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ACKNOWLEDGEMENT
First of all we would like to thank our God Almighty who has given us knowledge and strengths
to finish this whole chapter 1-3 defense and specially to our Teachers who has always been there
to give us their time and attention , To our beloved parents who has always been there to support
us no matter what happen and to our fellow classmates who has always been there throughout
this whole chapter 1-3 defense and to all the people who helped us to make our 1-3 chapter
defense successful.
THANKYOU!
Without all of you, this chapter 1-3 research wouldn’t be put out, thank you.
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TABLE OF CONTENTS
Acknowledgment
Chapter 1: Introduction
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Chapter 1: Introduction
We chose “Teachers and Junior High School Students Perspective about bringing cellphone” as
our topic because in our school today inspecting gadgets is rarely -, they will not pay so much
attention in this case that cause so much trouble like cyber bullying and because of the reason
that a new highly technology is now one of the most popular issue in our generation today ,
bringing gadgets in our school is not allowed based on our handbook written by our school
admin , bringing cellphone in the school has so many disadvantages when it comes to the study
and safety of the students like we will not be able to focus on what our teachers said and it cause
accidents like bumped by the other vehicles , kidnapping and other accidents.
The main problem of our topic is always about to ensure students safety we all know that in our
generation today youth is always close to danger because of a new highly technology like some
youth used to focus on their gadget while walking on the street if you re going to allow to use
phone one person specially a students they will not be able to reject your suggestion and this case
the students will definitely going to busy with their phone and their focus is on their cellphone
only The usage of cellular phones is a 21st century experience which covers various operations.
This research work examines mobile phone usage and identified the effects of cellular phones
have on the academic performance of the student of St. Nicholas Catholic School of Mariveles as
a case study. The researchers were performed so as to understand and also find the correlation
between academic performance of students and the usage of mobile phone during class hou
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Background of the Study
Technology advances consumer needs and wants changes and innovating new products is very
essential to meet cosumer demands and consumer criteria on judgement on cellular phones
(Malasi,J.M 2012) Nowadays , cellular phones considered as a basic necessity no longer a luxury
that made us desire to own one as a part of daily living as a vital channel of communication.
Hence . the development of different attributes of a cellular phone industries designed to attract
customers and made the different attributes of a cellular phones as main factor of purchasing it.
Globally, particularly in Kenya, the fast growth in mobile communication penetration was
recorded since year 2002 according to the 2009 census of the Kenyan populations release by the
Kenya Central Bureau of Statistics recorded at 38.6 million people. The population growth rate is
estimated at 2.69% per annum. 63.2% of Kenyan households owned atleast a mobile phone
during the said year (GOK, 2009). According to the study of Malasi, J.M. (2012) on the
students of the United States International.University in Nairobi, Kenya, the study used a
stratified random sampling method according to the students majors the author found out that
mobile phones. Likewise in Uk, a survey conducted by Mobile Youth Consultancy in November
2009 among the university students Nokia tops on the survey that consist of 1,000 university
students as respondents 30% share for Nokia as their most preferred mobile phone brand
followed by Sony Ericsson with 27% share and Blackberry with 2% share. It has also found out
that the growing popularity of Blackberry among university students because of its QWERTY
keypads, which is frequently used for social networking.IM and SMS (Dutta,2009). Nationally,
in Manila, Philippines, a market study conducted by TNS a global customized research company
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conducted from November 2012 to January 2013 consisting of 38,000 respondents in Metro
Manila,75% of the respondents surveyed used mobile phones to take photos or videos; 45% to
browse the internet; 44% to access social networking sites; and 37%.The findings of the study
states that Filipino consumers changed their perspective from buying phones based on physical
features in choosing a phone that their personal experience will be enhanced. It also found out
that a typical household owns at least four of the following devices; a mobile phone (89%), smart
phone (53%), tablet (14%), desktop (39%) laptops /netbooks (37%), and smart tv (4%). (By
Philstar Philippines, July 2, 2012). Locally, in Davao City, a marketing research study conducted
by Berico et al. (2008) showed that the preference towards features of mobile phones by
consumers is high with a grand mean of 4.85. Among the features mentioned are high quality
built-in camera lenses, music player and web connections, these are some of the most advanced
features offered by mobile phone makers during those times. The study also showed that
consumers preferred mobile phones which are very portable and comfortable. This is evident on
the handsets that the market has today. Observations revealed that as the variety of mobile
phones emerged the growing popularity of the local brands such as Cherry Mobile and Myphone
has also captured Dabawenyos’ liking for their preference of mobile brand. In St. Nicholas
Catholic School of Mariveles Bataan, Some of the students bring their cellphones in school even
school rules does exist. Some Nicholasians struggles because of not bringing cellphones in
school. Some students doesn’t able to contact their parents or guardians in case of emergency
like cheer dance practice and they are stranded in rainfall. Bringing cellphone in this campus is
not allowed by the policy of the school. Some of the students use their cellphones during lunch
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Theoretical Framework
The research employs the use of “Theory of Planned Behavior (TPB). This theory was developed
by. The theory proposed a model in order to measure how human actions are guided. It predicts
the occurrences of a particular behavior, provided that the behavior is intentional. The theory
contains three variables that are used to predict intention to perform a particular behavior
provided the behavior is intentional. The intention stands as cursive agents of the behaviors. The
TPB is hereby used to predicts factors explaining variances on intention and behavior of
cellphone usage in the classroom. It was reported that between 25.6% and 34% of explained
variance in behavior in the previous researches was the applications of the TPB. The present
study is designed based on the principles of TPB to explore attitude, subjective norm, and
classroom. Weather or not the variables influence students behavioural intention in using
cellphone in the classroom. Attitude towards the behavior is a persons overall evaluation of the
behavior performed or to be performed. This behavior can be determined based on two belief: 1)
Belief about the consequences of the behavior (behavioural belief) and 2.)Positive or negative
judgment of the behavior (outcome evaluation). Subjective norms are a persons own a estimate
of the social pressure to perform or not to perform the target behavior. Subjective norms are a
measure of two beliefs that interacts with each other;1)Belief about how other people, who may
be in some way important to the person, would like them to behave (normative beliefs) and the
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Relational Dialects Theory
This theory proposed by Baxter and Simon (1993). This theory described that people rely on cell
phones to communicate, share, include and validate. Although being able to contact others is one
of the most liked qualities of cellphones, being continuously available for others’ contract is also
one of its most disliked qualities that badly affect their interpersonal relationship. People
experience internal tensions inconsistency, while being in a relationship. Over time the pressure
will be recurring in nature and from this extreme tendencies, the relationship sustains. For
instance, consider the point between harmony and separation. Communication patterns causing a
UG theory founded by Elihu Katz in 1959. According to Katz (1959), the outcomes of media
usage depend on why and how they decided to use the media. Therefore, there are two main
components that discuss in U&G theory which are media that choose to be engaged and
gratification that get from the media. By explaining about the U&G theory, mainly this theory
works operationally through the social and the psychological needs for individuals generating
motives and expectation of mass media (Katz, 1959), and how individuals use media to satisfy
their needs and to achieve their goals. U&G theory is commonly used to: “(1) Explain how the
psychological and social needs of people give rise to their expectation and motivations to choose
and to use the mass media that will best meet their needs and expectations, (2) Explain how
people use the media to meet their specific needs, (3) Understand the motives for their
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dependency on a particular media, and (4) Identify the consequences that resulted from the
Conceptual Framework
The conceptual framework model that will be used in this research paper will be the input-
process-output model where it shows the series of boxes that are connected to each other.
The main problem of the study is to determine the students bringing cellphones in the campus.
Specifically, the researchers will seek answer to the following sub problems:
1.1 Name
1.2 Age
1.3 Sex
2.1 Always
2.2 Frequent
2.3 Sometimes
2.4 Never
3.1 Always
3.2 Frequent
3.3 Sometimes
3.4 Never
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4. Do you use your phones after school hours?
4.1 Always
4.2 Frequent
4.3 Sometimes
4.4 Never
5. Does the school give you time to use gadgets for school activities?
5.1 Always
5.2 Sometimes
5.3 Frequent
5.4 Never
6.1 Always
6.2 Sometimes
6.3 Frequent
6.4 Never
7.1 Always
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7.2 Sometimes
7.3 Frequent
7.4 Never
8.1 Always
8.2 Sometimes
8.3 Frequent
8.4 Never
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Scope and Limitation
The study was confined only at determining the levels of the students and teachers’ perspective
of bringing cellphones. Bringing cellphones are important to our school for the student to help us
to call there parents if there an accident or emergency or etc. Bringing cellphones can be used to
summon help when accidents have happened and they can be seen as a type of insurance in case
something bad occurs and it is a form of self expression. The respondents were the junior high
school (Grade 7 – Grade 10) enrolled in the school year 2018 – 2019 at Saint Nicholas Catholic
School of Mariveles.
This research was performed to know about the perception of students’ and teachers’ of bringing
cellphone so that parents can contact their child or students can contact their guardians in case of
emergencies not just in emergency, it is for them to know where is their child. The following will
Parents. Are responsible to teach to bring student’s cellphones for the emergency.
Students. We can help the students to call their parents if there are an emergency and we can
Teachers. There are distraction for the teacher that because of cellphone and the student have a
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Future researchers. give them more information and ideas about this topic and to give them
Definition of Terms
Cellular phone. a telephone with access to a cellular radio system so it can be used over a wide
Gadget. a small mechanical or electronic device or tool, especially an ingenious or novel one.
Perception. the ability to see, hear, or become aware of something through the senses.
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Chapter 2: Review of Related Studies
The aim of this study is to investigate the academic use of cellular phones among the students. A
survey was conducted by distributing a structured questionnaire among junior high school
students. The mean, Chi square value showed that there is a statistically significant difference at
the p level indicating positive perspectives towards academic use of cellular phones. The
academic use, advantages, and impact of cellular phones have been proved to be positive.
Comparison of students' opinion about academic advantages and impact of using cellular phones
by gender and age was also carried out using Mann-Whitney and Kruskal Wallis tests. These
tools were not significant although they had positive perceptions towards cellular phones as
According to the study of Alfawareh and Jusoh (2014) the use of cellular phones among 324
findings revealed that 94.4 percent of students owned cellular phones, and majority of them used
like mobile by using as a computer connected to internet and a digital camera. While attempt was
made to study the use of cellular phone for learning purposes, it was found that 91.7 percent of
students used cellular phones to log on to student portal, 60.9 percent never used for Blackboard
access. It is pathetic to note that 66 percent never used their cellular phones for taking notes in a
classroom, 66.9 percent never used to record class lectures and 46.5 percent has not at all used
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them for downloading materials related to class. Kibona and Mgaya (2015) attempted to study
the use of cellular phones among the students of Ruaha Catholic University (RUCU) in Tanzania
and how it affected their academic performance. The results revealed that smartphones bring
negative results on students’ performance academically because the majorities GPAs of the
surveyed respondents were found to be below 3 In a recent Teacher article, two schools
discussed their differing policies on cellular phone use during school hours. Here, we look at a
range of studies that have explored the positives and negatives of allowing cellular phones to be
used in class. As Bring Your Own Device (BYOD) programs become more widespread,
questions are being raised about the benefits of allowing students to actively use cellular phones
as learning devices in school. Over the past decade, several studies have taken a closer look at
One comparative study was undertaken across two schools in England in 2012, and details how
students from each school use their devices during class time. One school allows the use of
mobile devices and one doesn’t. The study titled “I don’t think I would be where I am right
now.” Pupil perspectives on using mobile devices for learning conducted student surveys. The
results show that 43 percent of students attending the school where devices are banned are still
using them to help with learning despite the ban. Meanwhile, 74 percent of students at the school
which allow them, use the devices to aid learning. Most respondents in this study say they use
their device for Google and calendars during the school day. As for learning at home, most
students also rely on their device. A few days ago, his friend didn’t understand one of the
questions on the Science homework, so he Facetimed me, and he showed him his answer and he
explained how he got that answer to him ...’ one student says. The research shows that students
rely mostly on their devices to keep them organised. The calendar, alarms and camera (usually to
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take photos of a teacher’s notes) are features constantly used by students, the report notes. ‘One
pupil said his device was essential for “remembering things” and without he would “forget to
take homework in a lot”.’ Overall, this study proposes that mobile devices are a suitable learning
tool for the classroom. “There is clear evidence that many pupils feel that they are deriving
educational benefit from the use of their devices,” the report says. They are using many of the
features of their devices and often finding creative ways to employ these features in their
schoolwork, both at home and at school. One comparative study was undertaken across two
schools in England in 2012, and details how students from each school use their devices during
class time. One school allows the use of cellular devices and one doesn’t.
International Researches
Jeong and et al (2016) studied “What type of content are smartphone users addicted to?”:
SNS vs. games. The purpose of the study was to examine the predictor of smart phone addiction
AND the user characteristics and media content types that can lead to addiction. The sample
consisted of 944 respondents who were recruited from 20 elementary schools. Results showed
that those who have lower self-control and those who have greater stress were more likely to be
addicted to smartphones. For media content types, those who use smartphones for SNS, games,
and entertainment were more likely to be addicted to smartphones, whereas those who use
smartphones for study-related purposes were not. Although both SNS use and game use were
positive predictors of smartphone addiction, SNS use was a stronger predictor of smartphone
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Casey (2012) studied the Linking Psychological Attributes to Smart Phone Addiction, Face-
to-Face Communication, Present Absence and Social Capital. The sample consisted of 414
university students. The results of this study showed that the higher one scored on loneliness and
shyness, the higher the likelihood one would be addicted. Students who reported the greater
amount of smart phone used, the higher level of face-to-face communication and present absence
they would report. The study also found that the smart phone addiction symptoms are
significantly and negatively related to the level of face-to-face communication and positively
related to present absence. Furthermore, the most powerful factors affect bonding social capital
were gender, grade, and loneliness; while the most powerful factor affecting bridging social
Development. This study examined effects of smart-phone addiction on the youth`s sociality
development empirically by questionnaire survey. To conduct this study, 339 high school
students participated in the survey. The results of this study revealed that Smart-phone addiction
development in positive.
Caplan (2006) examined The Relations among Loneliness, Social Anxiety, and Problematic
Internet Use. The model of problematic Internet use advanced and tested in the current study
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proposes that individuals’ psychosocial well-being, along with their beliefs about interpersonal
communication (both face-to-face and online) are important cognitive predictors of negative
outcomes arising from Internet use. The study examined the extent to which social anxiety
explains results previously attributed to loneliness as a predictor of preference for online social
interaction and problematic Internet use. The results support the hypothesis that the relationship
between loneliness and preference for online social interaction is spurious, and that social
Lo, Wang, & Fang, (2005) investigated Physical Interpersonal Relationships and Social
Anxiety among Online Game Players. Many online game players spend inordinate amounts of
time in their favorite virtual worlds. A large percentage of these players are teenagers who show
behaviors normally associated with physical addiction. Parents, educators, and social scientists
are therefore saying that online games are sources of social problems. The authors surveyed 174
Taiwanese college-age online players to collect data on the potential effects of online games on
the quality of interpersonal relationships and levels of social anxiety. According to the results,
the quality of interpersonal relationships decreased and the amount of social anxiety increased as
Leena, Tomi, & Arja, (2005) studied the Intensity of mobile phone use and health
health-related lifestyle in adolescence? The association of mobile phone use with health
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representative sample of 14–16-year-olds (N=3485) in 2001. Mobile phone was used by 89% of
respondents and by 13% for at least 1 h daily. The results of this study showed that he intensity
of use was positively associated with health compromising behaviors. The associations
remained, although somewhat reduced, after including weekly spending money in the models.
This study concludes that, at least in the present developmental level of communication
technologies, intensive mobile phone use seems to be part of the same health-related lifestyle as
Cell phones should not be allowed in school. They are classroom distractions, and not a learning
device. Every year many students complain about not being able to use their cell phones in
school. And every year many schools eventually cave to cater to the things that students
complain most about. Schools have been changing and bending rules so that students so that they
can use their cell phones during school hours. They claim that they can be use as learning
devices, which they can be, but you don’t need a cell phone.
Many teachers love having the students have cell phones in school. and one reason why is it’s “
“This past summer, we too began to question our cell phone policy. It occurred to us that
everywhere else in society, we have been taught when cell phone use is appropriate and when it
is not. For example, church services often start with a reminder to silence all cell phones. We
realized that our students also need to be taught appropriate use. Now, use in the classroom is
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still off-limits, but in the cafeteria or hallways, use is allowed. When students enter a classroom,
they are greeted with a reminder about appropriate use. We have seen a drop in disruptions
related to electronic devices, and parents have welcomed this more relaxed policy.”
Description of Respondents
Table 1: Total Population of the High school students of St. Nicholas Catholic School of
Mariveles
The 7th Grade St. Augustine has 40 students, St. Monica has 40 students. The 8th Grade St. John
Paul II has 36 students, St. John Paul 23rd has 36 students. The 9th Grade St. Rita of Cascia has
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35 students, St. Ezekiel Moreno has 30 students. The 10th Grade St. Thomas has 39 students, St.
The table on the upper part shows the total population of junior high school level students (Grade
7 – Grade 10)
Our class, Grade 10 St. Alphonsus de Orozco was divided into 5 groups. The researchers decided
to bring some of the topic we want. First, the researchers decided to add the topic about the Sport
Equipment that someone suggested. Second, someone suggested a topic about the School
Canteen about the food servings and the cleanliness while a lot of students use it daily. Third, the
researchers decided to add the School’s Comfort Room to add a personal hygiene like tissues,
napkins, and mirror to help students especially girls. The topic is about the pedestrian lane,
where students is needed to cross it so when they are crossing the road, they can use it to safely
cross the road. Then the second research was about the Advantages and Disadvantages of
cellphones in school. The panel changed the title into “Students’ and Teachers’ Perspective about
bringing cellphone. Then the researchers decided to just cover the junior high school students
from Grade 7 to Grade 10 excluding the Primary level and Senior High school level. The
researchers finalized that our topic will be about the use of gadgets and cellphones.
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Statistical Treatment
The data gathered in the research will be established and grouped in relation to the relation to the
research design and the sub problems formulated. The data will be checked, tallied, summed,
combined, and linked to simplify the presentation of results using the following:
The percentage and frequency count were used to categorized the respondents according to the
The percentage of each item was calculated using the formulated below:
P= f/n x 100
Where:
P = percentage
F = frequency
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Name: Age:
Grade & Section: Sex:
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