CLAVER NATIONAL HIGH SCHOOL

Senior High School

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A Research Proposal Presented to

The Faculty of Claver National High School
Senior High School
Tayaga, Claver, Surigao del Norte

In Partial Fulfilment of the Requirements of the Course

Practical Research 1
Academic Track
Technical Vocational Livelihood

By

Maekhylla Jean T. Jabay

Emilyn R. Beling
Lemuel V. Galgo
Christine Mae Bayla
Sofia T. Linaga
Ricardo Piape
Jonjie Ligahe
Kineth Avenido
Elson Yamit
March Ian Ocon

February 2020
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Senior High School

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Table of Contents
Page
TITLE PAGE
TABLE OF CONTENTS
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction
Conceptual Framework
Statement of the Problem
Hypothesis
Significant of the Study
Scope and Limitation of the Study
Definition of Terms
2 REVIEW OF RELATED LITERATURE
3 METHODS
Research Design
Participants of the Study
Sampling Techniques
Research Instruments
Data Gathering Procedure
Data Analysis
REFERENCES

Chapter 1

Impact of mobile phone usage on social skills

Introduction

Mobile phone, cell phone, cellphone, or hand phone, sometimes shortened to

simply mobile, cell or just phone, is a portable telephone that can make and
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receive calls over a radio frequency link while the user is moving within a telephone

service area. The radio frequency link establishes a connection to the switching systems

of a mobile phone operator, which provides access to the public switched telephone

network (PSTN). Modern mobile telephone services use a cellular network architecture,

and, therefore, mobile telephones are called cellular telephones or cell phones, in North

America. In addition to telephony, 2000s-era mobile phones support a variety of other

services, such as text messaging, MMS, email, Internet access, short-range

wirelesscommunications (infrared, Bluetooth), business applications, video games, and

digital photography. Mobile phones offering only those capabilities are known as feature

phones mobile phones which offer greatly advanced computing capabilities are referred

to as smartphones.

Smartphones are a class of mobile phones and of multi-purpose mobile computing

devices. They are distinguished from feature phones by their stronghardwarecapabilities and
extensive mobile operating systems, which facilitatwider software, internet (including web
browsing over mobile broadband), and multimedia functionality (including music, video,
cameras, and gaming), alongside core phone functions such as voice calls and text messaging.
Smartphones typically includvarious sensors that can be leveraged by their software,
such as a magnetometer, proximity sensors, barometer, gyroscope and
accelerometer, and support wireless communications protocols such as Bluetooth,
Wi-Fi, and satellite navigation
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As Mobile phone technology continues its rapid development, the device appears
capable of contributing to student learning and improved academic performance.
The recent rapid increase in Mobile phones has influenced multiple aspects of our
daily lives, particularly those of Students.Mobile phones have also caused a big issue
with spelling and grammar. Since texting
PROCESSand social media is now our main form of
OUTPUT
INPUT
communication, people have began touse abbreviations to speak to one another. In
addition to abbreviations, people add extra letters to words, include punctuation
marks to look like smiley faces and they do not use the necessary grammar skills
such as capitalizing the first word in a sentence. This eases our ways of
communication when we send a quick text message to a friend but a problem occurs
when we are no longer texting and we are now typing an important paper. Students
are now using texting lingo in all of their schoolwork.

Conceptual Framework

This study is anchored on the concept of gathering data through giving questions on

random student.
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Grade-10
students of Mobile Phone Academic
Claver National Usage Performance
High School and social skills

Figure 1. Research Paradigm

Statement of the Problem
This study will aim to determine the influence of the mobile phone

usage on social skills and academic performance among G-10 atudents ofClaverNational

High School.

Specially, it will seek to answer the following question:

1. How can cell phones affect your social life?

2.Do phones affect social skills?

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3.Does cell phone use really our communication skills?

Hypothesis

This study is to evaluate the phone usage of Grade 10 students in Claver National High School
base on their Academic performances and social skills.Significance of the Study.This study is
significant because of the rapid growth of mobile phone usage in Grade 10 students in Claver
National High School. This study is designed to deepen the knowledge of the overall impact that
mobile phone usage has. This is important to have more knowledge on because mobile phone
usage has increased, and we must deepen our understanding on the negative consequences of
increased usage.

Scope and Limitation

The aims of the current study are to determine the influence of the mobile phone usage on
Academic Performance and Social Skills on Grade 10 students in Claver National High School

Definition of Terms

For the purpose of clarify and understanding the study, the following terms were

defined operationally.

Technology device: any phone, mp3 player, tablet, computer, gps, video gameconsole, or

television.
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Frequency: The amount of face-to-face interactions that occur between any amounts of

people.

Duration: The amount of time that each face-to-face interaction lasts

Face-to-face interaction: verbal communication that exists from person to person both

presently with each other.

Relationship: a person-to-person friendship that exists physically between two or

morepeople that can communicate in person.

Cellphones: any mobile communication device.

Social interaction: any communication that occurs between two or more people

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Cellphone Usage

Cell-Phone use has been seen and noted as booming throughout the United Statesand all

around the world. It was previously noted in the introduction that in the last 11years (2004-

2015) smartphone ownership rose from 65% of the population reportingownership to 92%

reporting ownership (Anderson, 2015). With the rise in technological advances and

continual rise in interest, large amounts of research have been done on the overall impact

that technology has had. We have previously stated that the goal of us study is to determine
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the overall impact that cellphones cause on face-to-face interactions. It is important to grasp

the research being done on technology as a whole. There are currently mass amounts of

research on the impact that cellphones have, but it seems that there is limited information

on how cellphones impact face-to-face interactions. However, before analyzing the

research on the effects that technology has on social interactions, it is important to

understand the effects that social interactions haveon people.

2.2 Modern Cellphone Usage

Modern cell phones enable users to access a variety of electronic media at almost any time

and any place. Popular activities such as playing video games, surfing the Internet, and

monitoring social media sites are now all easily accomplished with most cell phones.

Researchers have linked each of these activities, independent of cell phone use, to academic

performance. For example, heavy video game playing has been associated with lower

GPAs (Jackson, et al., 2011; Jackson, et al., 2011). Also, low levels of Internet use have

been associated with improved academic performance (Chen and Peng, 2008). Chen and

Tzeng (2010) found that among heavy Internet users information seeking was associated

with better academic performance, while video game playing was associated with lower

levels of academic performance. Several recent studies have identified a negative

relationship between social-networking site use (e.g., Facebook, MySpace, Twitter) and
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academic performance (e.g., Rosen, et al., 2013; Stollak, et al., 2011). In particular,

Kirschner and Karpinski (2010) demonstrated that Facebook users have a lower

selfreported GPA and spend fewer hours per week studying than nonusers. Likewise, Junco

(2012a, 2012b) found a strong, negative relationship between time spent on Facebook and

actual cumulative GPA. These negative relationships have been found in populations

across the world, including North America, Europe, and Asia (e.g., Chen and Tzeng, 2010;

Karpinski, et al., 2013).

2.3 Performance with the usage of Mobile Phone

Multitasking has emerged as a possible explanation for the negative relationship

between electronic media use (including cell phone use) and academic performance

(Jacobsen and Forste, 2011; Junco and Cotton, 2011; 2012; Karpinski, et al., 2013;

Kirschner and Karpinski, 2010; Rosen et al., 2013; Wood, et al., 2012). Indeed, several

studies reveal that students frequently report using a variety of electronic media including

cell phones while in class, studying, and doing homework (Jacobsen and Forste, 2011;

Junco and Cotton, 2012; Sánchez Martínez and Otero, 2009; Tindell and Bohlander, 2012).

Several recent studies, using a variety of methods, identify a negative relationship between

multitasking and academic performance. First, Wood et al. (2012) measured the influence

of multitasking with an array of electronic media on students’ ability to learn from typical,

university classroom lectures. Emailing, MSN messaging, and Facebook use via computer

were all investigated as was cell phone texting. Results showed that multitasking with any
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of the technologies was associated with lower scores on follow-up tests compared with

students who did not multitask. Second, Junco and Cotton (2012) used a hierarchical

regression to determine the power of multitasking to predict 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. Finally, 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.In review, emerging

research suggests that texting, Internet use, email, and socialnetworking sites such as

Facebook can potentially increase multitasking and task-switching during academic

activities and decrease academic performance. Notably, all of these previously investigated

activities can now be accomplished with a single, Internetconnected cell phone. Therefore,

measurements of cell phone use should not be limited to only texting and calling but should

take this wide array of activities into account. Furthermore, and in consideration of the

ubiquity of the cell phone, the relationship between this expanded definition of cell phone

use and academic performance warrants investigation.