THE IMPACT OF SMARTPHONE OR MOBILE PHONE USAGE ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF SAPPHIRE

INTERNATIONAL AVIATION ACADEMY – PARAÑAQUE CAMPUS
___________________

A Research Paper
Presented to
Senior High School Department
Sapphire International Aviation Academy
Sucat, Paranaque City

_________________

In Partial Fulfillment of the Requirements in

Practical Research 2

_____________________

Submitted to:

Dr. JOSEFINA R. TORRES

Research Adviser

Submitted by:

Stevens C. Barrantes
Den Francis G. Beltran
John Dave M. Binamira
Alexander Mathew A. Latoja
Jerome E. Rafel

(DATE)
 CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, statement of the problem, significance of the

study, scope and limitations, definition of terms, and studies concerning the online social media and their

influence in the academic performance of SIAA students taken from local and foreign published works,

theses and dissertations.

BACKGROUND OF THE STUDY

A smartphone or mobile phone is a device that can basically make and receive calls over a radio

link while moving around a wide geographic area. (Pew Research Center, 2010). It does so by connecting

to a cellular network provided by a mobile phone operator, allowing access to the public telephone

network. The ancient types of Mobile phones support limited services such as, calling, sending messages

and very few for taking pictures. However, the modern phones support very wide range variety of other

services apart from making and receive calls. These include; text messaging, MMS, e-mail, internet access,

short range wireless communications [(Infrared, Bluetooth, File Transfer Protocol, (FTP)], business

applications, gaming and photography.

Smartphone or mobile phone is one of the most rapidly growing new technologies in the world

(Rebello, 2010). In 2001, cell phone users were less than a billion worldwide with the majority of the users

from the developed countries. By the end of 2010, however, mobile phone users had reached five billion

worldwide with subscriptions from developing countries outnumbering that of the developed countries

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(Kelly, 2009; Rebello, 2010). Obviously, this increase includes a sharp increase in the number of cell

phones used by the younger generations. This area of interest was chosen because of the unregulated

usage and over dependent attitude on these devices especially among our senior high school students.

Interestingly, this is obviously imperative as Geser & Junco (2006); and Merson & Salter (2010) had

observed that the youth have consistently displayed higher level of attachment to their mobile

phones which could serve as distractions to them because of the time channeled to the phones.

However, in recent years, different types of smart phones or mobile phones have been produced

by different phone manufacturers. Each comes with different features for different/ specific function(s).

We have different variety of mobile phones as named by their manufacturers, they include, Nokia,

Samsung, Motorola, Sagem, Sendo, Siemens,T-mobile, Thuraya, Vodafone, Sony Ericsson, Bluebird,

Alcatel, Blackberry, Oppo, Vivo, Iphone, and so on. We now have those that can make video calling, ping,

take clearer pictures/photographs, surf the internet and lots more. They are also built/ installed in/ with

different capacities, mode of operation and features/applications. For example, 17mega Pixel phones

normally will produce clearer pictures/photographs, Skype is an application for video calling, Blackberry

and other android enabled devices can ping. Some are android enabled; examples are, HTC, Tecno, and so

on which are basically the latest of all kinds of mobile phones widely used by both young and old,

especially among students (Olanrewaju, 2015).

In the light of the foregoing discussion, the researchers propose this research on “The Impact Of

Smartphone Or Mobile Phone Usage On The Academic Performance Of Selected Senior High School

Students Of Sapphire International Aviation Academy – Parañaque Campus”.

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STATEMENT OF THE PROBLEM

The general objective of this study is to assess and to determine the impact of smart phones or

mobile phones usage on the students’ academic performances and to find solutions to excessive usage of

smart phones or mobile phones of selected students.

Specifically, it will seek answers to the following questions:

1. What is the personal profile of the respondents in terms of the following attributes:

1.1 Age;

1.2 Gender;

1.3 Grade level and strand;

1.4 Daily Allowance;

1.5 Amount spent in cellphone load daily

1.6 Number of hours spent on social media daily

1.7 Occupation of parents

2. As perceived by the participants, what are the important uses of smart phones or mobile phones

for the students?

3. How can the use of smart phones or mobile phones affect the respondent’s academic

performance?

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SIGNIFICANCE OF THE STUDY

The significance of this research could be measured by the effective outcomes and

recommendations to improve the effectiveness of teaching and learning processes in the class room

environments. This research would be beneficial to the following:

1. SIAA officials, administrators and heads of training in charge of instruction and formulating

policies of teaching and learning, looking to develop new approaches that could balance the

learning process between teachers and learners.

2. Faculty members directly involved in the teaching-learning process problems with students due

to the use of their gadgets during the delivery of their lectures in the class room environments.

The results of the study will enable the teachers to expose the students to the appropriate use of

social media sites. They can easily communicate with and monitor the activities of their students,

such as doing research, discussing academic matter, and the like.

3. Students, especially those enrolled in SIAA

The research will provide a comprehensive reading students to understand the

importance of mobile phones and will provide them guideline on how to effectively use them in

various activities related to their studies.

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SCOPE AND LIMITATIONS

The study conducted during the 2nd Semester, School year 2018 – 2019 at SIAA, Paranaque

Campus. The scope of the study limited to the influences of social media in the academic performance of

SIAA students, as perceived by the student-respondents. The researchers will attempt to make an

analysis of the academic performance of the student-respondents, as reflected by actual grades obtained

in every subject. Moreover, the students of Tanauan and Calapan campuses of SIAA will not be included

in the population of the study.

CONCEPTUAL FRAMEWORK

This research follows the following conceptual/ theoretical framework.

Dependent Variable Independent Variables

Demographic
Profile

Cellular Phone Cell Phone Educational

Usage Importance Objectives
Academic
Performance

Figure 1. Conceptual Framework of the Study

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 As can be seen in Figure 1, this study will determine the purpose of using them and the influence

of cellular phone usage in the academic performance of the students.

DEFINITIONS OF TERMS

To avoid confusion and misunderstanding, the following terms will be defined and explained

conceptually and operationally:

1. Academic Performance - Is the measure of how well you do in an educational setting. Your

report card, for example, is an indication of your academic performance in school.

2. Features - A prominent part or characteristic.

3. Impact - The force of impression of one thing on another.

4. Messages - A communication in writing, in speech, or by signals.

5. Smart Phones/ Mobile Phones - A smart phone or mobile phone is a wireless handheld

device that allows users to make and receive calls and to send text messages, among other

features. The earliest generation of smart phones or mobile phones could only make and

receive calls. A smart phone/ mobile phone may also be known as a cellular phone or simply

a cell phone.

6. Online - Controlled by or connected to another computer or to a network.

7. Social Media - Social media is the collective of online communications channels dedicated to

community-based input, interaction, content-sharing and collaboration.

8. Social Network – A dedicated website or other application which enables users to

communicate with each other by posting information, comments, messages, images, etc.

9. Technology - A manner of accomplishing a task especially using technical processes, methods,

or knowledge.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature and studies concerning the online social

media and their influence in the academic performance of SIAA students taken from local and foreign

published works, theses and dissertations.

RELATED STUDIES

One of the biggest worldwide trend is smart phones or mobile phones. Smartphones or mobile

phones is very popular to all countries especially our country Philippines. Students were engaged in this

type of technology, they use smartphones or mobile phones for educational purposes and entertainment

needs. Smartphones or mobile phones are sometimes was the cause of failing students on their

academics because of their unregulated and abused usage of their mobile phones or smartphones.

According to a study Jeffrey et al. (2015) it was found that the students who are constantly using mobile

phones are outperformed by students who abstain from that. Numerous studies have also been

conducted to find the relationship between academic performance, educational objectives and the use of

social networking sites. According to the paper (Kirschner and Karpinski, 2010) it was found that learners

who spent additional time on Facebook usually have lower GPA compared to others. Another study Junco

(2012) conducted in the same area found out that the time spent on Facebook was strongly and

significantly related to overall GPA (Grade Point Average) while only weakly related to time spent

preparing for class. It was also found that using Facebook for collecting and sharing information was

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positively predictive of the outcome variables, while using Facebook for socializing was negatively

predictive (Junco, 2012).

Research studies have also pointed out that multitasking as one of reason for negative

relationship between electronic media use and academic performance. A recent study Wood et al. (2012)

measured the influence of multitasking with a collection of electronic media on the student’s ability to

learn from lectures in University. Mobile phone, messenger, emails and texting through available social

media network sites are the four digitally based multi-tasking activities which were compared to three

control groups (paper-and-pencil note-taking, word-processing note-taking and a natural use of

technology condition) over three consecutive lectures. It was found that the students multitasking with

these technologies were linked with lower grades on tests compared to students who don’t multitask

(Saraswathi et al., 2015). Another study Junco and Cotton (2012) used hierarchical regression to analyse

the impact of multitasking to SHS GPA. It was found that multitasking may affect the capacity for cognitive

processing and prevent deeper learning. According to another study Rosen et al. (2011) it was found that

students who received more text message interruptions during a class suffered in terms of their marks.

Even though, cell phones can produce bad effects to the students, smartphones or mobile

phones are also good and helps student’s academic performance. Among many mobile technologies,

smart phones or mobile phones have a potential of improving the teaching and learning processes as they

contain useful applications. Learning through smartphones or mobile phones can occur anywhere and

anytime (Brown, 2008). It is very easy to create a more useful learning environment if students either

have smartphones/ mobile phones or some other types of communication device. Hoppe (2009) states

that students can read materials such as e-books and can watch lecture on mobile phones. According to

Kafyulilo (2012), downloading feature on mobile phones can be used to get various kinds of materials and

video. In addition, most of the smartphones/ mobile phones have features which can be used for

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recording and playing multimedia contents, so students can use a camera on mobile phone for

documenting visual materials and collecting scientific data (Cuing & Wang, 2008). Although mobile

phones are banned in many classrooms since faculty perceive them as intrusive stuffs which may distract

the learners from learning, they can be turned to be a learning device if the faculty know how to use them

to accomplish learning tasks wisely. According to Valk, Rashid, and Elder (2010), mobile phones have been

found to be effective in improving educational outcomes. Smartphones or mobile phones have surpassed

the initial purpose as a communication device. They have become a learning tool for language progress to

users.

Synthesis of the Study

The reviewed studies refer to the good and bad effect of cellular phone usage on the academic

performance of selected students. They see mobile phones have a potential of improving the teaching

and learning processes as they contain useful applications and they can be turned to be a learning device

if the faculty know how to use them to accomplish learning tasks wisely. Smartphones or mobile phones

are the most common cause affecting the study habits of the students.

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 CHAPTER 3

METHODOLOGY

This chapter presents a discussion of the methods of research that will be employed, the subjects

of the study, the data gathering instruments and the different statistical techniques that will be used in

the study.

RESEARCH DESIGN

The methodology of this research will adopt a qualitative approach and has to conduct an

interview questionnaire to understand the relationship of the use of their cellular phones to their

academic performance. This research will use primary resources to accomplish the results. For the

purpose of primary data, a research questionnaire was developed and distributed among the students of

the academy for grade 11. Data will be collect and analyze with the help of my co-researchers. A total of

63 students from grade 11 will participate in this research questionnaire survey.

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RESEARCH LOCALE

The study will be conducted at Sapphire International Aviation Academy located at Old Sucat

Road, Sucat, Parañaque City. SAPPHIRE INTERNATIONAL AVIATION ACADEMY was established to cater

to the growing worldwide demand for aircraft pilots. With its high literacy rate and proficiency in the

English language, the Philippines is now virtually the pilot training center of Asia and the far East. Many

student pilots from various countries all over the world – India, Indonesia, Nepal, South Korea, United

Arab Emirates, Qatar, Saudi Arabia, Kuwait, Egypt, Nigeria – have been coming to the Philippines to enroll

in aviation courses.

An estimated 19,000 new, lighter and more fuel-efficient large passenger and cargo aircraft

scheduled to be put in service between 2008 and 2020 will create a worldwide demand for at least

460,000 new professional pilots all over the world, particularly, in Asia and its neighboring regions, giving

aviation schools their reason for being. SAPPHIRE INTERNATIONAL AVIATION ACADEMY, a private

Philippine corporation principally engaged in providing pilot training or students desiring to embark on a

career in aviation or just for pleasure, was organized and established in 2004 and has been operating as a

flying school since then. (© Sapphire International Aviation Academy – 2018)

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POPULATION AND SAMPLING

A total of 63 students from grade 11 including STEM, HE, ABM, and ICT. Using the formula

for sample size which is sample size (n) is equals to population size (N) divided by one plus the

product of population size and margin of error (e) square. From the population of 63 students and

margin of error of 15% or 0.15, the researchers will get a total of 27 students from grade 11 for the

sample size. The selected students will have the chance to take the prepared interview

questionnaires presented to them by the researchers.

𝑁
𝑛= Where: N – Population Size e – Margin of Error
1+𝑁𝑒 2

n – Sample Size

STRAND POPULATION (N) PERCENTAGE (%) SAMPLE (n)

STEM & HE 30 47.62% 13

ABM & ICT 33 52.38% 14

TOTAL : 63 100% 27

Simple Random Sampling Technique

Figure 2. Sampling

As can be seen in figure 2, the researchers will get a total of 13 students from grade 11 STEM

& HE and a total of 14 students from grade 11 ABM & ICT. This pattern will help the researchers in

conducting their research questionnaire survey.

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DATA GATHERING INSTRUMENT

The instrument that will be utilized in the study is a questionnaire prepared by the

researcher.

The questionnaire is divided into three parts:

1. PART I – Participants’ Profile

The first part of the questionnaire consists of the demographic profile of the participants, such as

gender, strand, age, daily amount of allowance, parent’s occupation and reason of their use of cell

phones.

2. PART II – Respondent’s Use of Cellular Phones

3. PART III – Participants’ Perception

This section measured the participants’ perception on cellular phone usage on their daily life.

This will also help to identify those who are really using their cell phones for educational purposes or

for just enjoyment.

Each variable will be measured on a Liker’s scale and interpretation applied in assessing the

given indicators: Agree or Disagree.

4. Part IV – Comments and Recommendations

Likewise, the participants will be encouraged to write additional comments or suggestions that

will further improve the discipline of the students on their cell phone usage and to also create

solutions on the bad effects that the main cause is cell phone.

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VALIDATION OF RESEARCH INSTRUMENT

The questionnaires were constructed by the researcher and validated by the project

instructor who made face validation and also ascertained the stability of the instrument.

ADMINISTRATION OF INSTRUMENT AND DATA COLLECTION AND PROCEDURE

Thirty (30) copies of the questionnaires were produced and administered by the researcher

to the randomly selected students in Sapphire International Aviation Academy – Parañaque Campus.

To minimize errors in the completion of the questionnaire, difficult items on the questionnaires were

explained by the researcher to the respondents. The filled copies were collected immediately and

kept saved to avoid loss in transit.

DATA ANALYSIS

The researcher used Descriptive, for the data to have some explanations. Tabular, for the

data be presented using tables. Textual, so that there is a description for all the data that has been

collected. Graphical, to make it easier for the readers to understand the data in the tabular.

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 CHAPTER 4

RESULTS AND FINDINGS

This chapter presents an interpretation of results of research that will be tackled in the

discussion of the findings of the study

1.1 INTERPRETATION OF RESULTS

Table 1.1: Test responses based on socio demography of respondents and set objectives.

PART I. DEMOGRAPHIC PROFILE OF THE PARTICIPANTS

GENDER Frequency Percentage (%)

Male 16 59%
Female 11 41%
Total 27 100%

GENDER

FEMALE MALE
41% 59%

MALE FEMALE

As can be seen in the graph, the majority of the whole respondents was male. 59% for the male

and 41% for the female respondents.

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 STRAND Frequency Percentage
STEM 10 37%
HE 3 11%
ABM 10 37%
ICT 4 15%
Total 27 100%

STRAND

HE
11%

STEM
37%
ABM
37%

ICT
15%

STEM ICT ABM HE

As can be seen in the graph above, focusing on the strands where the biggest respondent’s

percentage was 37% both came from STEM and ABM, 11% of the respondents came from HE and 15%

from ICT.

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 AGE Frequency Percentage

15-20 27 100%
21-25 0 0%
Total 27 100%

AGE

21 - 25
0%

15 - 20
100%

15 - 20 21 - 25

As can be seen in the above graph, the whole sample was only consisting of respondents whose

age is between 15-20 years old which is 100%.

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 PART II. RESPONDENT’S USE OF CELLULAR PHONE

Do you use networking sites through

your mobile phone? Frequency Percentage (%)

Yes 23 85%

No 4 15%

Total 27 100%

DO YOU USE NETWORKING SITES THROUGH YOUR

MOBLIE PHONES ?

NO
15%

YES
85%

YES NO

As can be seen in the graph above, 85% of the selected senior high school agreed that they

use networking sites through their mobile phones and 15% disagreed.

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How many social media websites do

you use frequently? (Including Frequency Percentage (%)

phone applications)

1-2 6 22%

3-4 14 52%

4-5 7 26%

Total 27 100%

How many social media websites do you use frequently?

4 -- 5 1 -- 2
26% 22%

3 -- 4
52%

1 -- 2 3 -- 4 4 -- 5

As can be seen in the graph above, the majority of the respondents who choose 3-4hrs are

52%, for 4-5hrs are 26% and for 1-2hrs are 22%.

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What are the social media sites you

use? (Multiple answers are allowed) Frequency Percentage (%)

Facebook 27 31%

Instagram 18 20%

Twitter 16 18%

Youtube 22 25%

Snapchat 5 6%

Total 88 100%

What are the social media sites you use?

SNAPCHAT
6%

YOUTUBE FACEBOOK
25% 31%

INSTAGRAM
TWITTER
20%
18%

FACEBOOK INSTAGRAM TWITTER YOUTUBE SNAPCHAT

As can be seen in the above graph, 31% of the selected respondents choose the social media

app Facebook, 25% for Youtube, 20% for Instagram, 18% for Twitter and 6% for Snapchat.

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 Why do you use the cellphone? Frequency Percentage (%)

Academic Purpose 21 22%

Downloading Music/ Video 16 17%

Posting Photos 14 14%

Communication 21 22%

Uploading Music/ Video 10 10%

Play Online Games 14 15%

Total 96 100%

Why do you use the cellphone?

PLAY ONLINE GAMES
15%
ACADEMIC PURPOSE
UPLOAD MUSIC / 22%
VIDEO
10%
DOWNLOAD MUSIC /
VIDEO
COMMUNICATION 17%
22%
POSTING PHOTOS
14%

ACADEMIC PURPOSE DOWNLOAD MUSIC / VIDEO POSTING PHOTOS

COMMUNICATION UPLOAD MUSIC / VIDEO PLAY ONLINE GAMES

As can be seen in the graph above of the respondents purpose why they use their cellphone

22% choses for Academic Purpose and Communication, 17% for Download Music/ Video, 15% for

Play Online Games, 14% for Posting Photos and 10% for Upload Music/ Video.

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 How many hours do you spend on

Social Media (daily)? Frequency Percentage (%)

30 minutes or less 1 4%

3-4 hours 5 18%

5 and above 6 22%

1-2 hours 4 15%

4-5 hours 11 41%

Total 27 100%

How MANY hours do you spend on Social Media ?

30 minutes or less
4%
3-4 hours
18%
4-5 hours
41%

5 and above
22%

1-2 hours
15%

30 minutes or less 3-4 hours 5 and above 1-2 hours 4-5 hours

As can be seen in the graph above 41% was 4-5hrs, 22% for 5hrs and above, 18% for 3-4hrs,

15% for 1-2hrs, 4% for 30 minutes or less.

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 PART III. RESPONDENTS PERCEPTION ON THE IMPLICATIONS OF USING CELLPHONE

I always buy data/load for my Frequency Percentage (%)

phone.

Agree 16 59%

Disagree 11 41%

Total 27 100%

I always buy data/load for my phone.

DISAGREE
41%

AGREE
59%

AGREE DISAGREE

As can be seen in the graph above the percentage of the respondents who agreed that they

always buy data or load for their phone was 59% and 41% disagreed.

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 I like having my phone everywhere

and every time. Frequency Percentage (%)

Agree 25 93%

Disagree 2 7%

Total 27 100%

I LIKE HAVING MY PHONE EVERYWHERE AND

EVERY TIME.
DISAGREE
7%

AGREE
93%

AGREE DISAGREE

As you can be seen in the graph above 93% of the respondents agreed that they like having

their phone everywhere and every time and 7% disagreed.

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 I always browse social media like

more than an hour in one day. Frequency Percentage (%)

Agree 27 100%

Disagree 0 0

Total 27 100%

I ALWAYS BROWSE SOCIAL MEDIA LIKE MORE

Than AN HOUR IN ONE DAY.
DISAGREE
0%

AGREE
100%

AGREE DISAGREE

As can be seen in the above graph, whole respondents agreed that they browse social media

like more than an hour in one day which is 100%.

25
 I use my cell phone in my

assignments, projects, and test Frequency Percentage (%)

(reviewer).

Agree 25 93%

Disagree 2 7%

Total 27 100%

I use my cell phone in my assignments,

projects, and test (reviewer).
DISAGREE
7%

AGREE
93%

AGREE DISAGREE

As can be seen in the graph above 93% of the respondents agreed that they use their cell

phones in assignments, projects, and test as a reviewer and 7% disagreed.

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 I forgot to help inside the house

because I’m distracted by my phone. Frequency Percentage (%)

Agree 13 48%

Disagree 14 52%

Total 27 100%

I forgot to help inside the house because I’m

distracted by my phone.

AGREE
DISAGREE
48%
52%

AGREE DISAGREE

As can be seen in the graph above, 48% of the respondents agreed that they forgot to help

inside their house because they are distracted by their phones and 52% disagreed.

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 I forgot to finish my assignments,

and projects because I’m distracted Frequency Percentage (%)

by my cell phone.

Agree 12 44%

Disagree 15 56%

Total 27 100%

I Forgot To Finish My Assignments, And

Projects Because I’m Distracted By My Cell
Phone.

AGREE
DISAGREE 44%
56%

AGREE DISAGREE

As can be seen in the graph above, 44% of the respondents agreed that they forgot to finish

their assignments and projects because they are distracted by their phones and 56% disagreed.

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I’m having fun using my cell phone. Frequency Percentage (%)

Agree 24 89%

Disagree 3 11%

Total 27 100%

I’m having fun using my cell phone.

DISAGREE
11%

AGREE
89%

AGREE DISAGREE

As can be seen in the graph above, 89% of respondents agreed that they are having fun with

their cell phones and 89% disagreed.

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 I prefer using my cell phones than

my computer in playing games. Frequency Percentage (%)

Agree 16 59%

Disagree 11 41%

Total 27 100%

I PREFER USING MY CELL PHONES THAN MY

COMPUTER IN PLAYING GAMES.

DISAGREE
41%

AGREE
59%

AGREE DISAGREE

As can be seen in the graph above, 59% of the respondents agreed that they prefer using

their cell phones than their computer and 41% disagreed.

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4 – 5 Hours of using social media is a

time consuming for me. Frequency Percentage (%)

Agree 21 78%

Disagree 6 22%

Total 27 100%

4 – 5 HOURS OF USING SOCIAL MEDIA IS A

TIME CONSUMING FOR ME.

DISAGREE
22%

AGREE
78%

AGREE DISAGREE

As can be seen in the graph above, 78% of the respondents agreed that 4-5hrs of using of

social media is a time consuming for them and 22% disagreed.

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 I usually have unlimited access to

Facebook and this has affected my Frequency Percentage (%)

studies negatively

Agree 11 41%

Disagree 16 59%

Total 27 100%

I USUALLY HAVE UNLIMITED ACCESS TO

FACEBOOK AND THIS HAS AFFECTED MY
STUDIES NEGATIVELY.

AGREE
41%
DISAGREE
59%

AGREE DISAGREE

As can be seen in the graph above, 41% of the respondents agreed that they usually have

unlimited access to Facebook and this has affected their studies negatively and 59% disagreed.

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 I spent more time using the social

media than in studying Frequency Percentage (%)

Agree 15 56%

Disagree 12 44%

Total 27 100%

I SPENT MORE TIME USING THE SOCIAL

MEDIA THAN IN STUDYING.

DISAGREE
44%
AGREE
56%

AGREE DISAGREE

As can be seen in the graph above, 56% of the respondents agreed that they spent more

time using the social media than in studying and 44% disagreed.

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Addiction to online social networks

is a problem that affects my Frequency Percentage (%)

academic life

Agree 10 37%

Disagree 17 63%

Total 27 100%

ADDICTION TO ONLINE SOCIAL NETWORKS IS

A PROBLEM THAT AFFECTS MY ACADEMIC
LIFE.

AGREE
37%

DISAGREE
63%

AGREE DISAGREE

As can be seen in the graph above, 37% of the respondents agreed that addiction to online

social networks is a problem that affects my academic life and 63% disagreed.

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 There is no improvement in my

grades since I became engaged into Frequency Percentage (%)

the social networking sites

Agree 6 22%

Disagree 21 78%

Total 27 100%

THERE IS NO IMPROVEMENT IN MY GRADES

SINCE I BECAME ENGAGED INTO THE SOCIAL
NETWORKING SITES.

AGREE
22%

DISAGREE
78%

AGREE DISAGREE

As can be seen in the graph above, 22% of the respondents agreed that there is no

improvement in their grades since they became engaged into the social networking sites and 78%

disagreed.

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I engaged in academic discussion in

social media, like twitter, and this Frequency Percentage (%)

improved my academic performance

Agree 13 48%

Disagree 14 52%

Total 27 100%

I ENGAGED IN ACADEMIC DISCUSSION IN

SOCIAL MEDIA, LIKE TWITTER, AND THIS
IMPROVED MY ACADEMIC PERFORMANCE.

DISAGREE AGREE
52% 48%

AGREE DISAGREE

As can be seen in the graph above, 48% of the respondents agreed that they are engaged in

academic discussion in social media, like twitter, and this improved their academic performance and

52% disagreed.

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 The use of social media negatively

affects my submission of Frequency Percentage (%)

assignments

Agree 12 44%

Disagree 15 56%

Total 27 100%

THE USE OF SOCIAL MEDIA NEGATIVELY

AFFECTS MY SUBMISSION OF ASSIGNMENTS.

AGREE
DISAGREE 44%
56%

AGREE DISAGREE

As can be seen in the graph above, 44% of the respondents agreed that the use of social

media negatively affects their submission of assignments and 56% disagreed.

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 I make use of social media to

disseminate information to my Frequency Percentage (%)

classmate

Agree 16 59%

Disagree 11 41%

Total 27 100%

I MAKE USE OF SOCIAL MEDIA TO

DISSEMINATE INFORMATION TO MY
CLASSMATE.

DISAGREE
41%
AGREE
59%

AGREE DISAGREE

As can be seen in the graph above, 59% of the respondents agreed that they make use of

social media to disseminate information to their classmate and 41% disagreed.

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I use social media for research which

has helped me improve my grades Frequency Percentage (%)

Agree 26 96%

Disagree 1 4%

Total 27 100%

I USE SOCIAL MEDIA FOR RESEARCH WHICH

HAS HELPED ME IMPROVE MY GRADES.
DISAGREE
4%

AGREE
96%

AGREE DISAGREE

As can be seen in the graph above, 96% of the respondents agreed that they use social

media for research which has helped them improve their grades and 4% disagreed.

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 Joining academic forum in social

media increases my rate of Frequency Percentage (%)

understanding

Agree 23 85%

Disagree 4 15%

Total 27 100%

JOINING ACADEMIC FORUM IN SOCIAL

MEDIA INCREASES MY RATE OF
UNDERSTANDING.
DISAGREE
15%

AGREE
85%

AGREE DISAGREE

As can be seen in the graph above, 85% of the respondents agreed that joining academic forum

in social media increases their rate of understanding and 15% disagreed.

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 Social networking sites can be an

effective tool for learning Frequency Percentage (%)

Agree 22 81%

Disagree 5 19%

Total 27 100%

SOCIAL NETWORKING SITES CAN BE AN

EFFECTIVE TOOL FOR LEARNING.

DISAGREE
19%

AGREE
81%

AGREE DISAGREE

As can be seen in the graph above, 81% of the respondents agreed that social networking

sites can be an effective tool for learning and 19% disagreed.

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I engaged in academic discussion in

social media, like twitter, and this Frequency Percentage (%)

improved my academic performance

Agree 18 67%

Disagree 9 33%

Total 27 100%

I ENGAGED IN ACADEMIC DISCUSSION IN

SOCIAL MEDIA, LIKE TWITTER, AND THIS
IMPROVED MY ACADEMIC PERFORMANCE.

DISAGREE
33%

AGREE
67%

AGREE DISAGREE

As can be seen in the graph above, 67% of the respondents agreed that they are engaged in

academic discussion in social media, like twitter, and this improved their academic performance and

33% disagreed.

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Social Media can help me to improve

my score in recitation Frequency Percentage (%)

Agree 16 59%

Disagree 11 41%

Total 27 100%

SOCIAL MEDIA CAN HELP ME TO IMPROVE

MY SCORE IN RECITATION.

DISAGREE
41%
AGREE
59%

AGREE DISAGREE

As can be seen in the graph above, 59% of the respondents agreed that Social Media Can

help them to improve their score in recitation and 41% disagreed.

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 Using social media can help me to

communicate with my group mates Frequency Percentage (%)

Agree 24 89%

Disagree 3 11%

Total 27 100%

USING SOCIAL MEDIA CAN HELP ME TO

COMMUNICATE WITH MY GROUP MATES.
DISAGREE
11%

AGREE
89%

AGREE DISAGREE

As can be seen in the graph above, 89% of the respondents agreed that using social media

can help me to communicate with my group mates and 11% disagreed.

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 I timely submit my assignments

whether spending time on Facebook Frequency Percentage (%)

Agree 22 81%

Disagree 5 19%

Total 27 100%

I TIMELY SUBMIT MY ASSIGNMENTS

WHETHER SPENDING TIME ON FACEBOOK.

DISAGREE
19%

AGREE
81%

AGREE DISAGREE

As can be seen in the graph above, 81% of the respondents agreed that they timely submit

their assignments whether spending time on Facebook and 19% disagreed.

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 Groups and pages related to

studies are created by scholars on Frequency Percentage (%)

Facebook helps students in their

study

Agree 17 63%

Disagree 10 37%

Total 27 100%

GROUPS AND PAGES RELATED TO STUDIES

ARE CREATED BY SCHOLARS ON FACEBOOK
HELPS STUDENTS IN THEIR STUDY.

DISAGREE
37%
AGREE
63%

AGREE DISAGREE

As can be seen in the graph above, 63% of the respondents agreed that groups and pages

related to studies are created by scholars on Facebook helps students in their study and 37%

disagreed.

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Is Facebook has a positive impact on

student’s academic performance? Frequency Percentage (%)

Agree 22 81%

Disagree 5 19%

Total 27 100%

IS FACEBOOK HAS A POSITIVE IMPACT ON

STUDENT’S ACADEMIC PERFORMANCE?

DISAGREE
19%

AGREE
81%

AGREE DISAGREE

As can be seen in the graph above, 81% of the respondents agreed that Facebook has a

positive impact on student’s academic performance and 19% disagreed.

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I find it flexible to focus on work

by logging into Facebook as it Frequency Percentage (%)

helps me to remain in contact

with classmates

Agree 17 63%

Disagree 10 37%

Total 27 100%

I FIND IT FLEXIBLE TO FOCUS ON WORK

BY LOGGING INTO FACEBOOK AS IT HELPS
ME TO REMAIN IN CONTACT WITH
CLASSMATES.

DISAGREE
37%
AGREE
63%

AGREE DISAGREE

As can be seen in the graph above, 63% of the respondents agreed that they find cell

phones flexible to focus on work by logging into Facebook as it helps them to remain in

contact with their classmates and 37% disagreed.

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 PART IV. COMMENTS AND RECOMMENDATIONS

1. Are you in favor of allowing the use of cellphone during class hours? Why or why not?

Students who are in favor of using their cell phones during class hours said yes

because “student make bored in class, it can be used in recitation, sometimes the cellphone is

used for research on any subject, we have now an advanced technology to use for study, it helps

in educational purpose it just have to be balanced, sometimes for review, it is good especially

when it is for academic purpose only, and yes, but only when it’s completely necessary as

sometimes students use it to their advantage and not in a bad way.”

Students who are not in favor in these cites that no, because they say “some

students find this as a good opportunity to do what they want and abuse this, it’s more

important to focus on academic than using gadgets, phone is a distraction, it might be used for

cheating, there are students that cannot focus on their studies, students go to school to use their

books and notebooks not their cellular phones, it can cause distraction to the student learning,

students can’t focus in class, even though students use their cellphones or not the students must

respect their instructors, it will affect by a distraction and students will secretly use it, students

can’t focus on studying because their focus is on their cellular phones.”

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2. What mobile games in your cell phone, if there is any, do you play a lot? How does it affect

your academic performance?

Many said Mobile Legends because they say “playing Mobile Legends has a great

effect for them because positive way this help to develop analytical, logical skills and other

that connect to mental skills that can apply to study, it make them to be happy and busy

while the negative way to them is because it gives them a poor performance, forgot to do

assignments.”

3. What mobile applications in your cell phone do you use a lot? How does it affect your

academic performance?

Students said “it was Facebook, Messenger, Twitter, Instagram, Netflix, Browser,

and Youtube. It is because it keeps them updated in life, it doesn’t have any effect on their

academic performance sometimes, it doesn’t have any effect on their academics because it

their own type of stress reliever, it helps them to communicate to their classmates, to have

a communication to their love ones even though they are far from each other, it helps

students to get updated for their projects, assignments, and exams, students find reference

in the use of internet, it gives students awareness about what is happening in the society.

Sometimes students are distracted by it so they just consumed their time so than studying

they got distracted, they didn’t finish their assignments and projects on time because of

their unregulated usage of this, they can’t focus on class because this mobile applications

highly affects their sleeping habits.”

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4. Any other suggestion/recommendation on how the students can make use of cellphone as

an effective learning tool.

“Download some apps that will help you to improve you knowledge, if it is time for

Study, it is much better to put away the gadgets and only use it for educational purpose

only. Use it as a researching tool. Know your limitations and responsibilities. Use it for

assignments. Use it as a tool not a thing because it uses to help us not to regret in all our

decisions. Be disciplined and learn to balance it. Use the social media in a good purpose to

develop learning. Make use of cellphones with limitations because sometimes students who

are addicted to it don’t have any concern on their physical appearance and mental,

emotional health. Play games or any other mobile applications with moderations. Organize

your activities and time management when you know you have assignments better do it

than waste it on your phone. Restrain from using cell phones on the nonsense doing but

instead used it to enhance your knowledge.”

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1.2 DISCUSSION OF FINDINGS

Based on the above Table 1.1, it showed that, 16 (59%) respondents were male while 11

(41%) were female. 27 respondents were between 15-20years. Consequently, based on the

respondents’ STRAND, 13 were STEM, 3 were HE, 7 were ABM, and 4 were ICT. 23 students use

networking sites through their mobile phones while those who did not were just 4. Also, students

who use frequently of social media in terms of 1-2 websites were 6, 3-4 websites were 14, and 4-5

websites were 7. The students who use Facebook were 27, Instagram were 18, Twitter were 16,

Youtube were 22, and Snapchat were 5. Students who use their phones for Academic Purposes were

21, Communication were 21, Downloading music/video were 16, Uploading music/video were 10,

Posting photos were 14, and Playing online games were 14. The hours of the use of social media was

only 1 student for 30 minutes or less, 5 students for 3-4 hours, 6 students for 5 hours and above, 4

students for 1-2 hours, and 11 students for 4-5 hours.

The Table 1.1 above showed a positive relationship between the average performance of

students and their extent of use of mobile phones because, as average performance increases, their

phone level usage increases.

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 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions and recommendations for the

development of the main research problem.

SUMMARY OF FINDINGS

This study focused on The Impact of Smartphone or Mobile Phone Usage on the Academic

Performance of Selected Senior High School Students of Sapphire International Aviation Academy –

Parañaque Campus. However, the following findings were made from the study:

1. Senior high school students have access to mobile phones either through their parents,

friends or personal.

2. The performance of the selected students is significantly affected by their excessive usage of

their cellular phones.

3. There was significant difference in the academic performance senior high schools students.

CONCLUSION

In conclusion, smartphones or mobile phones which are in different types/models each for

specific tasks/functions are essential gadgets possessed by an average school student. This

concluded that this research has strongly showed that there was a vast influence of smartphones or

mobile phones on the senior high school students’ academic performance of Sapphire International

Aviation Academy – Parañaque Campus.

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RECOMMENDATIONS

Based on the findings of this work, the following recommendations were formulated:

1. Senior high school students need to be re-orientated on the need to set their priorities

right. This drive towards reorientation must be championed by the school management in

conjunction with the parents/guardians of the students. While the usage of mobile phones by

students cannot be outlawed drastically, they need to be continuously informed on the positive and

negative effects of their usage and of the problems deriving from the over-dependency and

unregulated use of their cellular phones.

2. Similarly, the school management must be more alive to their responsibilities by

ensuring conformity to the school laid down rules and regulations on student’s use of cellular phone

device during class session.

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