READING MOBILE APPLICATIONS ON

STUDENTS’ CRITICAL THINKING SKILLS:

A LINEAR ANALYSIS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 1017-1029
Document ID: 2023PEMJ1032
DOI: 10.5281/zenodo.8229487
Manuscript Accepted: 2023-9-8
Psych Educ, 2023, 11: 1017-1029, Document ID:2023 PEMJ1032, doi:10.5281/zenodo.8229487, ISSN 2822-4353
Research Article

Reading Mobile Applications on Students’ Critical Thinking Skills:

A Linear Analysis
Sheniel L. Laurente*, Jamaira D. Diva, Adrian M. Abarquez, Rhino Rienz L. Casas,
Airis Kim M. Codiñera, Jomarie Alex A. Guinita
For affiliations and correspondence, see the last page.
Abstract
Reading mobile applications, more generally known as an “applications,” are a category of
application software created specifically to run on mobile devices like smartphones and tablets.
Critical thinking is the process of actively and successfully conceiving, applying, analyzing,
synthesizing, and evaluating knowledge as a basis for belief and action. This study assessed the
relationship of using reading mobile applications in developing the students’ critical thinking skills. A
correlational design was used in this study to assess whether two different variables have a
relationship. There were 125 grade 10 respondents utilized by the researchers. The research was
carried out at Maguikay High School in G.K. Sudlon, Maguikay, Mandaue City, Cebu, Philippines,
6014. Two-page standardized questionnaires were used in this study, which was calculated using the
Pearson’s correlation coefficient. Every questionnaire fundamentally plays a role in the study to
effectively know the correlation of each variable. The finding showed that there is a significant
relationship between reading mobile applications and critical thinking skills. Therefore, reading
mobile applications can help students gain knowledge, improve their reading skills, and develop their
critical thinking skills.

Keywords: reading mobile applications, critical thinking, correlation, linear analysis

Introduction Maguikay High School students are interested in

Reading mobile applications are a class of software
designed especially for portable devices like
smartphones and tablets, more commonly referred to
as “applications.” Libby, eBook, and Scribd are a few
examples of reading-related mobile applications. With
these mobile reading programs, students can look up
information for educational purposes at any time and
location that they enjoy reading, which help them stay
current even in the modern era. Mobile applications
that closely resemble those found on personal
computers are commonly accessible to consumers.
Applications are frequently distinct, small-sized
software components with limited functionality. The
terms iPhone app, smartphone app, web app, and the
online app can all be used to refer to mobile reading
applications (Demir & Akpinar, 2018). It is enjoyable
for everyone to use mobile applications. We can read
and study using mobile applications whenever and
wherever we choose.
Critical thinking involves using developed, applied,
analyzed, synthesized, and effectively evaluated
knowledge as a basis for belief and action. This mode
of thinking requires intellectual discipline and the
ability to assess facts, data, evidence, observations,
and circumstances to conclude (Wallman & Hoover,
2012). An essential educational objective is critical
thinking, which is reasonable, reflective thinking
concerned with choosing what to believe or do. Many
adopting mobile applications for reading. Mobile
reading software for students has both benefits and
drawbacks. Some people use reading apps on their
mobile devices for academic purposes. Others, though,
are merely amusing themselves with it. Because this
study significantly impacts how students use reading
mobile applications to develop critical thinking, the
researchers must continue this investigation.
Internationally, a study by Ismail et al. (2016) in
Malaysia entitled “Promoting Students’ Critical
Thinking in a Mobile Learning Environment”
demonstrates that mobile technology’s advantages and
rapid development enhance education. Nationally, a
study in Cagayan de Oro, Philippines by Limbaco et
al. (2021) on “The Use and Perceptions of Students of
Mobile Applications as a Classroom Response
System,” revealed that mobile applications are utilized
as a Classroom Response System by students in a
diverse range of disciplines and educational levels.
Such applications and handheld devices involve
students, cultivate learning, and develop learning
activities. Further, in Cebu, Etcuban and Pantinople’s
(2018) quasi-experimental study on “Effects of Mobile
Applications in Teaching High School Mathematics,”
concluded that using the mobile application to teach
math to grade 8 students had improved students’
achievement and learning. Additionally, a quasi-
experimental study on “Mobile Pronunciation
Applications for Oral Communication” conducted in
Cebu, Philippines, by Abarquez (2021) revealed that

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Research Article
the best way for English teachers to develop
pronunciation skills in today’s young, tech-savvy
students is by utilizing the most well-liked mobile
applications.
The researchers discovered a research gap in using
reading mobile applications to develop students’
critical thinking abilities. Previous studies focused on
mobile apps but did not develop students’ critical
thinking abilities. A study from earlier research aimed
to use mobile learning technology to help students
develop their critical thinking skills. In contrast, this
study aimed to assess the relationship on the various
reading mobile applications on the critical thinking
skills of junior high school students.Thus, this research
determined how using mobile applications for reading
correlates students’ critical thinking skills. Students
must be aware of the significance of reading mobile
applications. The ability to evaluate, comprehend, and
communicate arguments is all improved by reading
frequently.
Research Questions
This study assessed the relationship of reading mobile
applications and critical thinking skills among grade
10 junior high school students of one of the secondary
schools in Mandaue City, S. Y. 2022-2023, third
quarter. The results of this study were the basis for
recommendations.Specifically, this answered the
following recommendations:
1. What is the weighted mean of the respondents’
reading mobile applications usage?
2. What is the weighted mean of respondents’ critical
thinking skills?
3. Is there a significant relationship between reading
mobile applications and critical thinking skills?
4. Based on the findings, what recommendations may
be proposed?
Literature Review
Utilizing Mobile Applications for Reading as a
Learning Tool
In an era where mobile devices have become a
fundamental part of our daily lives, their potential as
effective teaching tools cannot be emphasized. Among
the numerous programs available, those specialized for
reading have acquired enormous momentum as useful
learning tools. This review of related literature
attempts to investigate the wide variety of mobile
reading applications and their impact on learning
Laurente et al.
outcomes. This review intends to contribute to a better
understanding of how mobile applications may affect
reading practices and improve learning experiences for
learners of all ages by conducting an in-depth analysis
of the available studies.
Regarding mobility, location awareness, and the
usability of different mobile devices and their apps
owing to the variations between them and other
computer system are distinct (Abran et al., 2012).
Mobile devices and their applications offer
considerable advantages for their uses. Mobile apps
are installed by users from various sources or
incorporated into phones during production venues for
action. The software requirements for mobile devices,
such as PDAs and mobile phones, impact the creation
of mobile applications. Because they are less
computer-focused, they are more user-friendly.
Speaking of reading applications for mobile devices,
an electronic book (sometimes referred to as an "e-
book") is a digital publication that can include both
text and image content. An electronic book can be read
on a computer using specialized software or on a
proprietary digital device called an e-reader (Rouse,
2016).According to Wang et al. (2013), mobile
application (APP) is a new, developing mobile
technology that has been widely used. This new
mobile artifact threatens the existing economic
paradigm of mobile business. It opens up new
opportunities for the market, making it more critical
than ever to match consumer demand and launch a
product fast and successfully.
Mobile technologies enable novel modes of
information and communication access. However,
despite these advancements, these technologies must
still uphold and defend the values of their users.
Research suggests a significant discrepancy between
user values, like privacy, and how mobile technologies
address these values (Martin & Shilton, 2015).
Encouraging corporate social responsibility and ethical
considerations among tech companies and developers
remains a persistent and unresolved challenge that
needs to be addressed.
According to Can (2016), players in the education
sector are looking for the best ways to encourage
parents' participation in school activities because
parent-teacher collaboration is essential for students'
achievement. For children to succeed, parents and
teachers must work together. The stakeholders in the
education sector are looking for the most effective
informational notice to encourage parental
involvement in academic activities.Moreover,
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according to Phongtraychak and Dolgaya (2018), a
mobile application is a software program that runs on
portable electronics like smartphones and tablets. It is
a result of recent technological developments. Mobile
applications result from the convergence of media,
information technology, the internet, and cutting-edge
technologies. This overview of the literature discusses
reading mobile applications. It talks about the
advantages and disadvantages of mobile application
reading for students. For social and educational goals,
students could find reading mobile applications
helpful. In conclusion, reading mobile apps is a
learning tool that students employ.
The Benefits of Critical Thinking for Students’
Learning
In a dynamic environment that requires flexible and
analytical individuals, critical thinking has emerged as
an essential skill set for students of all disciplines. The
ability to critically analyze information, evaluate
arguments, and make reasoned judgements is essential
not only for academic success, but also for personal
growth and professional development. The following
review of related literature seeks to provide an
overview into the wide body of research surrounding
the benefits of critical thinking in students' learning
experiences. This review tries to identify the various
benefits of critical thinking by reviewing the existing
literature.
According to Bezanilla (2019), critical thinking is a
skill students must have to excel in their personal and
professional lives. Therefore, it must be a priority for
universities to incorporate it into their programs,
courses, and extracurricular activities. There is still
work to be done since the capacity has to be defined
clearly, and new active techniques for developing it
must be improved. Moreover, developing speaking
skills through diverse real-word activities can be used
in the classroom to help pupils improve their critical
thinking skills (Muhammadiyeva et al., 2020).Critical
thinking (C. T.) is one of the most in-demand abilities
for a pharmacy graduate (Persky et al.,2019). Some of
the many barriers to critical thinking are students’
views, inadequate metacognitive abilities, a fixed
perspective, a nonautomated skillset, heuristic, biases,
and the fact that thinking is time-consuming.
Additionally, Birgili (2015) notes that the capacities
for critical and creative thinking are sometimes used
interchangeably in definitions. They employ various
constructions because human acts have different effect
on different people. People must be able to handle
everyday situations with both competencies at one of
Laurente et al.
today’s requirements. Therefore, problem-based
learning environments should be valuable tools for
fostering creativity and critical thinking
skills.Furthermore, critical thinking is a commonly
acknowledged educational objective, (Hitchcock,
2018). There is disagreement over the exact definition
of the term. However, the differing interpretations can
be understood as different perspectives of the same
core concept: a purposeful and comprehensive
examination.
Lastly, according to Heard et al. (2020), critical
thinking aims to create a new information,
understanding, hypotheses, and beliefs that are reliable
and insightful. Critical thinking entails assessing and
evaluating facts, arguments, and circumstances by
applying proper criteria. Critical thinking pertains to
an individual’s ability to comprehend decision-making
and skillful problem-solving.The above review of
relevant literature focuses entirely on critical thinking.
Students will benefit from having critical thinking
abilities to succeed. It enables individuals to increase
the effectiveness of their decision making and
problem-solving. Increasing the pupils’ capacity for
critical thought may result in better comprehension,
hypotheses, and beliefs. As a result, using mobile
applications can help pupils’ critical thinking abilities.
Mobile Applications that Support Students’
Learning
In recent years, the widespread usage of mobile
devices and the development of mobile technology
have altered the field of education and created new
opportunities for supporting students' learning
processes. Particularly, mobile applications have
drawn a lot of interest as developing technologies that
can enhance the teaching and learning process by
providing access to a wide range of educational
resources at any time and from any location. This
review of related studies aims to provide readers with
an overview of existing studies on mobile educational
resources that support students in a variety of
academic fields.
A study by Henry and Mohamad (2021) entitled “The
Use of Mobile tech Technology in Enhancing the
Critical Reading Skills of Pre-University ESL
Students” found that one of the most sought-after
qualifications for studies and employment in the 21st
century, critical thinking abilities have been impacted
by the industrial revolution, which altered the nature of
work, lifestyle, and education. The leading cause of
the county’s high unemployment rate is graduates’
need for critical thinking skills, which are gained
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through critical reading, which calls for complex
thought. The ability to explain one’s own opinions and
ideas while analyzing, synthesizing, and assessing
information from a variety of sources is improved
through developing critical reading skills.
Moreover, a study by Hasan et al. (2018) entitled,
"Development of Interactive E-book on Energy
Resources to Enhance Student’s Critical Thinking
Ability," concluded that the creation of an interactive
e-book based on the Learning Content Development
System (LCDS) has been validated as a teaching
resource on the subject of energy resources using a
scientific method to improve students' critical thinking
abilities. It is advised to constantly enhance user
interface and user experience for the convenience of
students, keeping up with technological innovation.
Furthermore, Yahaya et al. (2017) explored students’
opinions of using smartphone applications about
motivation, curiosity, and confidence in a study titled
“Effectiveness of mobile learning application in
enhancing reading skills in the Chinese Language and
towards post-attitudes.” Additionally, it looked into
how smartphone apps affected people’s ability to read
Chinese. Quantitative information was gathered using
a 4-point Likert scale questionnaire and oral pre-and
post-tests. The results of this study, which involved 53
pupils, showed that test scores rose after receiving
instruction for four weeks straight. The findings
showed that students liked and found it easier to use
smartphone applications than conventional methods
for teaching and learning. Incorporating a smartphone
application can also increase motivation and interest,
but more assurance is required. Finally, the researchers
address how this study’s implications might affect
mobile learning.
In line with earlier studies, a study by Alqahtani and
Mohammad (2015) entitled “Mobile Applications’
Impact on Student Performance and Satisfaction”
discovered that students’ opinions of their behavior,
performance, and satisfaction with their study of the
Holy Quran are positively correlated with their use of
the mobile app “Say Quran.” In this study, 118 Al-
Imam Muhammed Bin Saud Islamic University’s
College of Computer Sciences and Information
Systems students were asked to use the mobile
applications to aid in their study of the Holy Quran. A
survey was then distributed to gather information. The
study provided evidence of a positive relationship
between students’ reported behavior, performance, and
contentment while studying the Holy Quran using the
mobile app “Say Quran.”
Laurente et al.
Additionally, a study by Basal et al. (2016) entitled
"Effectiveness of mobile applications in vocabulary
teaching” indicated that teaching vocabulary through
mobile applications can reveal that the latter is a more
effective tool when compared to traditional paper-
based activities. Smartphones are becoming a more
significant part of our daily life. Applications for these
gadgets’ enormous capacity are numerous. Utilizing
these tools in language learning has opened up new
avenues for the opportunity and revolutionized how
teachers and students learn and impart knowledge. The
article offers recommendations for teaching
vocabulary with mobile applications.
Moreover, Hasan et al. (2018), in their study entitled
“Development of an Interactive E-Book on Energy
Resources to Enhance Student’s Critical Thinking
Ability,” stated that the objective of this research was
to produce a trustworthy interactive e-book using the
Learning Content Development System (LCDS) and a
scientific approach to energy resources in order to
enhance students’ critical thinking abilities as well as
to assess the readability and usability of the created e-
book. It employs a process of study and development.
The created e-book includes essay questions, an
interactive test, simulations, animations, and a learning
video. The e-content books and design have undergone
verification, and the conclusions are “quite
appropriate” in terms of quality and “proper to use” as
guidance for students researching the topic of energy
resources using a scientific method that fosters critical
thinking. The one-on-one test results show that the e-
book has excellent readability and is very user-
friendly, scoring 3, 68, and 3, 60, respectively.
Moreover, Demir and Akpinar’s (2018) study, entitled
“The Influence of Mobile Learning Applications on
Students’ Academic Achievement and Attitudes
Toward Mobile Learning,” concluded a clear
correlation between student performance and mobile
learning. The pupils also appreciated the potential for
mobile learning to increase their motivation
significantly.Furthermore, a study by Farah and Abu-
Dawood (2018) entitled “Using Mobile Phone
Applications in Teaching and Learning” showed that
most students responded favorably to using mobile
applications in teaching and learning. Every student
also owned a smartphone and used various kinds of
educational software. The research found that most
students preferred using mobile applications for
teaching and studying. The outcomes also
demonstrated that the interventions improved student
comprehension and learning. This study examined
how Reading Strategy Instruction (RSI) was used in a
reading class to support second language learners in
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developing their critical thinking skills.
In addition, a study entitled “Promoting Students’
critical thinking through reading strategy instruction in
a reading class” by Rani (2016) demonstrated that
incorporating RSI into the reading lesson aided in the
participants’ improvement of their critical thinking
skills. The participants were able to challenge the
text’s facts, identify its flaws, and build connections to
the text and the outside world through RSI. They were
also able to develop persuasive arguments and back
them up with examples from the real world.
Similarly, a study by Kusmaryani et al. (2019) entitled
“The Influence of mobile applications on Students’
speaking skills and critical thinking in English
language learning” showed how students’ speaking
and critical thinking in English could be improved
using mobile applications as learning aids. Although
their internet connection needed to be addressed,
students were enthused in exploring and using mobile
learning tools, according to the interview. Teachers
and students can enhance the quality of teaching and
learn with the help of technology in the form of mobile
learning applications. Any subject can bene t from
selecting pertinent mobile learning applications.
Lastly, a study by Ismael et al. (2018) entitled “The
Effect of Mobile Problem-Based Learning Application
Dic-Science PBL on Students’ Critical Thinking”
discovered that the applications enhanced the students’
critical thinking. The statistics showed that the
software enhanced the students’ critical thinking skills.
The statistics also showed that the intervention
involved seven phases in fostering students’ critical
thinking. This project adds a mobile problem-based
critical thinking paradigm to scientific education. The
framework also directs science courses to promote
critical thinking in pupils.The review of related studies
above concerns the effects of reading mobile
applications in education. Mobile apps are utilized as
teaching tools to help students study more effectively.
Students have bene ted from mobile applications in
terms of their academic performance. As a result, even
if mobile applications have improved our lives and
made them more accessible, they have also had
adverse effects.
The Benefits of Critical Thinking for Students’
Learning
Critical thinking is widely acknowledged as an
essential skill that enables students to effectively
handle complicated barriers, analyze information, and
make well-informed decisions in the field of
Laurente et al.
education. Understanding the benefits of critical
thinking in the context of student learning has gained
greatly in importance as educators attempt to prepare
students for the dynamic demands of the twenty-first
century. This subsequent review of the relevant studies
seeks to provide useful perspectives on the enormous
data of studies on the benefits of critical thinking for
students' learning experiences.
According to Verburgh and colleagues (2014), a study
entitled “Effectiveness of critical thinking instruction
in higher education.” Discovered that instructional and
student-related variables were significant factors in the
success of critical thinking (C.T.) education in their
systematic review of intervention studies. The study
found that pre-existing student academic performance
and instructional methods, including C.T. teaching
approaches and methods, had a moderate impact on
the success of C.T. in higher education. The findings
revealed a propensity for C.T. integration within
academic areas, but the study did not provide
conclusive evidence linking specific teaching
techniques to improved learning outcomes.
Secondly, a study by Popil (2011) entitled “Promotion
of critical thinking by case study as a teaching
method” revealed that this research could be helpful
for other higher education institutions in the more
amazing Gulf. If the case study method is used, it will
considerably advance instructors’ knowledge of
leadership and group dynamics in promoting active
learning. Additionally, skills for critical thinking,
which are essential for building leadership, will
probably be developed.
Furthermore, Sarigoz (2012), in his study,
“Assessment of the high school students’ critical
thinking skills,” noted that the critical thinking skills
of high school students are becoming increasingly
crucial globally. Particularly, educators are becoming
more conscious of the importance of students’
education. According to the study results, children’s
critical thinking skills differ depending on the type of
high school they attend, including Anatolian High
School, Science High School, and Vocational High
School.
Additionally, Duran and Dokme (2016), in their study
entitled “The Impact of an Activity Set Created Using
the Inquiry-Based Learning (IBL) Methodology in the
Unit “Particulate Structure of Matter,” stated that the
study aimed to determine the impact on students’
critical-thinking abilities in science and technology
courses. Ninety-sixth graders from four sixth-grade
secondary school courses took part in the study. The
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researchers developed the guided activity set using the
IBL methodology as part of the study to assess how
the IBL approach affected the students’ critical-
thinking abilities in science and technology courses.
This study included pre- and post-test control group
experimental designs. The study’s findings
demonstrated how guided learning activities developed
using the IBL technique greatly in influenced students’
capacity for critical thought in science and technology
courses.
Furthermore, a study by Susilo et al. (2020) entitled
“Learning Model to enhance student’s critical thinking
skills and scientific attitudes,” found that Problem-
Based Learning (PBL), Predict, Observe, Explain
(POE). With a value of 0.005, their combination
(PBLPOE) affected the student’s capacity for critical
thought and attitudes toward science in Biology. The
findings of the LSD test revealed that while PBLPOE
notably differed from POE and conventional, it did not
significantly differ from PBL in improving students’
critical thinking. The LSD test on students’ attitudes
toward science also showed that PBLPOE significantly
exceeded PBL, POE, and traditional in transforming
students’ attitudes. The post-test result with the highest
score came from the PBLPOE class. Therefore,
PBLPOE can be used to improve students’ Biology
performance.
Developing a diagnosis as part of the nursing process
needs various critical 2 thinking skills, according to
Crossetti et al. (2013) in their study, “Critical thinking
skills in the nursing diagnosis process.” This study
examined how critical thinking skills and the steps of
the nursing diagnostic process are related. As a result,
the nursing diagnostic process is used in clinical
practice and education to inform measures to help
people acquire critical thinking abilities.Moreover, a
study by Shirazi and Heidari (2019) entitled “The
Relationship Between Critical Thinking Skills and
Learning Styles and Nursing Students’ Academic
Achievement” concluded that students’ critical
thinking skill scores were tolerably low study. As
teachers create academic lesson plans, it is imperative
to consider expanding critical thinking. As there is a
strong association between learning style and
academic success, teachers should consider the
dominant style of each class when designing lessons
and use appropriate teaching tactics that take the
dominant type into account.
Similarly, a study by Kadduora (2011) entitled
“Critical thinking skills of nursing students in lecture-
based teaching and case-based learning,” found that
the case-based learning strategy had been superior to
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the traditional lecture-based teaching approach in
terms of aiding nursing students in developing their
critical thinking abilities. Participants in the CBL
program regularly outperformed those in the didactic
program on the CCTST and its subscales. The study’s
implications for nursing research and nursing
education are numerous. The results show that careful
case-based training utilizing CBL can improve
students’ C.T. talents as a substitute for the didactic
lecture-based teaching techniques that have become
extremely popular in school curricula for other
disciplines and the training of healthcare professionals.
In order to help students develop the requisite
cognitive skills (C.T.), which could then improve
patient outcomes through nursing care, CBL should be
encouraged in nursing courses, claims the study.
Additionally, Hindun et al. (2019), in their study
entitled “Critical Thinking Skills: The Academic
Ability, Mastering Concepts, and Analytical Skills of
Undergraduate Students,” used the findings of this
study to pinpoint the characteristics connected to
students’ critical thinking abilities. Additionally, the
resu lt s sh o wed th at the th ree p r ed i c to r
factors—concept mastery, academic aptitude, and
analytical skill—made a substantial impact on
student’s critical thinking abilities at rates of (3.84%),
(32.25%), and, respectively, (54.26%). As a result, the
results of this study could be a crucial reference point
for creating a teaching strategy that encourages critical
thinking in students.
Lastly, a study by Sarwanto et al. (2017) entitled
“Development of an e-module combining science
process skills and dynamics motion material to
increase critical thinking skills and improve student
learning motivation senior high” showed how science
process skills were incorporated into the development
of the electronics module in order to boost students’
critical thinking skills and motivation. Implementing
electronic scientific modules is a great technique to
promote students’ interest in science. According to
statistical analysis, the control class and the learning
motivation grade sample substantially differ by a
factor of 0.027, which is less than the significance
level of 0.05. The data analysis for the study showed
that process skills in physics-based science are more
effective in boosting student motivation than
traditional learning methods.
Critical thinking is a proactive and efficient procedure
of formulating, utilizing, examining, integrating, and
scrutinizing knowledge as a framework for belief and
action. In conclusion, students place a high value on
critical thinking abilities. Reasoning abilities must be
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used when performing critical thinking. It is vital to
learn rather than absorb information actively. This
essay investigates the impact of critical thinking on
students’ ability and enthusiasm to learn. Therefore,
since it is vital for students to think critically today,
technology and mobile applications used in teaching
and learning should also aid in developing these skills.
Mobile applications are becoming increasingly
common because of their capacity to simplify daily
tasks. Mobile applications offer more advantages than
disadvantages. Additionally, using mobile apps could
aid in developing higher-order thinking skills in
children, such as critical thinking.
Methodology
Research Design
This research utilized correlational design under a
quantitative approach. Bhandari (2020) defines
quantitative research as the process of collecting and
analyzing numerical data. It can be used to find
patterns and averages, make predictions, test causal
relationships, and generalize results to wider
populations. In a correlational analysis design,
researchers utilized the correlation statistic test to
assess the degree of association between two or more
defined and calculated variables or ranking sets,
according to Creswell (2012).
The quantitative approach was acceptable because the
researchers collected quantifiable data to generate
accurate and trustworthy results. A correlational
methodology works well for this study. The
researchers next assessed how the students’ critical
thinking abilities were correlated by reading mobile
applications.
Research Sample and Sampling Technique
There were 181 junior high school students in grade 10
at Maguikay High School for the academic year 2022–
2023, and the researchers used a sample of 125
responders through the use of Slovin’s formula.
Because they could respond to the survey
questionnaire, the researchers specifically selected
junior high school students in grade 10. For this
survey , the r esearch ers used p r o b ab ility
sampling—more specifically, simple random
sampling. Simkus (2022) defines simple random
sampling as a sampling technique in which there is an
equal chance that every member of a population will
be chosen through a fair selection procedure. The
survey questionnaires were answered by respondents
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who used reading mobile applications.
The researcher selected the proportional sample at
random. The selection was made with subgroups to
prevent biases and guarantee that everyone could be
chosen. Researchers also found that most Maguikay
High School students utilize reading apps for their
phones, which could improve their capacity for critical
thought. Due to their high susceptibility to the
researcher’s study, junior high school students from
Maguikay High School were chosen to participate.
Research Instruments
The researchers employed a survey questionnaire since
quantitative studies commonly make use of
questionnaires. A 2-page standardized questionnaire
was used in this study. Each questionnaire is necessary
for the study to understand each variable’s effects
fully. Each factor has a unique questionnaire. Six
questions pertain to the first variable, mobile
applications, and eight to the second variable, critical
thinking.
The first questionnaire was adapted from Henry and
Mohamad (2021) in their study entitled “The Use of
mobile technology in Enhancing the Critical Reading
Skills of Pre-University ESL.” The questionnaire was
scored using a scale. Respondents can express how
strongly they agree or disagree with the questions on
utilizing mobile applications using a rating system, a
five- or seven-point scale. The questionnaire includes
inquiries on respondents’ use of mobile apps.
The second questionnaire was also adapted from
Henry and Mohamad (2021) in their study entitled
“The Use of mobile technology in Enhancing the
Critical Reading Skills of Pre-University ESL.” It talks
about how mobile applications impact respondents’
critical thinking abilities.To provide the proper
answers, respondents must read and understand the
questions. They must check the respective boxes to
indicate whether they strongly agree, agree, strongly
disagree, disagree, or are neutral. This questionnaire is
included in the study since it perfectly complements
the study’s design and will solicit many respondents
who will help the researchers collect data. The
researchers used this tool to assess how much reading
instruction can enhance students’ capacity for critical
thought.
Data Procedure
When the researchers were given the go-ahead to
conduct the study, they used a two-page questionnaire
to distribute the survey to the respondents. The topic of
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the study was then discussed among the researchers.
Data collection involved carefully acquiring the
necessary information to prevent data distortions and
ensure that the researchers’ analysis is free of
erroneous assumptions (Sapsford & Jupp, 2006, as
cited by Parveen & Showkat, 2017). In order to ensure
the validity of the study, the researchers employed
proper data collection methods.
At Maguikay High School, information was gathered
from 125 respondents. They responded to a two-page
survey form with two major components based on the
two variables of the study.
Phase 1. Approval of the Transmittal Letters and
the Survey Questionnaire
The researchers formally reviewed the study. Before
beginning the study, the researchers prepared the
relevant paperwork, such as the transmittal letter,
survey questionnaire, and informed consent. The
research professor looked over the survey
questionnaires before sending them. The transmittal
letter, survey, and final papers were then signed by the
research adviser, along with the declaration of
permission. Before sending the transmittal letter, the
survey, and the affidavit of an agreement to the
principal’s junior high school office for final clearance
to start the research, the researchers first received
approval from the research coordinator.
Phase 2. Identification of the Research Setting and
Respondents
The researchers selected Maguikay High School as the
study’s specific location, and Mandaue City was
chosen as the study’s general study environment.
Finally, 125 people answered the researchers’ survey.
The respondents were likewise chosen via
straightforward random selection to gather sufficient
data.
Phase 3. Data Collection
The respondents’ responses to the questionnaire were
guided by the details in the affidavit of consent. The
respondents completed the questionnaire, and the
researchers then started tallying, recording, and
analyzing the results.
Distribution Phase
Participants first received 125 survey sheets from the
researchers.
Laurente et al.
Survey Phase
The respondents’ permission was sought by the
researchers in order to conduct the study. After
reviewing the affidavit of consent’s specifics, the
researchers guided the participants through the
survey’s questions.
Retrieval Phase
Once the participants had completed the survey and
provided their requests, the researchers examined and
collected each questionnaire.
Tabulation and Tallying Phase
Once they had gathered all the required information
and the complete result, the researchers tallied the
findings.
Statistical Treatment of Data
According to Vishak (2022) stated that the statistical
processing of data is a method used to transform
uninterrupted raw data into something that can be
understood. The researchers calculated the percentage
in each table and determined the mean of each
response using Pearson’s Correlation Coefficient in
order to scientifically assess and understand the data
needs for the study.
According to Laerd Statistics (2020), Pearson’s
Correlation Coefficient (r) is a statistical indicator of
the linear relationship between paired data. Xy = is the
total of the products of paired stocks, where x = is the
total of the x scores, y = is the total of the y scores, x2
= is the total of the x scores squared, and y2 = is the
total of the y scores squared. The aforementioned
formula may produce one of three results after
measuring the data to be collected. To test the
significance of r, we need to use the t-test employing
formula. If the t-value is greater than the critical value
(taken from the t-table), then reject the null hypothesis
and accept the alternative hypothesis. If the t-value is
lesser than the critical value, then accept the null
hypothesis and reject the alternative hypothesis. If the
null hypothesis is rejected and the alternative
hypothesis is accepted, meaning there is a significant
relationship between to variables, likewise, if the null
hypothesis is accepted and the alternative hypothesis is
rejected then there is no significant relationship
between the two variables.
Results that are negative show a strong inverse link
between the two variables. If the measurement returns
a value of zero, the two variables are not related.
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Research Article

Alternatively, if the measurement returns a value of of the respondents’ usage of reading mobile
zero, the two variables have no relationship. If the applications. The weighted mean of the respondents’
outcome is favorable, it can be said that there is a usage of reading mobile applications shown in the
significant correlation between the two variables. table.

The researchers decided to use a correlational design Table 1. Reading mobile applications are useful in
and were encouraged to use Pearson’s Correlation reading and learning
Coefficient (r) by their research statistician.

Ethical Considerations

Hasan et al. (2021) claim that “ethics in research”

refers to the guidelines for conducting proper research.
It also guides and advises researchers, ensuring they
adhere to a strict code of ethics. The use of ethical
norms was prioritized when performing the study. The
researchers conducted their study with deference,
discretion, candor, and objectivity. The researchers
used these ethical considerations to guarantee an
objective quantitative result that would act as the
foundation for their arguments. After receiving the
respondents' complete agreement before the survey,
consideration was employed. The use of con
confidentiality prevented outcomes that others have
obtained and are working on from being revealed. In
order to guarantee that the data was accurate and had
not been tampered with, transparency was
accomplished by reporting the figures acquired in real
time during this phase.

Social responsibility was upheld by ensuring that

participants in the study would not be forced or placed
in uncomfortable situations. The researchers behaved
impartially, putting aside their own subjective and
individualized viewpoints. The research participants
were kept safe from injury, and awkward, frightful, or
offensive situations were made sure to avoid them.
The goal of the study, the types of information that
would be collected from the respondents, and how that
information would be used were brie y explained by
the researchers to the respondents. The researchers
made the respondents aware that their full consent
would be obtained before they took part in the study.
The researchers concluded that these are the best
ethical principles to employ to guarantee the
respondents’ safety and the veracity of the data utilized
in this study, which would be factual and unaltered.
Results and Discussion
The weighted average of Reading Mobile
Applications
With a sample size of 125 displays the weighted mean
Table 1 shows that the phrase “Reading mobile
applications are useful in reading and learning”
appears in the highest weighted mean (4.15).
Additionally, the lowest mean (3.52) asserts, “Reading
mobile applications requires less effort to become
skilled.” This indicates that students use mobile
reading applications to develop their learning and
reading capabilities, primarily due to convenience.
Supporting this notion, a study conducted by Leal et
al. (2019) indicated that using mobile devices can aid
students in enhancing their critical thinking skills and
applying their learning. According to Yahaya et al.
(2017), students preferred using smartphone
applications to traditional methods for teaching and
learning, citing ease and convenience as reasons.
However, although students find it challenging to learn

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Research Article

to use them, the same study suggested that students
found using smartphone applications during the
teaching and learning process more accessible and
enjoyable compared to conventional techniques.
Ultimately, leveraging reading mobile applications is
enjoyable and practical and can help students develop
their learning and reading skills.
The weighted mean of Critical Thinking Skills
devices are spreading because they make regular tasks
more accessible. Applications on mobile devices
provide more benefits than drawbacks. Additionally,
mobile apps might help kids learn higher-order
cognitive abilities like critical thinking.
Table 2. Using reading mobile applications improves
my critical reading for English text

The table shows the weighted mean of the critical

thinking skills with the sample (n)=125

Table 2 shows that the statement, “Using reading

mobile applications improves my critical reading for
English text,” has the highest weighted mean of 4.30,
and based on verbal interpretations, students
overwhelmingly concur with doing so. Students agree
that reading mobile applications helps them develop
their critical thinking abilities, as evidenced by the
lowest mean (4.04), which reads, “Reading mobile
applications made it possible for me to accomplish
more critical reading practice that would otherwise be
impossible.” Students concur that using mobile
applications helps them develop their critical thinking
skills. This is followed by the overall mean of variable
one, reading mobile applications, with a mean of
(4.13). This suggests that the respondents concur that
using reading-related mobile applications can aid in
developing their critical thinking abilities and
knowledge and reading abilities. The researchers
evaluate, understand, and offer rational arguments by
using critical thinking. The goal of critical thinking is
to create new knowledge, understandings, hypotheses,
and beliefs that are reliable and perceptive. Critical
thinking entails assessing and evaluating data,
arguments, and circumstances in utilizing suitable
criteria. Critical thinking is the capacity to integrate
and synthesize information to be intelligently applied
to activities for well-informed decision-making and
effective problem-solving (Heard & Co., 2020).

Additionally, critical thinking is a commonly

acknowledged educational objective (Hitchcock,
2018). Its meaning is under dispute, but the conflicting
definitions can be seen as various interpretations of the
same fundamental idea: thorough consideration
directed toward a purpose. Overall, the ability to think
critically will help the student thrive, boosting their
critical thinking. Therefore, employing mobile
applications can develop students’ capacity for critical
thought. However, using technology and mobile
applications in teaching and learning could help
students hone these skills, given that today’s students
are urged to think critically. Applications for mobile

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Research Article
Relationship between Reading Mobile Applications
and Students’ Critical Thinking Skills
Table 3. Relationship between Reading Mobile
Applications and Students’ Critical Thinking Skills
Table 3 displays the Pearson-r Correlation that was
utilized to determine the link between two variables,
critical thinking abilities and reading mobile
applications. A significant positive association
between the two variables is seen in Table 5. It is that r
= 0.61, indicating a significant positive correlation
between the two variables. When there is a high link,
the correlation coefficient is greater than 0. When the
correlation coefficient is 1.0, two variables are entirely
associated. (Nickolas, 2021). Both variables change
when one of them changes. While this does not always
imply that one variable directly affects or modifies the
other, it does suggest that both variables always move
together and are most likely closely related. Reject H0
because the t-value (8.52) is greater than the critical
value (1.9794) shows a substantial positive correlation
and indicates that reading mobile applications have a
significant relationship on students’ capacity for
critical thought. This suggests that mobile reading apps
are utilized as teaching tools to enhance student’s
learning capacities, specifically their critical thinking
abilities. According to a study by Leal et al. (2019),
students’ use of mobile devices can help them apply
their learning and develop critical thinking skills.
Additionally, since it is vital for today’s students to
think critically, technology and mobile applications
used in teaching and learning should support students
in strengthening their critical thinking abilities. Thus,
reading mobile applications can aid students in
learning new information, improving their reading
abilities, and sharpening their critical thinking abilities.
Conclusion
In contemporary times, it is essential for students to
develop their critical thinking capabilities, and
technology and mobile applications can aid in this
process. Students can make use of reading applications
effortlessly as well. Valconi (2018) argues that mobile
Laurente et al.
learning has transformed into an internet-based
learning environment that provides unique
opportunities for students to engage with the subject
matter and promote profound learning. Consequently,
mobile reading applications are utilized as
instructional resources to elevate students’ critical
thinking skills.
Students. Students will have a greater understanding of
critical thinking and
Reading on mobile devices. Additionally, instructing
students on using reading mobile applications
efficiently can assist students in developing their
critical thinking abilities.
Parents. Parents will thus have a fundamental
understanding of reading mobile applications and
critical thinking. Parents might find this study helpful
in understanding why their children utilize reading
mobile apps. Additionally, it can teach kids how to use
mobile apps effectively.
Teachers. The teacher could find the study’s
information and research proposals helpful. They
could assess the student’s proficiency with using
reading mobile applications thanks to the study’s
findings.
Researchers. They can learn more about writing
research papers from this study. This may also remind
us that a team should conduct group research rather
than a single individual.
Future Researchers. This study can be their guide for
generating excellent research output, mainly if they are
concerned with reading mobile applications to improve
critical thinking abilities. Additionally, based on the
knowledge and information gathered for this inquiry,
they could get crucial advice for strengthening their
research. The researchers recommend these relevant
books: (1) The Effect of E-Book Use on Students’
Academic Perception, (2) The Efficiency of E-Book
Use in Developing Students’ Critical Thinking Skills,
(3) The Use of Reading Mobile Applications in
D e v e l o p i n g S t u d e n t s ' E n g li s h R e ad in g
Comprehension, and (4) The Effect of Reading Mobile
Applications on Students’ Self-Esteem (5) Mobile
applications’ effects on students’ English-speaking
abilities
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Affiliations and Corresponding Information
Sheniel L. Laurente
Maguikay High School
Department of Education – Philippines
Jamaira D. Diva
Maguikay High School
Department of Education - Philippines
Adrian M. Abarquez, EdD (c)
Maguikay High School
Department of Education - Philippines
Rhino Rienz L. Casas, LPT
Maguikay High School
Department of Education - Philippines
Airis Kim Codiñera, PhD (c)
Mandaue City Comprehensive National High School
Department of Education - Philippines
Jomarie Alex Guinita, MAEd (c)
Catarman Integrated School - Philippines
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