Chapter I

The Problem and its Background

Background of the Study

In selected Grade 12 TVL students in Amaya School of Home Industries (ASHI)

face the problem about their study concentration I class because of cellphones.

Cellphones virtual world is distracting from studies, leading to lost focus and poor

academic performance among students (What are the harmful effects of mobile phones on

students?). Distractions from entertainment apps on cellphones can lead to addiction, poor

academic performance but students can reduce distractions by uninstalling apps or muting

notifications (The impact of mobile phones on student learning.). Students not using

mobile phones performed significantly better: wrote 62% more notes, had detailed notes,

better recall, and scored a letter grade and a half higher on a test compared to those using

phones. The study explores theoretical and pedagogical implications.

In this study, it looked at how students' learning was impacted when they used

their phones during class lectures. After watching a video lecture and taking notes,

participants in three distinct study groups—control, low-distraction, and high-

distraction—took two learning assessments. In comparison to students who were actively

using their phones, those who were not using them took more thorough notes, wrote down

62% more information, were able to recall more specific information from the lecture,

and performed better on a multiple-choice test, earning a full letter grade. Implications for

theory and pedagogy are examined.

1
 Approximately 37.15% of children face reduced concentration due to smartphone

use, and 23.80% use smartphones in bed before sleeping, according to a study by the

National Commission for Protection of Child Rights. This study aims to explore and

analyze the study concentration that has been affected by using cellphones. A 2017 study

found that mobile phones can affect the young brain, with neurotransmitters like

dopamine released during gaming and social media usage. This shift in brain behavior

affects mood and concentration. (Does mobile phone usage really impact students'

academic performance?). A study by Rutgers university New Brunswick reveals that

students who we non-academic devices during classroom lectures perform worse in end-

of-term exams (cellphone distractions in the classroom ca led to lower grades.)

Theoretical Framework

This study is anchored on the theory of decreased concentration when studying

(lin,2019) by Inner Drive, this study is about mobile phones can distract students from

academic work due to long lasting app engagement, leading to procrastination and poor

time management, as they can easily nearby.

This theory is in the present study because it emphasizes the effect of

mobile phones to student concentration such as social media notifications, leading to

habit forming behavior ad reduced student attention.

2
 Statement of the Problem

This study is mainly focused on determining the effect using cellphone on the

study concentration of selected Grade 12 TVL students in Amaya School of Home

Industries.

Specially, this study will answer the following:

1. What applications are used by the respondents?

2. What are the effects of cellphones in the study concentration of the

respondents?

3. What problems that the respondents experience in using

cellphones?

Objective of the study

This study aims to:

1. To identify the application used by the respondents that affects

their study concentration.

2. To determine the effects of cellphones of the study.

3. To determine the problems that the respondents experience in using

cellphone.

Importance of the study

The researchers conducted this research to know the effect of cellphone in

students study concentration in Amaya School of Home Industries, the researcher

believes that the result of the study will greatly benefits the following:

3
 Students- This study may serve as a lesson for every student to control their

cellphones during class so they can focus on their studies.

Teachers- This study may help every teacher to know what the problem is is with

every student and why they are losing focus in every class.

Guidance Counselor- This study may give ideas to the guidance counselor about

the problem of study concentration on students so they can give solution about the

problem.

Future Researchers- This study may give ideas to future researchers about what

the problem of this study is and give them an idea to defend this problem.

Scope and Limitations

This study focuses on the effect of cellphones on the study concentration

in selected respondents in Amaya School of Home Industries (ASHI) the data gathering

to conducted to selected respondents in Amaya School of Home Industries (ASHI), year

2023-2024.

Each of the respondents will be given the same survey to answer. The

results of this study will be applicable only to respondents who have been affected by

their study concentration. This study aims to examine the effect of using cellphones on

the study concentration of students. The investigation will focus on knowing the effect of

cellphone to students' concentration and to know applications used by the students that

affects their study concentration also to understand the problems that been experienced by

4
students on using cellphone. The data will be gathered through surveys and the study will

be conducted in Amaya school of home industries during the school year 2023-2024.

Definition of Terms

For a better of this study, the following terms are declined in the context of

this research.

Cellphone- a phone with access to a cellular radio system so it can be used over a wide

area, without physical connection to a network.

TVL- strand equips students with skills for livelihood and technical projects focusing on

information technology analysis, design, implementation, and management in various

sectors, combining core courses with hands on courses.

Usage time- length of time that the students are using cellphones.

Study concentration- it is the capacity to keep one's attention on a single concept, object,

or subject while blocking out all other irrelevant thoughts, feelings, or sensations.

5
 Chapter II

Review of Related Literature

This chapter presents the relevant literature and studies that the researchers

considered and strengthening the claim and importance of the study.

Cellphone affect the study concentration of the respondents

According to Kapil (2022), phones can be a distraction, causing students to focus

on other distractions like movies, music and the internet. They can also pose health risks

as radiation from phones can cause chronic health issues. Cyberbullying examined

malpractice, and access to false educational resources can negatively impact students'

education. Additionally, the internet's freedom access to false and misleading information,

making it difficult to ensure and legitimacy of online resources.

On the report of Oxford Learning (2019) L students check their phones 11 times

daily in the classroom, causing distraction and stress, spending up 20% of their time on

texting, emailing, and social media the debate about cellphones in the darkroom

continues.

A stated by Michael Trucano (2014), Mobile phone data collective offers

disadvantages over traditional surveys, but it also presents challenge such as common

issues and difficulties

In the opinion of Cole Claybourn (2022), Smartphones in schools are a

contentious issue, with 77% of schools prohibiting non-academic use, according to the

6
National Center for Education Statistics, despite some educators arguing they’re

beneficial for learning and attention.

As claimed by McCoy (2016) Digital devices have revolutionized higher

education by enabling instantaneous online responses, real-time collaboration, and

flexible media engagement. However, they can also hinder learning, as students who are

distraction-prone may use them for non-classroom purposes, consuming an average of

11.7 times per day in class. Accounting for 21% of class time.

Applications used by the respondents that affects their study concentration

According to Manjur Kolhar (2021), 97% of students utilize social media

programs, with just 1% using them for academic purposes. 35% use them for talks, while

43% browse for fun. 57% are hooked, and 52% believe it interferes with their study

activities. Snapchat, Instagram, Twitter, and WhatsApp are among the most popular

applications. Social media use is blamed for late bedtime.

A stated by Limniou, M. (2014) This study employed SPSS software to assess

data on undergraduate psychology students’ gadgets and applications in lecture theaters.

The results revealed a considerable variation in the gadgets utilized by students over the

course of three years of study. First-year students brought both devices, but second-year

students generally utilized laptop computers. Second-year students were more active on

social media platforms such as Facebook and Twitter.

Conforming to Qusay Al-Maatouk TTF (2019), using social media for learning

affects technology, task, and social features, which improves student happiness and

7
students. It also contends that the behavioral purpose to use social media for learning

affects understanding efficiency, simplicity of use, and enjoyment, all of which bossed

student happiness and academic success. The data collecting form was

administered to 162 students who were familiar with social media.

As reported by to Esam Alwagait (2015), social media is a popular mode of

communication among Saudi university students. However, excessive social media use

may raise concerns about academic performance. This study investigates this subject by

performing a social media survey among Saudi university students.

According to Johnson Yeboah (2014), the reported high degree of utilization of

social networking programs among Ghanaian tertiary students is unavoidable. However,

nothing is known empirically regarding the intensity of WhatsApp messenger usage and

its influence on the academic achievement of students in postsecondary institutions. The

purpose of this study is to experimentally assess the influence of social networks

(whatsapp messenger) on the performance of tertiary students in Ghana from the students’

perspective.

Claimed by Beyin Chen (2021), artificial intelligence (AI) is now widely used in

education, and the employment of robots in education had a good impact on students’

behavior and development. However, the employment of developing technology

frequently results in cognitive strain, particularly for young students.

The effects of cellphone in the study concentration of the respondents

8
 According to Emeka Ezemenika (2013) This study examines the impact of

intermet- enablest phones on the academic performance of University of Ibadan scholars

in Nigeria. The exploration used structurad questionnaines and in-depth interviews to

gather opinions from 200 scholars. Results showed that internet- enabled phone operation

didn’t significantly affect academic performance, but distractions were conceded. The

study highlights the implicit distractions caused by phone respondents

The study by Najye A. (2017) In the ultra modem period, it’s challenging to

maintain council scholars' attention situations during class hours because there are several

distractions that have a negative impact on their focus and inhibit the stylish literacy. A

lot of worries have been raised regarding how technologies like computers and cell

phones may affect council scholars' alertness in the darkroom. Despite these worries na

studies on the impact of technology and other darkroom distractions on pupils' capability

to have been conducted in Saudi Arabia Grounded on seventeen domestically tone-made)

and twenty-four eternally produced classroom settings, we tried to identify scholars'

views of crucial distractions in the current study.

According to Jessica 5. (2018), in classrooms, inordinate cell phone affects pupil

focus and literacy. We investigated the implicit goods of cellphone use during lectures on

literacy since attention wanes with time. Actors in two studies watched a 20-nanosecond

donation under colorful smartphone operation circumstances (keep or remove).

Cellphone-holding groups in the lecture entered intrusive textbook dispatches. The lecture

was tested on by the actors. Depending on when the subject was tutored, the quiz

questions were separated into four halves. Eventually, it was determined how

9
nomophobia the individuals were, or how hysterical they were of being without their

phone. On the quiz convening the motifs covered in the third quarter of the lecture, actors

who kept their cellphones performed worse than those who did not. Actors who were

detracted did worse than those who were not on the test for the identical content.

According to Umar Farooq (2015). This study examines the impact of telephone

operation on the educational achievement of tertiary scholars at the University of Punjab

in Pakistan. Data was collected through tone administered questionnaires and 15 in

person meetings. Results showed that telephone isa didn’t significantly affect scholars

educational performance, but phone operation during class hours was considered a

medium of distraction.

As stated by Shen (2021) The maturity of high academy and indeed middle

academy preceptors are constantly fighting for scholars’ attention in the classroom with

smartphones and other widgets. While the schoolteacher is giving instructions are

changing styles to text, browse the web, and post on social media. They conceal their

technology instruction stage, a hoodie fund or indeed an exposed pack fund. As a result,

they spend the maturity of the time in the classroom just incompletely present.

As stated by Lanaun (2021), the accumulation of data has shown that cell phone

distraction, particularly among recently independent individuals, is an adding issue. The

idea of cognitive emotion obsession as the abecedarian medium Through which mobile

phone distraction results in a decline in cerebral well-being is a significant donation to the

exploration. Distraction- conflict proposition, which shows that druggies with excellent

attention control are more at Managing with the negative goods of mobile phone

10
distraction, supports the proposed paradigm exercising statistical Procedures, the data,

which comported of 914 university scholars in China, was examined. The findings

suggest that Cognitive emotional obsession which has a mischievous impact on druggies’

cerebral good-had a substantial positive Connection with mobile phone distraction. Our

data further show that the agreement effect was downgraded by attention control.

11
 Chapter III

Research Methodology

Research Design

This study utilized quantitative research design. Descriptive research aims

to accurately and systematically describe a population, situation or phenomenon. It can

answer what, where, when and how questions, but not why questions. A descriptive

research design can use a wide variety of research methods to investigate one or more

variables. According to Robinson ( 2023), Quantitative research is a process of gathering

and analyzing numerical data to detect patterns, make predictions, generalize results, and

explain specific occurrences. It is commonly used in scientific and social sciences like

biology, chemistry, psychology, economics, sociology, and marketing. Qualitative

research methods can be applied to descriptive, corrections, or experimental studies, and

can be used to confirm casual relationships and extrapolate findings to border populations.

Specially, the researcher used a survey design because according to Tanny T.F (2018),

survey research designs involve administering questionnaires or interviews to a sample or

entire populations to describe attitudes, opinions, behaviors, or characteristics. Data is

analyzed to identify trends and test research questions or hypothesis.

This study needs data to know the numbers of those who affect the study

concentration due to using cellphones. The research is appropriate for the current study

12
because a survey can determine the characteristics of the target group and can be

identified, visualized, and measured in the population questions.

Sampling Procedure

The researcher used stratified sampling as a sampling procedure.

According to Lauren Thomas (2023), Stratified sampling divides a population into

homogeneous subpopulations based on specific characteristics, ensuring every member is

in exactly one stratum.

The sampling procedure was appropriate to this study because the

researchers will find it easier to find the right number of respondents.

The Respondents

In 649 Grade 12 TVL students at Amaya School of Home Industries only

247 students of ASHI answered this survey but the total (n) was 246 so the researcher

added one (1).

The formula that the researchers used in the study is slovins formula. In the

report of Hotjar Slovins formula calculates sample size for achieving confidence intervals

in population sampling when lack of behavior is known.

This is the formula to compute the total sample population.

N N 649

N= ______________ n=______________ n=_______________

1+Ne 2 1+(649)(0.0025) 2.6225

13
 649 649

N=______________ n=_______________ n= 247

1+649( .05)2 1+1.6225

Number of students that will be given of survey:

Grade 12 TVL Male Female Total Formula (n)

( STUDENTS)

Iron 28 40 68 68/649x247 26

Nickel 59 21 80 80/649x247 30

Nitrogen 58 20 78 78/649x247 30

Oxygen 56 16 72 72/649x247 27

Platinum 42 30 72 72/649x247 27

Silver 45 29 74 74/649x247 28

Titanium 61 16 77 77/649x247 29

Uranium 37 21 58 58/649x247 22

Xenon 52 18 70 70/649x247 27

Total population = 649

14
 Sample population = 247

Total of (n) = 246

Instrument used

The tool used in the study was survey questions. Because the researchers utilized

survey questions because it was quantitative research and survey questions only provided

data. According to indeed editorial team (2023), A survey is a set of identical questions

distributed to participants to ensure consistency and prevent bias. Its goals and objectives

are defined by selecting the right questions, removing irrelevant ones, and ensuring

respondents are engaged, long surveys may lose interest.

A survey is a set of identical questions distributed to participants to ensure

consistency and prevent bias. Its goals and objectives are defined by selecting the right

questions, removing irrelevant ones, and ensuring respondents are engaged. Long surveys

may lose interest.

Data Collection Method

The researchers conducted nineteen (19) survey questions based on the

research. This survey questions were approved to help the researchers find the data of this

study.

The first step the researchers took was to find that fits in their criteria which is:

those who are using cellphone in school during class. Second, must study at Amaya

School of Home Industries. Third, after they find respondents, the researchers will

explain the question survey so that they can answer the following question also the

researchers will tell that their answer is not going to be judged. Fourth, the researchers

15
will give thanks to the respondents when the respondents are done and give them the

survey questions.

Statistical Treatment of Data

According to Adam Hayes (2023), The mean of a collection of numbers can be

calculated using various methods, such as the arithmetic mean approach and the

geometric mean method. However, all basic methods typically yield the same

approximate result. The formula below will be used to answer the statement of the

problem one, applications used by the respondents that has been affected their study

concentration; statement of the problem two, about how does cellphone affect the

respondents; statement of the problem three, about what are the effect of cellphone in the

study concentration of the respondents; statement pf the problem four, problems did the

respondents experience in using cellphone.

Formula:

Mean

Percentage

(Part / Whole) x 100

Scale

3.50 - 4.00 Strongly agree

2.50 - 3.49 Agree

16
1.50 - 2.49 Disagree

1.00 - 1.49 Strongly disagree

Chapter IV

Presentation, Interpretation and Analysis of Data

Figure No. 1

Applications used by students that are affecting their study concentration.

17
 This figure represents the application used by the students that has been affecting

their study concentration. Facebook obtained 78.08 percent because it is commonly used

by students for recreation during class hours, it is also where their attention is usually

captured in class, as this is where they often get information or see amusing photos,

causing Facebook to have a greater impact on the study concentration of students from

Grade 12 TVL students. TikTok garnered 21% because Grade 12 students often watch

videos, such as dance performances, lip-syncing, and engaging content, diverting their

attention from listening to teachers. Due to this, students prioritize watching overpaying

attention to the teacher, impacting their concentration on studies. Twitter got 2.42%, The

influence of Twitter on students’ focus during studies could be linked to the platform’s

real-time characteristics, continuous stream of updates, and the presence of captivating

content that may serve as a distraction. The concise and frequent nature of tweets might

prompt students to frequently check their feeds, disrupting their concentration on

academic activities. Moreover, the swift pace of information on Twitter can pose a

challenge for students in sustaining a consistent level of concentration on their studies.

Instagram has 1.16% because the effect of Instagram on students’ concentration during

studies might arise from its visually enticing content and the continuous flow of images

and videos. The captivating visuals could draw students into prolonged browsing sessions,

shifting their focus away from academic responsibilities. Instagram’s layout promotes

scrolling, and the urge to consume more content may lead to a decline in concentration on

studying. Furthermore, the interactive and social features, like likes and comments, could

18
generate a recurring cycle of distraction for students attempting to interact with the

platform.

According to Saudi Journal of Biological Sciences (2021), students at universities

frequently utilize social networking sites. The goals of using social networking sites and

their impact on learning, social interaction, and sleep length were examined in this

study.

Table 2

Effects of cellphone in the study concentration.

Statement Mean Interpretation

Because of my cellphone I had stress and 2.80 Agree

destruction.

By reason of cellphone, I can't understand the 2.60 Agree

lesson.

Because of my cellphone I can't focus on the 2.59 Agree

lesson.

Because of notification in cellphone, I will be 2.78 Agree

distracted.

Using cellphone I lost time in activities. 2.82 Agree

19
 This table represents the effect of cellphones in the study concentration of the

students. In situation 1, 2.80 agreed that the cellphone had them stress and destruction,

The presence of a cellphone has caused stress and disruption in life. This could be due to

various factors such as constant notifications, distractions, or the overall impact of mobile

technology on well-being. In situation 2, 2.60 agreed because understanding of the lesson

is being impeded using a cellphone, possibly due to the device acting as a distraction and

hindering your full concentration on the educational content. In situation 3, 2.59 agreed

because Cellphones create challenges in maintaining focus during lessons by causing

disruptions through notifications, calls, and messages, leading to diverted attention, The

constant accessibility and involvement in social media contribute to an ongoing cycle of

distraction, impeding concentration on educational content, The psychological appeal of

cellphones linked to leisure presents a concentration obstacle, enticing users to participate

in non-academic activities, ultimately affecting the overall learning experience. In the

situation 4, 2.78 agreed because Notifications on mobile device have the potential to

cause distractions, diverting your attention from current focus and disrupting

concentration or ongoing activities, This interruption can affect your ability to stay

engaged and focused on the task at hand. In situation 5, 2.82 agreed because Excessive

cellphone use has become a significant time drain, affecting various aspects of my daily

life. The allure of notifications and the temptation to scroll through apps lead to decreased

productivity and often surpass the intended time for tasks or leisure activities, this

20
habitual behavior introduces inefficiencies into routine, hindering effective time

allocation and diminishing the quality of engagement in different pursuits.

According to child mind institute (2023), Create a focused homework routine for a

child by minimizing distractions. Communicate the goal of doing homework easier and

less stressful, emphasizing the importance of removing distractions for an improved

experience. If needed, introduce planned and discrete breaks for social media or texts, but

ensure they don’t interfere with homework time. Teaching discipline to unplug from

distractions is a valuable life skill in our technology-driven world.

Statement Mean Interpretation

Because of cellphone I lost focus to study. 2.58 Agree

Because of cellphone I cant do the assignment. 2.59 Agree

In view of cellphone I ant keep up with the lesson. 2.57 Agree

I cant do anything important because of lost of time 2.65 Agree

while using cellphone.

Due to lack of sleep I am sometimes late for school. 2.53 Agree

This table represents the cellphone effects the study concentration of every Grade

12 TVL student. In situation 1, 2.58 agreed that because of cellphone they lost their focus

because cellphone’s presence has hindered study focus, Distractions like notifications and

21
the temptation to use apps have resulted in reduced concentration, making it difficult to

sustain the attention needed for effective studying. In situation 2, 2.59 agreed that because

of cellphone they can’t do their assignment because cellphone’s presence is obstructing

the completion of the assignment, Distractions and temptations linked to the device are

impeding my focus and concentration on the task, posing a challenge to successfully

finish the assignment. In situation 3, 2.57 agreed that the cellphone affect them in not

keep up with the lesson because the presence of cellphone is causing difficulty in keeping

up with the lesson, It might be leading to distractions or disruptions that hinder my ability

to follow and comprehend the material being presented, making it challenging to stay on

track with the lesson. In situation 4, 2.65 agreed that they can't do anything important

because they lost their time in using cellphone because the time lost while using

cellphone is preventing from accomplishing important tasks, this loss of time, likely due

to distractions or prolonged usage, hinders ability to focus on and complete significant

activities. In situation 5, 2.53 agreed that due to lack of sleep they are sometimes late for

school because the inadequate sleep experience sometimes results in being late for school,

primarily due to the use of cellphone, The extended usage of the device, possibly leading

to delayed bedtime.

According to Pak J Med Sci (2017), the text discusses challenges in maintaining

student concentration in classrooms due to technological distractions, especially laptops

and cell phones. While some studies highlight negative impacts on learning and

performance, others suggest potential benefits, such as access to educational resources.

There’s a debate over banning electronic devices in classrooms, with concerns about text

22
messages and notifications affecting attention. Cell phone use is discussed, with some

advocating for bans, while others acknowledge positive aspects like internet access for

educational purposes.

Table 3

Problems did the students experience in using cellphone

Statement Mean Interpretation

I lack of sleep because of using cellphone. 3.04 Agree

Because of using cellphone we got bad sight. 2.80 Agree

When im using cellphone I lost time in other activity. 2.74 Agree

I lack of focus and distract because of using 2.76 Agree

cellphone.

I lost concentration while the teacher is teaching. 2.48 Disagree

23
 This table represents the problems that the students experience in using cellphones.

In situation 1, 3.04 agreed that the using of cellphone they lack sleep because using the

cellphone excessively, particularly before bedtime, can disturb sleep because the blue

light from screens may disrupt the natural sleep-wake cycle. In situation 2, 2.80 agreed

that they experience having bad eyesight because excessive cellphone use can lead to

poor eyesight, primarily due to prolonged screen exposure, heightened eye strain, and the

habit of prolonged screen staring. Situation 3, 2.47 agreed that using cellphone they lost

in time in other activity because using a cellphone may lead to a loss of time in other

activities by capturing one’s attention, diverting focus from other tasks or interests, this

distraction can result in reduced productivity or engagement in non-digital pursuits.

Situation 4, 2.76 agreed that they lack focus and being distracted from using cellphones

because the habitual use of cellphones can lead to difficulty focusing on tasks, causing

distraction and ultimately impacting productivity and attention levels. Situation 5, 2.48

agreed that they lost concentration while the teacher is teaching because Cellphone

distractions, including notifications and apps, divide students’ attention in the classroom,

impeding their ability to absorb information. This individual impact extends to the overall

classroom dynamic, creating a disruptive environment when students prioritize phones

over lessons.

According to Oluwafemi J. Sunday (2021), the widespread use of smartphones

has led to global concerns about excessive use and addiction. Despite various studies

exploring the connection between mobile phone use and education, results have been

inconsistent. Many studies rely on self-reported grades, which may not accurately reflect

24
learning outcomes. This meta-analysis aims to investigate the impact of smartphone use

in the classroom on students’ learning, addressing the limitations of focusing solely on

course grades.

Chapter V

Summary of Findings, Conclusion and Recommendations

This chapter presents the summary of findings, conclusion and

recommendation of the effect of using cellphones on the study concentration of

selected grade12 TVL students in Amaya school of home industries, trying to

learn time management to have time for other work.

This study utilized descriptive research design. To perform quantitative

research study. The researchers use stratified random sampling. The researchers

25
 survey questionnaires and guide questions as the research instrument. Survey

questionnaire helps gather information and opinions from a group of people, making

it easier to understand what the respondents think about a particular topic. The

researchers also used guide questions to conduct the research. The respondents of

the study composed of a Grade 12 TVL students’ The research study was conducted

at Amaya school of Home Industries.

Summary of findings

After interpreting the data, the researcher come up on the following findings:

1. What applications are used by respondents?

The applications used by students that affect their study concentration is

Facebook 74.08% of students agreed that Facebook affects their study

concentration, the TikTok is second to the one that affects their study 21%, third is

Twitter which affects study

concentration 2.42%.

2. What are the effects of cellphones in the study concentration of the respondents?

The effects of cellphones on the study concentration are they can't do

anything important because of lost time in using cellphone which is 2.65; they

can’t do the assignment because of cellphone which is 2.59; the other effects of

cellphone on the study concentration are lost focus on their study 2.58.

3. What problems that the respondents experience in using a cellphone?

26
 The problem that students experience in using cellphone they lack

sleep because of using cellphone which is 3.04 and they experience bad sight

which 2.80; the other problem is affecting focus on the study and distracted which

2.76.

CONCLUSION

Based on the findings, the following conclusion were drawn:

1. Facebook is the application that has the biggest impact on study focus

2. Several students claim that their inability to complete critical tasks

because of time constraints when using their CP interferes with their ability to

concentrate while studying.

3. According to the respondents, sleep deprivation is the main issue

they have when using cellphones.

RECOMMENDATION

Based on the result of the study the researchers provide some recommendations for

the students, future researchers, parents and teachers

Students: students can divide their time for other activities.

Parents: can limit the use of cellphones even among children.

Teachers: can limit the use of cellphone during class or during activities

Future researchers: they need to act immediately so as not to waste time.

27
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