes No Yes No Yes

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45 Third Yes Yes Yes Yes Yes

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46 Third Yes Yes No Yes Yes

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47 Third Yes Yes No No Yes

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48 Third Yes Yes Yes Yes Yes

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49 Third Yes No Yes Yes Yes

Year

50 Third Yes Yes Yes Yes No

Year