CHAPTER 1

The Problem

Introduction

Millions of people in the world,have widespread availability and use of smartphones

have significantly influenced various aspects of people’s lives, including education. Senior
High School (SHS) students, in particular, are heavily engaged with smartphones due to their
accessibility and multifunctional capabilities. Regardless of how, the impact of smartphone
usage on the academic performance of SHS students has become a concern and interest
among educators, parents, and researchers. Smartphones support students' learning activities
in myriads of ways such as downloading of study materials, recording of live lectures,
accessing lecture slides at a convenient time, aiding in research work and doing assignments.
Whereas, smartphones performs prodigious roles in students learning activities. For instance,
students use smartphones for registering courses, checking lecture time table and exams
schedule, checking grades, having group discussion, reading announcements and for the
payment of school fees and many more.

Smartphones are mobile devices with computer-like functions, providing various

features such as cameras, music players, videos, games, email access, digital television, and
GPS. As technology advances, smartphones have become essential tools for daily tasks, but
their use can interfere with study concentration and decrease concentration. Teachers may
struggle to make decisions when dealing with students using smartphones during class,
leading to distractions and misuse of the device. Smartphones also present various social
media platforms, making students dependent on them for information and sharing. Schools
have implemented restrictions on smartphone use, but this has led to students becoming lazy
and struggling to concentrate. Previous research has focused on the positive impact of
smartphone usage on students, but this study aims to investigate teacher perceptions of
smartphone restrictions in schools. According to Averianova Iriana (2011), smartphones have
a positive impact on the learning process, making it easier for students to access information
and access information during exams. However, some students have found ways to use
smartphones for cheating, accessing information during exams, and sharing information with
friends. The researcher aims to understand more deeply about teacher perceptions of
smartphone restriction in the 2018/2019 academic year at SMPN 8 Madiun.

However, Excessive use of mobile phones can interfere with students' ability to focus
on their studies, leading to a decrease in academic performance. Although, mobile addiction
can also affect students' mental health. Studies have shown that overuse of mobile phones can
lead to anxiety, depression, and sleep disorders. Smartphone addiction has negative impacts
on student learning and overall academic performance. The greater the use of a phone while
studying, the greater the negative impact on learning. The skills and cognitive abilities
students needed for academic success are negatively affected by excessive phone use.
Students may be tempted to check their phones for messages, notifications, or social media
updates during class, which can lead to missed instruction and poor grades.Mobile phones
can be used to bully other students. Given these conflict possibilities, it is crucial to conduct a

1
 comprehensive study to examine the impact of smartphone usage on the academic
performance of SHS students. This study aimed to identify the influence of smartphone usage
patterns with academic performance indicators. By identifying the dynamics between
smartphone usage and academic performance educator or parents can develop possible ways
to lessen the smartphone usage among senior highschool students which has influence to their
academic performance.

Theoretical Framework

Media Multitasking Model

The Media Multitasking Model is a concept that suggests the nefative influences of
Smartphone Usage Academic Performance. It states that it can affect your focus which
diverts your attention. Moreover it also stated that that Smartphone Usage causes Cognitive
overload that which causes your memory and processing power decrease.

Self- Efficacy Theory

The concept proposes that students with high self-efficacy is more likely to withstand
distractions and stay focused. Additionally it promotes confidence which leads to believe in
their ability to learn, comprehend complex topics and succeed when faced with challenging
task. The context of this concept is that self-efficacy influences the Academic Performance
and resist distractions in any ways.

Statement of the problem

This study aimed to investigate the influence of smartphone usage on the academic

performance of Senior High School (SHS) students. Specifically, the study seeks to address the

following research questions:

1. What is the influence of smartphone usage in Academic Performance of Senior High School

students?

2
2. What is the level of the academic performance of Senior High School students?

3. Is there a significant relationship between level of smartphone usage and its influence on the

academic performance of SHS students?

Research Hypothesis

Null Hypothesis- There is no significant relationship between smartphones usage and

academic performance.

Significance of the study

This research aimed to explore the influence of smartphone usage on Senior High

School (SHS) students' academic performance. The significance of this study can be

summarized as follows:

Teachers. The findings will provide educators with valuable insights into how smartphones

affect students' learning experiences. This knowledge can guide the development of effective

teaching strategies and classroom management techniques to adapt to the digital age.

Parents. will gain a deeper understanding of the factors that may influence their children's

academic performance. This awareness will enable them to engage in constructive

conversations with their children about responsible smartphone use and its potential impact

on their education.

Students Senior High School. students will become aware of the potential consequences of

excessive smartphone usage on their academic achievements. This knowledge may empower

them to make informed decisions about their screen time and adopt healthier study habits,

ultimately leading to improved academic outcomes.

3
 Future Researchers. This study will serve as a valuable reference for future researchers

interested in investigating the relationship between smartphone use and academic

performance among SHS students. It will provide a foundation for designing research

methodologies and generating further insights in this area.

In essence, this study's significance extends to teachers, parents, students, and future

researchers, contributing to a better understanding of the impact of smartphone use on SHS

students' academic performance and providing a basis for informed decision-making and

future investigations.

Scope and Delimitation of the Study

The study focused on the influence of using smartphones among senior high school (SHS)

students and its effect on their academic performance. It aimed to examine how smartphone usage,

including activities such as internet browsing, social media engagement, and mobile applications,

influences students’ educational outcomes.

This study specifically focuses on SHS students and their academic performance. It does not

determine the impact of smartphones on other educational levels or demographic groups. The study

may consider various factors related to smartphone usage, such as frequency, duration, and specific

applications used, to analyze their influence on academic performance. However, it does not delve

into other aspects, such as the social or psychological effects of smartphone use, unless directly

connected to academic performance.

Definition of terms

4
 The following terms are defined theoretically and operationally to enable readers to

understand the major concepts in the study.

Smartphone Usage. The act of utilizing mobile devices with advanced capabilities, such as

smartphones, for various purposes including communication, accessing information, entertainment,

and educational purposes (Smith et al, 2022).” Academic performance. The measurement or

evaluation of a student's achievements and progress in their academic pursuits, including their

grades, test scores, and overall understanding and application of knowledge in educational settings

(Johnson, 2019)."

CHAPTER 2

Review of Literature and Study

Several research studies have focused on investigating how students and social media

users utilize these platforms for their own advantages. A study conducted by Apeanti and

Danso (2014) revealed that students accessed social media through various devices such as

laptops/personal computers, smartphones, Internet cafes, campus computers, and tablets.

While some students reported not accessing social media, those who did have accounts

utilized the platforms to reconnect with old friends and family, make new acquaintances,

acquire or share educational materials, stay updated on events, and post information, among

other activities.

5
 According to Hossain, Nurunnabi, Hussain, and Saha (2019) concentrated on

university students' academic performance where technology uses for novelty seeking and

technology reasons were obvious. They have made an effort to illustrate how technological

stress affects academic performance. Hossain et al. (2019) combined two theoretical to

ascertain how using a smartphone affects the inclination for varietyseeking and how this

affects performance in school. Variety seeking is an increasing concern among university

students, according to the findings and analysis of the Hossain et al. (2019) study, and it can

both favorably and detrimentally impact their educational progress. The focus of Nayak's

(2018) research was on how smartphone usage, addiction, and students' academic

achievement in India relate to one another and how quickly smartphones have penetrated

society. In addition to conversing and messaging, they can be used for live chat, information

searching, mobile banking, entertainment, and more. Exchanges over smartphones have

replaced personal conversations and one-onone interaction. Because of how frequently it is

used, it becomes an addiction. It has been found that excessive smartphone use can lead to

addiction and harm students'

SMARTPHONES USAGE

According to Miller et al. (2021), showed how the smartphone is more than an app

device' and explored differences between what people say about smartphones and how they

use them to examine how it is more than an "app device" and the differences between

common understandings of the smartphone and actual user experience. Since smartphones are

very advanced computer systems that come equipped with a variety of sensors and

communication interfaces, location systems, and context sensing, smartphones have become

6
an increasingly common and rapidly developing tool (Montag, Wegmann, Sariyska,

Demetrovics & Brand et al., 2021). Additionally, in accord with Sarker (2019), smartphones

can gather raw contextual data about users' surroundings and corresponding behaviors with

their smartphones regularly, thanks to their superior features and recent advances. Given that

they influence behaviors, some studies imply a positive relationship between smartphone

usage and learning achievement (Shakoor, Fakhar & Abbas et al., 2021). Although Holloway

et al. (2021) claimed that their research suggests that digital technology can improve

geographically engaged learning for all students, Mulyani, Razzaq, Sumadri, and Anshari

(2019) disagrees with the statement that students are more focused on using their

smartphones for social networking, instant messaging, and entertainment purposes.

Furthermore, Safitri, Pasaribu, Simamora, and Lubis (2019) claimed that when students go

home after school, they prioritize their smartphones to play games, wasting their time and

leaving their homework and school tasks undone Thus, smartphone usage and low learning

interest in carrying out tasks are new problems in education. As claimed by Panova and

Carbonell (2018), specific types of smartphone-related behavior, rather than smartphone use

per se, are linked to poor mental health, and this coincides with the study of Kleisener,

Meigen, Kiess, and Poulain (2022) that excessive smartphone use for leisure has a link with

problematic smartphone use (PSU) symptoms. PSU symptoms are correlated with behavioral

difficulties. In conclusion, students who misuse their smartphones are more likely to

negatively affect their physical and mental health, including inactivity, low self-esteem, and

less social interaction (Kil, Kim, Park & Lee, 2021).

According to Hossain (2019), excessive use of portable devices like smartphones

negatively impacts students since smartphones distract the younger population, resulting in

poorer test results (Han & Sy, 2019). The findings of the study by Iqbal and Bhatti (2020)

contradict the works of literature that claim that smartphone use negatively affects students'

7
learning behavior and academic performance because the faculty staff thought smartphones

were a useful tool for off-campus learning and communicating with coworkers and students.

They also thought smartphones were appropriate for explaining challenging concepts to their

students with audio-visual content available. Thus, smartphones are unquestionably practical,

valuable educational instruments that, depending on a student's perspective and usage

patterns, can also be a harmful source of distraction.

Additionally according to Elhai, J. D., et al. (2017). Types of smartphone usage and

relations with problematic smartphone behaviors: The role of content consumption vs. social

smartphone use. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(2).

The kinds of smartphone use that are associated with problematic smartphone behaviors have

not been well-defined by prior research. In order to investigate the relationship between

problematic smartphone behaviors and content consumption versus social smartphone use,

we sampled 309 community members online. Bivariate correlations showed that problematic

smartphone behaviors were largely significantly correlated with process and social usage,

with stronger correlations for process usage.

Moreover Yao and Wang (2022) claimed that technostress negatively impacts a

student's achievement and well-being. Salo et al. (2018) firmly believe that smartphone use

includes stressful situations, and this coincides with the study of Upadhyaya and Vrinda,

2021), where students who experience technostress may become less productive, drop out of

school, and deviate from their academic work. Additionally, Risco, Del-Aguila-Arcentales,

Yáez, Rosen, and Mejia (2021) claimed that the amount of time students spend online has

increased as a result of the overload that persevered use of social networks can provide,

particularly when it might interfere with their academic responsibilities and cause

technostress, which has been related to reduced quality of sleep and worse academic

performance. Ease of use, in the study of Rojas-Osorio and Alvarez-Risco (2019), is the

8
extent to which a person thinks that making use of a specific object makes their task greater

efficient. In the study by Al- Amri and Almaiah (2018), ease of use can be earned if there is a

user-friendly guide on utilizing smartphones to do other tasks. It was stated by Malureanu,

Panisoara, and Lazar (2021) that ease of use either directly or indirectly explains

technological behavior intentions. The findings in the study of Asnawati, Nadir, Wardhani,

and Setini (2022) claimed that behavior could be impacted by the ease of use which Grover,

Kar, Janssen, and Ilavarasan (2019) agreed that the ease of use significantly impacts user's

attitude toward smartphones.

According to Hossain et al. (2019), is the desire for a wide range of goods or

amenities. We contend that inherent motivations drive variety-seeking behavior and manifest

only when there are fewer perceived differences between the choices (Liu, Fend & Liu,

2019). However, Herhausen, Kleinlercher, Verhoef, Emrich, and Rudolph (2019) claim that it

is difficult to label their activity as variety-seeking; instead, they may be driven by worries

about shifting touchpoints brought on by the limited variety, which could lead them to alter

their behavior. Despite the exceptionally.

ACADEMIC PERFORMANCE

According to Allensworth & Clark, (2020). Academic performance measures a

student's success in the academic track, and teachers commonly apply test scores, graduation

rates, and classroom performance to assess student achievement. When assessing academic

performance, grades are frequently given priority. However, other indicators can also be

considered, such as academic excellence, strong test scores, extracurricular successes, and

student leadership (Williams, 2018). Over the past three decades, extensive study has been

9
done on the best and worst learning methods for student achievement (Meijs, 2019).

Tawafak, Romli, Malik & Shakir, (2020) the majority of professors utilize several forms of

technology to enhance their students' e-learning, making it easier for students to use

electronic course materials and encouraging them to use the technology more effectively to

improve their academic performance. Moreover, Zafrirakou (2018) educational applications

may facilitate students' learning, and this theory is more pertinent to the current study of

Zafriraka which asserts that mobile academic applications will give students some insight

into how their academic performance is affected by these. The study by Martinez (2019) will

give students insights into the advantages and disadvantages of mobile academic applications,

as well as how these tools might help them succeed at school. A further finding that these

24/7 "online connectedness" phenomena are swiftly becoming a distraction and concern

among youth was that worse exam scores were found and were associated with the

problematic use of smartphones.

According to Heliyon 8 (3), (2022) With fast-growing technology, schools have to

adapt and use technology constantly as a tool to grow. This study aims to understand the

influence of computer factors on students' academic achievement. We propose a model on the

influence of computer attitudes, computer learning environments, computer learning

motivations, computer confidence, computer use, computer self-efficacy, loneliness, mothers'

education, parents' marital status and family size on academic achievement.

According to Alwagait, E., Shahzad, B., & Alim, S. (2015). Impact of social media

usage on students academic performance in Saudi Arabia. Computers in Human Behavior,

51, 1092-1097.For communication, Saudi Arabian university students frequently use social

media. However, concerns regarding whether excessive social media use has an impact on

academic achievement may arise. This study examines this issue by surveying Saudi Arabian

university students on their use of social media and academic achievement. The survey also

10
looked into the most popular social network among Saudi students, what the students thought

about using social media, and other elements that have an adverse effect on academic

performance. The survey garnered 108 responses, and descriptive statistics, including

normality tests, or scatter plots, were utilized to investigate the association between the

students' average weekly social media usage and GPAs.

Research Paradigm

This research paradigm shows the independent and dependent variable of the study.

Its is presumed that the more usage of smartphone, the higher would be the expected

performance of senior High School Students.

The paradigm shows that there is a significant relationship between the usage of

smartphones and academic performance of senior high school students.

Independent variable Dependent Variable

Usage of Smartphones Academic performance

Figure 1: A schematic diagram showing the independent variable and the dependent

variables.

Chapter 3

RESEARCH METHODOLOGY
11
Research Design

In this study we utilized correlational research design. This design allowed

comprehensive understanding of the influence of smartphone usage on SHS students'

academic performance.

Research Locale

The study is conducted at Quezon Bukidnon Comprehensive National High School

(QBCNHS), located in Purok 7,Mibando Quezon, Bukidnon. This educational institution was

selected as the research locale due to its representation of a typical Senior High School (SHS)

environment, providing a suitable setting for investigating the impact of smartphone usage on

SHS student’s academic performance.

12
Research Participants

The target population for this study is SHS (Senior High School) students. The

sampling technique we used in this study is Random Sampling and Stratified Sampling. In

this technique, SHS students are randomly selected from the entire population of SHS

students to ensure equal chances of selection for everyone and dividing the SHS student

population into different strata based on specific criteria such as grade level, academic track,

or socioeconomic status.

Senior High School students Include students who are enrolled in SHS programs.

Age, Include participants within a specific age range, such as 15-18 years old. Smartphone

users, Include students who own and use smartphones. Academic performance, Include

students with varying levels of academic performance, including high achievers, average

performers, and those with lower grades.

Research Ethical procedure

The study involved obtaining informed consent from participating students and their

parents or guardians, ensuring the anonymity and confidentiality of collected data, and

adhering to all relevant data protection and privacy regulations. Additionally, we will employ

a random sampling method to minimize bias and maintain the integrity of the study, and any

potential conflicts of interest will be disclosed and managed transparently throughout the

research process. This ethical framework will guide the rigorous and responsible conduct of

our study.

13
Research Data collection

This study a survey methodology is employed. Data are collected through the

administration of the questionnaire to participants. The survey is conducted by using paper-

based questionnaires.

Treatment of Data

The following are the statistical tools that the researchers used to collect, analyze, and

process the data gathered.

First, descriptive statistics such as frequency, counts, time, and Pearson correlation

coefficient will be used to assess the level of academic performance of senior high school

students who use smartphones. Statistical tools are also been used to determine the senior

high school students level of academic performance.

Second, the researcher produces a momentum correlation coefficient that will be used

to determine the significant relationship between the significant relationship between

smartphone and the academic performance of senior high school students at Quezon

Comprehensive National High School.

14
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logy_for_digital_transactions_-_insights_from_user-generated_content_on_Twitter

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academic performance in Saudi Arabia. Computers in Human Behavior, 51, 1092–

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Nayak, J. K. (2018). Relationship among smartphone usage, addiction, academic performance and

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17
18
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter present the findings of the study, its analysis and interpretation of data gathered.

What is the influence of smartphone usage in Academic Performance of Senior High School

students?

What is the level of the academic performance of Senior High School students?
Is there a significant relationship between level of smartphone usage and its influence on the
academic performance of SHS students?

Indicators Mean(X) Standard Deviation Verbal

(SD) Description
I am confident that I can 3.653968 0.830533 Agree
efficiently manage my
academic responsibilities
while using my
smartphone regularly.
I believe that excessive 3.584127 0.881054 Agree
screen time on my
smartphone negatively
impacts my academic
performance.
I am aware of the 3.844444 0.826885 Agree
potential distractions
caused by my
smartphone during study
sessions.
I feel that limiting my 3.860317 0.922133 Agree
daily smartphone usage
would have a positive
impact on my overall
productivity.
I believe that the content 3.698413 0.862534 Agree
and activities on my
smartphone contribute
positively to my
educational development.
I find it challenging to 3.787302 0.829514 Agree
stay focused on my
academic tasks due to
smartphone distractions.
Smartphone notifications 3.64127 0.930034 Agree
frequently divert my
attention away from
studying.
I often catch myself 3.707937 0.849146 Agree
checking my smartphone

19
 when I should be
concentrating on
coursework.
I acknowledge that 3.561905 0.931874 Agree
smartphone use
contributes to a
noticeable decrease in my
study focus.
Limiting smartphone 3.815873 0.941665 Agree
access would likely
reduce distractions and
improve my study
concentration.
I feel that using my 3.574603 0.910253 Agree
smartphone frequently
enhances my ability to
manage academic
responsibilities.
I perceive that regular 3.549206 0.975879 Agree
smartphone use has a
negative impact on my
academic performance.
I am conscious of the 3.780255 0.829084 Agree
potential distractions
caused by my
smartphone, especially
during study sessions.
I believe that reducing 3.822222 0.894506 Agree
my daily smartphone
usage would positively
influence my overall
productivity.
I hold the belief that the 3.75873 0.879508 Agree
content and activities on
my smartphone
contribute positively to
my educational
development.
TOTAL 3.709371 0.886307 Agree

Table:1

The table represents as the possible outcomes of the independent variable. The table

suggest that the independent variable has a great influence with the dependent variable. “I

feel that limiting my daily smartphone usage would have a positive influence on my overall

productivity” has the highest mean score on the table this suggest that limiting one’s phone

20
usage have a huge positive influence on the academic performance. On the other hand “I

perceive that regular smartphone use has a negative influence on my academic performance”

this suggest that not all students have difficulties on academic performances while using

regularly their smartphones.

Overall, the mean score for all statement is 3.71, with a verbal description of “Agree”.

This indicates that respondents generally view that the higher the Smartphone Usage the

more it influnces your Academic Performance.

Correlations

VAR00001 VAR00002

VAR00001 Pearson Correlation 1 .134**

Sig. (1-tailed) .009

N 316 316

VAR00002 Pearson Correlation .134** 1

Sig. (1-tailed) .009

N 316 316

**. Correlation is significant at the 0.01 level (1-tailed).

Table 2:

21
 The data represents the correlations between two variables, Average Time spent and

1st Quarter Grades which is VAR00001 and VAR00002 respectively on the table . The

Pearson correlation coefficient for both variables is 0.134, which is positive and statistically

significant at the 0.01 level (one-tailed). This means that there is a strong positive correlation

between Influence of Smartphone Usage and Academic Performance. In other words, the

more the student uses its phone the more it affects the Academic performance of a student .

The strength of the relationship is strong, meaning that changes in one variable are associated

with noticeable changes in the other, and necessarily proportional changes. Since the

coefficient is positive, it indicates that a positive change in Influence of Smartphone Usage is

associated with a positive change in Academic Performance. In other words, the lesser the

time spent on smartphones the lesser it affects your Academic performance. The p-value

being less than 0.01 implies that the observed correlation is unlikely to be due to chance and

is likely to represent a genuine relationship between the two variables.

22
 Chapter 5

Summary, Conclusion and Recommendation

This study investigates the influence of smartphone usage and its effect to academic

performance of Senior High School (SHS) students. The research explores the influence of

smartphone usage among SHS students, their academic performance, and the relationship

between smartphone usage and academic outcomes. The research methodology employs a

correlational design, conducted at Quezon Bukidnon Comprehensive National High School,

utilizing random and stratified sampling techniques. The data collection involves a survey

administered through questionnaires, focusing on students' perceptions of smartphone usage

and its effects on academic responsibilities. The findings revealed that students generally

agreed that smartphone usage has an influence on their academic performance. The survey

data indicated that limiting daily smartphone usage could positively influence overall

productivity and reduce distractions, leading to improved study concentration. The

correlations between smartphone usage and academic performance were statistically

significant, suggesting a strong positive relationship between the two variables.

In conclusion, the study supports the hypothesis that there is a significant relationship

between smartphone usage and challenges in the academic performance of Senior High

School (SHS) students. The positive correlation implies that as smartphone usage increases,

there is a corresponding increase in the likelihood of experiencing challenges in academic

23
performance. This underscores the need for a nuanced understanding of how digital

engagement affects academic responsibilities. The study provides valuable insights into the

perceptions of students regarding the influence of smartphone usage on their academic

responsibilities.

Educational Strategies: Educators can incorporate strategies to address digital

distractions in the classroom and promote responsible smartphone use among students.

Parental Guidance: Parents should engage in conversations with their children about

responsible smartphone use and its potential impact on academic performance.

Student Awareness: SHS students should be made aware of the potential

consequences of excessive smartphone usage and encouraged to adopt healthier study habits.

Future Research: Further research can explore additional factors influencing

smartphone usage and academic performance, considering social and psychological aspects.

Policy Considerations: Policymakers may consider guidelines or policies to regulate

smartphone use in educational environments, fostering a balance between technology

integration and academic focus. In essence, the study contributes valuable insights for

educators, parents, students, and future researchers, emphasizing the need for informed

strategies to navigate the challenges posed by smartphone usage in the academic journey of

SHS students.

24
 Table of Contents

Chapter 1

Introduction

Statement of the problem

Research Hypothesis

Significant of the study

Scope and delimitation of the study

Definition of terms

Chapter 2

Review of Related Literature

Research Paradigm

Chapter 3

Methodology

Research Design

Research Locale

Research Participants

Research ethical Procedure

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 Research Data Collection

Treatment of Data

Chapter 4

Presentation

Analysis

Interpretation of Data

Chapter 5

Summary Conclusion and Recommendation

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