Chapter 1

INTRODUCTION AND METHODOLOGY

Rationale

Mobile phones are very practical devices that are now a need in today's

world. They keep us organized and safe, connect us to loved ones both near and

far, and give us access to a multitude of information and entertainment. Mobile

phones simplify and improve the quality of our daily lives, whether we use them

for communicating with friends, learning a new skill, or navigating the

environment. They facilitate learning, enjoyment, life organization, and

maintaining relationships with loved ones. They also provide you a feeling of

security because of capabilities like emergency phoning and GPS. It's evident

that cell phones now play a significant role in our daily lives and interactions with

others.

However, smartphone use in the classroom can often lead to distractions,

hindering student learning. Students may find themselves inclined to check social

media, send messages to friends, or engage in unrelated activities, diverting their

attention from the lesson at hand. Research has shown that multitasking,
common with mobile phone use, can have a negative impact on learning and

task eAccording to a study published by the National Center for Biotechnology

Information (NCBI), smartphone use in the classroom has been linked to

decreased academic performance and reduced attention span among students.

It is crucial to create an environment that minimizes distractions and encourages

focused learning.

As the researchers conducted research reading about the use of mobile

phone it was found out that there had been also many researches that was

conducted. However, existing studies primarily focus on overall mobile phone

usage, and there is a noticeable research gap in the comprehensive analysis of

specific mobile phone usage that influences users' academic performance. The

researchers, desire to provide information about the influences of mobile phone

usage to bring awareness to its users and students, regardless of whether it is

positive or negative.

The researchers aim is to determine the effect of mobile phones on

academic performance of grade 11 learners in Pilar Technical Vocational High

School for the S.Y. 2024-2025

Theoretical Setting and Review of Related Literature and Studies

This study assumes that mobile phone usage influences the student

academic performance.

This assumption is supported by Activity Theory by Lev Semenovich

Vygotsky, which states that individuals' actions are mediated by the tools they

use, and that these tools can have both positive and negative impacts on their

performance. In the context of mobile phones and academic performance,

activity theory suggests that the effects of mobile phone use will depend on how

the devices are integrated into the learning process. If mobile phones are used

as tools to enhance learning, such as through educational apps or access to

online resources, they can have a positive impact on performance. However, if

mobile phones are used for non-academic purposes, such as social media or

gaming, they can be a distraction and hinder academic performance.

The 1987 Philippine Constitution also known as The Right to Education

guarantees the right to quality education for all Filipinos. This right is enshrined in

Article 14, Section 1, which states: "The State shall protect and promote the right

of all citizens to quality education at all levels, and shall take appropriate steps to
make such education accessible to all." This fundamental right provides the

basis for the government's responsibility to ensure a conducive learning

environment for students, which includes addressing distractions like excessive

mobile phone use.

The relevant of this law to the study is that due to the Constitution

mandates the state to provide a "system of free public education in the

elementary and high school levels." This right to education is not just about

access but also about the quality of education received. Unrestricted mobile

phone use in classrooms can significantly disrupt the learning environment,

hindering students' ability to concentrate and learn effectively. This can

negatively impact their academic performance. The state has a responsibility to

ensure that students have access to a conducive learning environment. This

includes addressing the challenges posed by mobile phone usage and promoting

responsible technology integration.

The review of related literature and studies discusses what is mobile

phone, its uses and its effects on the student academic performance.

Mobile phones have become so deeply integrated into our daily lives that

it's hard to imagine life without them. They've transformed the way we
communicate, access information, and even manage our time. Mobile phones

have become our constant companions, facilitating communication,

entertainment, productivity, and even navigation. They've made it easier to stay

connected, informed, and entertained, but it's important to remember that they

should be used responsibly to maintain a healthy balance in our lives. However

mobile phone addiction, also known as "homophobia", is a growing concern.

While mobile phones offer convenience and connection, excessive use can lead

to a dependence that negatively impacts various aspects of life.

According to a study by Olanrewaju (2019), titled "The effect of mobile

phone on students academic performance" there are Ninety Seven 97 (%) of the

secondary school students have access to mobile phones either through their

parents, friends or personal. The performance of the secondary schools students

is not significantly affected by their access to mobile phones. There was no

significant difference in the performance of both private and public secondary

schools students. It was recorded that, 141 respondents do not spend too much

time in using their mobile phones for specific functions. And, 174 said, their

mobile phones was being used mainly to get their assignments done. 177

responded that, the use of mobile phones in the school premises is prohibited
but, we still have some stubborn 23 students who bring theirs to school.

However, 126 respondents have been using their phones for more than 1 year.

The study assumes that Mobile phone usage influence the student academic
performance

Activity Theory Philippine Constitution

By Article 14, Section 1
Lev Semenovich Vygotsky

Grade 11 Learners

Mobile Phone Usage Academic Performance

Result and Implication

 Figure 1. Schematic Diagram of the Study

This study investigates students’ perceptions of the impact of cell phones

on their academic performance in two European and Middle Eastern universities.

The study combines Information System Continuance Theory, external variables,

and the Technology Acceptance Model (TAM) to analyze cell phone activity from

the perspective of mobile learning. Results show no significant differences in

students' perceptions of mobile phone use and its effect on academic

achievement, indicating a positive correlation between students' perceptions and

their use of cell phones. Zogheib, et al (2022).

According to a study by Teresa, et al (2023), in the article "College

instructors’ and students’ views of the use (and misuse) of personal mobile

devices". Attitudes toward personal devices in relation to learning were

negatively associated with perceived destructiveness. Policies to restrict devices

were related to perceived frequency, but not destructiveness, of technology-

related disruptions. Students reported that classroom disruptions from personal

devices were infrequent and considered it more important for instructors to set

policies for traditional disruptions than for use of personal devices. Students
reported attitudes about academic use of personal devices at the beginning of an

introductory course and distraction from devices at the end of the course.

According to a study by Nordlöf, et al. (2019) titled "Students’ Perception

of Cell Phones Effect on their Academic Performance: A Latvian and a Middle

Eastern University Cases", Perceived ease of use is defined as “the degree to

which a person believes that engaging in online transactions would be free of

effort.” For students, this means students’ perceived ability to handle using cell

phone in their classes. Perceived ease of use affects perceived usefulness, this

means that students find it easy to use cell phones and find that useful.

Perceived usefulness affects attitude, in other words the usefulness of cell

phones makes students have positive attitude towards cell phones. Attitudes

towards cell phone positively affects behavioral intention which means that

students have intention to utilize cell phones more in their academic activities.

Perceived mobility value allows users to access information anywhere at any

time via mobile devices. In this research, students understand that perceived

mobility is an advantage for using cell phones in the learning process. The

results obtained show that mobility was related to usefulness in terms of

increased performance offered by the cell phones.

 According to Hossain (2019) when mobile phone technology keeps

developing quickly, it It seems that the gadget can improve pupils' academic

performance and learning. Take today's "smartphones," for example. provide

students with immediate, portable access to many of the same computer-based

educational tools. Internet-connected activities, including sharing files, retrieving

information online, and communicating with instructors and The majority of

respondents utilized their phones for studying, suggesting that a cell phone is an

essential tool for students. vital study aid. Research indicates that interactive,

multi-user features, which can occasionally cause disruptions, or useful when

conducting research, are commonly utilized on mobile devices, making them

among the most widely used devices for accessing information. Smartphone

addiction is influenced by achievement motivation.

According to Ran (2022) students who were highly motivated by the

prospect of success were more likely to actively pursue higher academic

achievement goals and to embrace challenges and self-evaluation .Individuals

face a unique kind of issue with mobile phone addiction that has never been

seen before in human history. Mobile phone use has a variety of social,
economic, legal, and ethical implications, but its impact on individual

performance is becoming increasingly problematic.

According to Noah (2019) Smartphone use is gradually becoming a

compelling learning tool for improving distance education teaching and learning.

When used, it makes it possible for students to interact digitally, access online

learning platforms, access course resources, and ensure flexible course delivery.

This study was conducted at the University of Ghana to investigate the use of

smartphones as a learning tool for distance education and its effects.

According to Yadav (2021),one of the best technological presents of the

21st century, mobile phones are particularly popular among adolescents. Mobile

phones today have an infinite supply of resources that can be used for a variety

of purposes. Adolescents may exhibit behavioral changes and lower academic

performance as a result of excessive use. The purpose of this study is to

investigate the connection between adolescent educational achievement and

mobile phone use and behavioral changes.

Statement of the Problem

 The researchers aim is to determine the effect of mobile phones on

academic performance of grade 11 learners in Pilar Technical Vocational High

School for the S.Y. 2024-2025.

This study sought to answer the following questions:

1. What are the effects of mobile phones on academic performance of Grade

11 Learners of Pilar Technical Vocational High School for the S.Y.2024-

2025 in terms of:

a. Academic performance

b. Interaction competency

c. Smartphone self-efficacy

d. Behavioral intention to Use Smartphone

2. What is the Academic Performance of Grade 11 Students?

3. Is there a significant relationship between the influence of mobile phone

usage on academic performance?

Scope and Delimitation

This study mainly focuses on the effect of mobile phone on the Grade 11

learners. It focuses only on Grade 11 Learners, it does no encompass to the

other grade levels and it will focus only to the effect of mobile phone to the

academic performance. No other topics will be focused and their answer will be
remain anonymous. As it conducted only for a short period of time and also the

researchers are beginners, it is expected to have flaws.

Significance of the Study

This study is beneficial to the following:

Parents. This study can help the parents by providing information about

the effect of mobile phone usage on their children.

Teachers. This study can help the teachers to understand the effect of

mobile phone usage and create effective strategies for the students

improvement.

Students. This study can help the students be aware of the effect of the

mobile phone on their academic performance.

Researchers. This study can help the future researchers as a reference

to expand their studies about the effect of mobile phone usage to the learners

academic performance.

Definition of Terms

The following words are defined to give clarity to the readers:

Mobile phone refers a portable device that allows use to interact easily

and provide entertainment for enjoyment.

 Academic performance refers to the measurement of the students

excellence at school.

Learning environment refers to the physical and virtual areas where

learning occurs.

Excessive use refers to the overuse of something, frequently to the point

of harm or damage.

Study aid refers to the resources and tools intended to help students

comprehend, retain, and apply knowledge.

METHODOLOGY

Research Design

This study employs a quantitative, correlational research design to investigate

the relationship between mobile phone usage and academic performance among

Grade 11 learners. A structured questionnaire will be administered to a randomly

selected sample of Grade 11 learners to gather data on their mobile phone usage

patterns, both for academic and non-academic purposes, and their academic

performance. Statistical analysis will be used to determine the strength and direction

of the correlation between these variables, considering potential confounding factors.

Research Environment

The study was conducted in Pilar Technical - Vocational High School in

the 3rd Congressional District of Bohol. It is a large school, composed of grade 7

to 12 year level.

Research Participants

The randomly selected participants in this study were senior high school

Grade 11 students in PTVHS. The sample consisted of 75 Grade 11 senior high

school students, all of 75 are from different sections of Grade 11 senior high

students in this school year (2024-2025). They voluntarily completed the survey

questionnaires. The researchers went personality to the classrooms of the

participant to explain the content of the questionnaires, enabling them to

understand the question given.

Research Instrument

The primary instrument used for gathering data was a survey questionnaire.

The questionnaire are printed and submitted to the research adviser for

examination, correction, and suggestions for enhancing the items. It has two

parts, the first part contains the learners average grade for 1st quarter, while the
second part contains twenty questions using straightforward language to ensure

clarity.

Data Gathering Procedures

The researchers replicated the study entitled "Mobile phone: It's effect to

academic performance". They gather their data by conducting survey on 75

grade 11 students. The researchers themselves distributed and conducted the

research by handling out the survey questionnaires.

Statistical Treatment

The researchers used the following statistical technique in order to

properly interpret the data. The data was interpreted using the percentage and

average/mean formulae.

1. Percentage

The researchers used the following statistical technique in order to

properly interpret the data. The data was interpreted using the percentage and

average/mean formula.

Formula: %= F/N x 100

Where:

% is the percentage

F is the frequency
 N is the total number of participants

100 is a constant value

2. Average/Mean

This was used to get the average mean of some of the tables.

Formula: µ =

Where:

µ is the mean

Ʃ x is the summation of all item

N is the number of participants

3. Correlational Formula

A correlation is a single number that describe the degree of relationship

between two variables.

Formula:

Where:

N = number of pairs of scores

Ʃxy = sum of the product of the paired scores

Ʃx = sum of the x scores

Ʃy = sum of y scores

Ʃx2 = sum of squared x scores

Ʃy2 = sum of squared y scores

 Chapter 2

RESULT AND DISCUSSION

This chapter present the findings from the data analysis and interpretation

pertaining to the responses of the student which describe the effect of mobile phone

among grade 11 students in Pilar Technical- Vocational High School.

I. Perceived Effect of Mobile Phone

Item Strongly Disagree Neutral Agree Strongly Mean Descriptio Interpretatio

Disagre Agree
e 2 3 4 5 n n
1
Q1 0 0 6 12 30 90 29 11 10 50 268/75 3.57 Agree High
6
Q2 1 1 7 14 33 99 29 11 5 25 255/75 3.41 Agree High
6
Q3 4 4 5 10 34 10 26 10 6 30 250/75 3.33 Neutral Neutral
2 4
Q4 1 1 9 18 32 96 30 12 3 15 250/75 3.33 Neutral Neutral
0
Q5 1 1 5 10 27 81 31 12 11 55 271/75 3.61 Agree High
4
Average Mean 3.45 Agree High

Table 1.1 Academic Performance

Legend: 5. 4.21- 5.00 - Strongly Agree

4. 3.41-4.20 - Agree

3. 2.61- 3.40 - Neural

2. 1.81-2.60 - Disagree

1. 1.00-1.80 - Strongly Agree

 The table above show that, among all the grade 11 students, it

gained 3.45 “high” mean/average which they all acknowledge that mobile phone

help them in their Academic Performance might due to their time-on-task.

Completion will increase as they have the device at hand. This implies that the

respondents must know how to use their phone in a better way. Even if its hard for

them, they should know how to control themselves in using mobile phone to prevent

addiction that can negatively affect their performance.

Table 1.2 Interaction Competency

Item Strongly Disagree Neutral Agree Strongly Mean Description Interpretation

Disagree Agree
1 2 3 4 5

Q6 1 1 4 8 24 72 32 128 14 70 279/75 3.72 Agree High

Q7 0 0 5 10 26 78 29 116 15 75 279/75 3.72 Agree High

Q8 3 3 6 12 26 78 26 104 14 70 267/75 3.56 Agree High

Q9 0 0 6 12 19 57 25 100 25 125 294/75 3.92 Agree High

Q10 1 1 4 8 21 63 23 92 26 130 294/75 3.92 Agree High

Average Mean 3.77 Agree High

Legend: 5. 4.21- 5.00 - Strongly Agree

4. 3.41-4.20 - Agree

3. 2.61- 3.40 - Neural

2. 1.81-2.60 - Disagree

1. 1.00-1.80 - Strongly Agree

 As the data shown above it gained 3.77 “high” average mean which means

that most of them the respondents disagree that mobile phone improves their

interaction Competency. This means that most of the respondents does not see

mobile helpful for their interaction competency, either due to their poor interaction

skills or they are not aware that mobile phone can be use as way of interaction. This

implies that they must learn how to use mobile phone for their interaction

competency and learn the appropriate way to interact.

Table 1.3 Smartphone Self- Efficacy

Item Strongly Disagree Neutral Agree Strongly Mean Description Interpretation

Disagree Agree
1 2 3 4 5

Q11 3 3 12 24 33 99 26 104 1 5 235/75 3.13 Neutral Neutral

Q12 1 1 7 14 35 105 27 108 5 25 268/75 3.37 Neutral Neutral

Q13 1 1 4 8 27 81 32 148 6 30 268/75 3.57 Agree High

Q14 3 3 7 14 21 63 31 124 13 65 269/75 3.59 Agree High

Q15 0 0 6 12 16 48 30 120 23 115 295/75 3.93 Agree High

Average Mean 3.52 Agree High

Legend: 5. 4.21- 5.00 - Strongly Agree

4. 3.41-4.20 - Agree
 3. 2.61- 3.40 - Neural

2. 1.81-2.60 - Disagree

1. 1.00-1.80 - Strongly Agree

The table above show that, among grade 11 students, it gained 3.52 “high”

average mean which means they agree that using smartphone boost their self-

efficacy. This suggest that there are more students that are in favor of using mobile

phone, maybe because while using smartphone they can express them selve and

make them appear more confident. So this implies that the students must use their

smartphone in a good way and they must learn to control their mobile phone usage.

Table 1.4 Behavioral Intention to Use Smartphone

Item Strongly Disagree Neutral Agree Strongly Mean Description Interpretation

Disagree Agree
1 2 3 4 5

Q11 0 0 6 12 23 69 30 120 16 80 281/75 3.75 Agree High

Q12 5 5 7 14 20 60 30 120 13 65 264/75 3.52 Agree High

Q13 3 3 4 8 17 51 30 120 21 105 287/75 3.83 Agree High

Q14 0 0 3 6 23 69 31 124 18 90 289/75 3.85 Agree High

 Q15 2 2 3 6 30 90 28 112 12 60 270/75 3.6 Neutral Neutral

Average Mean 3.71 Agree High

Legend: 5. 4.21- 5.00 - Strongly Agree

4. 3.41-4.20 - Agree

3. 2.61- 3.40 - Neural

2. 1.81-2.60 - Disagree

1. 1.00-1.80 - Strongly Agree

The table above shows that, among grade 11 students, it gained 3.71 “high”

average mean which means they agree that mobile phone helps their behavioral

intention. This means that mobile phone positively influenced their behavioral

intention, either due to social influence or social norms and peer influence. This

implies that students must learn how to use balance approach as it is important to

navigate the relationship between mobile phones and students behavior.

Table 2. General Mean for Academic Performance, Interaction Competency,

Smartphone Self- Efficacy and Behavioral Intention to Use Smartphone

Total Response: 75 Degree of Value

 Strongly Disagree Neutral Agree Strongly 1 2 3 4 5 Total Weighted Description Interpretation

Disagree Agree Mean

Academic 7 32 156 145 35 7 64 46 580 175 1,29 3.45 Agree High

Performanc 8 4

Interaction 5 25 116 135 94 5 50 34 540 470 1,41 3.77 Agree High

Competency 8 3

Smartphone 8 38 133 148 48 8 76 39 592 240 1,31 3.51 Agree High

Self- 9 5

Efficacy

Behavioral 10 23 113 149 80 1 46 33 596 400 1,39 3.71 Agree High

Intention to 0 9 1

Use

Smartphone

AVERAGE 5,413 3.61 Agree High

Legend: (5.) 4.21- 5.00 - Strongly Agree

(4.) 3.41-4.20 - Agree

(3.) 2.61 – 3.40 - Strongly Agree

(2.) 1.81 – 2.60 – Disagree

(1.) 1.00 – 1.80 – Strongly Disagree

As shown in the table below, out of 375 responses who all came from 75

students, they gained an overall 3.61 mean/average, which means that mobile

phone is helpful for Grade 11 students. Either due to the effective way of using
mobile phone or they learn how to balance their time for their academic and

personal life. This implies that mobile phone influences the academic performance of

the students in terms of their excellence at school, this implies that students should

manage their mobile phone usage to prevent addiction that can cause to a decrease

of their academic performance.

The next part is the table that presents the academic performance of the

students.

Table 3 Academic Performance of Grade 11 Students

Below 75-79 80-84 85-89 90-100 Mean Description

75 2 3 4 5
1
Frequenc 4 4 5 10 14 42 40 160 12 60 3.68 Very
y Satisfactory
Total 87.74 Very
Average Satisfactory
Legend:
Outstanding - 4.21- 5.00
Very Satisfactory - 3.41- 4.20
Satisfactory - 2.61 - 3.40
Fairly Satisfactory - 1.81 - 2.60
Did not meet Expectation - 1.00- 1.80

The table above shows the average grade of Grade 11 students, which

gained 3.68 Average mean, which indicate as “good”. This means that despite of the

use of mobile phone, students are still able to perform great in terms of their

academic performance. This might due to effective time management or excellence

use of mobile phone. The results implies that, they must actively control their

interaction with technology to make sure it helps them succeed academically rather

than getting in the way.

Table 4 Correlation between Mobile Phone Usage and Academic Performance

of Grade 11 Students

TOTAL

75 3.61 3.68 13.0321 13.5424 13.2848

Legend:
X is the students mobile phone usage
Y is the students academic performance

r =1 (Perfect Positive Correlation)

The Correlation Scale

Pearson r Qualitative Description

 +1 Perfect

±0.75 to +1 Very High

±0.50 to ± 0.75 Moderately High

±0.25 to +0.50 Moderately Low

>0° to ± 0.25 Very Low

0 No Correlation

As shown in the table and solution above, the computed value of r is 1 which

indicate a perfect positive correlation between mobile phone usage and academic

performance of grade 11 students, which alternative hypothesis of the study claimed

that there is a significant correlation on the mobile phone usage and academic

performance of the students. This interprets that there is a huge relationship

between the two variables. This might due to student relying on mobile phone for

their academic activities. This implies that parents and teachers must find alternative

ways to moderate their children and students mobile phone usage and

acknowledged them the effect of mobile phone to their learning and academic

performance.
Chapter 3

SYNTHESIS
 This chapter summarize the findings, draws conclusions and provide

recommendations.

Summary of Findings

The following are the findings of the study.

1. It is found out of the study that there are effects of mobile phone in terms of:

a. The result found that all the grade 11 students gained 3.45 high mean/average

which they all acknowledge that mobile phone help them in their Academic

Performance. This suggest that a considerable number of grade 11 students

improve their academic performance by using mobile phone, might due to effective

way of using mobile phone. This implies that respondents must know how to use

their phone in a better why. Even if its hard for them, they should know how to

control themselves in using mobile phone to prevent addiction that can negatively

affect their performance.

b. The findings revealed that interactions of competency gained 3.77 high

average mean which most of them disagree that mobile phone improves their

interaction Competency. This means that most of the respondents does not see

mobile helpful for their interaction competency, either due to their poor interaction

skills or they are not aware that mobile phone can be use as way of interaction. This
implies that they must learn how to use mobile phone for their interaction

competency and learn the appropriate way to interact.

c. It was found out that grade 11 students gained 3.52 high average mean which

they agree that using smartphone boost their self- efficacy. This suggest that there

are more students that are in favor of using mobile phone, maybe because while

using smartphone they can express their self and make them appear more

confidence. So this implies that the students must use their smartphone in a good

way and they must learn to control their mobile phone usage.

d. It was revealed that grade 11 students gained 3.71 high average mean which they

agree that mobile phone helps their behavioral intention. This means that mobile

phone positively influenced their behavioral intention, either due to social influence

or social Norms and Peer Influence. This implies that students must learn how to

use balance approach as it is important to navigate the relationship between mobile

phones and students behavior.

The findings turned out that the 375 responses who all came from 75

students gained an overall 3.61 mean/average, which means that mobile phone is

helpful for grade 11 students. This implies that mobile phone influences the

academic performance of the students in terms of their excellence at school, this

implies that students should manage their mobile phone usage to prevent addiction

that can cause to a decrease of their academic performance

2. It was find out that the average grade of grade 11 students gained 3.68 Average

mean, which indicate as very satisfactory , this means that despite of the use of

mobile phone, students are still able to perform great in terms of their academic

performance. This might due to effective time management or excellence use of

mobile phone. The results implies that, they must actively control their interaction

with technology to make sure it helps them succeed academically rather than getting

in the way.
3. The findings revealed that the computed value of r is 1 which indicate a perfect

positive correlation between mobile phone usage and academic performance of

their is a

grade 11 students, which alternative hypothesis of the study claimed that

significant correlation on the mobile phone usage and academic performance of the

students. This interprets that there is a huge relationship between the two variables.

This implies that parents and teachers must find alternative ways to moderate their

children and students mobile phone usage and acknowledged them the effect of

mobile phone to their learning and academic performance.

CONCLUSION

This study conclude that there's a correlation between the mobile phone and

the academic performance of grade 11 students.

RECOMMENDATION

Based on the summary of findings and conclusion are as follows:

1.) Since it is found out that there’s a lot of effect of mobile phone, it is hereby highly

recommended by the following:

a. Teachers should educate students about the potential risks and benefits of

mobile phone use, fostering critical thinking and responsible online behavior.

b. Students should be mindful of their online interactions, practicing respectful

communication and avoiding cyberbullying.

c. Students should incorporate features that promote mindful use, such as usage

tracking, app timers, and reminders to take breaks.

d. Teachers should promote positive social norms around smartphone use to the

students emphasizing the importance of balance, mindfulness, and respect for

others.

2. Teachers should monitor and track students' mobile phone usage patterns to

identify any negative and positive impact on their academic performance.

3. Educators and parents should collaborate to develop and implement strategies

that promote responsible mobile phone use among students, fostering an

environment that acknowledges the potential benefits and drawbacks of technology

while prioritizing academic success.

Reference

Hossain "Students’ Perception of Cell Phones Effect on their Academic

Performance: A Latvian and a Middle Eastern University Cases" 2019

https://link.springer.com/article/10.1007/s10758-021-09515-4

International Journal of Science and Research Archive (2024). literature

review on the use of cellphones and effects to academic performance of

senior high school students of pilar national high school. From

https://doi.org/10.30574/ijsra.2024.13.1.1865. Pdf

Lucie Vachova, "Effect of Mobile Phone Dependence on Various Aspects of

Academic Achievement: Evidence from Chinese and Czech

UniversityStudents",2024https://eric.ed.gov/?q=MOBILE+PHONE%3a+ITS+E

FFECT+TO+http://files.eric.ed.gov/fulltext/EJ1420800.pdfACADEMIC+PERF

ORMANCE+ OF+ GRADE+ 4

Olanrewaju" THE EFFECT OF MOBILE PHONES ON STUDENTS' ACADEMIC

PERFORMANCE"PewResearchcenter,2019,https://www.academia.edu/2902

6191/THE_EFFECT_OF_MOBILE_PHONES_ON_STUDENTS_ACADEMIC_

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Shahnil Asmar Saaid "The OF MOBILE PHONES ADDICTION ON ACADEMIC

PERFORMANCE AMONG SECONDARY SCHOOL IN MALAYSIA "

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Yadav "IMPACT OF MOBILE PHONE USAGE ON THE ACADEMIC

PERFORMANCEOFSTUDENT"https://www.tojdel.net/journals/tojdel/articles/v

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56001 (2022)
APPENDICES
 APPENDIX A. Letter Approval

Republic of the Philippines

DEPARTRMENT OF EDUCATION
Region VII
PILAR TECHNICAL VOCATIONAL HIGH SCHOOL
PILAR, BOHOL
SENIOR HIGH SCHOOL
LETTER OF APPROVAL
November 6 2024

MR. VERBO O. TUYOGON

Principal I
Pilar Technical Vocational High School
Pilar, Bohol

Sir:
Greetings of Peace and Prosperity!
We, the Senior High students of Pilar Technical- Vocational High School Pilar,
Bohol, will conduct a study entitled: “Mobile Phone: It’s Effect to the Academic
Performance of Grade 11 Students’ as one of the requirements in our research

In connection with this, we are humbly asking your permission to allow us to

conduct our survey on the Grade 11 students in order to complete this study.
We are hoping for your affirmative approval.
Thank you and more power.

Sincerely yours,

(Sgd) Apple Mae Delejero

(Sgd) Ryan Jabay
 (Sgd) Richmie Peligro
(Sgd) Velegen Jocson
(Sgd) Elemar Robles
(Sgd) Steven Catillo
(Sgd) Efren Cubrado
(Sgd) Jayson Jay Busano

Noted: Approved:

ANNALIZA A. QUIMPAN
VERBO O. TUYOGON
Subject Teacher School Principal
APPENDIX B. Survey Questionnaire

MOBILE PHONE: IT’S EFFECT TO ACCADEMIC PERFORMANCE

Rest assured that all information/data you provide will be strictly kept
confidential. Your positive response in this request will be a valuable contribution for
the success of this study and will be highly appreciated.

Note: Please supply the necessary information or check the appropriate space for
the answer as requested and write your answer on the space provided.

Part I: Profile-

NAME: ____________________ (Optional)

Average Grade (1st Quarter)________

Part II: Perceived Effect on the Use of Mobile Phone

Directions: Please put a check mark if you agree or disagree with each statement.

5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree

Indicators 5 4 3 2 1

A. Academic Performance

1. Using a smartphone helps me to study more

efficiently
2. Using a smartphone improves my
performance in studying.
3. Using a smartphone increases my course
work productivity.
4. Using a smartphone enhances my study
effectiveness.
5. Overall, I find a smartphone useful in my
studies.

B. Interaction Competency
6. With a smartphone, I can maintain social
relationships with others.
7. With a smartphone, I can get feedback
quickly.

8. With a smartphone, I can interact with others

using multiple tools.
9. With a smartphone, I can interact with others
no matter where they are.
10. With a smartphone, I can easily have a
longer conversation with others.
C. Smartphone Self- Efficacy
11. With a smartphone, I currently take test.

12. With a smartphone, I currently register for

courses.
13. With a smartphone, I currently navigate
course websites and read course material.
14. With a smartphone, I currently work on
assignments, presentations.
15. With a smartphone, I currently search for
information.
D. Behavioral Intention to Use Smartphone
16. With a smartphone, I want to email friends
about classes.
17. With a smartphone, I want to make phone
calls to friends about classes.
18. With a smartphone, I want to send text
messages to friends about classes.
19. With a smartphone, I want to send
messages via Facebook to friends about
classes.
20. With a smartphone, I am able to contact an
instructor.
CURRICULUM VITAE OF

THE RESEARCHERS
 RESEARCHER 1

PERSONAL BACKGROUND

Name: Jayson Jay Busano

Address: Bagumbayan Pilar, Bohol

Date of Birth: April 4, 2007

Gender: Male

Age: 17

Mother: Lariza Busano

Ambition: Seaman

Educational Attainment

Elementary: Buenasuerte Elementary School

Junior High School: Pilar Technical- Vocational High School

Senior High School: Pilar Technical- Vocational High School
 RESEARCHER 2

PERSONAL BACKGROUND

Name: Efren Cubrado Jr.

Address: Lumbay Pilar, Bohol

Date of Birth: May 8, 2006

Gender: Male

Age: 18

Ambition: Electrical Engineering

Motto: “Trust the timing of my life”

Educational Attainment

Elementary: Ilaud Elementary School

Junior High School: Pilar Technical- Vocational High School

Senior High School: Pilar Technical- Vocational High School

 RESEARCHER 3

PERSONAL BACKGROUND

Name: Steven T. Castillo

Address: Cagawasan Pilar Bohol

Date of birth: October 18, 2007

Gender: Male

Age: 17

Mother: Estrilla B. Castillo

Father: Pepe B. Castillo

Ambition: Military Sniper

Motto: "Keep smiling, smiling is important"

Educational Attainment

Elementary: Cagawasan Elementary School

Junior High School: Pilar Technical-Vocational High School

Senior High School: Pilar Technical-Vocational High School

RESEARCHER 4

PERSONAL BACKGROUND

Name: Apple Mae D. Delejero

Address: Catagdaan Pilar, Bohol

Date of Birth: September 20, 2006

Gender: Female

Age: 18

Mother: Liza D. Delejero

Ambition: Teacher

Motto: “Love what you do, do what you love.”

Educational Attainment

Elementary: Catagdaan Elementary School

Junior High School: Pilar Technical- Vocational High School

Senior High School: Pilar Technical- Vocational High School

 RESEARCHER 5

PERSONAL BACKGROUND

Name: Ryan L. Jabay

Address: Aurora Pilar Bohol

Date of birth: February 18, 2007

Gender: Male

Age: 17

Mother: Alma L. Jabay

Father: Pablo R. Jabay Jr.

Ambition: Businessman

Motto: "You're the only one responsible for your own emotions"

Educational Attainment

Elementary: Aurora Elementary School

Junior High School: Pilar Technical-Vocational High School

Senior High School: Pilar Technical-Vocational High School

RESEARCHER 6

PERSONAL BACKGROUND

Name: Velegen A. Jocson

Address: P2, Pamacsalan, Pilar Bohol

Date of Birth: January 14, 2007

Gender: Female

Age: 17

Father: Valentin C. Jocson

Mother: Grecilda A. Jocson

Ambition: Aeronautical Engineering

Motto: “Waiting season would never be a wasted season”

Educational Background

Elementary: Pamacsalan Elementary School

Junior High School: Pilar Technical Vocational High School

Senior High School: Pilar Technical Vocational High School

 RESEARCHER 7

PERSONAL BACKGROUND

Name: Richmie O. Peligro

Address: Purok 7, Bagumbayan, Pilar Boho
Date of Birth: June 23, 2007
Gender: Female
Age: 17
Father: Richard G. Peligro
Mother: Alma O. Peligro
Ambition: Doctor
MOTTO: “With God nothing is impossible”
Educational Background
Elementary: EASTERN COGON ELEMENTARY SCHOOL, TAGBILARAN CITY.
Junior High School: Pilar Technical Vocational High School
Senior High School: Pilar Technical Vocational High Schoo
 RESEARCHER 8

PERSONAL BACKGROUND

Name: Elemar E. Robles

Address: Catagdaan Pilar, Bohol

Date of Birth: January 10, 2007

Gender: Male

Age: 17

Mother: Benidicta E. Robles

Father: Ernesto D. Robles

Ambition: Teacher

Motto: “Seize the opportunity to shine”

Educational Attainment
Elementary: Catagdaan Elementary School

Junior High School: Pilar Technical- Vocational High School

Senior High School: Pilar Technical- Vocational High School