ADVANTAGES AND DISADVANTAGES OF USING CELLPHONES ON

LEARNING PERFORMANCE OF GRADE SIX PUPILS OF

TINUMIGUES ELEMENTARY SCHOOL

LORLYN D. GONZALES

RESEARCH PRESENTED TO THE FACULTY OF SOUTH UPI

COLLEGE, INC., TIMANAN, SOUTH UPI, MAGINDANAO

MARCH 2024

1
LORLYN D. GONZALES

Reg. No.__________________

2
 TRANSMITTAL SHEET

Lorlyn D. Gonzales
BSED - BS
February 10, 2024

Subject: Advantages and Disadvantages of using Cellphones on Learning

Performance of Grade Six Pupils of Tinumigues Elementary School

Dear Ma’am/Sir,
I am pleased to submit the comprehensive research report titled "Advantages
and Disadvantages of Using Cellphones on Learning Performance of Grade Six Pupils
of Tinumigues Elementary School." This study was conducted to assess the impact of
cellphone usage on the academic performance of grade six pupils in Tinumigues
Elementary School.
The objectives of the research were to identify the positive and negative
effects of cellphone usage, analyze its influence on learning outcomes, and provide
recommendations for effective integration or management of cellphone use in the
educational setting.
The report encompasses detailed findings based on thorough data collection
and analysis, including surveys, interviews, and academic performance metrics. The
results offer valuable insights into the relationship between cellphone usage and the
learning performance of grade six pupils.

Sincerely,
LORLYN D. GONZALES
BSED - BS

3
 APPROVAL SHEET

ALEXANDER T. BANDIOLA
Tinumigues ES Principal

I am a graduate student at conducting a study on " ADVANTAGES AND

DISADVANTAGES OF USING CELLPHONES ON LEARNING
PERFORMANCE OF GRADE SIX PUPILS OF TINUMIGUES
ELEMENTARY SCHOOL” I am seeking permission to conduct surveys with the
grade 6 students at Tinumigues Elementary School in Lambanong, Sultan Kudarat
during February 2024.
The information collected will be treated confidentially for academic research
purposes, ensuring privacy and anonymity. Your support is crucial for the success of
my study, and I am eager to provide additional details if needed.
Thank you for your consideration.

Sincerely,
LORLYN D. GONZALES
BSED - BS

Approved:
ALEXANDER T. BANDIOLA
Tinumigues ES Principal - 1

4
 ACKNOWLEDGEMENT

The student would like to express her heartfelt gratitude to all the individuals
who have supported and contributed to the completion of this thesis.
First and foremost, the student extend her deepest appreciation to her
supervisor, Lorraine V. Lucero Ph.D , for their invaluable guidance, encouragement,
and continuous support throughout this research journey. Their expertise, insightful
feedback, and patience have been instrumental in shaping the direction of this thesis.
The student is also indebted to the faculty members of the Tinumigues
Elementary School for providing a conducive academic environment and valuable
resources that enriched her understanding of the subject matter.
The student’s gratitude extends to her friends and family for their unwavering
encouragement and belief in her capabilities. Their emotional support has been a
constant source of motivation during challenging times.
The student would like to acknowledge the contributions of the participants
who generously shared their time and insights, without whom this research would not
have been possible.
Finally, the student would like to express her thanks to all those whose names
might not be mentioned here, but who have, in one way or another, played a part in
the completion of this thesis.
This work would not have been possible without the collective efforts of all
these individuals, and for that, the student is truly grateful.

5
 DEDICATION

I extend my deepest gratitude and heartfelt appreciation to the remarkable

individuals whose unwavering support and contributions have paved the way for the
completion of this thesis.
First and foremost, my sincere thanks go to my supervisor, Dr. Lorraine V.
Lucero, whose guidance, encouragement, and continuous support have been the
cornerstone of this research journey. Dr. Lucero's expertise, insightful feedback, and
unwavering patience have played a pivotal role in shaping the direction and depth of
this thesis.
I am profoundly indebted to the dedicated faculty members of Tinumigues
Elementary School. Their commitment to providing a conducive academic
environment and valuable resources has enriched my understanding of the subject
matter, making this research endeavor possible.
To my friends and family, your unwavering encouragement and belief in my
capabilities have been a constant source of motivation during the challenges of this
academic pursuit. Your emotional support has been instrumental in sustaining my
determination to reach the culmination of this scholarly endeavor.
A special acknowledgment is extended to the participants who generously
shared their time and insights. Their contributions are the bedrock upon which this
research stands, and I am truly grateful for their invaluable input.
Lastly, I want to express my gratitude to all those whose names may not be
explicitly mentioned here but have played a significant part in the completion of this
thesis. Your collective efforts have not gone unnoticed, and I am appreciative of the
diverse ways in which each of you has contributed to this scholarly achievement.
This work stands as a testament to the collaborative efforts of an extraordinary
community, and I am sincerely thankful for the collective support that has made this
thesis possible.

6
 ABSTRACT

GONZALES, LORLYN. (2024). Advantages and Disadvantages of Using Cellphones

on the Learning Performance of Grade Six Pupils of Tinumigues Elementary School,
SOUTH UPI COLLEGE, INC., TIMANAN, SOUTH UPI, MAGINDANAO

This study delves into the nuanced landscape of grade 6 students' perspectives
on the utilization of cellphones in education at Tinumigues Elementary School. The
comprehensive analysis, detailed in Tables 2 and 3, uncovers a spectrum of
advantages and disadvantages. While students resoundingly endorse the positive
impact of cellphones on learning performance, flexibility, and communication, they
also express valid concerns about distractions, social implications, and health-related
issues.
The juxtaposition of overwhelmingly positive responses and expressed
concerns necessitates a balanced approach to technology integration. The high Likert
scale score for the advantages signifies a strong endorsement of cellphones as
valuable educational tools, emphasizing their role in enhancing the overall learning
experience. This positive perception underscores the potential for technology
integration to provide interactive and engaging learning tools, preparing students for
the demands of the digital age.
However, students' concerns highlight the need for careful planning and
effective implementation strategies. The study advocates for proactive measures,
including clear guidelines for cellphone use, promotion of responsible digital
citizenship, and addressing disparities in technology access. The divergent views
emphasize the importance of involving students in decision-making processes related
to technology integration, ensuring a collaborative and student-centric approach.
In conclusion, this study advocates for a balanced, student-centered, and
forward-looking approach to cellphone use in education. By recognizing both positive
perceptions and concerns, educators and policymakers can develop strategies that
harness the benefits of technology while proactively addressing challenges, creating
an inclusive and effective learning environment at Tinumigues Elementary School.

7
 TABLE OF CONTENTS

PAGE
Title Page 1
Transmittal Sheet 3
Approval Sheet 4
Acknowledgement 5
Dedication 6
Abstract 7
Table of Contents 8

BACKGROUND OF THE STUDY 10

Background of the Study 11
Statement of the Problem 11
Significance of the Study 12
Theoretical Framework 12
Conceptual Framework 13
Scope and Delimitation 13

CHAPTER II 14
Gadgets and Technology in the Classroom 14
Advantages 15
Disadvantages 16

CHAPTER III 18
Research Design 18
Research Tool 18
Sample Size 18
Participants of the Study 18
Locale of the Study 19
Data Gathering Procedure 19

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 Data Analysis 20

CHAPTER IV 21
Findings 21
Advantages 22
Disadvantages 23

CHAPTER V 26
Summary 26
Insights 27
Conclusion 29

REFERENCES 31

APPENDICES 35
Parental Consent 35
Survey Questionnaire 36
Curriculum Vitae 39

9
 CHAPTER I
INTRODUCTION

Background of the Study

The smartphone is progressively becoming an appealing learning tool for
enhancing distant education teaching and learning. Its use provides flexible course
delivery, allows learners to access online learning platforms, course contents, and
engage digitally (Adjei, 2019). Smartphones have multimedia phone functions such as
a camera, sound recording capability, video function, and many more. These
characteristics let pupils successfully drive their learning process and ambitions
(Chukwuere & Ifeanyi, 2018).
The advent of Information and Communication Technology (ICT) and internet
access has had a profound impact on practically every aspect of human life. It is
currently quite visible in the manner of teaching and learning. Smartphones are
become an integral part of everyone's lives. "People all over the world have adopted
this new and exciting technology as one of the most important required facilities in
their daily lives," according to the report. (Fawareh & Jusoh, 2017). Globally, the
proliferation of smartphones and associated gadgets has profoundly impacted teaching
and learning in affluent countries, with developing countries not being an exception.
(Tagoe, 2014).
Over the last two decades, mobile computers have steadily been brought into
educational settings. Most individuals now carry their own personal compact
computers with remarkable computing capacity, such as laptops, personal digital
assistants (PDAs), tablet personal computers (PCs), cell phones, and e-book readers,
thanks to advances in mobile technology. This high level of computing power and
mobility, paired with wireless connection and context-aware technologies, makes one-
to-one computing a powerful learning tool for both regular classrooms and outside
casual learning (Chang, Liu, & Sung, 2016).
In terms of computer access, large-scale one-to-one computing initiatives have
been introduced in several countries throughout the world (Bebell and O'Dwyer,
2010, Fleischer, 2012, Zucker and Light, 2009), with elementary and middle-school
10
students and instructors receiving their own mobile devices. Furthermore, in terms of
promoting innovation in education through information technology, mobile
computing not only supports traditional lecture-style teaching, but it can also promote
innovative teaching methods such as cooperative learning (Lan et al., 2007, Roschelle
et al., 2010), exploratory learning outside the classroom (Liu, Lin, Tsai, & Paas,
2012), and game-based learning (Klopfer, Sheldon, Perry, & Chen, 20). However,
despite the proposed benefits of using mobile computing devices for increasing
computer accessibility, diverse teaching styles, and academic performance (e.g.,
Warschauer, Zheng, Niiya, Cotten, & Farkas, 2014), current researchers found mixed
results regarding the effects of mobile-devices, and very few studies have addressed
how best to use mobile devices, and the effectiveness of doing so.
The appeal of mobile learning would be the convenience and adaptability it
provides, especially for learning through apps. It reduces the challenges present in
conventional approaches or practices that were once used in educational institutions
(Valk, Rashid, & Elder, 2010). However, university students frequently use their
smartphones for personal communication rather than for academic purposes,
according to Abdullah, Sedek, Mahat, and Zainal (2012).

Statement of the Problem

This research aims to determine the advantages and disadvantages of using
cellphone on the learning performance of grade six pupils of Tinumigues Elementary
School. Specifically, it will answer the following questions:
1. What are the advantages of using cellphones in the learning process among
Grade Six pupils at Tinumigues Elementary School?
2. What are the disadvantages of using cellphones in the learning process among
Grade Six pupils at Tinumigues Elementary School?
3. How does cellphone usage influence the academic performance of Grade Six
pupils at Tinumigues Elementary School?
4. What are the possible strategies and recommendations to optimize the benefits
of cellphone usage and mitigate the drawbacks on the learning performance of
Grade Six pupils?

11
Significance of the Study
The findings of this study are significant to the following:
Students – This study will help them to know the effects of having a
cellphone in school.
Teachers – The result of this study will give them knowledge on how and on
what way to guide their students, this will also encourage the teacher
to implement the information well.
Parents – This will help the parents to be aware about what their child
would be doing during period, any by these they shall support their
child in any aspect, may it be financially or morally.
School – This can be a way for the school to provide enough materials for the
students that can help them to learn more and to have a better
partnership with the chosen work place.
Future Researchers – This study might serve as springboard for further
researchers into the other subjects included in the Secondary
Education Development Program, as well as into other areas of
educational research.

Theoretical Framework
This study is guided by several theories to understand how cellphone usage
might affect the learning performance of Grade Six pupils at Tinumigues Elementary
School. One key theory is the Cognitive Load Theory (CLT), which helps us explore
how the mental effort required for learning is influenced by using cellphones.
Another important theory is the Technology Acceptance Model (TAM), which looks
into whether pupils find cellphones useful and easy to use in their learning.
Socio-cultural Theory is also considered, emphasizing the impact of social
interactions and cultural context on learning. This theory helps us uncover how
interactions with peers and teachers, along with cultural factors, shape the effects of
cellphone use in the classroom. Additionally, the study incorporates the Dual Coding
Theory, which suggests that combining verbal and visual information can enhance
12
learning. We aim to see if cellphone usage, often involving both words and images,
contributes to a better understanding of subjects among Grade Six pupils.
These theories together provide a solid foundation to investigate how
cellphones may impact learning. They guide our research design and help interpret
the findings, offering insights into the complex relationship between cellphone usage
and the academic performance of Grade Six pupils.

Conceptual Framework:
The conceptual framework of the study uses the input, process and output
where it is determined if Cellphones in School provide to be more advantageous or
disadvantageous.
To conceptualize these concepts, the succeeding paradigm is presented.

Profile of Learners Learning Performance

Cellphone usage
 Age  Advantages
in School
 Gender  Disadvantages

Figure 1. Conceptual Framework of the Study

The scheme in figure one shows the conceptual model in conducting of the
study in determining the Advantages and Disadvantages of Using Cellphones on
Learning Performance of Grade Six Pupils of Tinumigues Elementary School.

Scope and Delimitation

This study is specifically focused on investigating the impact of cellphone
usage on the learning performance of Grade Six pupils at Tinumigues Elementary
School. The research is confined to Grade Six to maintain a targeted analysis within
this particular academic stage. It delves into various aspects of cellphone usage,
including frequency, duration, and types of activities, encompassing both educational
and non-educational applications. The primary outcomes under consideration are
academic achievement, measured by grades and standardized test scores, and
cognitive skills, including critical thinking and problem-solving abilities.
13
 The research acknowledges and explores mediating factors such as socio-
economic status, parental involvement, and technological proficiency that may
influence the relationship between cellphone usage and learning performance.

CHAPTER II
REVIEW OF RELATED LITERATURE

This part presents the related literature, studies, evidences, information, and
background about the present investigation.

Gadgets and Technology in the Classroom

Technology plays a significant role in terms of educational innovations,
providing both teachers and learners options and making their teaching and learning
practice more flexible. Furthermore, with the availability of internet and computer
technology, technology become increasingly indispensable in the field of education
(Keane, 2012). Accordingly, technology integration in the classroom has also become
an important aspect of successful teaching. This is because it allow students to learn
more in less time and allows schools to focus on global learning environments if used
in an effective and appropriate manner (Balbaguio, 2022).
Gadgets, on the other hand, are small electronic devices that have special
functions in each type to make work and human needs more practical and efficient
(Julianingsih et.al., 2021). The activity of using gadgets is increasing rapidly every
year. More and more students around the world cannot imagine their learning without
modern gadgets (Bayanova et.al., 2019). Also, interest in mobile technology
integration continues to be fueled by the motion that these mobile devices have the
ability to have the greatest amount of impact on student achievement at the lowest
cost while still keeping the stringent focus on the tried and true educated learning
theories and pedagogies. Mobile technology integration has become the focus of
technology in education because they enable a transition from the traditional (Swett
2012).
A successful digital conversion for classrooms, districts, and states is not
determined by the technology, but by how technology enables teaching and learning
(McKnight et al., 2016). According to Barker, Krull, and Mallison (2006), the impact
of mobile phone technologies on learning is ubiquitous in student learning as it

14
enables the course of obtaining and retrieving information portable and collaborated
through their mobile phones as they carry it from class to class or wherever.
In a recent study by Choliz (2010), however, he pointed out that excessive use
and dependency on cellphones may cause users to be addicted to it tht might also lead
to a certain disorder. Yung people between 15 and 19 admitted that they are being
addicted to their cellphones (Naval, Sadaba, & Bringue, 2004). Accordingly, nearly a
third of Urban Filipinos claim to not be able to live without their mobile phones. In a
survey conducted by the Ipsos Media Atlas Philippines in 2011-201, results showed
30 percent of the Philippine urban population nationwide say that with the multi-
functionality of mobile phones, Filipinos aside from Tv, is the one thing they can’t
live without (Ganton 2012).
The importance of smartphone and mobile technology in education cannot be
overstated (Tikoria & Agariya, 2017). Academic learning is becoming more inventive
as a result of smartphones and other forms of media in developing and expanding 21st
century skills and knowledge (Tulenko & Bailey, 2013; Emerson & Berge, 2018).
Students enjoy tactile and intimate encounters with their digital environments, thanks
to mobile devices such as tablets and smartphones (Cano, 2012).

Advantages
Currently, the utilization of cellphones plays incredible roles in terms of
teaching and learning. Students, for example, can access lecture materials on their
cellphones, easily access information online to satisfy their information needs via
learning management systems, access academic databases, and a website, to name a
few. This was evident in the works of Masiu and Chukwuere (2018), who stated that
"the smartphone has also made students' lives easier, as they can access their school
information on the gadget through electronic learning (e-learning), and mobile
learning (m-learning)." Because of the fluctuating demands, demand, and preferences
of smartphone users, the new version is often updated with new features (Alfawareh
& Jusoh, 2014).
The usage of cellphones in studying has become the current trend in higher
education, with an individual not always needing a computer set to access electronic
learning resources. Numerous writers, like Valk, Rashid, and Elder (2010), have
shown the wonderful functions of cellphones in learning, stating that smartphones
have made learning more flexible, easier, and have helped to minimize the ultimate
15
intrinsic conventional classroom learning. For example, a smartphone allows students
to access instructional resources at any time and from any location, and it is extremely
cost-effective because this capability is built into cellphones. Kumar (2011) also
mentioned that smartphone users can download recorded online lectures and
electronic books to help with learning.
According to Norries et al. (2011), smartphones not only allow students to
access and read materials, but they can also use the camera on their smartphones to
take pictures of abstract concepts taught in class so that they can relate them to
concrete ideas at a later date, which is especially useful in distance education. The
great advancement in technology has resulted in enormous benefits in human
existence, particularly in the areas of education and learning. "Smartphones, Internet-
enabled devices integrated with computer applications and software, are among the
most significant advances of the twenty-first century" (Foen, Hassan, Nor, Malek,
2017). Because of perceived benefits such as cost, flexibility, readiness, popularity,
and other practical functions, most educators have accepted the use of cellphones for
teaching. (Ismail, Bokhare, Azizan, & Azman, 2013; Pullen, Swabey, Abadooz, &
Sing, 2015).
Norries et al. (2011) discovered that students were continually utilizing their
smartphone cameras to photograph abstract concepts given in class so that they could
subsequently tie them to tangible thoughts. Similarly, Woodcock et al. (2012) found
that respondents in their study claimed that cellphones had improved their
productivity and, ultimately, their learning performance. According to Kumar (2011),
students were downloading online lectures and reading from e-books to better their
learning. Another study, conducted by Mtega, Bernard, Msungu, and Sanare (2012),
found that respondents in their study use mobile learning applications other than text
messages and calls, such as GPS, camera, voice calls, emails, Google drive, and so
on, to create, upload, download, and share academic resources with their friends. All
of the data cited above demonstrated that cellphones have opened advanced learning
channels for students, and it is indisputable that more students are spending more time
using mobile applications.

Disadvantages
According to Adjei's study (2019), it was discovered that, despite the
significant benefits of smartphones in studying, students prefer to use them for social
16
media sites like as Facebook, WhatsApp, Instagram, Twitter, Snapchat, and Tango
rather than for instructional purposes. Those who use cellphones are distracted by
other tasks that include notifications. This study aims to discover what motivates
students to utilize or not use cellphones for studying, as well as the consequences of
doing so.
While several recent research has found that smartphone use improves
learning, Woodcock et al. (2012) found the opposite. Students were observed utilizing
their phones for gaming and other recreational activities rather than for learning.
Physical, technological, and psychological limits have been cited as issues hindering
widespread adoption of cellphones for education. White and Mills (2012) discovered
that students were increasingly embracing cellphones for personal usage rather than
educational purposes.
According to Vanderloo (2014), excessive smartphone use can lead to a
variety of issues for children's growth and development, including increased inactive
time and decreased physical activity. Furthermore, quick and simple access to
information and its transmission, according to Sarwar and Soomro (2013), may impair
focus and inhibit critical thinking, and is thus detrimental to children's cognitive
development.
Some institutions have chosen to prohibit the use of cellphones in courses or
during lectures since it allows pupils to cheat during examinations and/or assessments.
(Buck et al., 2013). Students may readily check up their examination and/or test
questions online thanks to cellphones' simple internet connection. The use of
smartphones in this manner can cause students to be somewhat relaxed about studying
because they can easily find the answers to their examinations or test questions online,
thereby assisting students in passing their examinations but not assisting students in
understanding what their lecturers are teaching them. As a result, smartphone
adoption may be attributed to two properties: decadent and sensible dimensions.

17
 CHAPTER III
METHODOLOGY

Research Design
A quantitative study through the paper-pencil survey method was used for the
study. The researchers used 5-point Likert Scale as a way of scaling the respondents’
view through a four-level scale. It is often used to measure respondents’ eating habits
by asking the extent to which how they answer the particular questions or statement.

Participants of the Study

The population targeted for the study is from grades 6 identified junior high
school students aged 11-12 years old, enrolled in Tinumigues Elementary School
located in Lambanong, Sultan Kudarat for the school year 2022-2023. These year
levels were chosen because students in these year levels usually belong to the age
group that is starting to become more assertive and independent. Thus, they are more
likely to have eating habits and have activities during their free time, limited to the
preferences of their families and activities available at home and school.

Sample Size
In order to ensure a representative and unbiased selection of participants for
this research, a randomized sampling approach will be employed, involving 40 Grade
Six students from Tinumigues Elementary School. Randomized sampling aims to
eliminate potential biases in participant selection, providing an equal chance for each
student to be included in the study. This method enhances the generalizability of
findings and promotes a more accurate reflection of the diverse perspectives and
experiences within the Grade Six cohort at Tinumigues Elementary School.

Locale of the Study

The study was conducted at Tinumigues Elementary School located in
Lambanong, Sultan Kudarat. This particular school and respondents were selected
because they are the most eligible respondents considering the limitations and safety
protocols, to test out the efficiency of our study among the students here, and for them
to be conscious and knowledgeable regarding good eating habits and a proper
lifestyle.
18
 Figure 2. Map of Brgy. Tinumigues and Absolute Location of Tinumigues
Elementary School

Data Gathering Procedures

The survey was created using suitable questions modified from related
research and individual questions formed by the researchers. The survey was
comprised of three main parts, each subdivided into five questions. In the
questionnaire, a 5-point Likert scale was used to determine how often they answered
every statement. After the professor approved the questionnaire, copies were
distributed to the 40 identified respondents at Tinumigues Elementary School.
Participants were given time to respond, and then the researchers collected the survey
questionnaires after they answered them. The data gathered from this research
instrument were tallied and computed for interpretation according to the frequency of
items checked by the participants. These data became the basis for analysis and
interpretation.
Point Scale Range Verbal Interpretation
5 4.01 – 5.00 Always
4 3.01 – 4.00 Sometimes
3 2.01 – 3.00 Neutral
2 1.01 – 2.00 Rarely
1 0.01 – 1.00 Never
Figure 3. Five-point Likert Scale.

19
Research Tool
A self-developed questionnaire will be used for data collection, which was
contained in 15 statements. It was developed under the supervision of experts.
Respondents answered the items using the four – point scale as follows: 5 (always), 4
(sometimes), 3 (neutral), 2 (rarely), 1 (never)

Data Analysis
In determining the eating habits and lifestyle of the identified learners of
Tinumigues Elementary School, the data through five-point Likert Scale was used to
examine how often they practice each of the statements in the questionnaire. It used a
four-point scale, each point correspondent to a Likert item.

20
 CHAPTER IV

This chapter presented the analysis of data to provide answers to the specific
questions drawn from the statement of the problem.

Table 1. Presents the advantages of cellphones in the grade 6 students of

Tinumigues Elementary School.
Items Statements 5 4 3 2 1
1 Using a cellphone for educational purposes 31 9 0 0 0
has positively influenced students’ learning
performance
2 Using a cellphone made studying more 32 7 1 0 0
flexible and convenient.
3 Facilitates quick communication between 17 18 5 0 0
students and teachers, promoting effective
information exchange.
4 It provides access to a wide range of 40 0 0 0 0
educational resources, contributing to a more
comprehensive learning experience.
5 Integrating cellphones in education helps 21 4 15 0 0
students develop essential digital skills
crucial for future success.
6 It improves communication and collaboration 26 2 8 4 0
with classmates for group activities.
7 It assists students in providing a personalized 15 17 5 3 0
learning experience, catering to an individual
student’s needs.
8 It improves students’ problem-solving skills 22 16 2 0 0
and critical thinking abilities.
9 It helps in increasing engagement and 27 4 4 5 0
participation in class activities and
discussions.
10 It helps students in organizing and managing 36 3 1 0 0
their study schedules and assignments

21
 efficiently.
Table 1. Advantages of Cellphone for Grade 6 Students in Tinumigues ES

The remarkably high score of 4.51 out of 5 on the Likert scale survey focusing
on the "cellphone advantage in school" illuminates a resounding consensus among
respondents regarding the positive role of cellphones within educational settings. This
elevated level of agreement implies a multifaceted appreciation for the benefits that
mobile devices bring to the educational landscape.
Firstly, respondents appear to endorse the idea that cellphones serve as
powerful communication and connectivity tools. The perception likely revolves
around their capacity to facilitate seamless communication channels among students,
teachers, and parents. This could encompass the swift dissemination of crucial
information, ranging from school-wide announcements to updates on individual
student progress, and even timely alerts during emergencies.
Secondly, the high score suggests a prevailing belief in the enriching potential
of cellphones for accessing educational resources. Respondents may perceive these
devices as gateways to a vast array of digital learning materials, including online
research databases, educational applications, e-books, and other interactive content.
This viewpoint underscores the idea that cellphones can significantly augment the
learning experience by providing students with diverse and dynamic learning tools.
Furthermore, the positive perception may be indicative of a broader
endorsement of technology integration into the learning process. Cellphones are likely
seen as more than just communication or information access devices; rather, they are
viewed as valuable tools that contribute to interactive and engaging learning
experiences. This might involve the use of educational apps, multimedia
presentations, and collaborative projects facilitated by mobile devices.
The high Likert scale score may also reflect a belief that incorporating
cellphones into the educational environment prepares students for the demands of the
digital age. Learning to responsibly and effectively use technology is perceived as an
essential skill that will equip students for success in a modern, technology-driven
workforce.
Moreover, the positive consensus might suggest that respondents appreciate
the flexibility and personalization that cellphones bring to the learning process.
Students may have the ability to explore topics at their own pace, engage with
22
multimedia content that caters to diverse learning styles, and customize their
educational paths according to individual preferences.

Table 2. Presents the disadvantages of cellphones in the grade 6 students

of Tinumigues Elementary School.
Items Statements 5 4 3 2 1
1 Excessive cellphone use negatively impacts 21 17 2 0 0
students’ concentration during academic
activities.
2 It leads to increased distractions. 24 13 2 1 0
3 It affects the studnets’ ability to engage in 15 1 10 14 0
meaning learning activities.
4 It hinders students’ ability to concentrate on 34 4 2 0 0
their studies.
5 It decreases students’ overall academic 19 3 18 0 0
achievement.
6 It negatively impacts students’ learning focus 39 1 0 0 0
during lectures or study sessions.
7 It leads to a decrease in the quality of the 30 7 2 1 0
students’ classroom participation and
engagement.
8 It hinders effective teacher-student 35 3 2 0 0
interaction and communication.
9 Students encounter difficulties in completing 32 8 0 0 0
school works caused by their cellphones.
10 It negatively affects students’ ability to retain 8 30 1 1 0
information from lectures or class
discussions.
Table 2. Disadvantages of Cellphone for Grade 6 Students in Tinumigues ES
The substantial Likert scale score of 4.39 out of 5 in response to a survey on
"cellphone disadvantage in school" strongly indicates a prevailing consensus among
respondents regarding the perceived drawbacks associated with the presence of
cellphones in educational environments. This notable level of agreement suggests that

23
respondents harbor significant concerns about the impact of mobile devices on the
overall educational experience.
One key interpretation of this high score revolves around the notion of
distraction and disruption. It seems that respondents are inclined to believe that the
use of cellphones in schools may lead to considerable distractions and disruptions
within the learning environment. Concerns likely extend to students utilizing their
phones for non-educational purposes during class time, potentially compromising
their attentiveness and engagement with academic content.
Another dimension that the elevated score may illuminate pertains to social
and behavioral issues. It appears that respondents are attuned to the potential negative
consequences of cellphones on student interactions and behavior. Issues such as
cyberbullying, conflicts related to social media use, or the overall impact of
cellphones on fostering a more isolated learning atmosphere may be significant
factors driving this collective concern.
Furthermore, the high score could be indicative of apprehensions related to
academic performance. Respondents may be expressing the view that the presence of
cellphones in schools could have detrimental effects on students' academic
achievements. Worries about potential cheating during exams, accessing inappropriate
content during class, and a general lack of attention due to mobile device distractions
may be contributing to this perceived disadvantage.
Additionally, the score may point to broader concerns regarding health and
well-being. Respondents could be recognizing the potential adverse effects of
prolonged screen time on students' eyesight, sleep patterns, and overall mental and
physical well-being as significant drawbacks associated with the use of cellphones in
a school setting.
Lastly, the high score may also be reflective of concerns about equity and
distractions in the learning environment. Respondents might be apprehensive about
potential disparities arising from varying levels of access to and usage of cellphones
among students. The collective worry may extend to how the presence of cellphones,
especially if used inappropriately, can create distractions not only for individual
students but also for the overall learning atmosphere.

24
 CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
The exploration of student perspectives on the utilization of cellphones in
education reveals a nuanced landscape of both advantages and disadvantages. The
comprehensive analysis, detailed in Tables 1 and 2, unveils the sentiments of grade 6
students at Tinumigues Elementary School. These findings not only shed light on the
specific benefits attributed to cellphones in enhancing the educational experience but
also underline the reservations and concerns expressed by respondents regarding
potential drawbacks.
The data presented in Table 1 outlines a robust endorsement of the positive
impact of cellphones on various facets of the educational journey. Notably,
respondents widely acknowledge the benefits of cellphone use for educational
purposes, with a particular emphasis on improved learning performance, enhanced
flexibility in studying, and streamlined communication between students and teachers.
The remarkably high Likert scale score of 4.51 out of 5 indicates a resounding
consensus among students, affirming the multifaceted advantages that mobile devices
bring to the educational landscape.
Beyond the immediate benefits, the high score suggests a prevailing belief in
the enriching potential of cellphones for accessing educational resources. Students
perceive these devices as gateways to a vast array of digital learning materials,
contributing to a more comprehensive and dynamic learning experience. Furthermore,
the positive perception extends to the broader endorsement of technology integration
into the learning process, emphasizing the value of cellphones as tools that facilitate
interactive and engaging learning experiences.
Moreover, the positive consensus may signify a belief that incorporating
cellphones into the educational environment prepares students for the demands of the
digital age. Learning to responsibly and effectively use technology is seen as an
essential skill, equipping students for success in a modern, technology-driven
workforce. Additionally, the appreciation for the flexibility and personalization that
cellphones bring to the learning process underscores students' ability to explore topics
at their own pace and engage with multimedia content tailored to diverse learning
styles.
25
 In contrast, Table 2 unveils the concerns and reservations expressed by grade
6 students regarding the drawbacks associated with cellphone use in the educational
setting. The Likert scale score of 4.39 out of 5 indicates a strong consensus among
respondents regarding the perceived disadvantages, emphasizing the need for a
nuanced approach to the integration of technology in education.
One key interpretation of this high score revolves around the notion of
distraction and disruption. Respondents express concerns that cellphone use in
schools may lead to considerable distractions and disruptions within the learning
environment. These concerns likely extend to students utilizing their phones for non-
educational purposes during class time, potentially compromising their attentiveness
and engagement with academic content.
Furthermore, the elevated score suggests an awareness of potential social and
behavioral issues related to cellphone use. Concerns include the impact on student
interactions, issues such as cyberbullying, conflicts related to social media use, and
the potential fostering of a more isolated learning atmosphere. Additionally,
respondents may be expressing concerns about the potential adverse effects of
prolonged screen time on students' health and well-being, including eyesight, sleep
patterns, and overall mental and physical health.
In conclusion, the juxtaposition of the advantages and disadvantages
highlights a complex interplay of perceptions among grade 6 students at Tinumigues
Elementary School. While acknowledging the benefits of cellphones in education, the
findings underscore the importance of addressing concerns related to distractions,
social and behavioral impacts, academic performance, health and well-being, and
equity in technology access within the learning environment.

Insights
The examination of students' perspectives on the use of cellphones in
education reveals a complex interplay of advantages and disadvantages. This
comprehensive analysis, as detailed in Tables 1 and 2, provides valuable insights into
the students' nuanced views at Tinumigues Elementary School. The findings
underscore the need for a thoughtful and balanced approach that leverages the benefits
of technology while addressing the concerns expressed by students regarding potential
distractions, social implications, and health-related issues.

26
 The striking contrast between the overwhelmingly positive responses in favor
of cellphone use for educational purposes and the expressed concerns about potential
drawbacks highlights the necessity for a nuanced balance. Students acknowledge the
positive impact of cellphones on learning performance, flexibility, and
communication. Simultaneously, their concerns about distractions, social
implications, and health-related issues demand careful consideration. This indicates
that any approach to integrating technology into education must carefully navigate the
fine line between leveraging its advantages and mitigating its potential challenges.
The high Likert scale score for the advantages of cellphones signifies a strong
endorsement of technology as a valuable educational tool. Students perceive
cellphones not merely as communication devices but as powerful tools for accessing
diverse educational resources. This insight underscores the potential for technology
integration to enhance the overall learning experience, providing students with
interactive and engaging learning tools. Recognizing this positive perception,
educators may strategically integrate educational apps, multimedia presentations, and
collaborative projects facilitated by mobile devices to capitalize on the perceived
benefits of technology in education.
The belief that incorporating cellphones into the educational environment
prepares students for the demands of the digital age reflects a forward-looking
perspective among respondents. This insight emphasizes the importance of fostering
digital literacy and responsible technology use as essential skills for success in a
technology-driven workforce. Educators and policymakers may consider aligning
curriculum and teaching methodologies with students' expectations and perceptions of
technology, ensuring that educational approaches equip students with the necessary
skills for the evolving digital landscape.
The concerns raised by students regarding distractions, social and behavioral
issues, and health implications underline the need for careful planning and effective
implementation strategies. Educators should proactively address these concerns by
establishing clear guidelines for cellphone use, promoting responsible digital
citizenship, and providing resources for maintaining a healthy balance between screen
time and other activities. Additionally, creating awareness about potential disparities
in technology access and usage among students can contribute to fostering an
inclusive and equitable learning environment.

27
 The divergent views on cellphone use in education emphasize the importance
of involving students in decision-making processes related to technology integration.
Engaging students in discussions about acceptable usage policies, exploring ways to
mitigate distractions, and incorporating their insights into the development of
technology guidelines can contribute to a more collaborative and student-centric
approach. This inclusive process ensures that the benefits of technology are
maximized while addressing students' concerns, ultimately fostering a positive and
effective learning environment.
In conclusion, the insights drawn from the survey findings advocate for a
balanced, student-centered, and forward-looking approach to cellphone use in
education. By recognizing both the positive perceptions and concerns expressed by
students, educators and policymakers can develop strategies that harness the benefits
of technology while proactively addressing challenges, creating a conducive and
effective learning environment for all students.

Conclusion
In conclusion, the examination of grade 6 students' perspectives at Tinumigues
Elementary School regarding the use of cellphones in education reveals a nuanced
landscape where advantages and disadvantages coexist. The students express a
resounding consensus on the positive impact of cellphones, emphasizing their role as
powerful tools for enhancing learning experiences, fostering communication, and
preparing students for the demands of the digital age. This optimistic view
underscores the potential of technology integration to revolutionize educational
practices and equip students with essential skills for the future.
However, amidst the positive sentiments, students voice valid concerns about
potential distractions, social implications, and health-related issues associated with
cellphone use in educational settings. These concerns highlight the need for a
balanced and thoughtful approach to technology integration. Educators and
policymakers must navigate the fine line between leveraging the benefits of
technology and addressing the challenges to create an inclusive, equitable, and
effective learning environment.
The insights drawn from the survey findings underscore the importance of
collaborative decision-making, involving students in shaping policies and guidelines
related to cellphone use. By incorporating student perspectives into the decision-
28
making process, educators can ensure that technology integration aligns with students'
expectations, addresses their concerns, and promotes a positive and student-centric
educational experience.
In summary, the findings suggest that the successful integration of cellphones
in education requires a strategic and inclusive approach. Recognizing both the
advantages and disadvantages, and actively involving students in the decision-making
process, can lead to a harmonious coexistence of technology and traditional learning
methods, ultimately fostering a dynamic and effective educational environment at
Tinumigues Elementary School.

29
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 APPENDICES

PARENTAL CONSENT

I hereby willingly and voluntarily give consent to the participation of my

son/daughter, in the that is set to
be held at the on .
I have carefully weighed the advantages that my son/daughter will gain from
participating in this activity, and I assure that all necessary precautions will be taken
to ensure his/her comfort and safety. I willingly absolve any responsibility on the part
of the employees and personnel of Bambad National High School for any unforeseen
incidents beyond their control that may occur during the duration of the activity.

___________________________
Parent/Legal Guardian

34
 SURVEY QUESTIONNAIRE
“ADVANTAGES AND DISADVANTAGES OF USING CELLPHONES ON THE
LEARNING PERFORMANCE OF GRADE SIX PUPILSOF BRGY.
TINUMIGUES, LAMBAYONG, SULTAN KUDARAT”

Instruction: Put a check (/) in the box of your preferred answer. Please do not
leave each item unanswered and answer the questions honestly.
Age: ______
Sex: Male Female
Section: ____________
Legend:
Scale Description Interpretation
5 Strongly Agree Extreme level of agreement
4 Agree High level of agreement
3 Slightly Agree Slight level of agreement
2 Disagree Low level of agreement
1 Strongly Disagree Very low level of agreement

Items Statements 5 4 3 2 1
ADVANTAGES
1 Using a cellphone for educational purposes
has positively influenced students’ learning
performance
2 Using a cellphone made studying more
flexible and convenient.
3 Facilitates quick communication between
students and teachers, promoting effective
information exchange.
4 It provides access to a wide range of
educational resources, contributing to a more
comprehensive learning experience.
5 Integrating cellphones in education helps
students develop essential digital skills

35
 crucial for future success.
6 It improves communication and collaboration
with classmates for group activities.
7 It assists students in providing a personalized
learning experience, catering to an individual
student’s needs.
8 It improves students’ problem-solving skills
and critical thinking abilities.
9 It helps in increasing engagement and
participation in class activities and
discussions.
10 It helps students in organizing and managing
their study schedules and assignments
efficiently.
DISADVANTAGES
1 Excessive cellphone use negatively impacts
students’ concentration during academic
activities.
2 It leads to increased distractions.
3 It affects the studnets’ ability to engage in
meaning learning activities.
4 It hinders students’ ability to concentrate on
their studies.
5 It decreases students’ overall academic
achievement.
6 It negatively impacts students’ learning focus
during lectures or study sessions.
7 It leads to a decrease in the quality of the
students’ classroom participation and
engagement.
8 It hinders effective teacher-student
interaction and communication.

36
9 Students encounter difficulties in completing
school works caused by their cellphones.
10 It negatively affects students’ ability to retain
information from lectures or class
discussions.

37