Republic of the Philippines

DEPARTMENT OF EDUCATION

Region I

School Division Office I Pangasinan

LABRADOR NATIONAL HIGH SCHOOL

Labrador District

The Impact of Banning Cellphones Use on the Academic Performance of Senior High

School Academic Track Students at LNHS

Malig-on, Marilou B.

Uson, Mary Jane V.

Roque, Rianne Cyrelle U.

Arboleda, Geneena Wane D.

Quintos, Kyvan Lovers R.

Presented to:

CANOTO ALLAN J. QUIMSON

12 ABM

Practical Research 2

2024
 CHAPTER 1

INTRODUCTION

The study examines how limiting gadget usage affects students' academic outcomes,

focusing on concentration, study habits, and performance. It specifically targets senior high

school students in various academic tracks to identify any significant changes in their academic

success.

I. Background of the Study

The increasing reliance on gadgets among students has raised concerns about their impact

on academic performance, especially for senior high school students in the academic track.

Smartphones serve as both educational tools and sources of distraction and can cause detrimental

effects. While it offer valuable resources for learning, their misuse for non-productive activities

often leads to reduced focus and diminished academic outcomes. Many students have become

overly dependent on these devices, using them excessively for entertainment, which significantly

affects their performance in school. In response, many schools have introduced policies to limit

or ban cellphones use not only in classrooms but across school campuses, aiming to improve

students’ concentration and overall academic success.

This days, cellphone is really everyone’s thing even if it’s children or those who are old,

but you can tell that using cellphone actually have a good benefits for us it may help students to

find things that are new ,but using it simultaneously have a very bad effect on humans behavior,

and on how they think. In the millennial era, seeing people using gadgets is not something
foreign and strange anymore. From school children to the average elderly people already have a

gadget. Many things have benefited from using this great revolution in everyday life. At this time

communication activities have grown more advanced with the release of gadgets.Many

implementation tools are available in gadgets, there are still applications such as social media,

videos, pictures, and online games. However,using gadgets continuously has a lot of influence on

children’s behavior patterns in their daily lives (Balbaguio, et al, 2021) .

Students must be learned how to enhance their academic performance and mental health,

students should be taught about the dangers of excessive mobile phone usage, encouraged to

practice personal wellness, and given preventative steps to follow and not to use gadgets during

class hour. The study identified a link between stress levels, exercise habits, and screen

addiction. This connection might be due to the study highlighting how excessive mobile phone

use negatively impacts the physical and emotional health of high school seniors. Moreover, the

study suggests better management of digital devices, promoting face-to-face interactions, and

adopting a more balanced approach to phone usage.Thus, the study highlights the significance of

finding a balance between personal health and technology used to enhance student’s educational

experiences and quality of life( Aggor, et al, 2020).

The study could quantitatively explore the relationship between the use of electronic

gadgets in educational settings and the development of skills or behaviors that contribute to

effective citizenship. This might involve surveys or assessments to measure students’ problem-

solving skills, critical thinking, or other attributes that are linked to their use of gadgets, and how

these contribute to their potential as future citizens. The research could focus on measuring the
academic performance of Senior High School Academic Track students before and after

prohibiting the use of gadgets. This would involve collecting and analyzing data on test scores,

grades, or other academic indicators to determine if there is a statistically significant difference

in performance when gadget use is restricted (Ahyat, 2022) .

Mobile phones offer both benefits and distractions for students. While they can aid

learning, their use in class often leads to interruptions. Teachers struggle to manage phone use

because despite bans, phones are crucial for online tasks, communication, and research. For

today’s students, mobile phones offer both opportunities and challenges. Many bring their

phones to school alongside their books and supplies. Depending on how they are used, phones

can either enhance or disrupt learning. Managing phone use during class is a significant

challenge for teachers, as they often cause distractions. In our digital age, many tasks are

performed online, and mobile phones play a crucial role in this environment. Despite the general

prohibition of phones in classrooms, they can be essential for learning, especially given their role

in communication and research (Urayan, 2023) .

Nowadays, many people know how to use smart phones, regardless of age. But there are

more young people, especially among the students, who usually use it in academic performances.

It have a both negative and positive effects on the students’ learning. So that it was chosen to ban

the smartphones to use in the school campus.The world full of advanced technologies, not just

smartphones, as numerous experts have discovered that there are more mobile devices than

people. With 3.5 billion smartphone users worldwide as of right now, 45.12% of people on the

planet are smartphone owners, according to Statistic data.The only mobile phones. Nearly
Around the world, 50% of the population uses electronic devices (Noynay, et. Al, 2020) .

This study focuses on the impact of banning cellphone use on the academic performance

of Senior High School students at Labrador National High School. The research aims to

understand how banning smartphones influences student’s academic outcomes, identifies the

potential effects on their performance, and explores any associated challenges or benefits. The

importance of banning cellphone use on the academic performance of Senior High School

students in the Academic Track is to prevent excessive smartphone use inside the school. This

allows students to focus more on their studies, avoid distractions, and prevent addiction to

mobile phone use. It helps them learn to use their intelligence and creativity in schoolwork or

performances as students. Additionally, it prevents students from watching non-educational

content on TV and using gadgets for cheating. To solve this, schools could set clear rules about

cellphones use during class and study times. For example, allow cellphones only for specific

educational activities and have breaks where students can use them. Teachers can use cellphone

in lessons when needed and give breaks for personal use. This way, students can benefit from

gadgets while staying focused on their studies.

 II. Conceptual Framework

1. Demographic

Profile

-Age

-Gender
Data Collection:
-Academic Track The Impact of Banning
Survey and Cellphones Use on the
-GWA (2nd Quarter)
Questionnaires Academic Performance
2. What are the primary
Data Analysis: of Senior High School
purpose of gadget of
Academic Track
senior high school Descriptive-
Students at LNHS
students? Correlational

3. What are the effects

of prohibiting gadgets

use for the academic

students’performance of

senior high school?

Figure 1: Research Paradigm (I-P-O Model)

In this study, aims to explore the impact of banning cellphones use on academic performance

using an IPO (input, process, output) model.

Input of this study considers student demographic profiles, including age, gender,

academic track, and academic performance GWA (Second Quarter). Additionally, the study

investigates the primary purpose of gadget use among students, whether it's for research, games,

or entertainment. By analyzing these factors, the research aims to understand how prohibiting

gadget use influences students' academic performance. This is supported by the findings of

(Himmelsbach et al., 2019) mobile device use helps learning by allowing students to be more

involved, giving quick access to information, providing instant feedback, encouraging

discussion, and making learning easier and more engaging through apps and digital tools.

Process involves the systematic collection and analysis of data. Researchers will use

surveys and questionnaires to gather quantitative information on the demographic profiles and

factors. While, descriptive statistics will be used to summarize the data to organize and present

the findings clearly.

Outputs of the study will include the identification of key factors that significantly

influence students' choices of college courses. By transforming complex decision-making

processes into actionable insights, the study aims to empower students with knowledge that

aligns their academic choices with their passions and future aspirations, thus aiding them in

making informed decisions about their higher education paths. This is backed by findings of

Lupas Jr., Farin, (2021) that it is necessary to understand that choosing an appropriate career path
is complex and needs a thorough evaluation of the different factors that influence a student’s

career decision-making process.

III. Statement of the Problem

The impact of banning cellphones use on the academic performance of Senior High

School academic track students at LNHS. The research study aims to examine the demographic

profile of the students including the age, gender, academic track, and the general average (GWA)

of the students. Additionally, the study aims to find out the primary purpose of gadgets use

among students’ and how does it affects students’ academic performance to know the impact of

banning cellphones use on the academic performance of senior high school students enrolled in

the academic track.

Specifically, it intends to answer the following questions:

1. What are the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Academic Track

1.4 GWA (2nd Quarter)

2. What are the primary purpose of cellphone use among senior high school students?

3. What are the effects of banning cellphone use for the academic performance of senior high

school students?
IV. Scope and Delimitation of the Study

This study aims to examine the effects of banning cellphones use on the academic

performance of Senior High School students enrolled in the Academic Track at LNHS during the

2024-2025 school year. Out of 410 students, 202 will be selected as respondents for the study.

The researcher will investigate the relationship between gadget use restrictions and academic

performance, using grades and student feedback to assess their focus in the classroom and study

habits.

V. Significance of the Study

This study aims to assess the effects of banning cellphones use on the academic

performance of Senior High School students enrolled in the Academic Track at LNHS. The

result of the study will benefited the following;

Students: This study will help students understand how reducing gadget use might impact their

concentration, study habits, and academic performance. It could encourage them to think about

their gadget use and adopt practices that improve their school results

Teachers: Educators will gain a better understanding of how gadget use affects student

performance. The findings may assist them in developing better classroom rules and teaching

strategies that balance technology with academic discipline

School Administrators: School leaders will get valuable information on whether banning

gadgets improves or harms student performance. These insights can help shape policies on

gadget use during school hours

Parents: This study will help parents see how their children's gadget use may affect their

academic performance. It could guide them in setting limits at home to help their kids do better

in school.

Future Researchers: The study can serve as a foundation for further research on the impact of

gadgets in education, especially in different school settings, among different types of students,

and how they affect learning behaviors.

VI. Hypothesis

Null Hypothesis (H₀):

The banning cellphones use has no significant effect on the academic performance of senior high

school students in academic tracks at LNHS

Alternative Hypothesis (H₁):

The banning cellphones use has a significant effect on the academic performance of senior high

school students in academic tracks at LNHS.

VII. Definition of Term

Banning cellphones- It means setting a rule that says you can’t use your phone, tablet, or any

other electronic device in a specific place.

Valuable- It's something you'd care about losing or not having, because it’s useful or important.

Diminished- When something gets smaller, weaker, or less important.

Simultaneously- It’s when two things happen at the same time,but it’s hard to give full attention

to either.
Detrimental effects- Bad results that harm someone or something, like how too much screen

time can hurt a person’s eyes or focus.

CHAPTER II

Review of Related Literature

This chapter synthesizes key studies and findings that inform the current understanding of the

subject, highlighting gaps in knowledge and areas for further exploration. By reviewing prior

literature, the chapter establishes a foundation for the research and situates it within the broader

academic discourse.

I. FOREIGN STUDY

According to Mokoena (2012), students’ use of smartphones enhances collaborative

learning through their internet connection, which suggests that students are more involved in

learner-centered participation learning (Ifeanyi et al., 2018).

Mobile phones are highly popular among university students, enhancing their social

inclusion and connectedness. They also provide a sense of security by enabling students to easily

contact others during times of distress or emergencies (Balakrishnan & Raj, 2012). Although

there are many benefits of Using a mobile phone, there can also be negative effects on the users

and environment. Lectures Are disrupted when mobile phones are used at inappropriate times

(Walsh et al., 2010), and using A mobile phone whilst driving may lead to an increased risk of an

accident (Hong, Chiu, & Huang, 2012; Walsh et al., 2010). Other negative consequences of
mobile phone use include addiction, manifested as over dependency, which can cause problems

such as emotional stress, Damaged relationships, and falling literacy (Balakrishnan & Raj,

2012).

College life and culture are inextricably linked to cell phones. Cell phones are used, both

overtly and covertly, in every campus setting, including the classroom, as can be seen by a

cursory examination of today’s college students. According to research, even though it is against

the rules, college students routinely use their phones in class (Tindell & Bohlander, 2012). The

rapidly evolving technology of cell phones seems to have the potential to enhance student

learning and academic achievement. For instance, contemporary “smartphones” give students

instantaneous, portable access to many of the same educationally enhancing features as a

computer connected to the Internet, including file sharing, online information retrieval, and

communication with instructors and other students (Bull & McCormick, 2012; Tao & Yeh,

2013) (Andrew Lepp,et al, 2015).

A study conducted by the London School of Economics analyzed the effect of mobile

phone bans in schools and found that prohibiting their use significantly boosted student

performance, particularly among low-achieving students. The research concluded that schools

without mobile phones saw a 6.4% improvement in test scores for students aged 16. The ban led

to increased focus, reduced distractions, and more time spent on learning activities, benefiting

academic outcomes overall (Beland, L. P., & Murphy, R. (2015)).

Cognitive function may be negatively impacted by the presence of smartphones.

Smartphone use in the classroom, for instance, lowers learning performance and results in worse

exam scores. Several aspects of cognition, including reward deferral, memory, and attention, can

be impacted by smartphone use. Students’ use of smartphones has a detrimental effect on

educational outcomes, including test scores, grade point average, laboratory test performance,

and self-rated academic performance, according to a meta-analysis of 39 studies from 14

different countries. However, smartphone use has negative effects on students’ social lives in

addition to their cognitive abilities, which in turn can impact their academic performance.

( Tobias Böttger and Klaus Zierer,2024)

II. FOREIGN LITERATURE

From the Centre for Economic Performance at the London School of Economics found

that banning mobile phones from school premises had a positive impact on student performance.

Their study, “Ill Communication: The Impact of Mobile Phones on Student Performance,”

revealed that after schools implemented a mobile phone ban, test scores of 16-year-old students

improved by 6.4%. This translates to an extra week of schooling over the academic year. These

findings contribute to the ongoing debate regarding mobile phone access for children. The

widespread use of mobile phones among teenagers, exceeding 90% in the UK and nearly 75% in

the US, has presented challenges for school administrators. This research provides empirical

evidence supporting the potential benefits of restricting mobile phone use in schools to improve

academic performance (Beland and Murphy 2023).

In the ECAR (Educause Center for Applied Research) study of undergraduate students

and information technology (Dahlstrom, 2012), Eden reported the percentage of students using

smartphone for academic purpose was about twice as many in 2012 (67%) than in 2011 (37%),

through a variety of mobile-friendly institutional service and resources, including grade

checking, course websites/syllabus, and course management system (Dahlstrom, 2012).

However, when students have access to mobile phones during learning, they are often more

likely to engage in off-task multitasking. Tindell and Bohlander (2012) reported 90% of

university students in their study said they text messaging during classroom presentation.

Murphy and Manzanares (2008) found that when instant messaging used as instructional tool,

students engaged in off-task multitasking which negatively impacted learning (Quan Chen &

Zheng Yan 2016)

Students’ use of mobile phones in the classroom has been vilified as detrimental to their

mental health, engagement, and learning, as well as contributing to cyberbullying and excessive

internet use in Australia and other developed countries (Bennett, 2020; Duke & Montag, 2017;

Elhai et al., 2016; Škařupová et al., 2016). Politicians contend that using cell phones while in

class diverts attention from studying, encourages cyberbullying, and deteriorates mental health

(Selwyn & Aagaard, 2021). Education departments have recently implemented laws prohibiting

the use of mobile phones in classrooms, mostly in Australia, based on these ideas and frequently

in the lack of empirical proof. Restricting the use of mobile phones in the classroom seems sense

because schools are expected to prepare pupils for lifestyles that will be heavily dependent on

technology (Campbell, et.al.,2024).

Multiple arguments in the existing literature argue for an association—positive or

negative—between smartphone use and academic performance. In this section, we examine the

key theoretical mechanisms. On the one hand, (particular functions of) smartphones could—

when used properly—lead to better educational performance. Smartphones’ mobility allows

students to access the same (internet-based) services as a computer almost anywhere, almost

every time (Lepp, Barkley, & Karpinski, 2014). The easy accessibility of these features allows

students to continuously search for study-related information.Thus, smartphones provide a multi-

media platform to facilitate learning which cannot be replaced by reading a textbook (Zhang, Ho,

& Ho, 2014).

A notable example of a comprehensive ban on student cell phone possession in

classrooms is found in Ontario, Canada’s largest province. In 2019, the Ontario Ministry of

Education issued a directive allowing personal mobile devices, such as cell phones, during

instructional time only for educational purposes, health or medical reasons, or to support students

with special needs. This policy, implemented on November 4, 2019, established a provincial

standard for all K-12 schools. Ontario school boards were required to adopt and enforce policies

prohibiting cell phone use on school property, school buses, during school-sanctioned activities,

and instructional time (Smale, et al., 2019) .

III. LOCAL STUDY

On a daily basis, technology is used in the classroom to improve and extend student

learning. Technology enables students to innovate, solve problems, do research, cooperate, and

engage on a global scale. Students who utilize Technology, as a tool or support for

communicating with others, plays an active role rather than a passive one. A teacher provides

information, and students study textbooks. Students has the ability to learn and express

themselves in They also have their own unique learning style ( MONSERATE, 2018).

Social media has become a big part of daily life for internet users, especially students,

thanks to the rise of smartphones. These two technologies are now closely connected, with

smartphones being very common among students. As a result, social media is everywhere and

hard to avoid, changing how students talk, connect, and socialize. It has become a vital part of
their social and cultural lives. A lot of learners are on social media platforms for long periods of

time. They use it to chat with classmates and for academic activities. Social media helps improve

students’ academic performance by allowing them to gather information and data for their

studies. Students often visit different online platforms to find information for their assignments

(De La Cruz, 2017). Some popular platforms students use include Messenger for chatting,

Wikipedia for references, Facebook for updates, Instagram for sharing photos, and YouTube for

video tutorials (Tus, et.al., 2021).

While smartphones and the internet are very convenient, using them too much can lead to

problems like anxiety, lack of sleep, and depression, which can affect how students learn

(Herrero, Urueña, Torres, & Hidalgo et al., 2019). A study by Van Velthoven, Powell, and

Powell (2018) found that since smartphones were first introduced, their overuse has become a

growing public health issue. This is due to the constant connectivity, addictive apps, and

personal psychological factors. According to research by Khan, Khalid, and Iqbal (2019),

students who use their smartphones for more than five or six hours a day struggle with their

schoolwork and family life, making it hard for them to focus on their studies. However, students

who learn independently and use helpful tools show good learning behavior. They gain

confidence after learning and tend to perform well in school.(Magbunag, et.al., 2023).

Since it started, social media has grown into a big part of people’s lives.It has changed

how people talk to each other and learn about trends and issues in society, making it a powerful

tool for influencing and educating people. According to Kemp (2022), about 92.05 million

people in the Philippines used social media in January 2022, which is 82.4% of the country’s

population. However, this number might not fully represent how many people actually use social

media because some individuals have multiple accounts on different platforms. Social media can
be seen as a virtual space where people can create, share, and exchange content made by users

and connect with others online. It has become an essential part of modern life, changing how we

communicate, share information, and interact socially (Dimacangun & Guillena, 2023)

In this study, academic performance means how well a student does in school and the

grades they receive. The main participants were interviewed face-to-face in a semi-structured

way. There are three main reasons why students use mobile devices: boredom, stress relief, and

staying connected with others. Mobile devices can either help students feel motivated to learn or

hurt their motivation. Since there is limited research on this topic, this study adds valuable

information to what is already known. It aims to encourage schools and professionals to take

steps to make sure that students’ use of mobile phones and other personal devices outside of

class does not harm their academic success (Gimena, et.al., 2023).

IV. LOCAL LITERATURE

Technology users are increasingly prioritizing mobility, with teachers and students

playing a key role in this shift. In 2013, Lenovo, the leading PC vendor, reported that it sold

more smartphones and tablets than PCs for the first time. Calgary’s SMART Technologies has

gained popularity among educators and learners with its SMART Boards, which allow teachers

to project presentations and interact with content through writing and touch. Document cameras

also engage students by offering new perspectives on objects, whether zooming in on small

details or showcasing science experiments, allowing everyone to see without crowding around

the teacher’s desk. Additionally, mp3 players have become common in schools, with students
using them for personal study music and teachers playing audiobooks, enhancing educational

activities (Gammuac, 2013).

Filipinos are not using mobile phones just for texting or calling instead they also used the

internet where it is ready to use so that they will become updated when they are keeping

themselves to be active or online in social media. It describes how Filipinos customers use their

mobile phones in their everyday lives. Because of the internet, the percentage of texting and

calling was dropped or decreased.After observing how people use their cell phones, he found that

many primarily use them for taking photos and videos. Filipinos, in particular, enjoy taking

selfies to capture everyday memories. People love documenting significant moments in their

lives. Cell phones are frequently used for browsing the internet. In today’s society, social media

has become increasingly popular as a source of entertainment and leisure. Browsing online also

serves as a means to access information, gather ideas, and stay updated on current events

(Managyo 2017).

A survey done from June 17 to 24 showed that almost 8 out of 10 Filipinos support

banning cellphones in schools. Of the 1,200 adults asked, 76% agreed with the ban, 13%

disagreed, and 11% were unsure. Senator Gatchalian said the survey results show that Filipinos

understand the benefits of banning cellphones in schools, as phones can distract students and

affect their performance. He recently introduced Senate Bill 2706, also called the “Electronic

Gadget-Free Schools Act.” This bill aims to ban the use of mobile devices by students from

kindergarten to senior high school during school hours, in both public and private schools. The

Department of Education will create rules to enforce this ban, which also applies to teachers

(Bacelonia, 2024).
 Vice President and Education Secretary Sara Z. Duterte supports a Senate bill that aims

to ban the use of mobile phones and gadgets in schools during class hours. However, she

believes there should be exceptions, such as when gadgets are needed for learning, teaching, or

emergencies. “We agree with banning gadgets for personal use, but there should be exceptions,

especially if the gadget is used for learning and teaching,” she said during the Independence Day

event. Earlier this week, Senator Sherwin Gatchalian introduced a bill to stop the use of gadgets

in schools during class hours (Palicte, 2024).

As research indicates a negative impact on academic performance, characterized by

distractions and potential. Procrastination (Esther, 2012). Despite concerns, divergent findings

exist, with studies like Sudiyono and Astuti (2021) suggesting that gadget use and the learning

environment may not substantially influence students’ interest in learning, observed that more

time spent on mobile devices did not necessarily translate.To better academic outcomes. These

discrepancies underscore the need for anuanced Understanding of the relationship between

gadget usage and academic performance. Considering factors such as learning environments and

individual differences. Educators And parents are urged to adopt a comprehensive approach that

encourages responsible Gadget use (Caasi & Pentang, 2022) .

V. SYNTHESIS

The reviewed literature highlights both the benefits and drawbacks of smartphone use in

educational settings, with positive effects on collaborative learning, social inclusion, and

resource accessibility, but also negative impacts like distractions, reduced cognitive function, and

addiction (Mokoena, 2012; Ifeanyi et al., 2018; Böttger & Zierer, 2024). While mobile phone
bans have shown short-term academic improvements (Beland & Murphy, 2015), other studies

suggest responsible smartphone use does not necessarily harm learning outcomes (Sudiyono &

Astuti, 2021). However, significant research gaps remain. These include understanding how

different learning environments (online, hybrid, in-person) and student factors (e.g., learning

styles, self-regulation) influence the effects of smartphone use, exploring the long-term academic

and social consequences of phone bans, and distinguishing between productive (e.g., academic)

and unproductive (e.g., social media) smartphone activities to better assess their impact on

student performance and well-being.

CHAPTER III

METHODOLOGY

This chapter explains the various methodologies used in gathering and analyzing data

relevant to the research. It includes research design, subject of the study, data gathering

instruments, data gathering procedures, and statistical treatment of the data.

I. Research Design

The study used a quantitative approach, focusing on collecting and analyzing numbers. It

used a descriptive-correlational design to understand how banning cellphone use affects the

academic performance of senior high school students at Labrador National High School. This

approach looked at how factors like focus, study habits, classroom engagement, and time

management are influenced by not using cellphones. Using structured questionnaires, the study

aimed to measure these effects and give insights into students' academic results.
II. Subject of the Study

In this study, the researchers used Slovin's Formula to calculate the number of

respondents needed. The researcher gathered the total population of academic students and, using

Slovin's Formula, selected 202 respondents from the Grade 12 Academic Track students at

Labrador National High School. The researchers used Systematic Random Sampling that will the

designated respondents will be chosen from the odd number of advisers list. The researcher

calculated how many respondents were needed from each strand and divided that number by the

total number of students in each strand.

III. Data Gathering Instruments

To study the impact of banning cellphones, the researchers created a paper-based survey.

This survey, guided by the research questions, aimed to understand how students felt about and

experienced restrictions on using cellphones in their learning environment. The questionnaires

focused on gathering information about how banning cellphone use affects students' academic

performance at Labrador National High School. This structured method helped the researchers

gather clear and reliable information to support the study's analysis and findings.

IV. Data Gathering Procedures

The researchers asked for permission in a letter before starting the survey. The letter was

given to Assistant Principal Ma'am Jocelyn A. Dela Cruz, Principal I and OIC of the Office of

the Assistant Principal II, and to Principal Ma'am Myrna D. Orate, Principal IV. Additionally,
the researcher also gave letters to the teachers and respondents to be clear and transparent. After

getting the needed permissions, the researchers handed out the questionnaires to the respondents.

Once the survey was done, the data was carefully organized for analysis and interpretation.

V. Statistical Treatment of Data

A comprehensive overview of statistical treatment of data, encompassing techniques used to

collect, organize, analyze, and interpret research data, Mishra et al. (2019). In this research, the

following statistical tools were utilized by the researchers for the analysis and interpretation of

the collected data:

1. Slovin's Formula

Used to determine the number of respondents with the formula:

n =N1+Ne2

Where:

n = sampling population

N = total population

e = margin of error (0.05).

2. Frequency and Percentage Distribution

 A percentage frequency distribution is a way of presenting data that indicates the percentage

of observations for each data point or group of data points. This method is especially useful for

expressing the relative frequency of survey responses and other types of data (Lavrakas, 2008).

It is presented with the formula:

P=fn ×100

Where:

P = Percentage

F = value

N = total value

3. Chi-square

An statistical test to used to compare observed data with expected data,or assess relationship

between categorical variables.

It is presented with the formula:

2
X =∑ ¿ ¿
Where:

O – Observed Frequency

E – Expected Frequency