Cellphones and the Academic Performance of Science,

Technology, Engineering and Mathematics Students of Subic

National High School S.Y. 2018-2019

Chapter 1

RESEARCH SETTINGS

This chapter presents the research background,

research questions, scope and delimitations and benefits and

beneficiaries of the study.

Research Background

Nowadays, people are aware that the world's

technology has risen drastically. The technological

innovation made the Filipino nation capable of doing the

best out of these. Being practical and critical in learning,

one should thoroughly understand the concepts and ideas that

will be putting hands onto. Most Filipinos these days are

competent of obtaining knowledge from any source available

in the surroundings. One of these are the so called cellular

phones or commonly known as cellphone. Many inventors have

derived variety of ideas which made result of different

brands of cellphone.

The concept of mobile learning is to promote new

learning and improve access to education in the developing

world. Moreover, learning can expand through variety of ways

using cellphone: people can get educational resources, it

connects with others, and create content, both inside and

outside the classroom. According to a Pew Research Center

Study, 73% of Advanced Placement and National Writing

Project teachers said that their students use phones in

class to complete assignments, and to increase productivity.

Cellphone usage is essential part of studying. There

is a wide range of cellphone usage and most can be used for

the academe. An example of there are; the use of camera to

take pictures and videos of educational passages such as

articles; making use of planner for schedules; making,

editing and saving of documents or files; and making use of

dictionary. Modern cellphones, called smartphones, provide a

variety of immediate, portable access to many education-

enhancing capabilities as internet-connection and better

interaction between students and instructors or teachers.

(McCormick, 2012; Tao & Yeh, 2013)

Research suggests that college students are using

cellphones during class hours despite the rule of not using

it. (Tindell & Bolander, 2012). Students may or may not use

their cellphone for their studies but for quenching their

boredom. Oftentimes, students use their cellphone inside

class to play games, idly surf the internet and use social

networking sites. Still, there are mobile games that can

help in enhancing one’s capabilities in terms of intellect

such as mind games. If the utilization of cellphone is for

leisure rather than education, then cellphone may hinder

learning within academic settings (Levire, Waite & Bowman,

2007). Due to these, the possible relation between cellphone

usage and academic performance is unclear.

However, through the use of cellphone, students can

gain much knowledge and gather more information that the

textbooks cannot contain. In addition, the power of phones

in learning especially those who will be the future leaders,

doctors, engineers and architects is to provide the best

quality education through the use of our modern technology.

Subic National High School (SNHS) is one of the

biggest schools in Zambales that caters Senior High School

program in which it requires various learning competencies.

The 21st century education system adopted this new

technology as a new learning strategy wherein SNHS had

integrated through the use of computer laboratories and WI-

FI system. Also, there are cases where teachers allow

students to use their cell phones for certain activities

especially in researching.
 This study will raise the idea that will circulate

in studying. The discussing concepts can be delivered with

such information that will support the knowledge given.

Passing and conveying ideas and information will be swifter

than before.

Research Questions

This study aims to determine the relationship of

cellphone usage and the academic performance of Science,

Technology, Engineering and Mathematics students of Subic

National High School.

This study will answer the following questions:

1. What is the profile of the Science, Technology,

Engineering and Mathematics students according to:

1.1 age;

1.2 sex; and

1.3 grade level?

2 Are cellphones helpful in learning?

3 Do using cellphones affects the academic performance

of the students?

Scope and Delimitations

 The main focus of the study is to determine the

effects of cellphone usage to the academic performance of

grade 11 and grade 12 STEM students.

This study will take place at Subic National High

school S.Y 2018-2019.

Figure 1. Locale of the Study

The researchers will conduct the study by

distributing 15 questionnaires to Grade 11 and 12 STEM class

randomly.

This study will be conducted to improve the academic

performance of the students using cellphone.

Benefits and Beneficiaries of the Study

The study Cellphones and the Academic Performance of

Science, Technology, Engineering and Mathematics Students in

Subic National High School S.Y. 2018-2019 will benefit the

following:

Students. Students will be informed that cellphones

would have great help for them to improve their academic

performance.

Parents. The study may help parents on how to

encourage and assist their children.

The faculty. Teachers will be able to find out

whether their teaching strategy can be enhanced by the use

of cellphone.

School administration. The administration will

benefit as education will be more advanced by the use of

technology thus the school will be more productive and will

produce high quality learning system.

Other researchers. Future researcher can use this

study as a reference for their study.

 CHAPTER 2

RESEARCH FRAMEWORK

This chapter presents the review of related

literature, hypotheses, conceptual framework and definition

of terms.

Related Literature

In Branwen Jeffreys’ “Can cellphone be a tool for

learning? (2015), there is no assurance that students who

access the use of cellphone used it in a productive way and

can’t guarantee what they are actually doing, but it is

evident that having mobile phones didn’t have the same

effect on all students.

According to Matthew Lynch in his “Do mobile devise

in the classroom really improve learning outcomes? (2015)”,

the use of electronic devices for learning at school and at

home found that learning improved. Moreover, students are

more motivated to finish lessons on mobile devices than

through traditional textbooks and workbooks.

According to “The Value of Using Cellphone to Enhance

Education and Some Concrete Ways to Do So (2008)” by Lisa

Neilsen, cell phones can be used in education for; finding

definitions, currency conversion, math equations,

translation and more through the use of SMS; accessing

endless information by making use of internet browser;

researching; reading news articles and currents events;

reading books; downloading and using education programs and;

using voice technology to share engaging lectures or

lessons.

In “Texting in the Classroom: Not Just a Distraction

(2011)” by Audrey Watters, the popularity of text-messaging

has been one of the reasons of distraction in the classroom,

however, it can also be used for educational purposes such

as; to offer reminders and updates for class, using

cellphones to give feedback, answer questions and take

quizzes and; take notes and hold study groups. However, the

availability of these tools doesn’t mean that all cellphone

usage is actually educational, thus, it requires policies

and acceptable use.

According to “Importance and Benefits of Educational

Mobile Apps (2017)” by FIFIUM, trendy apps rule over the

traditional ‘boring’ study and exams, so educational apps

can be a way to attract students and convince them to study.

Mobile applications are available for all types of skill

levels and aid learning using a variety of teaching methods,

such as video tutorials, and educational games. It is also

available anytime and learning is not time-bound.

Educational apps also help the readers to discover a variety

of eBooks with a just a click, causing students not to

invest money to purchase study material form libraries.

According to Kaplan Early Learning Company in “Using

Cameras and Video Cameras as Learning Tools in Elementary

Classrooms (2015)”, incorporating camera in lessons by

documenting can help students remember what they learn

through-out the year.

In Alina Chioran’s “Five Benefits of Multimedia

Learning (2016)”, students’ attention and retention

increases by using images, videos and animations alongside a

text. It gives the students’ a positive attitude thus they

can learn better and tends to be more proactive. Moreover,

through multimedia, students can explore and learn about

places they haven’t been to. They are also equipped to find

and search the information they need.

In Jana Sosnowki’s “Advantages and Disadvantages of

Schools Using Multimedia (2013), using multimedia gives

students the opportunity to view information and materials

up close. Graphics are found to support retention because

visual, analogy, and mental models are created easily as

diagrams and can enhance understanding of how a concept

works. However, there is an issue associated with the

expenses as electronic devices can cost high. Varying

quality of electronic devices can create inequity in

projects and presentations. Students who are not as

experienced with technology may have to consume more time in

familiarizing computer functions to access information than

focusing on learning.

According to Alex Gall, an editor, cellphone might

consider to be a major distraction to the learning

environment and should not be allowed anywhere except the

lunchroom or if extra research for a project is needed.

In a study done by the Pew Research Center in

February, 73% of Advance Placement and National Writing

Project Teachers allow their students to use their phones in

the classroom to conduct research and complete assignment.

With mobile apps and the Internet at their fingertips,

students can use phones as clickers to answer questions,

document labs, collaborate on group projects, set reminders

for homework and capture teachers’ notes in a picture. The

electronics can then be used to further research in class,

and even for assignments since there are websites that can

be used to turn in worksheets.

 Diana Rhoten, described mobile device like cellphone

as “Anytime-anywhere-anyhow learning” and can do greater

than to a desktop.

A survey from the University at Albany reveals

something regarding mobile phone school policies in China:

Chinese teachers and parents are rooted in their belief that

phones are a learning disruption, while students see them as

support for their school-related work.

Cellphones provide insights for schools

internationally according to a study conducted by an

international team of researchers at Shenzhen University and

at South China Normal University.

The survey, entitled Three Different Roles, Five

Different aspects: Differences and Similarities in Viewing

School Mobile Phone Policies among Teachers, Parents and

Students, found out that students from all school levels use

cellphones to "help their learning" and "assist in

referring.”

According to a study done by Emily Watson, cellphones

are popular form of communication in today’s society and

have a great help especially in emergencies, for timekeeping

and for silence feature.

 By capitalising on familiarity with mobile, education

can motivate today’s digital natives through new and

innovative ways of learning such as always-on access,

motivated learning, 21st-century learning experience, and

preparing for the workplace. (Elliot Gowans ,VP EMEA at D2L)

Cellphones are helpful in developing education because

of its benefits such as audio recording, live polling, video

projects, and online forums. (Urvish Macwan, Digital

Marketing Expert at Hyperlink Infosystem)

According to a study conducted by Digital India, the

concepts of mobile learning is to prepare children for the

future, it is a “anytime anywhere access”, an always up-to-

date syllabus, enabling connectivity to parents and and it

is an environmental friendly when use with care and

limitations.

Over time, cell phones filled many functions in the

classroom. Students look for definitions to new terms or

answers to basic knowledge questions, also began using the

still and video camera features of their cell phones to

record the results of their labs for future review and to

insert photographs of procedures and materials into lab

reports. (William M. Ferriter, Digitally Speaking, 2010)

 According to "Do Smartphones have a Place in the

Classroom" by Paul Barnwellapr 27, 2016, the usage of

cellphones from middle school to college outweigh adverse

effect to the student's potential when used as a learning

tool. Even with the use of guidelines for cellphone and/or

smartphone usage is still a struggle to keep the students

engaged to the lessons and off their phones. And even though

a well-structured and well-paced lesson plan will be used,

still there is no academic activity that can trump the

allure of the phone. On the other hand, several students

bring mini-super computer to school every day that can give

myriad potential for learning. Still, the way a smartphone

can help students is a big question especially to those with

low achievement level.

According to the Journal of Behavioral Addiction,

August 28, 2014 by Baylor University, the average

expenditure of time in using cellphone between men and women

is different. Women spend an average of 10 hours while men

spend nearly 8 hours of cellphone usage as stated to a study

on cellphone activity. The researchers stressed, "as

cellphone functions increase, addiction to this seemingly

indispensable piece of technology become an increasingly

realistic possibility." Excessive use of the device may pose

potential risks for academic performance. Based on an online

survey of 164 college students examined 24 cellphone

activity and found that time spent on 11 of those activities

differed significantly across the sexes. The study also

noted the modern phone use in a paradox— "both freeing and

enslaving at the same time."

According to Cellphones in the Classroom: Learning

Tool or Distraction December 22, 2017 by Oxford Learning,

more and more students bring cellphones even elementary

students to class. Students check their phones at least 11

times a day that may add up and distract time for

schoolworks. And if they are distracted, it may cause

frustration, extra stress and cram.

According to Mobile Phones in the Classroom– What Does

the Research Say? April 17, 2018 by Dominique Russell, there

are two differing policies being discussed about mobile

phone usage during class hours. This is to explore the range

of positive and negative effects of allowing mobile devices

in class.

According to Using Smartphones in Classroom 2013 by

Edward Graham, World History teachers are working to

transition of engaging usage of mobile device into learning.

Many Humanities teacher incorporate more and more technology

and mobile-based learning into their own classroom. With the

easy access to internet, multitude of educational apps and

the ability to be used at a moment's notice, smartphones

have all the tools necessary to boost student learning.

According to Advantages of Using Cellphones in the

Classroom 2017 by David Harriman, as indicated to a recent

study conducted by Pearson Education, 82% of high school

students use mobile devices on regular basis. Because of the

increasing number of students who uses cellphones come the

debate about whether or not they should allow cellphone use

in classroom. According to Edutopia article, "Smartphones:

From Toy to Tool", teachers and students should develop an

agreement regarding to engagement of cellphone usage in

class. This should outline consequences for misuse of

cellphones in the classroom and for breaking the agreement.

According to Mobile Apps in Education 2017 by Mary

Brown, the ever increasing number of options for education

is boosting the development of more and more educational

apps. Apps are enticing teachers to revise their teaching

methods and how are these effecting education. Apps for

tablets and smartphones make it unnecessary to carry books

to school. Most importantly, smartphone and web apps are

removing the need for physical presence altogether. There

are discussions about mobile and web apps that can change

the face of education: education is not limited inside the

classroom; applications can increase class participation

and; the access to assignments and projects leading to the

paperless homework and study material.

According to Should Cellphones be Allowed in the

Classroom? 2014 by Mary Brown, even though cellphone

function evolved from the recent times, it still can be

problematic or creator of untenable situation. Cellphone do

not translate to student learning inside the classroom. Yet,

teachers can use the technology to aid their instructions.

The fact that cellphones are now endlessly versatile and can

be an excellent teaching resource.

Related Studies

According to the study of Sánchez-Martínez and Otero

(2009), cell phone usage was related to school failure. It

is also related to other negative behaviors such as smoking

and alcohol consuming. Other study like Jacobsen and Forste

(2011) determined a negative relationship between self-

reported grade point average (GPA) among university students

in the United States and the use of messaging applications

like texting and calling. Similarly, Hong, Chiu, and Hong

(2012) discovered that academic difficulty among female

Taiwanese university students and calling and texting were

positively correlated with.

Studies states that heavy video game playing has been

associated with lower GPAs (Jackson, von Eye, Fitzgerald,

Witt, & Zhao, 2011; Jackson, von Eye, Witt, Zhao, &

Fitzgerald, 2011).

Also, low usage of Internet have been linked with

improved academic performance (Chen & Peng, 2008). In the

study of Chen and Tzeng (2010), they found out that those

who often looks information through the use of internet was

associated with better academic performance, while those who

plays video games was associated with lower levels of

academic performance.

Several previous studies have found a negative

relationship between social-networking site use (e.g.,

Facebook, MySpace, Twitter) and academic performance

(e.g., Rosen, Carrier, & Cheever, 2013; Stollak, Vandenberg,

Burklund, & Weiss, 2011).

Kirschner and Karpinski (2010) showed that Facebook

users spend lesser hours per week in studying and have a

lower self-reported GPA than nonusers.

 Junco (2012a, 2012b) identified a strong, negative

relationship between the added up GPA and the time spent on

Facebook. These negative relationships have been found in

populations throughout the world, including the continents

of North America, Europe, and Asia (e.g., Chen & Tzeng,

2010; Karpinski, Kirschner, Ozer, Mellott, & Ochwo, 2013).

Multitasking had arose as a possible clarification for

the negative relationship between cellphone use and academic

performance (Jacobsen & Forste, 2011; Junco & Cotton,

2011; 2012; Karpinski et al., 2013; Kirschner & Karpinski,

2010; Rosen et al.,2013; Wood et al., 2012).

Certainly, studies disclosed that students make use of

different electronic media which includes cell phones while

in class, studying, and also in doing their homework

(Jacobsen & Forste, 2011; Junco & Cotton, 2012; Sánchez-

Martínez & Otero, 2009; Tindell & Bohlander, 2012).

However, other studies identify a negative

relationship between multitasking and academic performance.

Wood et al. (2012) studied the impact of multitasking, with

the use of electronic devices, on the capability of students

to learn in normal classroom discussions. The use of

Facebook, emailing, MSN messaging through computers, as well

as cell phone texting, were examined and investigated. The

results demonstrated that multitasking by the use of any

electronic devices was related with lower test scores

compared to those who did not multitask.

Junco and Cotton (2012) used a hierarchical regression

to identify the power of multitasking in predicting actual

cumulative college GPA. Results showed that Facebook-

multitasking and texting-multitasking were significantly and

negatively related to college GPA after controlling for sex,

actual high school GPA, time preparing for class, and a

student’s Internet skills.

Rosen et al. (2013) observed the study behaviors as

well as study settings of a sample of middle school, high

school, and university students. Participants were observed

for 15 min with on-task and off-task behavior recorded every

minute. Results showed that participants typically became

distracted by media such as Facebook and texting after less

than 6 min of studying. Furthermore, measurements of daily

Facebook use and daily texting behavior predicted off-task

behavior during study periods as well as self-reported GPA.

According to Norries, Hossain, and Soloway (2011) in

their study demonstrated that students’ achievement increase

significantly when students use mobile learning devices,

including smartphones, during learning time. This is because

their time-on-task completion will increase as they have the

device at hand. Norries et al. (2011) also found that

students were constantly using the smartphone 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 in their

research believed that smartphones had allowed them to

improve productivity and eventually their learning

performance. Kumar (2011) indicated that students were

downloading online lectures and reading from e-books to

improve learning. Another study conducted 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, and so forth, to create,

upload, download and share academic resources with their

friends. All the above mentioned research illustrated that

smartphones have created sophisticated avenues for students

to learn and it is undeniable that more students are

spending more time using mobile apps. This is positively

correlated with the higher rate of smartphone ownership

among higher education students (Bowen, Kyle, & Mathew,

2012).

Though many current studies have shown smartphone

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. Among the identified

factors preventing widespread adoption of smartphones for

education are physical, technical and psychological

limitations. White and Mills (2012) also found that students

were increasingly adopting smartphones with the focus on

personal use rather than education. In this study, students

were asked if they used smartphone applications in

categories in education, dictionary, games and maps.

Similarly, Anzai, Funada, and Akahori (2013) investigated

mobile device use for mobile photo note-taking, in order to

examine the effect of this trend on vocabulary retention.

Hypothesis

There is no significant relationship between cellphone usage

and the academic performance of Science, Technology,

Engineering and Mathematics students.

Conceptual Framework

The researchers aim to determine the status of

cellphone usage among Science, Technology, Engineering and

Mathematics students and how it affects their academic

performance.

Figure 2. Conceptual Paradigm

Demographic

Profile

Academic
Age
Cellphone Usage
Performance
Sex

Grade Level

Definition of Terms

Academic Performance - ordinal variable

Cellphone - controlled variables

Mobile Learning - strategy by using cellphone

Science Technology Engineering and Mathematics -

respondents

Subic National High School - research locale, one of the

biggest school that offers Senior High School in

Zambales.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, sampling

procedure, instrument, validation of instrument, data

collection procedure and data analysis.

Research Design

Descriptive research design is intended to depict

the participant in an accurate way. The purpose of this

design is to observe, describe and document aspects of a

situation.

The researchers will be using descriptive research

design to observe, describe and document the status of

cellphone usage among the students and its impact to their

academic performance.

Survey will be used to provide a numeric

description of the students’ attitude and opinion on using

cellphone.

Sampling Procedure and Sample

The respondents of this study came from a group of

Grade 11 and Grade 12 under the Science, Technology,

Engineering and Mathematics (STEM) strand. Out of 42

students, a sample of 38 individuals were selected through

simple random sampling.

There were 18 students selected randomly from Grade

11 and 20 students from Grade 12.

Table 1. Distribution of the Respondents

Grade Level Frequency Percentage

Grade 11 18 47%

Grade 12 20 53%

Total 38 100%

Instrument

The researchers distributed survey questionnaires to

the 38 respondents that were chosen randomly to gather the

data.

It consists of 10 questions that were based on the

research questions of the study.

Questions 3, 5, 7, 9 and 10 are dichotomous question

answerable by yes or no. Question 1 is a contingency or

dependent question. Question 2 and 4 are close-ended

multiple choice questions. Question 8 is in Likert Scale.

All are written in a checklist style.

Validation of the Instrument

To ensure the validity of the instrument; the

content validity for the instrument were determined through

the help of experts in the field. The researchers gave 10

sets of questionnaires to Senior High School students which

are not part of their respondents to ensure that all the

questions in the questionnaire are correct and answerable.

Data Collection Procedure

Out of 38 sets of questionnaire, 18 sets were given

to Grade 11 students while the remaining 20 sets were given

to Grade 12 students. Both were from Science, Technology,

Engineering and Mathematics (STEM) strand and were selected

randomly.

The respondents were instructed to complete the

questionnaire by answering every item. Respondents were

assured that collected data will be kept confidential.

Data Analysis

The researchers used statistical treatments to

analyze the data gathered.

 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the gathered and processed

data, interpreted and analyzed to provide a clear

understanding on the problems stated in Chapter 1.

Profile of the Respondents

Table 2. Frequency and Percentage Distribution of the

Respondents Profile

Profile Frequency Percentage

16 15 39

17 16 42

Age 18 6 16

19 0 0

20 1 3

Total 38 100

Male 15 39
Sex
Female 23 61

Total 38 100

Grade Grade 11 18 47
 Level Grade 12 20 53

Total 38 100

For age profile, out of thirty-eight (38) STEM

students, there are fifteen students (15) who are sixteen

(16) years old which corresponds to 39%, sixteen (16)

students who are seventeen (17) years old which corresponds

to 42%, six (6) students who are eighteen (18) years old

which corresponds to 16%, and one (1) student who’s twenty

(20) years old which corresponds to 3%.

For sex profile, there are fifteen (15) males which

corresponds to 39% and twenty-three (23) females which

corresponds to 61%.

For grade level profile, there are eighteen (18)

student from Grade 11 which corresponds to 47% and twenty

(20) student from Grade 12 which corresponds to 53%.

Table 3. Availability of Phone

YES NO

Frequency Percentage Frequency Percentage

Do you have a 38 100% 0 0

 cellphone?

Total 38 100% 0 0%

All of the 38 respondents from STEM strand says

that they have a cellphone.

Table 4. Type of Cellphone

Types Frequency Percentage

Android-based 37 97%

Windows-based 0 0%

IPhone 1 3%

Blackberry 0 0%

Total 38 100%

Out of 38 respondents, thirty-seven (37) students

have android-based cellphones which corresponds to 97%,

while the remaining 3% owns an IPhone which corresponds to

only one (1) student.

Table 5. Access to Wi-Fi

n = 38

YES NO

Frequency Percentage Frequency Percentage

At home 21 55% 17 45%

 At school 19 50% 19 50%

Elsewhere 21 55% 17 45%

Twenty-one (21) students, equivalent to 55%, have a

Wi-Fi access at home while the remaining seventeen (17)

student says that they don’t have Wi-Fi access at home.

Nineteen (19) students which corresponds to 50% access Wi-Fi

connection at school while the other 50% doesn’t access

connection at school. Out of 38 respondents, twenty-one (21)

students have a Wi-Fi connection elsewhere other than their

home and school and that corresponds to 55%. While the

remaining 45%, doesn’t have connection elsewhere.

Table 6. Access to Internet

Frequency Percentage

Yes, through 6 16%

Wi-Fi
connection
only

Yes, through 30 79%

Wi-Fi and 3G
mobile
carrier

Yes, through 2 5%
3G mobile
carrier
 No, I don’t 0 0%
have any
internet
access

Total 38 100%

Out of 38 respondents, six (6) students have access

internet through Wi-Fi connection only which corresponds to

16%, two (2) students access internet through 3G mobile

carrier equivalent to 5%, while the other thirty (30)

students access internet through both Wi-Fi and 3G mobile

which corresponds to 79%. None of the respondents does not

access internet through their cellphone.

Table 7. General Uses of Cellphone

Frequency Percentage

YES NO YES NO

Email 36 2 95% 5%

Chat with 37 1 97% 3%

friends

Add comments 33 5 87% 13%

in social
media

Listen to 37 1 97 3
music

Mange 28 10 74 26
schedule
Take 38 0 100 0
pictures

Record 24 14 63 37
movies

Upload 35 3 92 8
picture on
web

Upload 19 19 50 50
movies on
web

Edit 34 4 89 11
pictures

Edit movies 16 22 42 58

Create and 34 4 89 11
edit text

Create 16 22 42 58
drawings

Create 12 26 32 68
animations

Thirty-six (36) students or 95% can do emails;

thirty-seven (37) or 97% can chat with friends online;

thirty-three (33) students or 87% can add comments on social

media; thirty-seven (37) students or 97% can listen to music

using their cellphone; twenty-eight (28) or 74% can manage

their schedule; all or 100 % of the respondents said that

they can take pictures through their cellphone. Twenty-four

(24) students or 63% can record movies; thirty-five (35)

students or 92% can upload pictures on web while nineteen

(19) or 50% can upload movies on web. Thirty-four (34)

students or 89% can edit pictures while sixteen (16)

students or 42% can edit movies. Thirty-four (34) students

or 89% can create and edit texts. Sixteen (16) or 42% can

create drawings while twelve (12) or 32% can create

animations.

Table 8. Uses of Cellphones for Learning

Frequency Percentage

Email 15 39%

Social Media 33 87%

Camera 22 58%

Mobile Games 11 29%

Dictionary 38 100%

Sound recorder 12 32%

Calendar 12 32%

Bluetooth Sharing 20 53%

Messaging (SMS, 25 66%

Messenger)

Internet surfing 37 97%

Music and Videos 28 74%

Documents (pdf, 38 100%

slides, excel,
etc.)
 Fifteen (15) students which corresponds to 39% said

that E-Mail helps them in learning. Thirty-three (33)

students of 87% said that social media is helpful in their

studies. Twenty-two (22) students or 58% said that camera is

a useful tool in learning. Eleven (11) students or 29% said

that mobile games help them to learn. All or 100% of the

respondents said that dictionary applications that are

installed in their cellphone helps them in their studies.

Twelve (12) students or 32% considers sound recorder

essential in learning. There are also twelve (12) students

(32%) who said that calendar is helpful in their studies.

Twenty (20) or 53% students considers messaging such as SMS,

and Messenger useful in learning. Thirty-seven (37) or 97%

of the respondents said that browsing the internet helps

them to learn. Twenty-eight (8) or 74% students said that

audios and videos helps them in their studies. All of the

respondents said that applications that creates documents

such as presentation slides, excel, pdf and other are

helpful in their study.

Table 9. Usage of Cellphone

n = 38

Frequency

Regularly Often Seldom Never

 At the 1 4 14 19
library

During 7 21 10 0
lecture

Elsewhere on 22 14 2 0
school

On the go 15 15 6 2

At home 31 7 0 0

Percentage

Regularly Often Seldom Never

At the 3% 11% 37% 50%

library

During 10% 55% 26% 0%

lecture

Elsewhere on 58% 37% 5% 0%

school

On the go 39% 39% 16% 5%

At home 82% 18% 0% 0%

One (1) out of 38 respondents, which corresponds to

3% says that they use cellphone regularly at the library,

four (4) or 11% said that they use it often, fourteen (14)

or 37% use it seldom, while the remaining nineteen (19)

students or 50% never uses cellphones in the library.

 Out of 38 respondents. Seven (7) students or 10 %

said that they use cellphone during lecture regularly,

twenty-one (21) students or 55% use it often, ten (10)

students or 26% use it seldom, while none of the respondents

said that they never use cellphone during lecture.

Twenty-two (22) students or 58% said that they use

cellphone regularly elsewhere on school, fourteen (14)

students or 37% use it often, two (2) students or 5% said

that they use it seldom while none of the respondents said

that they never use their cellphone elsewhere on school.

Fifteen (15) students which corresponds to 39% said

that they regularly use cellphone on the go or while on the

bus, jeepney or others, fifteen (15) students or 39% use it

often, six (6) students or 16% use it seldom, while two (2)

students or 5% said that they never use cellphone while on

the go.

Thirty-one (31) or 82% of the students said that

they regularly use cellphone at home, seven (7) or 18% of

the students said that they use it often, while none of the

respondents said that they seldom or never use cellphone at

home.

Table 10. Access to Social Media

 Frequency Percentage
Total Total
YES NO YES NO

Do you have
any
applications 35 3 38 92% 8% 100%
related to
Education?

Do you
access
social media 38 0 38 100% 0% 100%
with your
cellphone?

Have you
found any
value in
38 0 38 100% 0% 100%
social media
for your
studies?

Thirty-five (35) or 92% of the students have

applications related to education in their cellphones while

three (3) or 8% of the students they don’t have any. All or

100% of the students said that they access social media with

their cellphone and found value of it for their study.

Table 11. Academic Performance of Students

First Quarter
Frequency Percentage
Average

Below 75 0 0%
 75 – 79 0 0%

80 – 84 2 5%

85 – 89 7 19%

90 – 100 29 76%

Total 38 100%

Out of thirty-eight (38) students, none or 0% of

them got an average of below 75 for the first quarter.

Similarly, there were no students who got an average of 75-

79. Two (2) or 5% of the students got an average of 80-84.

Seven (7) or 19% of the students got 85-89, while the

remaining twenty-nine (29) or 76% of the students got an

average of 90-100 for the first quarter.

 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECCOMENDATION

This chapter presents the summary of the findings,

conclusions arrived at and the recommendations formulated by

the researcher.

This research entitled specifically seeks to answer

the following questions:

1. What is the profile of the Science, Technology,

Engineering and Mathematics students according to:

1.1 age;

1.2 sex; and

1.3 grade level?

2. Are cellphones helpful in learning?

3. Do using cellphones affects the academic performance

of the students?

Summary of Findings

1. Profile of the Respondents

For age profile, out of thirty-eight (38) STEM

students, there are fifteen students (15) who are sixteen

(16) years old which corresponds to 39%, sixteen (16)

students who are seventeen (17) years old which corresponds

to 42%, six (6) students who are eighteen (18) years old

which corresponds to 16%, and one (1) student who’s twenty

(20) years old which corresponds to 3%.

For sex profile, there are fifteen (15) males which

corresponds to 39% and twenty-three (23) females which

corresponds to 61%.

For grade level profile, there are eighteen (18)

student from Grade 11 which corresponds to 47% and twenty

(20) student from Grade 12 which corresponds to 53%.

2. Do students have cellphones?

Through the use of questionnaire, the researchers

are able to find out that Science, Technology, Engineering

and Mathematics students have their phones. Out of thirty-

eight (38) respondents, all or 100 % answered YES to the

question “Do you have a cellphone?”.

3. Are cellphones helpful in learning?

Based on findings, the researchers prove that

cellphone are useful to students’ learning. Out of 38

respondents. Seven (7) students or 10 % said that they use

cellphone during lecture regularly, twenty-one (21) students

or 55% use it often, ten (10) students or 26% use it seldom,

while none of the respondents said that they never use

cellphone during lecture.

Thirty-five (35) or 92% of the students have

applications related to education in their cellphones while

three (3) or 8% of the students they don’t have any. All or

100% of the students said that they access social media with

their cellphone and found value of it for their study.

Most of the students uses applications in their

cellphones that helps them in their studies such as

dictionaries and documents.

4. Do using cellphones affect the academic performance of

the students?

Out of thirty-eight (38) students, none or 0% of

them got an average of below 75 for the first quarter.

Similarly, there were no students who got an average of 75-

79. Two (2) or 5% of the students got an average of 80-84.

Seven (7) or 19% of the students got 85-89, while the

remaining twenty-nine (29) or 76% of the students got an

average of 90-100 for the first quarter.

Conclusion of the Study

Based on the findings of this study, the following

conclusion was arrived: the researchers prove that Science,

Technology, Engineering and Mathematics (STEM) students have

their own cellphones. Students have installed various

applications which is related to education and uses

different cellphone features for their studies. Most of the

students also got an average of 90-100 for the first

quarter.

Recommendation of the Study

The researchers recommend to further improve this

study and use it as a basis to for future researches.