CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Mobile phones play an important part of modern communicators. It is the most

dominant portal of information and communication technology. It can be used very

effective as learning and communication tools in variety of settings (Kukulska-Hulme,

2010). As cell phones became available, they are increasingly owned and used by

teens. Further, as handsets become more loaded with capabilities ranging from

video recording and sharing, to music playing and internet access, teens have an

increasing repertoire of use. It enable users to access a variety of websites and

applications at almost any time and any place.

Mobile phone has gained immeasurable ground in the lives of students all

over the world. Even in a casual observation in schools, students will reveal cell

phones being used including classroom. According to Burns and Lohenry (2010), the

students equipped with the cell phones enter classrooms daily. Popular activities

such as playing video games, surfing the internet and monitoring social media site

are now all easily accomplished with most cell phones. Lenheart, Ling, Campbell,

and Purcell (2010) stated that cell phones are not just about communicating far

places but also it can be used as a recording devices and internet connected

computers. Furthermore, according to an article written by Shreiner (2018), cell

phones present new opportunities and challenges for students. Along with their

books and school supplies, many students make their trip to school with their mobile

phones. The presence of cell phone provides a host of options and challenges for

today’s students.

1
 Cell phone is a great tool that enables students to instantly communicate

with one another. But when students are using cell phones during classroom

instruction, it’s a different story. In relation to this, the Department of Education

officials has issued and reiterated once again DepEd Order 83 series of 2003; 26

series of 2000 and 70 series of 1999 or the order “Prohibiting Students of

Elementary and Secondary Schools from Using Cellular Phones and Pagers During

Class Hours”, which states that DepEd strictly imposes a ban on the use of cell

phones by students during class hours. Students are encouraged to turn off their cell

phones during class hours. Teachers are also instructed not to confiscate the cell

phone instead make sure to instruct the students to switch off their gadgets prior to

classroom discussion. This ban aims to help students remain focused on their

studies and that learning distractions will be minimized.

Despite of this law, the researchers observed during the Field Study that

some students were still using cell phone while the class is ongoing. Therefore, the

researchers conducted a research at STIP Pacific View College Inc. regarding on the

effect of using mobile phone during classroom instruction to their academic

performance so that the school can create policies on the utilization of mobile

phones in the school.

Review of Related Literature

. There was an engineer at Bell Caps named Doug Ring accomplished an

unfinished design for a cellular phone network. Certainly, the cellular phone network

that was presented by Ring a century ago was almost congruent of what billion of

people using right now (Madrigal, 2011). An estimation around 4.5 billion of people

using cell phone worldwide Goswami & Singh (2016).

2
 With the widespread ownership of cell phone among students, cell phones

usage in classroom is probable. Tindell and Bohlander (2012) found that 95% bring

their cell phones to every class meeting. In the study published in 2017, Womack

and Mcnamara, mentioned, Froese and colleagues (2012), that 75% of the students

have their cell phone with them in every class period. However, between 8% and 9%

turn their phones completely off during class time (Berry & Westfall, 2015; Tindell &

Bohlander, 2012).

According to an article written by Gretchen Krebs (2012), smart phones have

a huge impact on student’s achievement. Also, Norries, Hossain, and Soloway

(2011) in their study demonstrated that student’s achievement increase significantly

when students use mobile learning devices, including smart phones during learning

time. This is because their time-on-task completion will increase as they have the

device at hand. In addition, Norries et al. (2011) also found that students were

constantly using the smart phone camera to take pictures of abstract concepts

taught in class so that later they could relate them with the concrete ideas. Similarly,

Woodcock et al. (2012) reported that respondents on their research believe that

smart phones had allowed them to improve productivity and eventually their learning

performance. Another study conducted by by Mtega, Bernard, Msungu and Sanare

(2012), shows the respondents in their study do not just use traditional mobile

learning applications, such as text messages and calls, but they utilize mobile

learning applications such as GPS, camera, voice calls, emails, Google drive, to

create, upload, download and share academic resources with their friends. In the

study of Ng et al. (2017), mentioned, that “cell phones have allowed students

flexibility in managing their coursework, such as organizing assignments and finding

3
course information, with little or no effort” ( Tossell, Kortum, Shepard, Rahmati, &

Zhong, 2015).

In her article in Philstar Global, Orosa (2013) mentioned that Filipinos use

mobile phones as mobile computer. Also, Gorra & Bhati (2016) concluded that most

of the students in state colleges and universities in Caraga region in the Philippines

support the positive outcome of using technology as a way of improving learning and

any forms of activities in classroom.

Though many studies have shown smart phone usage benefits in learning,

Woodcock et al. (2012) demonstrated contrasting findings. Students were found

always using their phones more for playing games and other leisure activities than

for learning. Moreover, according to a study conducted by Kuznekoff and Titsworth

(2013), students who do not use mobile phones during a lecture write more

information in their notebooks, make more detailed notes, can recall lecture

information, score better grades and perform better in multiple choice test, than

students who use their mobile phones during the lecture. Also, in his research study,

Pullinam (2017), mentioned, Dietz and Henrich (2014) found that since there

increase of technology in the classroom (e.g. use of cell phones), there has been an

increase report of a decline in overall grades and decrease in seat work. Using cell

phones in the classroom has been connected with lower recall and a decrease in

student’s satisfaction with instruction. Comprehension has also lessened when

students use electronic devices for non-education purposes. Similarly, Lepp, Barkley

and Karpinski (2015), reported in their journal, that students who used cell phone

more in a daily basis were like to have a lower GPA that students who used it less. In

addition, M. Tayseer, et. al. (2014) proposed a research article titled “Social Network:

Academic and Social Impact on College Students” and found that there is a

4
correlation between the students GPAs and their frequent usage of social networks

like twitter, facebook. They found out that students tend to use social networks in

social purposes rather than the academic purposes. Also, according to a study done

on students, using smart phones during classes hampers the ability to concentrate

and makes academic performance worse (Samaha & Hawi, 2016). A study by

Kibona and Mgaya (2015) most of the students utilize smartphone for social activites

(65%) compared to education activities (20%). Moreover, 65 percent of the students

agreed that they utilize smart phone to surf social networking site (Twitter,

Whatsapp, Instagram, Facebook) while doing their academic assignment. Likewise,

in a journal written by Jesse (2015) titled “Smartphone and App Usage Among

College Students: Using Smartphone Effectively for Social and Educational Needs”,

mentioned, Berger (2013), that students who utilize mobile phone more tend to

achieve lower grades and have higher anxiety and felt less happy that student who

do not utilize mobile phone frequently. Also, smart phones, which share similar

functions with computers, may eliminate face-to-face interactions and weaken social

relationships (Singh and Samah 2018). Fawareh and Jusoh (2014) study revealed

that students do not fully utilize smart phones for learning motive but utilize it to

make calls, taking pictures and browsing internet. However, in a research study of

Tarala (2019) titled “The Assessment of Strategic Management Through the Impact

of Innovation: Basis of Action Plan”, mentioned, journal of Angelo G. Garcia of

Manila Bulletin, says there’s a lesson from mobile phones. Technology has done

more good than harm for the youth. The advent of e-book readers, for instance, has

made books more available to everyone with just a touch of a button. Mobile phones

are now channels to teach children.

5
 Using mobile phones gives additional advantages in learning process. A

public university located in the Black Sea region of Turkey indicated that the

effectiveness of using mobile phones serves as a vocabulary learning tool and it is

more efficient than the traditional vocabulary learning tools, (Basoglu & Akdemir,

2010). Another research suggests that many students perceive the cell phone

primarily as a leisure device, and most commonly use cell phones for social

networking, surfing the internet, watching video and playing games (Lepp 2014).

Regarding technological features, Oulasvirta et al. (2012) reported that the

motivation of smart phone use is triggered by accessibility, portability, easiness of

operation, connectedness, user interface, design, music and video player,

navigation, so forth. Moreover, smart phones enables collaboration between learners

and teachers anywhere, anytime (Keengwe & Bhargava,2014).

Furthermore, according to Subramanian (2018), using cellphones, teenagers

do not focus on spelling and grammar and misspell some words. Also, Van Dijk et al

(2016) mentioned that with children’s increasing use of mobile phones, concerns

have been raised about its influence on their writing skills and vocabulary

development. Children who frequently used mobile phone is therefore vulnerable to

negative effects in writing skills and even language deterioration. Constant use of

mobile phone may reduce thinking capabilities, affect cognitive functions and induce

dependency, (Parasumanan et al. 2017). Likewise, mobile phone usage significantly

influence academic performance, (Rabiu et al. 2016).

Theoretical and Conceptual Framework

Maslow’s Hierarchy of Needs can relate in this study. When the first three

classes of needs which are the physiological need, safety needs and need of love,

affection and belongingness are satisfied, the needs for esteem can become

6
dominant. These involve needs for both self-esteem and for the esteem a person

gets from others. Humans have a heed for a stable, firmly based, high level of self

respect and respect from others. When these needs are satisfied, the person feels

self confident and valuable as a person in the world. When these needs are

frustrated, the person feels inferior, weak, helpless and worthless. In relation to this

study, knowing that cellular phones nowadays are classified as needs, these might

be connected in building self-esteem and confidence. In our society, cell phones are

now considered as need not want.

It is also anchored to Multimedia Learning Theory by Richard Mayer.

Multimedia learning refers to the use of visual and auditory teaching materials that

may include videos, cell phone and other information technology. Moreover,

Multimedia Learning Theory focuses on the principles that determine the effective

use of multimedia in learning, with emphasis on using both the visual and auditory

channels for information processing. This theory is related to this study because it

highlights the use of multimedia devices such as cell phone as effective way to

stimulate the visual and auditory channels of learners resulting to a better

performance in the classroom.

The extent and effect of

using mobile phone
during classroom
instruction. Academic Performance
Positive *General Average
Negative

Figure 1. Schematic Diagram of the Study

7
 Figure 1 shows the flow of the study of the researchers, where in the

researchers find first the extent and effect of using mobile phones during classroom

instruction, then determine their academic performance.

Statement of the Problem

In this 21st century, using technology is commonly used in having an efficient

communication, getting information or news locally or global-based and become an

inevitable part of the way people live and work. This study will obtain the effects of

using mobile phone during classroom discussion to the academic performance of

Grade 8 students of STIP Pacific View College Inc. Specifically; the researchers will

seek answers to the following questions:

1. What is the profile of respondents in terms of?

1.1 Age;

1.2 Sex;

1.3 General average in the 3rd Quarter

2. What is the extent of using mobile phones during classroom instruction?

3. What is the effect of using mobile phones during classroom instruction as

perceived by the students?

2.1 Positive

2.2. Negative

4. Is there significant relationship between using mobile phones during

classroom instruction and academic performance of Grade 8 students of STIP

Pacific View College Inc.?

8
Hypothesis

Ho1- There is no significant relationship between using mobile phones during

classroom instruction and academic performance of grade 8 students of STIP.

Significance of the Study

The result of the study is considered significant because it intends to assist

the school in developing the strategies about mobile phone usage in classroom. It

also benefits the following:

For the administration, this study will help them impose rules and regulation

regarding on the use of mobile phone inside the classroom.

For the teachers, the result of the study will give them an additional

knowledge on how to properly use mobile phones in helping students minimize their

time through using it.

For the parents, this study will make them aware of the effects of mobile

phone usage to their children.

For the students, the result of the study will help them learn and improve their

academic performances. This will also help them in a way to serve as a guide in

enhancing the usage of mobile phones during classroom instructions.

For the future researchers, the study will serve as a guide for them so that

they will have idea of what to do and how to do their research.

Scope and Delimitation

This study focused on the effect of using mobile phones during classroom

instruction to the academic performance of the students. The respondents of the

9
study were the 138 Grade 8 students of STIP Pacific View College Inc. This was

conducted on March 4, 2020.

Definition of Terms

To facilitate better understanding of the study, the following terms are defined:

Mobile Phone – an electronic telecommunications device. Its function

includes talking, sending messages, accessing the internet, playing music, playing

games, taking pictures or videos or viewing pictures or videos.

Academic performance- is the outcome of education – the extent to which a

student, teacher or institution has achieved their educational goals.

Classroom instruction- an in-school instructional method involving

discussion and other forms of communication.

10
 CHAPTER 2

RESEARCH METHODOLOGY

This chapter shows the research design, research locale, respondents,

instrument to be used, and the procedure on how to gather data and statistical

treatment that needed to analyze and interpret the data.

Research Design

This study was a quantitative research design that employs descriptive-

correlational-method because it describes relation among variables. It obtains the

effect of using mobile phones during classroom discussion to the academic

performance of the Grade 8 students of STIP Pacific View College Inc.

Research Locale

This study was conducted in STIP Pacific View College Inc located at Andres

Soriano Avenue, Mangagoy, Bislig City.

Figure 2. Map of STIP Pacific View College Inc.

11
Research Respondents

Using Complete Enumeration, the respondents of this study were the 138

Grade 8 students of STIP Pacific View College Inc. It has been observed that

students belonging to this group frequently use cell phones during classroom

instruction.

Research Instrument

To collect the data, the researchers used questionnaire as instrument to

obtain the effect of using mobile phones to the academic performance of the

students. First part asked for the profile of the respondents as to age, sex, and

general average. Second part asked for the extent of using mobile phones during

classroom instruction. Third part asked for the positive and negative effect of using

mobile phones during classroom instruction using Likert’s Scale with a verbal

description of (4) strongly agree, (3) agree, (2)disagree, (1) strongly disagree.

Data Gathering Procedure

The researchers asked permission to the school administration to conduct the

study. Second, a letter of permission was given to the principal. Third, the

researchers asked permission to Grade 8 advisers. Then, a consent letter was given

to the participants and asked them to answer the questionnaires. Lastly, after

following the steps the data were collected and organized by the researchers.

12
Statistical Treatment

The following statistical treatment were used in analyzing and interpreting the

data.

Percentage and frequency distribution – used to describe the profile of the

respondents in terms of sex, age and general average.

Weighted Mean – used to analyze the perception of the participants on the

effects of using mobile phone during classroom instruction.

Pearson r correlation – used to determine the relationship between the

mobile phone usage of Grade 8 students and their academic performance.

13
 CHAPTER 3

RESULTS AND DISCUSSION

This chapter contains the presentation, analysis, and interpretation of data

about the problems stated in chapter one. It further presents information necessary

for drawing conclusions and recommendations.

Table 1 Profile of the Respondents

Table 1.1 Age of Respondents

Age Frequency Percentage

12-15 yrs. old 126 91%
16-18 yrs. old 12 9%

Total 138 100%

Table 1.1 presents the age of respondents. It shows that out of 138

respondents, 126 or 91% were under the age bracket of 12-15 years old while there

were only 12 or 9% were under the age bracket of 16-18 years old.

This determines that majority of the students were 12-15 years old which is

the normal age for Grade 8 students.

Specifically, as stated by Stamford American International School (n.d.), the

normal age for Grade 8 students were 13-14 years old which belongs to age bracket

of 12-15 years old.

14
Table 1.2 Sex of Respondents

Sex Frequency Percentage

Female 67 49%
Male 71 51%

Total 138 100%

Table 1.2 presents the number of sex of respondents. It shows that out of 138

Grade 8 respondents, 67 or 49% were females and 71 or 51% were males.

The table determines that there were more male than female respondents.

Based on the observation of Valderrama-Bahamondez (2011) that was

mentioned in the article written by Margarete Grimus (2014) suggested that boys are

faster and functional in using mobile phones than girls. Also, Devis, et al. (2009)

supported the study of Goswami & Singh (2016) that concludes, boys spend more

time on using mobile phones than girls.

Table 1.3 General Average of Respondents

General Average Frequency Percentage

90 and above (Advance) 15 11%
85-89 (Proficient) 37 27%
80-84 (Approaching Proficient) 66 48%
75-79 (Developing) 17 12%
74 and below (Beginning) 3 2%

Total 138 100%

15
 Table 1.3 presents the general average of the respondents. It shows that

there were 15 or 11% of the students got the grade of 90 and above, 37 or 27% of

them got the grade of 85-89%, 66 or or 48% of them got the grade of 80-84%, 17 or

12% of them got the grade of 75-79% while there were 3 students or 2% got the

grade of 74 below.

This determines that out of 138 respondents, most of them belong to

approaching proficiency grade.

The usage of mobile phone of the students has profound influence on their

academic performance. In this case, (Enye et. Al, 2017) stated that the use of mobile

phone among secondary schools students had significant relationship on their

academic achievement.

Table 2 The Extent of Using Mobile Phones during Classroom Instruction

Extent of Using Mobile Phones Frequency Percentage

Always - average of 7-8 hrs. a day 12 9%

Often - average of 4-6 hrs. a day 37 27%
Seldom - average of 1-3 hrs. a day 41 30%
Never - 0 hr. 48 34%

Total 138 100%

Table 2 presents the extent of usage of mobile phone of the respondents

during classroom instruction. It shows that 12 or 9% of the students always use

mobile phones, 37 or 27% often use mobile phones, 41 or 30% seldom use mobile

phones, and 48 or 34% never use mobile phones at all.

16
 This table determines that many of the students have used mobile phones

during classroom instruction though they differ in their time of usage.

According to Geser & Junco (2006); and Merson & Salter (2010) that was

mentioned in the study of Ezemanka (2013) that youths have consistent attachment

to their mobile phones. Moreover, Jacobo (2019) reported that teenagers in the

United States are spending vast amounts of their days using mobile phones as a

form of interaction.

Table 3.1 The Positive Effects of Using Mobile Phones during Classroom

Instruction

A. Positive Effects of Mean Verbal Description

Mobile Phone
1. Mobile phone makes 2.83 Agree
more organized and
detailed notes during a
lecture.
2. Mobile phone is used to 3.33 Strongly Agree
take pictures of important
concepts and ideas.
3. Mobile phone 3.21 Agree
applications such as GPS,
Camera, voice calls,
Google drive can create,
upload, download and
share academic resources
with friends.
4. Mobile phone users can 2.86 Agree
improve productivity and
efficiency.
5. Mobile phone allows 2.80 Agree
users flexibility in
managing tasks/work.

17
6. Mobile phone users can 2.91 Agree
organize home works with
little or no effort.
7. Mobile phone is used as 3.02 Agree
mobile computers.

8. The advent of e-book in 3.01 Agree

mobile phones made
books available to
everyone with just a touch
of a button.
9. Mobile phone is used as 3.05 Agree
vocabulary learning tool.

10. Mobile phone is used 3.24 Agree

for social networking.

11. Mobile phones enable 2.84 Agree

collaboration between
learners and teachers.

Table 3.1 presents the positive effects of using mobile phone during

classroom instruction. It shows that all students affirmed on the positive effects of

using mobile phone during classroom instruction. This is clearly shown on their

answers. Majority of the statements had a mean bracket of 2.80-3.24 which means

AGREE. While statement number 2 “Mobile phone is used to take pictures of

important concepts and ideas” had a mean of 3.33 with an interpretation of

STRONGLY AGREE perceived by the students.

This table determines that all students agreed on the positive effects brought

by using mobile phone during classroom instruction. Mobile phones offer many

features that were helpful for the students in their daily tasks.

The published study of Singh and Samah on October 22, 2018, mentioned

that mobile phones provide users with advance communication equipped with

18
internet access, cameras with high quality and management tools, according to

(Boulos et al., 2011). Moreover, individuals that own a mobile phone is utilizing not

only for texting and calling but also for listening online music, online shopping,

watching movies and sending pictures (Anderson 2016).

Table 3.2 The Negative Effects of Using Mobile Phone During Classroom

Instruction

B. Negative Effects of Mobile Phones Mean Verbal Description

1. Using mobile phone can decrease in 2.64 Agree

student’s satisfaction with instruction.

2. Using mobile phone can lessen 2.56 Agree

comprehension.

3. Using mobile phone can cause lower 2.77 Agree

retention.

4. Using mobile phone can hamper the ability 2.70 Agree

to concentrate.

5. Using mobile phone weakens social 2.70 Agree

relationship with classmates.

6. Using mobile phone can eliminate face to 2.72 Agree

face interactions.

7. Dependence to mobile phones can 2.60 Agree

decrease vocabulary skills.

8. Mobile phones can weaken hand writing 2.78 Agree

skills.

9. Use of mobile phones can gradually 2.68 Agree

deteriorate spelling skills.

10. Mobile phones can hamper the 2.72 Agree

development of critical and creative thinking
skills.

19
 Table 3.2 shows that all statements in the negative effects of using mobile

phone had a mean bracket of 2.56-2.78 which means AGREE.

This clearly shows that all respondents agree on the negative effects of using

mobile phone during classroom instruction.

Mobile phone cause negative effects on individual’s conversation quality,

closeness and connection (Przybylski & Weinstein, 2012). In addition, Lower levels

of empathy concern were reported when communication did in presence of mobile

phone (Misra et al.,2016).

Table 4 Significant Relationship Between Extent of Using Mobile Phone and

Academic Performance

Variables R value Verbal P value Decision

Description
Extent of 0.06 Negligible 0.493 Accept Ho
Using Mobile
Phone and
Academic
Performance
Perception on 0.00 Negligible 0.951 Accept Ho
the Positive
Effect of
Using Mobile
Phone and
General
Average 3rd
Quarter
Perception on 0.13 Negligible 0.137 Accept Ho
the Negative
Effect on
Using Mobile
Phone and
General
Average 3rd
Quarter

20
Legend:

1 Negligible

0.01-0.25 Weak Linear Relationship

0.26-.50 Moderate Linear

0.51-0.75 Strong

.76-.99 Very Strong

2 Perfect

Table 4 presents that there is no significant relationship between the extent of

using mobile phone and academic performance with a verbal description negligible

and Accepted Ho.

This clearly implies that mobile phone usage of the students does not affect

their academic performance.

This contradicts the study of Rabiu et al. (2016) that mobile phone usages

significantly influence academic performance.

21
 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary, findings, and conclusions taken from the

results of the study. It also provides recommendations drawn from the conclusions

which are deemed important.

Summary

This study is entitled “The Effects of Using Mobile Phone During Classroom

Instruction to the Academic Performance of the Grade 8 students of STIP Pacific

View College Inc. It aimed to help schools create policies on the utilization of mobile

phones in the school. The respondents of the study were all 138 Grade 8 students of

STIP Pacific View College Inc., using Complete Enumeration. In gathering data, the

researchers first asked permission to the school administration, then to the high

school principal and class advisers. After the permission was granted, a consent

letter was signed by the respondents with regards to their participation in answering

the questionnaires. The researchers used questionnaires as instrument in gathering

data using the Likert’s Scale. This study was a quantitative research design that

employs descriptive-correlational method.

Findings

The findings of the study are as follows;

1. As to age of the138 respondents, 126 or 91% were under the age bracket

of 12-15 years old while there were only 12 or 9% were under the age

bracket of 16-18 years old.

22
 As to the sex of the respondents, Out of 138 grade 8 students, 67 or 49%

were females and 71 or 51% were males. There were more males than

female respondents.

As to the general average on the 3 rd Quarter of the respondents, 15 or

11% of the students got the grade of 90 and above, 37 or 27% of them got

the grade of 85-89%, 66 or or 48% of them got the grade of 80-84%, 17 or

12% of them got the grade of 75-79% while there were 3 students or 2%

got the grade of 74 below.

2. As to the extent of the respondent’s usage of mobile phone during

classroom instruction, 12 or 9% of the students always use mobile phones,

37 or 27% often use mobile phones, 41 or 30% seldom use mobile

phones, and 48 or 34% never use mobile phones at all.

3. Generally, all respondents affirmed on the positive effects of using mobile

phone during classroom instruction.

Likewise, the respondents rated all the statements in the negative effects

of using mobile phone during classroom instruction “AGREE”.

4. There is no significant relationship between the extent of mobile phone

usage and academic performance of the students.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. There were more male than female respondents. Most of the them have

the general average of 80-84 or Approaching Proficiency.

2. Respondents used mobile phone everyday but they differ in time of use.

23
 3. Both positive and negative effects of using mobile phone during classroom

instruction were agreed by all respondents.

4. Based on the findings of the study, the researchers found out that there is

no significant relationship between extent of using mobile phone and

academic performance of the students.

Recommendations

In the light of the findings and conclusions drawn, the following

recommendations are suggested:

1. Since there is an existing policy on mobile phone imposed by the Department

of Education, there is a need for the school administration to promote some

measures to control the exposure of children to mobile phone while they are

inside the school premises.

2. Since the students agree on the positive and negative effect of using mobile

phone, still the teacher should develop interactive activities inside the

classroom that attracts their attention and will eliminate their usage of mobile

phone. Teacher’s instruction should be clear enough so that students can fully

comprehend. Teachers must see to it that classroom environment should be

free from distractions.

3. Though there is no significant relationship between using mobile phone and

their academic performance, still, parents should be informed to monitor their

children’s usage of mobile phone and academic performance at the same

time. Mobile phones have lots of positive effects on students unless it is used

for negative purposes.

24
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APPENDICES

31
 STIP PACIFIC VIEW COLLEGE INC.
Andres Soriano Avenue, Mangagoy, Bislig City

Letter to the Respondents

Dear Respondents,
We are glad to have you as respondents of our research study entitled “The
Effect of Using Mobile Phones During Classroom Instruction to the Academic
Performance of the Grade 8 Students of STIP Pacific View College Inc.
We humbly request to please answer with honesty all the given questions and
do not leave a single item unanswered. It is rest assured that all the information you
provide will be treated in strict confidentiality and will be used for research purposes
only.
Sincerely yours,
The researchers
I. Profile of the Respondents

Direction: Please put an x on the box that corresponds to your answer.

Name (Optional): __________________________________
Sex: Female
Male
Age: 12-15 years old
16- 18 years old
19-21 years old
22 years old and up
General Average:
90% and above – (Advance)
85-89 – (Proficient)
80-84 – (Approaching Proficiency)

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 75-79 – (Developing)
74 and below – (Beginning)
II. Extent of Using Mobile Phones during Classroom Instruction
Direction: Place a check ( ) on the box that describes how often you use mobile
phones during classroom instruction.
Always – Average of 7-8 hours a day
Often – Average of 4-6 hours a day
Seldom – Average of 1-3 hours a day
Never – 0 hour
III. Effects of Using Mobile Phones during Classroom Instruction
Direction: Please put a check ( ) in the column that corresponds to your answer.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly
Disagree
A. Positive Effects Strongly Agree Disagre Strongly
Agree e Disagree
4 1
3
2
1. Mobile phone makes more
organized and detailed notes during a
lecture.
2. Mobile phone is used to take
pictures of important concepts and
ideas.
3. Mobile phone applications such as
GPS, Camera, voice calls, Google
drive can create, upload, download
and share academic resources with
friends.
4. Mobile phone users can improve
productivity and efficiency.
5. Mobile phone allows users flexibility
in managing tasks/work.
6. Mobile phone users can organize
home works with little or no effort.

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7. Mobile phone is used as mobile
computers.
8. The advent of e-book in mobile
phones made books available to
everyone with just a touch of a button.
9. Mobile phone is used as vocabulary
learning tool.
10. Mobile phone is used for social
networking.
11. Mobile phones enable collaboration
between learners and teachers.
B. Negative Effects
1. Using mobile phone can decrease in
student’s satisfaction with instruction.
2. Using mobile phone can lessen
comprehension.
3. Using mobile phone can cause
lower retention.
4. Using mobile phone can hamper the
ability to concentrate.
5. Using mobile phone weakens social
relationship with classmates.
6. Using mobile phone can eliminate
face to face interactions.
7. Dependence to mobile phones can
decrease vocabulary skills.
8. Mobile phones can weaken hand
writing skills.
9. Use of mobile phones can gradually
deteriorate spelling skills.
10. Mobile phones can hamper the
development of critical and creative
thinking skills.

Thank you for your cooperation.

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