Impact of Using Smartphone towards the Academic Performance of

Grade 11 Students

A Research Paper in Senior High Department submitted as

Partial Fulfillment of the Requirements in
Inquiries, Investigation, and Immersion

Leah Mae Barrios Vicente

Ronald John Pelayo Palado

Christian Jay Franco Ilao

Lemuel Maravilla Caalim

Researchers

Elvis A. Letran, LPT

Senior High Teacher II
Research Adviser

October 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

The advancement of technology in the 21 st century, specifically smartphones

and their various applications, has impacted individuals lives and technology

adaptation. One of this technological advancement is the smartphone and its

numerous applications that offer quick access to Internet and Social Media through

apps such as Facebook, Whatsapp, and Twitter. Information technology has changed

the lifestyle of an individual and their technology adoption. The innovation in

information technology provides an opportunity to produce unique products (Qazi,

Raza, & Shah, 2018). This fascination with smart gadgets has resulted in increased

interaction of people with the technology which is even greater than with the people

(Griffiths, 2000). Smartphones have evolved to the extent of becoming an integral

part of people’s life. Smartphones are used for many reasons such as communication,

entertainment, productivity, social networking and gaming (Kwon et al., 2013). Smart

phones are creating new interactive spaces for all aspects of education, shopping,

socializing, health and many other to make life easier but nowadays students use it in

a destructive way and are losing their control, interests, physical activities,

communication and confidence which disturbs their studies as they are involved in

cyber loafing during class hours (Gokc¸earslan, Uluyol, & S¸ahin ¨ , 2018).

Norries, Hossain, and Soloway (2011) in their study demonstrated that

students’ achievement increase significantly when students use mobile learning

devices, including smartphones, during learning time. This is because their time-on-
task completion will increase as they have the device at hand. Norries et al. (2011)

also found that students were constantly using the smartphone camera to take pictures

of abstract concepts taught in class so that later they could relate them with the

concrete ideas. Similarly, Woodcock et al. (2012) reported that respondents in their

research believed that smartphones had allowed them to improve productivity and

eventually their learning performance. Though many current studies have shown

smartphone usage benefits in learning, Woodcock et al. (2012) demonstrated

contrasting findings. Students were found always using their phones more for playing

games and other leisure activities than for learning. Among the identified factors

preventing widespread adoption of smartphones for education are physical, technical

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

increasingly adopting smartphones with the focus on personal use rather than

education.

Technology addiction problem has been treated important, especially in the

education field of secondary schools, because adolescent is more vulnerable to the

addiction. However, smart phone addiction has become a more serious problem

recently. 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 (mlearning) as well as they can learn or get any kind of knowledge on them

(Ali et al., 2018). Despite so many advantages & benefits of smartphones on students,

there are so many disadvantages and negative impacts as well, which cannot be

neglected. Because of technology advancement, Student life revolves around

smartphones, which make, create or alter their behaviors. Students tend to focus more

or rely on their smartphones in relation to their school work or social networking

(Raza et al.,2020).
 In the Philippines, Technical tools like laptops and mobile phones can distract

students from their learning activity and cause disruption to class room activity, if not

used properly. Mobile phones distract students because of problem of ringing during

class room discussion, use in cheating during class room assessments, multi- tasking

by students and use of camera in the class room which could lead to privacy issues.

Despite the convenience that smartphones and the internet bring, their excessive use

might cause adverse such as anxiety, sleep deficit, and depression effects on a

student's learning behavior (Herrero, Urueña, Toress & Hidalgo et al., 2019). It was

found in the study of Van Velthoven, Powell, and Powell (2018) that since the

introduction of the first smartphone years ago, problematic smartphone use has been a

rising public health issue because of the ease of perpetually functional connectivity,

the addictiveness of apps, and a person's psychological variables.

In Agusan Del Sur, one of the major concerns related to smartphone use and

academic performance is the potential for distractions. With the ability to easily

access social media platforms, video-sharing websites, and various entertainment

apps, students can quickly become absorbed in non-educational content while

studying or attending classes. This distraction can hamper their concentration and

limit their ability to absorb and retain information.

The researchers aim to investigate the impact of smartphone usage on the

academic performance of Grade 11 students. With the rapid rise in smartphone

ownership and usage among young individuals, it is crucial to examine how this

technology affects their academic outcomes. By assessing variables such as screen

time, multitasking, and smartphone dependency, this study seeks to provide insights

into the potential positive or negative effects smartphones may have on the academic

performance of Grade 11 students. Ultimately, the goal is to identify the relationship

between smartphone usage and academic performance, enabling educators and

parents to develop strategies that maximize the benefits of smartphone use while

minimizing any detrimental effects.

1.2 Conceptual Framework

Using Smartphone Academic Performance

Figure 1. Conceptual Framework

Figure 1 shows that using smartphone of Grade 11 students either positive or

negative usage are believed to have significant relationship with students’ academic

performance.
1.3 Statement of the Problem
This study aims to determine the impact of using smartphones towards the

academic performance of Grade 11 Students in Bunawan National High School.

Specifically, it seeks to answer the following:

1.3.1. What is the demographic profile of Grade 11 Students in Bunawan National

High School in terms of:

a.) Age;

b.) Sex; and

c.) Average?

1.3.2. What is the level of the academic performance of the Grade 11 Students?

1.3.31. Is there a significant relationship between the impact of using smartphone and

the academic performance of the students?

1.4 Significance of the Study
The purpose of conducting this study is to assess the impact of smartphone

usage on the academic performance of Grade 11 students. By examining this

relationship, the study aims to provide valuable insights that can inform educators,

parents, and students on the potential effects of smartphone usage on academic

achievements. Moreover this study is beneficial to the following:

Educators. Teachers and school administrators can benefit from the study

by gaining insights into how smartphone use affects academic performance. This

knowledge can help them design effective strategies and policies to integrate

smartphones into the classroom in a way that maximizes learning outcomes.

Parents. The study can provide parents with valuable information on how

smartphone use impacts their child's academic performance. It can help parents

establish guidelines and boundaries for smartphone use at home, encouraging a

healthy balance between technology and academic pursuits.

Students. Students can benefit from the study by becoming aware of the

potential impact of their smartphone use on their academic performance. It can

provide them with insights on how to effectively manage their smartphone usage and

optimize their learning experience.

Other Researchers. It can serve as a reference for the future studies on

the effects of smartphone usage on academic performance. Other researchers can

replicate the study and validate its findings, enhancing the study's reliability.
1.5 Scope and Limitation of the Study

This study will be conducted in Bunawan National High School located in

Bunawan, Agusan del Sur. The study will encompass one academic year (2023-2024)

to analyse the impact of using smartphone on academic performance during this time

frame. The study participants will be Grade 11 students who own and use

smartphones, and are currently enrolled in Bunawan National High School.

The primary objective of this study is to determine the impact of using

smartphones towards the academic performance of Grade 11 students. To meet this

objective, two variables will be employed: academic performance and smartphone

use. Academic performance will be measured through the participants’ average, while

smartphone use will be assessed through frequency, screen time, and the purpose of

phone use. Other external factors that may affect academic performance, such as

family background and socioeconomic status, are beyond the scope of this study.
1.6 Definition of Terms

Academic performance - refers to the measurable outcomes of a student's academic

achievements, including grades obtained in various subjects, scores on

standardized tests, class rankings, and overall GPA (Grade Point Average).

Addiction - the fact or condition of being addicted to a particular substance, thing, or

activity.

Anxiety - a feeling of worry, nervousness, or unease, typically about an imminent

event or something with an uncertain outcome.

Cyber loafing - the term used to describe the act of wasting time at work by surfing

the internet, shopping online, or engaging in other non-work-related

activities.

Depression - a mental state in which you are sad and feel that you cannot enjoy

anything, because your situation is so difficult and unpleasant

Electronic learning (E-learning) - is the delivery of learning and training through

digital resources.

Impact - refers to the measurable effect that the use of smartphones has on the

academic performance of grade 11 students. This can include any changes

observed in student performance indicators such as grades, test scores, classroom

engagement, participation, and overall academic achievement.

Mobile learning (M-learning) - education or training conducted by means of

portable computing devices such as smartphones or tablet computers.

Sleep deficit - is the cumulative effect of not getting enough sleep.

Smartphone - refers to a mobile device that combines the functionality of a

traditional mobile phone with capabilities such as internet access, social media

connectivity, multimedia content viewing, and various applications. It includes

devices such as iPhones, Android phones, and other similar devices that offer

similar functionalities.
 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 Related Literature

Smartphone Usage

The writers, Miller et al. (2021), demonstrated how smartphones are more than

just "app devices" and looked at the discrepancies between people's perceptions of

them and their use. Smartphones are a type of highly developed computer system that

is becoming more and more popular. They are outfitted with multiple sensors,

communication interfaces, location systems, and context sensing (Montag et al.,

2021). Furthermore, because of their superior capabilities and recent advancements,

cellphones may now routinely capture raw contextual data about users' surroundings

and matching activities, according to Sarker (2019). Some research suggests a

favorable correlation between smartphone usage and learning accomplishment since

they have an impact on behavior (Shakoor, Fakhar & Abbas et al., 2021).

Although Holloway et al. (2021) argue that digital technology can enhance

geographically engaged learning for all students, Mulyani et al., (2019) dispute the

claim, asserting that students primarily use their smartphones for social networking,

instant messaging, and entertainment purposes. Additionally, Safitri, Pasaribu,

Simamora, and Lubis (2019) contend that students prioritize playing games on their

smartphones when they return home from school, resulting in wasted time and

unfinished homework and tasks. Consequently, smartphone usage and a lack of

interest in completing tasks present new challenges in education. Furthermore, Panova

& Carbonell (2018) maintain that specific smartphone-related behaviors, rather than

mere smartphone use, are associated with poor mental health, corroborating
Kleisener, Meigen, Kiess, and Poulain's (2022) findings that excessive leisure

smartphone use is linked to problematic smartphone use (PSU) symptoms. These PSU

symptoms are further correlated with behavioral difficulties. In summary, students

who misuse their smartphones are more prone to negatively impacting their physical

and mental well-being, including experiencing inactivity, diminished self-esteem, and

decreased social interaction.

Further usage of portable devices like smartphones has a negative impact on

students due to the distractions they pose. This is supported by the study conducted by

Han and Sy (2019), which found that excessive smartphone use, resulted in poorer

test results among students. However, the findings of Iqbal and Bhatti (2020)

contradict the prevailing literature, as they suggest that smartphones can be beneficial

for off-campus learning and communication with peers and teachers. Faculty

members also believe that smartphones are helpful in explaining complex concepts to

students through audio-visual content. Therefore, smartphones can be both practical

and valuable educational tools, but their potential to distract students remains a

concern, depending on how they are utilized. Yao and Wang (2022) argued that

techno stress negatively affects students' academic achievement and well-being. Salo

et al. (2018) support this claim, stating that the use of smartphones can lead to

stressful situations, which aligns with the study of Upadhyaya and Vrinda (2021).

These studies suggest that students experiencing techno stress may exhibit reduced

productivity, drop out of school, and deviate from their academic responsibilities.

Additionally, Risco, Del-Aguila-Arcentales, Yáez, Rosen, and Mejia (2021) found

that excessive online time, driven by social networks, can interfere with students'

academic obligations and lead to techno stress, which is associated with poor sleep

quality and decreased academic performance.

 Academic Performance

Student success in the academic field is often measured through academic

performance, and teachers commonly evaluate this through test scores, graduation

rates, and classroom performance (Allensworth & Clark, 2020). Grades are often

prioritized when assessing academic performance, but other indicators such as

academic excellence, strong test scores, extracurricular achievements, and student

leadership can also be taken into consideration (Williams, 2018). Researchers have

extensively studied the most effective and least effective learning methods for student

achievement over the past three decades (Meijs, 2019). Nowadays, many professors

use various forms of technology to enhance e-learning for their students, allowing

them to easily access electronic course materials and encouraging effective use of

technology to improve academic performance (Tawafak, Romli, Malik & Shakir,

2020). Additionally, educational applications can support students' learning, aligning

with the study by Zafrirakou (2018) which suggests that mobile academic applications

can provide insights into how they affect academic performance. Martinez's study

(2019) will provide students with insights on the pros and cons of mobile academic

applications and how these tools can aid them in succeeding in school. A concerning

finding is that the excessive use of smartphones, leading to constant online

connectedness, has become a distraction and negatively affects exam scores among

youth (Ahmed et al., 2020).

Factors Influencing Academic Performance

There are a various factors that influence academic performance, with a focus on

factors such as socioeconomic status, parental involvement, and self-efficacy. For instance, a

study conducted by Sirin (2005) examined the role of socioeconomic status in academic

achievement and found that students from higher socioeconomic backgrounds tend to perform
better academically. Additionally, a study by Dumont, Trautwein, and Neumann (2012)

looked at the impact of parental involvement on academic performance and discovered a

positive correlation between parental involvement and higher academic achievement.

Moreover, a study by Bandura (1997) highlighted the importance of self-efficacy in academic

success, indicating that students who believe in their own abilities to succeed tend to perform

better academically. These studies shed light on the multifaceted nature of factors affecting

academic performance, emphasizing the significance of socioeconomic status, parental

involvement, and self-efficacy in shaping academic outcomes.

Challenges of Smartphone Usage for Academic Performance

The challenges of smartphone usage for academic performance among

students have been extensively studied in recent years. Multiple research studies have

indicated that excessive smartphone usage can significantly affect students' academic

performance. For instance, a study conducted by Lepp et al. (2014) found a negative

correlation between smartphone addiction and academic performance among college

students. Another study by Samaha and Hawi (2016) also noted a strong relationship

between smartphone usage and declining academic achievement. Moreover, research

by Junco and Cotten (2012) highlighted distractions caused by smartphones that

negatively impact students' focus and time management, leading to decreased

productivity and lower grades. Additionally, students' excessive smartphone usage

often results in reduced study hours and impaired information assimilation, as

highlighted by a study conducted by Kuznekoff and Titsworth (2013). These literature

reviews underline the detrimental impact of smartphone usage on students' academic

performance, emphasizing the need for awareness and effective strategies to mitigate

these challenges.
 The Relationship between Smartphone Usage and Academic Performance

The relationship between smartphone usage and academic performance of

students has been extensively studied in recent years. A study conducted by Junco and

Cotten (2012) found that smartphone usage had a significant negative correlation with

students' academic performance. The researchers found that high levels of smartphone

use were associated with lower grades and lower levels of academic engagement.

Similarly, another study by Lepp et al. (2014) explored the impact of smartphone

usage on college students' grades and found that excessive smartphone usage was

linked to lower academic performance, particularly in courses that required higher

levels of concentration and critical thinking. In contrast, a study by Kuznekoff and

Titsworth (2013) found that moderate smartphone usage in the classroom had no

significant impact on students' academic performance. However, it is worth noting

that excessive smartphone usage during class time can be distracting and may

negatively affect students' ability to pay attention and engage in the learning process.

Overall, the literature suggests that there is a negative correlation between excessive

smartphone usage and academic performance, emphasizing the need for students to

develop healthy smartphone habits and limit their usage during study time. (Junco &

Cotten, 2012; Lepp et al., 2014; Kuznekoff & Titsworth, 2013)

2.2 Related Study

Foreign Studies

Norries, Hossain, and Soloway (2011) conducted a study that showed an

increase in student achievement when mobile learning devices, like smartphones,

were used during learning time. This was attributed to the fact that having the device

readily available increased students' completion of tasks. Additionally, Norries et al.

(2011) found that students frequently used their smartphone camera to capture images

of abstract concepts taught in class, allowing them to later connect them to concrete

ideas. Similarly, Woodcock et al. (2012) discovered that participants in their research

believed that smartphones improved their productivity and learning performance.

Kumar (2011) highlighted that students downloaded online lectures and utilized e-

books to enhance their learning. Another study conducted by Mtega, Bernard,

Msungu, and Sanare (2012) revealed that respondents not only used traditional mobile

learning applications such as text messages and calls but also utilized various

applications like GPS, camera, voice calls, emails, and Google Drive to create,

upload, download, and share academic resources with their peers. All of these studies

demonstrate that smartphones have provided students with advanced opportunities to

learn, resulting in an increased usage of mobile apps. This trend is positively

correlated with the higher rates of smartphone ownership among higher education

students (Bowen, Kyle, & Mathew, 2012).

According to Ifeanyi and Chukwuere (2018), the impact of smartphone usage

on students can be both positive and negative, depending on how it is utilized. The

authors mainly highlight the negative aspect, wherein smartphones have become a

significant distraction to students' studies. This is exemplified by the tendency of

students to frequently check updates or notifications on their smartphones, often

without control. As a result, their attention shifts away from their studies, even during

lectures when the professor is actively teaching. It can be concluded that smartphones

have a mixed effect on students' academic performance and learning, presenting

various challenges (Ifeanyi & Chukwuere, 2018).

Kibona and Mgaya (2015) suggested that while smartphones have significant

benefits for learning, they can also have negative effects on students in Tanzania due

to addictive applications like WhatsApp, Facebook, and games. Consequently, these

distractions steal students' time and harm their academic performance. Similarly, Lee

et al. (2015) studied smartphone addiction in 210 Korean female university students

and found that those with high-risk addictions struggled to self-regulate their

smartphone usage, which impacted their learning. These findings align with Ifeanyi

and Chuwuere's (2018) research, which found that smartphones consume users' time

and actually decrease academic performance, contradicting initial expectations.

Similar observations have been made by Lin et al. (2014) and Tossell et al. (2015).

Furthermore, excessive smartphone use can lead to physical complications such as

vascular permeability, neck pain, musculoskeletal disorders, and brain damage in

mice.

Hossain (2019) found that as mobile phone technology continues to advance at

a rapid rate, it appears that the device can help students learn and perform better in

school. For instance, today's "smartphones'' give students instant, portable access to

many of the same education-enhancing features as a computer connected to the

internet, such as file sharing, online information retrieval, and interacting with

professors and other students. The majority of respondents used their phones for

study, indicating that a cell phone is an essential study tool. The study shows that

interactive, multi-user functions, which can sometimes be disruptive or beneficial

during research, are frequently used on mobile phones, making them one of the most

popular information access devices. Yadav (2021) conducted a study which revealed

that mobile phones, considered one of the most valuable technological advancements

in the 21st century, have gained significant popularity among adolescents. The study

highlights that mobile phones provide a limitless array of resources suitable for

various purposes. However, excessive use of mobile phones may lead to behavioral

alterations and academic decline among adolescents. Hence, the main objective of this

study is to examine the correlation between mobile phone usage, changes in behavior,

and educational attainment among adolescents. According to Mukhdoomi (2020),

excessive dependence on technology across various aspects of life has led to a surge

in smartphone addiction in young people, similar to previous times. Consequently, it

is crucial to carry out comprehensive and ongoing investigations to ascertain the

impact of smartphone addiction on students' academic performance. Several

subsequent researchers have explored this subject among diverse groups and

identified both favorable and unfavorable connections between smartphone addiction

and academic achievements.

Local Studies

The number of students who are becoming addicted to their mobile phones is

increasing, causing them to lose focus. A survey conducted by Ipsos MediaAtlas

Philippines reveals that almost a third of urban Filipinos are unable to imagine their

life without their mobile phones. The survey, conducted nationwide in 2011-2012,

shows that 30% of the urban population in the Philippines consider mobile phones to

be essential in their lives, while 21% plan on using their mobile phones more

frequently. According to Steve Garton, the executive director of Ipsos Business

Insights, Filipinos claim that mobile phones, along with television, are indispensable

to them due to their multi-functionality. This was stated during a presentation in 2012.

According to Garton (2012), mobile phones are essential tools for communication

among urban Filipinos. However, they are also commonly used for other purposes

such as playing games (22 percent), acting as a digital camera (25 percent), and

functioning as an mp3 or audio player (23 percent). Despite the increasing access to

the internet in the Philippines, traditional media has not become obsolete due to

Filipinos' inclination towards multitasking, as noted by Garton. The Ipsos managing

director, Carole Sarthou (2012), pointed out that different media platforms

complement each other, with print media pushing people towards going online and

online content inspiring individuals to seek out its print counterpart. Additionally,

Sato (2013) highlighted the concern regarding the excessive use of smartphones by

children, suggesting that it may compromise their academic efforts.

A mobile phone is an electronic device that enables communication through a

cellular network of base stations called cell sites. Currently, we are in the fifth

generation of mobile phones, which allow us to send messages, browse the internet,

and make calls from any location. The proliferation of mobile phones is considered
one of the fastest-growing technologies globally. Many individuals worry about a

future without voice calls, texting, or mobile internet access. Mobile phones have

become an essential tool in daily life for people of all ages and have significantly

affected society's accessibility, security, safety, and coordination of economic and

social activities. This impact is evident throughout global culture. While mobile

phones have undoubtedly benefitted individuals in various ways, they also have

negative consequences. Some people have developed a dependency on their mobile

phones, spending most of their working hours, studying, playing, and even sleeping

with their devices. Our culture, behavior, attitude, and language are all influenced by

mobile phones, which also affect our health, education, and communication patterns

(Soyemi, 2015).

According to the study conducted by Caaya (2021), mobile phones have opened up a

world of opportunities and challenges for today's students. Many students now bring their

cellphones to school along with their books and supplies. The extent to which mobile phones

benefit or disrupt academic progress depends on the student's mindset and usage habits. It is

particularly difficult for teachers to prevent students from using their phones during class

time, as the use of these devices appears to be uncontrollable and leads to distractions. In

today's era of information and technology, most tasks and work are conducted online, with

many offices and departments favoring paperless processes. Consequently, internet-enabled

mobile phones serve as valuable tools in these situations. However, controlling mobile phone

usage during class hours poses a challenge, as these devices are essential for delivering

education.

Some studies suggest a positive correlation between smartphone usage and

learning outcomes, highlighting the potential benefits of using smartphones as

educational tools. However, other studies indicate that students predominantly use

their smartphones for non-educational purposes, leading to distractions and a negative

impact on academic performance. Excessive smartphone usage has been associated

with lower grades, decreased productivity, and impaired information assimilation.

Factors such as socioeconomic status, parental involvement, and self-efficacy also

play a role in academic performance. The necessity of conducting the study lies in the

need to understand the specific relationship between smartphone usage and academic

performance among Grade 11 students in a particular school. By assessing variables

such as screen time, multitasking, and smartphone dependency, the study aims to

provide valuable insights into the potential positive or negative effects of smartphones

on students' academic outcomes. This information can be used by educators, parents,

and students to develop strategies that maximize the benefits of smartphone use while

minimizing any detrimental effects. Additionally, the study can serve as a reference

for future research on the effects of smartphone usage on academic performance,

enhancing the reliability of the findings

 Chapter 3

RESEARCH METHODS
This chapter presents the research design, instrumentation, the methods used

to gather data, and the statistical processes and procedure in the study. The methods of

conducting this research are discussed as follows: Research Design, Respondents of

the study, Setting of the Study, Research Instrument, Data Gathering Procedure and

Data Analysis.

3.1 Research Design

The researchers mainly use descriptive survey design, for which data is

collected through descriptive questionnaire. The design incorporated fact-finding

process of classifying, analyzing and interpreting data. It is descriptive because this

gathers data that provided a general picture of the respondents, specifically the Grade

11 students of Bunawan National High School. It also aimed to determine the

impact of using smart phones towards the academic performance of grade 11 students

of Bunawan National High School and to find out if there is a significant relationship

between smart phone usage and academic performance when grouped according to

the profile and type of respondent.

3.2 Respondents of the Study

The participants of this study are the Grade 11 students of Bunawan National

High School, Bunawan, Agusan del Sur. The respondents are 182 students of

Bunawan National High School are identified from the school’s total population

through Sloven’s formula.

Table 3.2.1

Respondents of the Study

Grade 11 Number of Percentage (%) Sample Size

Student

Rizal 48 26

Jacinto 44 24

Luna 46 25

Dagohoy 46 25

Gomez 22 12
54.49%
Silang 45 25

Mabini 43 23

Lapu-lapu 40 22

TOTAL 334 182

Distribution of population and sample of the study

Table 1 the respondents are the Grade 11 students with 8 section and a total

population size of 334. The researchers got the average by dividing the number of

respondents by the total number of respondents. The researchers got the percentage by

multiplying the average of 100.

3.3 Setting of the Study

The study will be conducted in one high schools of Bunawan Districts, namely

Bunawan National High School is located in the biggest Barangay of the

municipality. This becomes possible through the collaborative effort of the Senior
High Development, Local Government Unit, and parents as well. On the hand,

Bunawan National High School is big school which has 2,056 enrollee in Junior High

School and 649 in Senior High School.

Figure 3.3.1. Map of the research locale, Bunawan District I, Bunawan, Agusan del

Sur.

3.4 Research Instrument

For this research study, a research instrument in the form of a closed-ended

questionnaire will be used. The instrument was designed by the researcher specifically

for this study and consists of a series of questions. The questionnaire includes items

that assess the frequency of smart phone usage, the types of activities engaged in

using smart phones, and students' perceived impact of smart phone usage on their

academic performance. The data that can be extracted from this instrument include

quantitative data on the frequency and types of smart phone usage, as well as students'

perceptions of how smart phone usage may affect their academic performance. The

instrument was validated by conducting a pilot study with a small sample of Grade 11

students and assessing the reliability of the questionnaire using appropriate statistical
measures such as Pearson r. The pilot study enabled adjustments to be made to the

questionnaire to ensure clarity and reliability. Overall, the instrument has been

validated and demonstrates reliability in capturing students' perspectives on the

impact of smart phone usage on academic performance.

3.5 Data Gathering Procedure

Proper protocol is needed in the process of data collection. A list of students

by school was prepared from Grade 11 using the Sloven's formula. The number of

respondents to be taken was determined before permission from the Bunawan

National High School Principal. Letters were sent to the principal asking permission

to conduct the study in Grade 11 students.

When all of the procedures were done, the researcher gathered the data by

distributing personally the questionnaires to the identified respondents. Since the

questionnaires were conducted to the students personally by the researchers.

Furthermore, the researchers have personally facilitated the questionnaires to

the respondents who provided them with clear instructions in answering the question.

The respondents answered the questionnaire at their convenient time within the school

campus.

In addition, the researchers tabulated the data gathered from the answered

questionnaires. The analysis and interpretation of the data were done which helped to

formulate findings, conclusions and recommendations.

3.6 Data Analysis

Descriptive statistics will be used in presenting information received from the

study in order to describe the characteristics of information of samples by using

frequency, percentage, mean and Pearson r. Frequency and percentage were used to

determine the profile of students in terms of age and sex.

Furthermore, mean will be used to determine the following areas: level on

impact of smart phone usage towards the academic performance of grade 11 students

of Bunawan National High School and significant relationship between the smart

phone usage and academic performance of grade 11 students of Bunawan National

High School and were grouped according to profile.

Pearson r will be used to identify if there is a significant relationship between

the smart phone usage and academic performance of grade 11 students of Bunawan

National High School, when ratings are classified according to the type of

respondents.

The mean range, verbal description and qualitative interpretation are shown below:

Table 3.6.1

Likert Scale for Impact of Using Smart Phone towards the Academic Performance of

Grade 11 Students.

MEAN RANGE VERBAL QULITATIVE

DESCRIPTION INTERPRETATION
4(3.25-4.0) Strongly Agree Very High

3(2.50-3.24) Agree High

2(1.75-2.49) Disagree Low

1(1.0-1.74) Strongly Disagree Very Low

References

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