Western Mindanao State University

Diplahan External Studies Unit

Poblacion, Diplahan Zamboanga Sibugay

The Effect of using mobile phone in the School

Joseph L. Guevarra Jr.

Mariapol S. Manila
Retchel B. Megrinio

Macrh 2019
The Effect of using mobile phone in the School

A Research
Presented to

Roland D. Agraviador
Instructor
English III

In Partial Fulfillment of the Requirements

For the Degree of Elementary Education
Major in General Education

By:
Joseph L. Guevarra Jr.
Mariapol S. Manila
Retchel B. Megrinio

March 2019
 ABSTRACT
As social media sites continue to grow in popularity, it is our premise that technology
is a vital part in today’s student success equation. This descriptive, exploratory research study
drew a random sample (N=48) of males (n=26) and females (n=22) who were administered a
student perception questionnaire on how social media affects college students. Thirty-five
percent of the participants were undergraduates and 65% were graduate students, studying at
Johnson & Wales University. Thirty-one percent of participants have full-time jobs, 30%
have part-time jobs and 39% do not have jobs. The results of the survey questionnaire
indicate that 45% of the sample admitted that they spent 6-8 hours per day checking social
media sites, while 23% spent more than 8 hours; 20% spent 2-4 hours and only 12% spent
less than 2 hours on this task. Results indicate while most college students use social media
and spend many hours checking social media sites, there was a negative aspect to college
students’ use of social media.
 ACKNOWLEDGEMENT

A research paper like this is never the work of anyone alone. The contributions of
many different people, in their different ways, have made this possible. We would like to
extend my appreciation especially to the following:

Thank God for the wisdom and perseverance that he has been bestowed upon me
during this research project, and indeed, throughout my life: "I can do everything through
him who give me strength." (Philippians 4: 13)

To our instructor Mr. Roland C. Agrviador for motivating us to make this research
possible. Her support, guidance, advice throughout the research project, are greatly
appreciated. Thanks Sir!

Of course, to my friends and classmates for their endless friendship and

encouragement. You guys are the best, thanks you!

Last but not least, We would like to thank my parents for their unconditional support,
both financially and emotionally throughout my high school career. In particular, their
patience and understanding shown by my mother, father and brothers is greatly appreciated.
We know, at times, my temper is particularly trying.
 Chapter I
Background of the study

Social networking site recently has been very popular for communication. In social
networking site people are engaging with many other activities that benefit them in the long
run. Effects of social networking sites on the performance of academic engagement and
performance are very significant and social networking sites play a significant role on the
performance of the students. This effect will be shown on the report. This report has been
based on the sample of university of Dhaka. The sample of the report is very important in this
report because hey resembles the impact of social media on themselves. The purpose of this
research is to determine whether the social networking sites affect the academic performance
of students in University. This part will explain the background of research, statement of the
research problem, purpose of research, importance of research, limitations of research,
definition of terms, and summary. Social networking sites allow users to share ideas, pictures,
posts, activities, events, interests with people in their network.

Lastly based on the finding of our research we will give some recommendation
regarding the effects of social networking sites on the engagement and achievement of the
Dhaka University students.

CONCEPTUAL FRAMEWORK
This study aimed to gather information relating to the impact of mobile phone usage on the
academic performance among students in Western Mindanao state univeristy
The illustration presented on Figure 1 shows the conceptual framework of the study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Mobile Phone School

Figure 1.1 Conceptual Paradigm of the Study

Significance of the Study

The mobile phone has gained immeasurable ground in the lives of the students all
over the world and research on the influence of mobile phone in schools today has not been
given much attention, thus the aim of this research is to assess the impact of mobile phones
on the students' academic performance.
This study intends to promote awareness of the impacts of mobile usage on the
academic performance of the students.
The findings of the study may help parents to supervise their children and limit their
children’s exposure and usage of mobile phones to help them focus on their studies.
This study may help teachers and professors to impose the classroom rules to
minimize the mobile usage that may affect the students’ learning.
This research may act as a basis for the schools to endorse the policy of regarding the
usage of mobile phones within the school premises.
This research will also serve as a reference for researchers who are interested in
conducting a study related to this undertaking.

Scope and Limitation of the Study

The scope of the study is to focus mainly on the impacts of mobile usage on the
students’ academic performance among student of Western Mindanao State University

Questionnaires will be utilized in the conduct of this study which covers the
respondents’ profile, the different types of mobile phones used by the students and the
frequency of mobile usage and the school performance ,

Operational Definition of Terms

Mobile phone – is a wireless handheld device that allows users to make calls and send text
messages, among other features.

Mobile phone usage – as defined in New York City Housing and Vacancy Survey Glossary.
U.S. Census Bureau. The number of adults aged 18+ who have a cell phone available. This
includes use of a shared cell phone available at least one-third of the time.

Academic Performance – is the extent to which a student, teacher or institution has achieved
their short or long term educational goals.
 Chapter II
Review of Related Literarure
According (Caird, Willness, Steel, and Scialfa, 2008; Horrey and Wickens, 2006;
McCartt, Hellinga, and Braitman, 2006), cell phone etiquette (Lipscomb, Totten, Cook,
and Lesch, 2007), cell phone cultures and behaviors (Campbell and Park, 2008; Bakke,
2010; Ling, 2004), text messaging (Pettigrew, 2009), health risks from cell phone
radiation. Some other studies reported that the presence of cell phones provide a higher sense
of security in potentially harmful situations. This has contributed to an increase in cell
phone value, leading cell phone users to perceive cell phones as a must-have tool (Nasar,
Hecht, and Wener, 2007; Walsh et al., 2008). The use of Mobile Phones has also been
addressed with other focuses, such as enhancing Academic performance in Distance
Education. Jean-Marie, Viljoen and Carl, (2009). On Semen Analysis in men attending
infertility Clinic: an observational study. During the study, their objective was to investigate
the effect of cell phone use on various markers of semen quality, and in their conclusion
stated that "Use of cell phones decrease the semen quality in men by decreasing the sperm
count, motility, viability, and normal morphology. The decrease in sperm parameters was
dependent on the duration of daily exposure to cell phones and independent of the initial
semen quality" Costly Cell Phones: The Impact of Cell Phone Rings on Academic
Performance. During the study, "Findings indicated that cell phone rings during a video
presentation impaired academic performance" (Ashok, End, Worthman, Mathews, and
Katharina, 2008).

However, this study therefore seeks, to find out the impact of the use of mobile
phones on students performance. Taking students of secondary schools as case study at both
private and public secondary schools.

The study was carried out in order to understand and bring to fore if the students’
academic performance is affected due to the time channelled to the phone during class
hours which has a general perception as a medium of distractions to students. The
retrieval of the information gotten from this study was done with structured
questionnaires administered to 200 students to obtain their personal opinions, while 15 in-
depth interviews were conducted to have a grounded knowledge opinions of the students
simultaneously with the data gathered during the course of this study. The analysis of
the students’ perception showed that the internet enabled phone usage does not affect the
academic performance of the students but distractions by the usage of phone were notably
admitted.

It is generally assumed that the students who showed better or higher performance in
the starting classes of their studies also performed better in future academic years at degree
level. Everyone can be surprised with this assumption if it could be proved scientifically.
From the last two decades it has been noticed significantly that there is great addition in
research literature and review material relating to indicators of academic achievement with
much emphasis on this dialogue, whether traditional achievement measures of academic
performance are best determinants of future academic gain at university or higher level or
innovative measures. However, it is also observed that many of the researchers are not agree
with this view point or statement. Reddy and Talcott (2006) looks disagree with these
assumptions that future academic gains are resolute by preceding performance. In their
research on the relationship between previous academic performance and subsequent
achievement at university level, they found that students learning or studying at graduate
level and the score secured did not predict any academic achievement at university level.
They also cited Pearson and Johnson (1978) who observed that on the whole grade
association of only 0.28 between graduate level marks and university degree achievement.

It is also confirmed in the study of Oregon State University (2003) on graduate

admissions that normal measures of educational potential and academic performance such as
high school GPA (Grade Point Average) scores showed only 30% of the deviation in initial
or starting (first) year at college. It is important to note that even these studies do not agree
with the former studies who explored that previous achievement affect the future
performance of the students in studies, they confirmed that the admission scores are related to
academic performance at university level but to a very minimal extent. McDonald et.al
(2001) also suggested that the scores of graduate level studies still out perform any other
single measure of cognitive aptitude in predicting success at university level.

Parent’s socio-economic condition, which includes parents’ academic and

professional qualification, revenue and occupational affiliation, is also associated with
academic gain of students. The results of many studies confirmed that academic achievement
of students is contingent upon parent’s socio-economic condition. So the students belonging
from higher social economical backgrounds will perform better than other students associated
with low social economic backgrounds. “Social and economical status of student is generally
determined by combining parents’ qualification, occupation and income standard” (Jeynes,
2002). Among many research studies conducted on academic achievement, it is not very
surprising to observe that Socio-economic status is one of the main elements studied while
predicting academic performance.

Graetz (1995) conducted a study on socio-economic status of the parents of students

and concluded that the socio economic background has a great impact on student’s academic
performance, main source of educational imbalance among students and student’s academic
success contingent very strongly on parent’s socio economic standard. Considine and Zappala
(2002) also having the same views as Graetz (1995), in their study on the influence of social
and economic disadvantage in the academic performance of school students noticed, where
the parents or guardians have social, educational and economical advantage definitely
strengthen the higher level success in future. But it is also noted that these parents make
available sufficient psychological and emotional shore up to their children by providing good
educational and learning environment that produce confidence and the improvement of skills
needed for success.

On other hand Pedrosa et.al (2006) in their study on social and educational
background pointed out those students who mostly come from deprived socio-economic and
educational background performed relatively better than others coming from higher socio-
economic and educational area. They named this phenomena educational elasticity. It is
obvious and true that the criteria for categorizing socio-economic standard in different
countries are different depending of their norms and values. The criteria for low socio-
economic status for developed country will be different from the criteria of developing
nations and same will be in the case of developing and under developing countries. “The total
income of families, monthly or annually and their expenditures also put a great effect on the
learning and academic opportunities accessible to youngsters and their chances of educational
success. Furthermore, he also pointed that due to residential stratification and segregation, the
students belonging to low-income backgrounds usually attend schools with lower funding
levels, and this situation reduced achievement motivation of the students and high risk of
educational malfunction in future life endeavors” (Escarce, 2003).
Considine & Zappala (2002) observed that children comes from those families having low
income make known more subsequent models in terms of learning outcomes; low literacy
level, low retention rate, problems in school behaviour and more difficulty in their studies
and mostly display negative attitude towards studies and school. The view point of Considine
and Zappala is more strengthen by this statement of Eamon, According to Eamon (2005)
“Those students usually come out from low socio-economic status or area show low
performance in studies and obtained low scores as compared to the other students or their
counter parts”.

It is also assumed that children learning outcome and educational performance are
strongly affected by the standard and type of educational institution in which students get
their education. The educational environment of the school one attends sets the parameters of
students’ learning outcomes. Considine and Zappala (2002) quoted Sparkles (1999) showed
that schools environment and teachers expectations from their students also have strong
influence on student performance. Most of the teachers working in poor schools or schools
having run short of basic facilities often have low performance expectations from their
students and when students know that their teachers have low performance expectations from
them, hence it leads to poor performance by the students. Kwesiga (2002) approved that
performance of the students is also influenced by the school in which they studied but he also
said that number of facilities a school offers usually determine the quality of the school,
which in turn affect the performance and accomplishment of its students. Sentamu (2003)
argue that schools influence educational process in content organization, teacher and teaching
learning and in the end evaluation of the all. All these educationists and researchers agreed
with this principle that schools put strong effect on academic performance and educational
attainment of students.

Students from elite schools are expected to perform good because they attend these
elite schools and the main reason behind is that these schools are usually very rich in
resources and facilities. Some researchers have the view that school ownership and the funds
available in schools do indeed influenced the performance of the student. Crosne and Elder
(2004) noticed that school ownership, provision of facilities and availability of resources in
school is an important structural component of the school. Private schools due to the better
funding, small sizes, serious ownership, motivated faculty and access to resources such as
computers perform better than public schools. These additional funding resources and
facilities found in private schools enhance academic performance and educational attainment
of their students. It is also very pleasing that students from Govt schools colleges and
universities in Punjab Pakistan are providing the laptops by the Punjab Government, so that
the students could interact with the whole world and know about the latest developments and
innovations.