IMPACT OF MOBILE PHONES ON STUDENTS’ CLASS ATTITUDE AND

BEHAVIOR IN SELECTED SCHOOL IN IMUS AND BACOOR, CAVITE

S.Y. 2018-2019
ABSTRACT
• This study has attempted to determine the cause of distraction
of students with the use of their mobile phones at their class
hour. The aim of the study was to find out the impact of mobile
phones on student to their class attitude and behavior. Data
collected after survey was analyzed using percentage to find
the key how mobile phone totally affects student in the attitude
and behavior in their class room.
INTRODUCTION
• Mobile phones connect students to one another, whether for
educational purposes or not, cellphones give students a chance
to have easy access of their mobile phone for their academic
purposes or can be a cause of distraction to them.
REVIEW OF RELATED LITERATURE
• Junco (2012) explained that those devices have the intended purpose
that will improve educational experience for students but then it has a
negative consequence from the introduction of modern technology in
the classroom.
• Dietz and Henrich (2004) found that the increasing of technology in the
classroom increase the report of decline in overall grades and decrease
of seatwork.
• Griffiths (2003) emphasized that all things that give us excitement can
be the cause of addiction, the fact that the mobile phones is as an
exciting situation especially in students.
• Sana et al. (2013) found that students who used technology are more
likely perform poorer in the classroom; even they are not personally
using technology.
RESEARCH GAP
• Although the intended purpose of these device was to help
students to improve and experience their educational way of
learning Junco (2012). However, mobile phone helps students
to learn but then it causes distraction from the students that are
according to Dietz and Henrich (2014).

• Most of the studies were overseas. This study did not prove
that not all mobile phone or devices helps students with their
academic performance.
CONCEPTUAL FRAMEWORK
RESEARCH QUESTION
• The questionnaire will be used to collect data based on the
following sample questions:

• 1. Do students perceive mobile devices as a source of

distraction from their education?

• 2. What steps can be taken to make the best use of mobile

devices from academic purposes?

• 3. In what ways does student perceive mobile phones as

distraction?
METHODOLOGY
RESEARCH DESIGN
The research design that was used in this study is a
qualitative design, focuses on using phenomenology as its
method. It focus on the subjective experience and interpretation
of the given situation,
RESEARCH PARTICIPANTS
The researcher subject is composed of forty (40) grade 10
students from four (4) different public and private school in cities
of Imus and Bacoor, Cavite.
RESEARCH LOCALE
Four different educational institutions from the cities in Bacoor and
Imus, Province of Cavite are the research setting for this study. These are
the Millennium Christian High School of Cavite, located at Habay,
Bacoor; Del Pilar Academy, located at Imus; Governor Juanito Reyes
Remulla Senior High School, located at Toclong II-B; Imus National High
School, located at Bucandala, Imus.

RESEARCH INSTRUMENTS
The sampling technique that the researcher used is the probability
sampling, focused on ramdom sampling. The target respondents in this
research are spread across four educational institutions from the cities of
Bacoor and Imus.
DATA GATHERING PROCEDURE

The researcher gathered data by first interviewing the

participants to learn about their ideas and opinion with regards of
the impact mobile phone on students’ class behavior. And last,
survey questionnaire were used to asses participant attitudes
about the cellphone usage in classroom and how cellphone cause
distraction to them.
DATA ANALYSIS
In order to measure the scale and identify the data that the
researcher has gathered all throughout the data gathering
procedure, the researcher used the following tools:
Pie Graph- a type of statistical graph that is circular and is
divided into slices with arc lengths relative to the represented
quantity.
• Statistical Tool Used
For interpreting Gathered Data from Survey

Percentage- The basis in which the pie graph is measured

according to what’s been computed.
 
Where:
Part/Whole x 100= ____%
RESULTS
• This section shows the gathered data, the analysis and
interpretation of the data taken from the researcher’s interview
segment and survey questionnaire form the forty (40) Grade 10
students gathered from different schools.
INTERVIEW RESULTS
Do you use mobile phone at school?
-Some of the students answered yes, when they are bored. And some students answered no.

Does your cell phone distract you from your homework?

- Mostly answered yes, that mobile phone distracts them with their studies, and some of them answered that
mobile phone did not distract them from their studies rather mobile phone help them to complete all their
homework and research papers.

Do mobile games distract you with your studies?

• -Most of the students answered, yes because whenever they play their favorite game(s) on their phone they
are completely distracted from their studies. One answered “Hindi naman siya nakakadistract sakin, kase
alam ko kung paano ko icontrol yung sarili ko. Tinatapos ko muna yung mga dapat kong tapusin bago ako
maglaro.” (It didn’t distract me, because I know how I can control myself. I finished first those important
things because I play.)

Why do you think your phone distract you from your education?
-Mostly students answered that social media, games and other entertainment apps mostly distract them
from doing their studies. They become more addicted to their phone rather than to be addicted to their studies.
Survey Results
The total number of respondent's answers
3%

28% Nokia
30% Samsung
Iphone
LG
Others

3%

38%

• From forty (40) participants who answered the Survey questionnaire

number 1, fourteen (15)participants answered Iphone, while twelve
(12) participants answered Samsung, and ten(10) participants
answered Others, fourth, two(2)participants answered LG, lastly,
one(1) participants answered Nokia.
FIGURE 1.2
The total number of respondent's answers

25%
Less than 1 year
1-2 years/ 2-4 years
41% 4 years and above

35%

• In addition to the previous results, figure 1.2 shows that fifth teen (15)
students (41%) out of forty (40) students answered 4 years and above,
while fourteen (14) students (34%) out of forty (40) answered 1-2 years/2-
4years, lastly, ten(10) students out of forty(40) answered less than 1 year.
FIGURE 1.3
The total number of respondent's answers

6%

Yes
No

94%

• From forty (40) participants, twenty five (25) participants

answered yes, while fifth teen (15) answered no.
FIGURE 1.4The total number of respondent's answers

Yes
No

50% 50%

• From forty (40) participants, twenty five (25) participants

answered Yes, while twenty five (25) answered No.
FIGURE 1.5
The total number of respondent's answers

39% Yes
No

61%

• In addition to previous result, twenty two (22) participants out

of forty (40) answered Yes, while the eighteen (18) participants
out of forty (40) answered no.
FIG. 2.1 The total number of respondent's answers

8%

Always
18% Ocassionally
A Few Times a Week
Almost Everyday

13% 63%

• From forty (40) participants who answered the table, twenty five (25)
participants checked always, while seven (7) participants checked a
few times a week, and five (5) participants checked occasionally,
lastly, three (3) participants answered almost every day.
FIGURE 2.2
The total number of respondent's
answers

Always Occassionally
1% A Few Times a Almost Everyday
Week
19%
53%
27%

• In addition to the previous result, twenty (20) participants

checked always, ten (10) participants checked occasionally,
while seven (7) participants checked a few times a week, lastly,
three (3) participants checked almost every day.
FIGURE 2.3
The total number of respondent's answers

3% 3%

Always
Occassionally
20%
A Few Times a Week
Almost Everyday

75%

• From forty (40) participants who answered the table, thirty (30)
participants checked always, while eight (8) participants checked
a few times a week, and one (1) participant checked occasionally,
lastly, one (1) participant answered almost every day.
FIGURE 2.4
The total number of respondent's answers

3%

8% Always
Occassionally
A Few Times a Week
Almost Everyday
23%

68%

From forty (40) participants who answered the table, twenty seven (27)
participants checked always, while nine (9) participants checked a few
times a week, and three (3) participants checked occasionally, lastly,
one (1) participant answered almost every day.
FIGURE 2.5The total number of respondent's answers
3%

15% Always
Occassionally
A Few Times a Week
Almost Everyday

53%

30%

• From forty (40) participants who answered the table, twenty one (21)
participants checked always, while twelve (12) participants checked a
few times a week, and six (6) participants checked occasionally,
lastly, one (1) participant answered almost every day.
FIGURE 2.6
The total number of respondent's answers

5%
5% Always
Occassionally
13% A Few Times a Week
Almost Everyday

78%

• From forty (40) participants who answered the table, thirty one (31)
participants checked always, while five (5) participants checked a
few times a week, and two (2) participants checked occasionally,
lastly, two (2) participant answered almost every day.
FIGURE 2.7
The total number of respondent's answers

5%
7% Always
Occassionally
A Few Times a Week
12% Almost Everyday

76%

• From forty (40) participants who answered the table, thirty one
(31) participants checked always, while five (5) participants
checked a few times a week, and three (3) participants checked
occasionally, lastly, one (1) participant answered almost every day.
FIGURE 2.8
The total number of respondent's answers

13% Always
Occassionally
10% A Few Times a Week
Almost Everyday

13%
65%

• From forty (40) participants who answered the table, twenty six
(26) participants checked always, while five (5) participants
checked a few times a week, and four (4) participants checked
occasionally, lastly, five (5) participants answered almost every day.
FIGURE 2.9
The total number of respondent's answers

2% 11% Always
Occassionally
A Few Times a Week
9%
Almost Everyday

77%

• Last, from the forty (40) participants who answered the table, thirty
four (34) participants checked always, while four (4) participants
checked a few times a week, and one (1) participant checked
occasionally, lastly, one (1) participant answered almost every day.
DISSCUSSION
 
• The researcher’s attempt to determine the effect of mobile phone to
the students’ class behavior and attitude. According to Pulliam(2017)
stated that mobile phone can be used during class hours because
students believe that they can be allowed to use their phone but then
the usage of it should be minimal. Because students believe that even
though cellphone can be cause of distraction they can study very
well.
• The second hypothesis stated that students believe that they have the
ability to multitask for the entire class hours with the use of their
cellphone on their hand but then the students thought that they can
multitask, they believe that they should be allowed to use their
cellphones during their class. (Kuzenkoff et al., 2015)
• Generally, although mobile has a good impact to students’
academic achievement because their phone help them easily
with their homework and other activities they have in their
class room but then it has a negative impact to their classroom
behavior and attitude that can cause distraction from their
studies. Mobile games and any other apps can be used in their
classroom when boredom hits them rather doing important
school things because they found that social media, games and
other apps is more interesting than school activities they have.
CONCLUSION

• With the gathered data from the instruments that is been

used, it has shown that mobile can cause distraction from them
with regards to their studies. However, it depends on the
student on how they can perceive mobile phone as distraction
from their academic achievement without being addict to their
mobile phone apps during their class hours. Although using
cellphone to their classroom can totally has a negative impact
when it comes to their behavior and attitude, although students
have their personal choice to use mobile phone during class but
it will only affect themselves and their studies too.