THE FACTORS OF USING SMARTPHONE TOWARDS THE ACADEMIC

PERFORMANCE OF GRADE 10 IN POLOMOLOK NATIONAL HIGH SCHOOL

________________________________________________________________

A Research Presented to
POLOMOLOK NATIONAL HIGH SCHOOL
Brgy. Cannery Site, Polomolok, South Cotabato
_________________________________________
By
Adremesin, Angelic Faye Z.
Anislag, Jollena Mae R.
Barnuevo, Alexa Jules P.
Castaño, Lizamae U.
Olarte, Carl Joshua M.
Yuro, Rhaela R.
 CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Smartphones are equipped with multimedia phone features, which includes
function, sound recording function, video function and many more. These features
assist students to drive their learning process and dreams effectively. According to
Kibona and Mgaya (2015), most smartphone- and recreational applications are
addictive to both the higher level and lower level students in Tanzania, which, in turn,
affects their academic performance. The applications mentioned includes WhatsApp,
Twitter and Facebook. Furthermore, some learning systems have emerged over the
years and involve ubiquitous learning (u-learning), which is being powered by
smartphone capabilities in the learning environment. According to Jung (2014),
ubiquitous learning (u-learning) combines the characteristics of electronic learning
(e-learning) and mobile learning (m-learning), in driving forward different forms of
learning through the internet connection process in the 21st century.
The field of study on the potential impact of mobile devices on lifelong
learning possibilities and higher education is still developing and remains uncertain
(Kukulska-Hulme, 2007). Given their widely used, popular, and economical nature, it
is not surprising that educators have explored the use of mobile devices like
smartphones in the classroom (Ismail, Bokhare, Aizza, & Azman, 2013; Pullen,
Swabey, Abadooz, & Sing, 2015). The simplicity and flexibility that mobile learning
offers is what makes learning with cellphones, and especially with applications, so
appealing. It reduces the obstacles that come with using conventional techniques or
programs that were once taught at colleges and universities (Valk, Rashid, & Elder,
2010). However, university students frequently use their smartphones for personal
communication rather than for learning, according to a 2012 study by Abdullah,
Sedek, Mahat, and Zainal. According to a recent study by Tossell, Kortum, Shepard,
Rahmati, and Zhong (2015) on college students, smartphone use was thought to be
beneficial before the study.
According to Looi et al. (2016) and Yi et al. (2016), smartphones are seen as
useful, user-friendly tools that facilitate learning in both formal and informal contexts,
enable communication and multitasking, and ease of use. Anshari et al. (2017) list
knowledge sharing, dynamic learning, and rich content transferability as some
advantages of smartphones in educational contexts. These days, almost everyone
lives with a smartphone. "People all over the world have embraced this new and
exciting technology as one of the most crucial necessities in their daily lives,"
according to Fawareh and Jusoh (2017), page 1. Globally, the proliferation of
smartphones and related gadgets have had a significant impact on education, not
only in developed but also in poor countries (Tagoe, 2014).
STATEMENT OF THE PROBLEM
This study will determine the Smartphone affects the Performance of the
Grade 10 students in Polomolok National High School and to determine what
solution may come up. This research will state the cause and effect of such
research.
1. What are the factors that can affect students’ performance in using smartphones?
2. What are the effects of smartphone addiction?
3. How does the smartphones affects the academic performance of students?

SIGNIFICANCE OF THE STUDY

There are different factors that could affect the Academic Performance of
Grade 10 students in using smartphones through this study, an interference program
will present to provide the following benefits to
STUDENTS - Through this study, students will become aware of what are the
possible outcomes if they’re using smartphone.
RESEARCHERS - They will find solution to answer the question they have got
curiosity and through this, they minimize using smartphone and improve their
academic performances.
FUTURE RESEARCHERS - This study would help the student researchers to be
aware and knowledgeable. They will use this study as their reference soon.
PARENTS - They will be guided on how to guide their children in terms of using
smartphone and to know what are the negative factors of their behavior in using
smartphone while class hour without any valid reasons.
ADMINISTRATORS - To the School Administrators Together with the teacher, they
will support the intervention program given by researchers. They will provide the
needs of the program so that it will be successful.

SCOPE AND DELIMITATION OF THE STUDY

The purpose of this study is to determine the effects of smartphones on
student performance and future career prospects in Grade 10 students at Polomolok
National High School. The researchers will ask Grade 10 students from Durkheim,
Daimler, and Deere to answer questions about the topic. The results and
observations will be based on the responses of the chosen population and will be
centered on the research's overall objectives.
DEFINITION OF TERMS
Smartphones are a continual distraction for students. It is simply defined as
not showing up, especially for students. A student's academic performance suffers
when they use their smartphone in class. These are only a few of the numerous
variables that might have an impact on students' academic performance, including
sleep issues, mental health issues, bad study habits, and an addiction to learning.
SMARTPHONE: Smartphone is a mobile or cellular phone that runs off a mobile
operating system (OS) and functions like a mini computer.
ACADEMIC PERFORMANCE: This measures a student's success in their
educational pursuit, often assessed through grades and participation in academic
activities.
FACTORS: One of the things that affects an event, decision, or situation.
PERFORMANCE: The act of performing of doing something successfully using
knowledge as distinguished from merely possessing it.
STUDENTS: A person formally engaged in learning, especially one enrolled in a
school or college pupil a student at Yale.
ACADEMIC: Relating to schools, esp. colleges and universities, or connected with
studying and thinking and not with useful skills.
EDUCATION: The process of influencing or gaining broad information, refining one's
ability to reason and make decisions, and generally putting oneself or others through
intellectual maturity.
GADGET: Accessing educational content via mobile devices, such as smartphones
or tablets, capitalizing on their ubiquity and capabilities to facilitate learning anytime
and anywhere.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES (RRL)

The use of smartphones has become increasingly prevalent among students

in recent years. As smartphones offer a wide range of functionalities and access to
various applications, it is essential to understand the potential impact they may have
on academic performance. This review aims to explore the factors associated with
smartphone use and its influence on academic performance. The frequency of
smartphone use has been identified as a significant factor affecting academic
performance. A study conducted by Junco and Cotten (2013) found that students
who reported higher daily smartphone use had lower GPAs compared to those who
used their smartphones less frequently. Excessive use of smartphones can lead to
distractions, reducing the time available for studying and engaging in academic
activities.
Smartphone use is popular for accessing social media sites, and there is a
correlation between social media use and academic achievement. According to a
study by Kirschner and Karpinski (2010), Facebook use and academic success are
negatively correlated. Overusing social media can take students' focus away from
their academics, impair their ability to focus, and negatively affect their academic
performance. Smartphones make multitasking easier by enabling users to work on
multiple projects at once. On the other hand, evidence indicates that multitasking
may be detrimental to academic achievement. According to a study by Encipher and
Wagner (2018), students who often multitasked with media, including using
cellphones while studying, did not perform as well on academic tasks as students
who concentrated just on their academics. The Disruption to Sleep Using a
smartphone right before bed might mess with your sleep cycles, which can make you
tired and less productive. According to a study by Hysing et al. (2015), teenagers
who use their smartphones after dark are more likely to have sleep problems.
Inadequate sleep has been shown to negatively impact memory, focus, and general
academic performance. Several research have looked into the connection between
academic achievement and smartphone use.
The results are mixed; some research point to a detrimental effect, while
other investigations found no meaningful association. It is crucial to take into account
the variables that affect this relationship. Time management skills are essential for
academic achievement. However using a smartphone excessively can result in poor
time management. According to research done in 2013 by Kuznekoff and Titsworth,
pupils who constantly check their smartphones in class score worse academically.
Learning might be hampered by frequent interruptions and time spent on non-
academic pursuits. Smartphones the Internet-enabled devices incorporated with
computer applications and software, are among the eminent breakthroughs in this
latest century. It is not right to deny the existence of technology because most
employers now seek graduates who are digitally literate (The Star, 2014).
 Furthermore, the respondents in their studies welcome the integration of
learning with mobile gadgets. Hussin et al. (2012) research student readiness for
mobile learning in four aspects: basic, skill, psychological and budget. They found
that Malaysian university students were not yet ready for mobile learning. However, it
is assume that with the growing development in smartphones, mobile learning would
be made possible as many companies are very competitive in manufacturing
smartphones, incorporating up-to-date apps, sold at low prices. Subsequently, this
technology can reach even low-income households.
Athough using a smartphone while studying could get in the way of things.
The allure of a nearby mobile device can cause one to multitask or switch between
tasks. There is increasing evidence in the literature (see, for example, Junco, 2012;
Junco & Cotten, 2012; Levine, Waite, & Bowman, 2012) that this behavior has
detrimental effects on academic achievement. We go over four possible reasons for
this task-switching or multitasking behavior. First of all, alerts on smartphones—both
visual and audio—may catch students' attention in class or when they are studying
(Junco & Cotten, 2012). Second, the modern term for this need to constantly engage
with the outside world and not miss anything online is "FOMO, " or the fear of
missing out, and it can cause a loss of attention that is important to do well in school.
However the current study attempts to look into how highschool students'
perceptions of their academic achievement are impact by their use of smartphones.
The initial model was set up for path analysis using five assumptions that were
obtain from the literature on smartphone use. The purpose of this was to uncover the
linkages among factors link to the use of smartphones by highschool students in the
academic setting.(35 (1), 13–22, 2019; Journal of Computer Assisted Learning) Kim
et al. (2014) concentrate on determining the elements that affect the use or
acceptance of smartphones. Grant and Hsu's (2014) study focus on user behavior
and look at how cellphones can be use for social interaction and education. Few
studies have examine the relationship between smartphones and learning,
particularly in primary school kids, despite the fact that smartphones clearly
contribute to learning. The following sections look into the relationship between
elements that affect this student population's smartphone-based learning. The
smartphone they will buy later. In their research, Karjaluoto et al. (2005) revealed
that there are several factors that determine consumer choice of smartphone
products. Service innovation, multimedia features, brand, price, reliability, the
influence of external factors such as salesperson recommendations and friend
recommendations are some of the factors that determine consumer choice of a
smartphone product brand.
Our survey concentrate on data acquire and communicated by two
categories of senders: smart speakers and cameras, given their widespread use in
the market. Previous research has demonstrate the substantial influence that device
manufacturer companies have on user privacy concerns [18,19,31,62]. In order to
achieve this, we further separate these senders into subgroups according to the
manufacturing company: small businesses that supply comparable devices (e.g.,
Wyze, Eufy) and large firms like Google and Amazon that provide well-known goods
(e.g., Ring, Alexa, Nest). Another significant factor is the personal characteristics of
students.
Research by Kuznekoff and Titsworth (2013) suggests that extrovert
individuals are more likely to use smartphones for social purposes, which may lead
to distractions from academic tasks. Moreover, students with higher self-control and
time management skills tend to utilize smartphones more effectively for academic
purposes, as found in a study by Kuznekoff, Munz, and Titsworth (2015).
Students' rising use of smartphones is mostly due to their interaction with
social media platforms. Students are entice to spend more time on their cellphones
by the constant stream of notifications and updates provide by social media
platforms like Facebook, Instagram, and Twitter. A study conducted in 2010 by
Kirschner and Karpinski found that using social media excessively has a negative
impact on academic achievement. Multitasking is another element that affects
smartphone usage. Students frequently use their smartphones for other purposes,
such studying, going to lectures, or doing their assignments. Nonetheless, studies
indicate that multitasking may impair cognitive function and academic success.
According to a research by Junco and Cotten (2012), students who used their
smartphones to multitask in class had lower grades than.
Another important question related to student smartphone use is self-control.
Jeong et al. (2016) found that those who have lower self-control and greater stress
were more likely to be addict to smartphones. Self-control is here define as the ability
to control oneself in the absence of any external force, trying to observe appropriate
behavior without seeking immediate gratification and thinking about the future (Lee
et al., 2015). Those with greater self-control focus on long-term results when making
decisions. People are able to control their behavior through the conscious revision of
automatic actions which is an important factor in retaining self-control in the mobile
and on-line environments. Self-control plays an important role in smartphone
addiction and the prevention thereof. Previous studies have revealed that the lower
one’s self-control, the higher the degree of smartphone dependency (Jeong et al.,
2016; Lee et al., 2013). In other words, those with higher levels of self-control are
likely to have lower levels of smartphone addiction. Clearly, self-control is an
important factor affecting smartphone usage behavior. (I. P. Ifeanyi & J. E.
Chukwuere (2018) potential form of distraction.
Even the visibility and mere presence of a smartphone that is connected to
the internet attract the attention of students and many adults, thereby diverting their
focus and/or attention in class. Some students can ‘switch’ their focus between the
smartphone as a form of entertainment device and at the same time, a learning
platform (Barnwell, 2016). Additionally, smartphones could prove to be very
important in the sense that it gives children, or in this case, students from different
kinds of socioeconomic backgrounds, the same opportunity to access learning
materials (digital-age information). However, the use of smartphones as a form of
learning entails that students have to combine information and at the same time stay
focus on their lesson or discussions in class. For students, who have low literacy
skills and the steady urge to multitask on social media, blending the purposeful use
of smartphones into classroom activity can be particularly challenging. Then, the
main advantage of the tool tends to go to waste. There has been proportional growth
in the use of mobile phones, and mobile phones are being overused (Baron, 2010).
Smartphone encourages micro-learning for the employ and unemploy for
advancement of knowledge and skills (Emerson & Berge, 2018). Young people’s use
of smartphones invites the initiation of social circles; friendships are also initiate and
destroy. Romantic affiliations emerge from these social circles, which are often
develop or establish on the social and recreational websites, thereby probably
leading to a shift in the relationship of users with their family members. Traditionally,
friendships and social associations or connections were done in person; however, in
the era of the evolving technological world of smartphones, they are being done over
social networks and as a matter of fact have become the preferred platform to
develop friendships. Friendships that are develop over social networks tend to be
more recreational and are less based on educational purposes.
Base on the previous sentence, it is a clear indication that less attention is
given by the students to their academic work and activities. Some schools have
decide to restrict the use of smartphones in classes or during lectures; the reason
being that it enables the students to cheat during their examinations and/or tests
(Buck et al., 2013). The easy internet access on smartphones enables students to
easily look up their examination and/or tests questions online.
The use of smartphones in this manner can cause the student to be
somewhat relax about studying, as they can easily find the answers to their
examinations or test questions online, thereby helping the students to pass their
examination, but not helping them to have knowledge about what they are being
taught by their lecturers. Consequently, the adoption of smartphones can be said to
be driven by two properties of decadent and sensible dimensions.In essence, it is no
longer only a task-orient technology for the purpose of productivity, but it is also an
entertainment-orient technology that is design for pleasure.
According to Chun, Lee, and Kim (2012), 18 to 20 persons tend to become
thoroughly driven sentimentally in probing for fun and sensory stimulation when
using a smartphone for entertainment purposes and pleasure, while they are likely to
be judiciously persuade to scrutinise cost benefits base on its performance when
using smartphones for work (Chun et al., 2012). However, smartphone usage among
undergraduate students of the NWU is yet unknown. Nevertheless, the use of
smartphones has both positive and negative impacts on the students who use
them.2.1. Role of smartphones in academic learningThe role of smartphone and
mobile technologies in education must not be ignore (Tikoria & Agariya, 2017).
In this study, the factors of smartphones on academic performance or the
learning of students is mixed with challenges that will be determine later in the study.
Many researchers have, through recent years, point out the advantages and
disadvantages of students using smartphones. It goes both ways, as the use of
smartphones affects the students’ lives not only academically, but also their personal
lives.
 Moreover, academic learning is now innovative as a result of smartphone and
other media in promoting and advancing 21st century need skills and knowledge
(Tulenko & Bailey, 2013; Emerson & Berge, 2018). Students have experiences of
digital surroundings in a tactile and personal manner, which is brought about by
some
mobile devices, including tablets and smartphones (Cano, 2012). Mokoena (2012)
argues that the use of smartphones by students improves collaborative learning
through its connection to the internet. This statement implies that the use of
smartphones drives students to be more engage in learner-centred participation
learning.This is a vivid indication on numerous supports that smartphones have
brought to the students; it advances their understanding by increasing academic
performance, social media participation and information sharing; it helps their social
skills by giving them opportunities to seek academic assistance and support, and
many more (Mokoena, 2012).
However, according to Kinsella (2009), the challenge of communication in
lecture halls with students is solved due to the use of smartphones. Concomitantly,
Mokoena (2012) states that group projects and/or work given to the students by their
lecturers are easily and conveniently carried out with the aid of smartphones. This
further shows that students are now able to record their lecturers’ lessons and
teachings in real time. This is done by recording information during lessons, which
has been made possible by the sophisticated features available on smartphones.
From different perspectives, people try to embrace the use of smartphones
because it is no longer used as communication tools (calls and text messages) only,
but also as tools for people’s social and work lives and possibly a potential
instrument in their academic lives (Cano, 2012). According to Buck, Melnnis, and
Randolph (2013), Lytle (2012) reports that college students using the StudyBlue
Flash Cards believed it assists them in memorising the key terminologies when
preparing for their tests. The study further states that some students use iPhones
for . Previous studies have revealed that the lower one’s self-control, the higher the
degree of smartphone dependency (Jeong et al., 2016; Lee et al., 2013). In other
words, those with higher levels of self-control are likely to have lower levels of
smartphone addiction. Clearly, self-control is an important factor affecting
smartphone usage behavior. (I. P. Ifeanyi & J. E. Chukwuere (2018) potential form of
distraction.
 CHAPTER III
METHODOLOGY
METHODOLOGY
This chapter presents the methods or methodology used in this study. It
includes the research design, research locale, respondents of the study, sampling
procedure, research instrument, and data gathering procedure.
RESEARCH DESIGN
In this study, qualitative research is use. The methodology we employ for our
topic is known as the interview research design, which is a specific kind of research
design in which interview are the main means of gathering data that would be
analyzed to provide the data required for the study.
RESEARCH LOCALE
This study conducted at Polomolok National High School located at Octavio
Village, Cannery Site, Polomolok South Cotabato, particularly the Grade 10
Students.
RESPONDENTS OF THE STUDY
The respondents of the study were the Grade 10 students of Polomolok
National High School. Random students serve as the respondents of this study.
SAMPLING METHOD
The researcher used the fish bowl method (random sampling). The random
students selected were chosen based on the one being selected or pull out from the
bowl.
RESEARCH INSTRUMENT
The researcher used a survey questionnaire based on its statement of the
problem.
DATA GATHERING PROCEDURE
In order to ascertain the factors of using smartphone towards the academic
performance of grade 10 the researcher employed a survey questionnaire. An
interview was performed by the researcher. Participants were chosen from a group
of carefully chosen Grade 10 students pupils from Polomolok National High School.
Following the response, the researcher took note of the date and moved on to the
data interpretation.