University of Perpetual Help System GMA - JONELTA

Basic Education Department – Senior High School

Consumer Satisfaction and Preferred Type of Commerce

A Thesis
Presented To
The Faculty of the Senior High School
University of Perpetual Help System GMA
San Gabriel, GMA, Cavite

In Partial Fulfillment
Of the Requirements for the Subject
Inquiries, Immersion and Investigations

By

Researchers’ Names
Surname, First Name M.I.

March 2020

RECOMMENDATION FOR ORAL EXAMINATION

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 University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

This thesis entitled “Research Title” prepared and submitted by First Name M.I. Surname, in
partial fulfillment of the requirements for the subjectInquiries, Immersion and
Investigationshas been examined and is recommended for Oral Examination.

_____________________________
Aira A. Lucañas, LPT
Adviser

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with the grade of__________
(Meritissimus, Benemeritus, Meritus, Probatus)

Thesis Committee:

______________________________
Name//
Chairman

_____________________________ _____________________________
Name Name
Member Member
______________________________________________________________________________

FINAL APPROVAL

Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries.

__________________________
Dante F. Ferranco, MAEd
Academic Coordinator, Senior High School

ACKNOWLEDGEMENT

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 University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

The completion of this scholarly endeavor will not reach the realms of possibility without the

divine guidance and provision of Heavenly Father, the fountainhead of knowledge and wisdom, to Him

the researcher wishes to return all the glory. Also, gratitude is extended to the following persons whose

invaluable contributions are implanted on the pages of this manuscript.

Dr. Pedrito Jose V. Bermudo, the adviser and language editor, for mentoring, trusting, and

inspiring the researcher;

Dr. Antonio R. Yango, Dr. Leomar S. Galicia, Dr. Remedios M. Dela Rosa, and Dr.

Armando A. Torres, the eminent members of the oral examination committee, for their constructive

criticisms and recommendations as well as their meticulous evaluation for the improvement of the study;

Dr. Nonet A. Cuy, for her assistance in the statistical analysis;

Mr. Michael Angelo B. Del Rosario, for diligently helping the researcher from the selection of

respondents and calculations to data gathering and interpretation;

Mrs. Veronica C. Samson, the Senior High School Director and the researcher’s superior, for

her consideration, understanding, and support during the busiest days of competing this manuscript; and

The respondents and participants of the study, for their time and cooperation that made the

procurement of data possible.

The Researchers

DEDICATION

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 University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

This is wholeheartedly dedicated

to

name special persons in your life

Owen

THESIS ABSTRACT

Title: Mobile Learning to Students’ Cognitive and Affective Domains: A Springboard in

Strengthening Paperless Pedagogy in Senior High School

Author: Rowena R. Contillo

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 University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

Curriculum: Senior High School

School: University of Perpetual Help System Laguna

Academic Year: 2017-2018

Adviser: Dr. Pedrito Jose V. Bermudo

No. of Pages: 111

________________________________________________________________________
This study aimed to provide an in-depth understanding of mobile learning as a new and
controversial phenomenon in the Philippine educational context. Amidst the contradicting views and
responses of academicians, parents, and students on mobile learning, the researcher sought to determine
its impact on cognitive and affective domains employing quantitative descriptive-correlational and
qualitative phenomenological research designs with senior high school students as respondents and
participants.
Specifically, it answered the following sub-questions: (1) What is the respondents’ profile in terms
age, gender, strand and frequency of use after class hours on a daily basis? (2) What is the perceived
mobile learning’s impact on the respondents’ cognitive domain in terms of remembering, understanding,
applying, analyzing, evaluating, creating? (3) What is the perceived mobile learning’s impact on the
respondents’ affective domain in terms of receiving, responding, valuing, organization, and
characterization? (4) Is there a significant difference in the perceived mobile learning’s impact on the
respondents’ cognitive domain when grouped according to their profile variables? (5) Is there a
significant difference in the perceived mobile learning’s impact on the respondents’ affective domain
when grouped according to their profile variables? (6) How significant is the relationship between the
perceived mobile learning’s impact on the respondent’s cognitive and affective domains? (7) What are the
lived experiences of the participants in mobile learning? (8) How have the participants experienced
mobile learning in Senior High School? (9) Based on the findings of the study, what action plan can be
implemented to strengthen paperless pedagogy in Senior High School?
Based on the results of the study, the following conclusions are drawn: (1) The respondents are
equally distributed in terms of gender and majority of them are aged 18 to 19 years old from STEM strand
and use cellphones and tablets for educational purposes 3 to 4 hours per day. (2) Mobile learning is
perceived to have positive impact on students’ cognitive domain. (3) Mobile learning is perceived to have
positive impact on students’ affective domain.(4) Mobile learning has more positive impact on the
cognitive development of the respondents from the Arts and Design track and Accountancy, Business,
and Management strand as compared to their counterparts from other strands. (5) Mobile learning has
more positive impact on the cognitive development of the respondents from the Science, Technology,
Engineering, and Mathematics strand as compared to their counterparts from other strands. (6) The more
positive mobile learning’s impact on the respondents’ cognitive domain is the more positive is its impact
on their affective domain. (7) With mobile learning, senior high school student participants experienced
improved academic performance and class standing, limited interaction with their teachers, and greater
opportunities to collaborate with their classmates. (8) The participants experienced mobile learning more
positively than negatively as its advantages outweighs the disadvantages of using it. (9) Based on the
findings of the study, the researcher recommends a Cyclical Triple E action plan that stands for
Evaluation, Empowerment, and Enlightenment to strengthen paperless pedagogy in senior high
school.

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 University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

Keywords: Mobile Learning, Cognitive Domain, Affective Domain, Paperless Pedagogy

TABLE OF CONTENTS

Title Page i
Recommendation for Oral Examination ii
Approval Sheet ii
Acknowledgement iii
Dedication v

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University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

Thesis Abstract vi
Table of Contents viii
List of Tables x
List of Figures xii

Chapter
1 THE PROBLEM AND ITS SETTING 1
Introduction 1
Theoretical/Conceptual Framework 3
Operational Framework 7
Statement of the Problem 9
Statement of Hypothesis 11
Assumptions of the Study 12
Scope and Delimitation 12
Significance of the Study 14
Definition of Terms 16

2 REVIEW OF RELATED LITERATURE 22

State of the Art 22
Birth of Mobile Learning 22
Advantages of Mobile Learning 23
Disadvantages of Mobile Learning 24
Domains of Learning 26
Cognitive Domain 26
Affective Domain 28
Mobile Learning and the Cognitive Domain 29
Mobile Learning and the Affective Domain 33
Paperless Pedagogy in Senior High School 35
Unified Theory of Acceptance and Use of Technology 37
Synthesis of Reviewed Literature 38
Gaps Bridged by the Present Study 40

3 RESEARCH METHODOLOGY 42
Research Design 42
Sources of Data 43
Respondents of the Study 43
Instrumentation and Validation 45
Evaluation and Scoring 46
Data Gathering Procedure 47
Treatment and Analysis of Data 47
Ethical Consideration 49

4 PRESENTATION, ANALYSIS AND INTERPRETATION 50

OF DATA

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University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

FUTURE DIRECTIONS
Summary of Findings 92
Conclusions 94
Future Directions 100

References 103

Appendices 112
Appendix A: Letter to the Principal 112
Letter to the Participants 113
Consent Form 115
Appendix B: Research Instrument 116
Appendix C: Validation Sheets 120
Appendix D: Editor’s/Statistician’s Certification 152
Appendix E: Curriculum Vitae 152

LIST OF TABLES

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University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

Table Page

1 The Respondents’ Profile 50

2 The Mobile Learning’s Impact on the Respondents Cognitive 52
Domain: Remembering
3 The Mobile Learning’s Impact on the Respondents 53
Cognitive Domain: Understanding
4 The Mobile Learning’s Impact on the Respondents 54
Cognitive Domain: Applying
5 The Mobile Learning’s Impact on the Respondents 55
Cognitive Domain: Analyzing
6 The Mobile Learning’s Impact on the Respondents 56
Cognitive Domain: Evaluating
7 The Mobile Learning’s Impact on the Respondents Cognitive 57
Domain: Creating
8 Composite Table for the Perceived Mobile Learning’s Impact 58
on the Respondents’ Cognitive Domain
9 The Mobile Learning’s Impact on the Respondents Affective 60
Domain: Receiving
10 The Mobile Learning’s Impact on the Respondents Affective 61
Domain: Responding
11 The Mobile Learning’s Impact on the Respondents Affective 62
Domain: Valuing
12 The Mobile Learning’s Impact on the Respondents Affective 63
Domain: Organization
13 The Mobile Learning’s Impact on the Respondents Affective 64
Domain: Characterization
14 Composite Table for the Perceived Mobile Learning’s Impact 65
on the Respondents’ Affective Domain
15 Difference in the Perceived Mobile Learning’s Impact on the 67
Respondents’ Cognitive Domain when grouped according to
Profile
16 Difference in the Perceived Mobile Learning’s Impact on the 70
Respondents’ Affective Domain when grouped according to
Profile
17 Relationship between the Perceived Mobile Learning’s 73
Impact on the Respondents’ Cognitive and Affective Domain
Theme Clusters Grouped into Two

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University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

LIST OF FIGURES

Figure Page

1 Model of Theoretical Framework 5

2 The Model of Operational Framework Showing the 8

Relationship among Variables

Combining Pedagogy for Mobile Learning Design

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University of Perpetual Help System GMA - JONELTA
Basic Education Department – Senior High School

3 (Krathwohl, 2002) 31

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