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Chapter 1
PROBLEM AND IT’S SCOPE

Rationale

Learning is a continuous process; it includes innovations in teaching

strategies and with the advent of computerization through e-learning program of

the Department of Education. With this trend in Philippine Educational System, it

is notable that most public schools have utilize instructional materials consisting of

computers, laptop, and cellphones.

This research aimed to determine the Impact of Cellphone Usage on the

Social Behavior Among Senior High School Learners in Francisco Lluch Laya

Memorial Integrated School. Based on report that the extensive usage of cell

phones has brought about a revolution in the way people communicate and access

information. With the advancement of technology and the internet, cell phones

have become an essential device that many individuals rely on for several reasons,

such as communication, entertainment, social media, and work-related activities.

According to Wang (2023) One of the significant advantages of cell phones

is that they have made it easier to stay connected with friends and family,

regardless of location. With features like video calls, messaging apps, and social

media platforms, individuals can communicate with their loved ones in real-time

without any hindrances. Additionally, cell phones have impacted the entertainment

industry as well. With the availability of various entertainment apps like Netflix,

YouTube, and Spotify, individuals can watch movies, listen to music, and stream

their favorite TV shows while on the go.

Furthermore, Wang, 2023 cell phones have also become crucial tools for

individuals who work remotely or run their businesses online. It allows them to

easily communicate with clients, access work-related documents, schedule

appointments, and manage their work schedule. This has enabled individuals to

work from anywhere, at any time.

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However, excessive cellphone usage can lead to addiction and affect an

individual’s mental and physical health. It can cause strain on the eyes, posture

problems, sleep deprivation, and feelings of loneliness, anxiety, and despair. In

addition to affecting sleep quantity and quality, it can hurt students’ mental health

and academic performance. It is, therefore, vital for individuals to prioritize their

well-being and ensure they use their cell phones and cell phones responsibly.

Additionally, Daniyal, 2022 individuals must recognize the importance of using their

cell phones responsibly to avoid negative impacts on their health and well-being.

This study of (IP Ifienyi 2018) examines an unsolved debate regarding cellphone

use’s contradictory effects on quality of life.

While prior studies have reported mixed and contradicting effects regarding

the use of cell phone mobile usage, a comprehensive understanding of its impact

on device behavior in senior high school contexts still needs to be completed.

Several studies indicate learners’ school achievement may be impacted by

excessive mobile phone use. This research of (Fernandez 2018) investigates the

potential effects of excessive cellphone use on students’ social interactions,

communication styles, and general social well-being in a senior high school setting.

This study differs from others in that it focuses exclusively on seniors in high

school. Researchers can better understand the distinct dynamics and obstacles

that emerge throughout this developmental stage by focusing their attention on this

specific age group.

Furthermore, this research may look at the social behaviors - like interacting

in person, social skills, and relationship building and maintenance impacted by

cellphone use. Additionally, this study may take a holistic approach by considering

both positive and negative aspects of social conduct. It might investigate the

effects on mood, self-esteem, social support, and any possible relationships with

academic achievement. Through a comprehensive analysis of multiple social

behavior indicators, researchers may offer a more thorough comprehension of the

impacts associated with smartphone usage. Overall, this study aims to shed light
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on possible consequences and implications for senior high school students’

general development and well-being while providing practical knowledge about the

complex relationship between cellphone usage and social behavior. The aim of

this research Is to assess the impact of mobile phones in learning as they enhance

students learning in different ways. Mobile phones frequently promote

collaborative and different types of learning through their wireless connection to

the internet.

Statement of the Problem

This study is intended to determine the impact of smartphone usage among

senior high school learners in Francisco Lluch Laya Memorial Integrated

School (FLMIS).

Specifically, it also aimed to answer the following questions:

1. What is the demographic profile of senior high school learners in terms of?

1.1 Age

1.2 Gender

2. How often do the students use cell phones?

3. What are the social behaviors of the senior high school learners who are

using cell phone in the classroom?

4. What is the impact of using cell phone on the behavior of the senior high

school learners of FLMIS?

Significance of the Study

The following groups can benefit from the study on the impact of

smartphone usage among senior high school learners in Francisco Lluch Laya

Memorial Integrated School (FLMIS).

School Administrator – They can benefit from the study by setting policy

on cellphone usage.
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Teachers – To encourage teachers to make regular supervision and

monitoring of using cellphone inside the classroom.

Students – It will guide learners to minimize in using cellphone and follow

proper guidelines from the school/classroom teachers.

Parents – They will be aware on the importance of using cellphone during

class hours.

Future Researchers – Researchers will be guided to continue research

based on the same concept and issue for the benefit of all learners.

Scope and Delimitation of the Study

The study has focused on analyzing the behavioral aspects of senior high

school learners who used cellphones during class hours. This research employed

both quantitative, such as surveys and data analysis, and qualitative methods,

such as interview and observation, to provide a comprehensive understanding of

the impact of cellphone usage on social behavior. Additionally, this study may

explore difference in the impact of cellphone usage on social behavior of senior

high school learners in Francisco Ll. Laya Memorial Integrated School.

Theoretical Framework

Two theoretical frameworks build the foundation for utilizing mobile

technology with language learners. One is Bloom’s (1968) Mastery Learning

Theory, which states that every student studies differently and has varying needs.

When applied to the study, it suggests that different senior high school students

may have different cellphone usage patterns and that these may impact their social

behavior. While some students may struggle with excessive use and see

detrimental consequences on their social behavior, others may be able to manage

their cell phone use and maintain healthy social interactions properly.
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On the other hand, McMillan’s and Chavis’ (1986) Sense of Community

Theory posits that excessive cellphone use may potentially damage the sense of

community within the physical school environment regarding the impact of

cellphone usage on social behaviors among senior high school students. It

emphasizes how crucial it is to create an agreement between in-person and online

interactions to support students’ healthy social behavior and develop a sense of

humanity. Both paradigms offer insightful viewpoints on the effect of cellphone use

on social behavior in seniors in high school.

The Mastery Learning Theory underscores the need for tailored strategies

to address cellphone usage consequences, while the Sense of Community Theory

emphasizes the impact of cellphone use on social interactions. Combining these

frameworks offers insights into fostering positive digital habits among senior high

school students.

Conceptual Framework

To demonstrate the entire flow of the research, the Input – Process – Output

approach was used:

INPUT PROCESS OUTPUT

Demographic •Sampling The impact of

Profile processing cellphone
distribution of mobile usage
instruments
of the Learners •Gathering data The social
Survey behavior of
Cellphone
Interview students using
Usage
•Analysis and cellphone
Interview interpretations of mobile usage
data statistical
analysis
•Statistical tools
used
Mean.
Frequency
Percentage

Figure 1. Research Paradigm

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Definition of Terms

To make the study more understandable, the following terms are defined

conceptually and operationally:

Cellphone. A phone with access to a cellular radio system so it can be used over

a wide area, without a physical connection to a network; a mobile phone. As used

in this study, it is a type of cellphone or mobile phone that offers advanced

computing capabilities, internet connectivity, such as email, social media, gaming

used by learners of FLMIS.

Impact. The effect or influence of one factor upon another, often resulting in

changes, consequences, or outcomes. The research context refers to the effects

of cellphone usage on the social behavior of Senior High School (SHS) learners.

Social Behavior: It is the observable actions, attitudes, and interactions of

individuals within their social environment, influenced by cultural norms, personal

traits, and environmental factors. This research refers explicitly to how Senior High

School (SHS) learners interact with peers, teachers, and family members, shaped

by their cellphone usage habits.

Chapter 2
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REVIEW OF RELATED LITERATURE AND STUDIES

Related literature
The use of Information and Communications Technology (ICT) equipment

such as mobile phones is essential in carrying out the diverse tasks and

responsibilities in workplaces especially in the Department of Education (DepEd).

Mobile phones complemented with provisions on postpaid lines and prepaid loads

allow the DepEd officials and other personnel concerned to have immediate

communication with clients and stakeholders, and enable them to respond to time-

sensitive issues and concerns.

Today’s generation students focus extensively on their cell phones for social

networking, education, entertainment, and a variety of other purposes. It’s no

longer just about communication. Many of schools have included technology in

their curriculum, and students frequently use their phones for learning. In addition

to engaging in interactive learning activities and communicating with teachers and

classmates, they can access online resources. Notification, organizing, and project

management apps are also well-liked. Concerns exist, however, regarding the

possible negative effects of high school learners using cellphones. These include

cyberbullying, classroom interruptions, and the possible negative effects that

excessive screen usage can do to one’s physical and emotional well-being.

According to Newzoo the Philippines has almost 70 million smartphone

users. China, meanwhile, has nearly a billion people, but its average screen time

sits at 19.54%, though Electronics Hub noted that this may be because of the

country’s restrictions on some technology and social media platforms. For average

screen time on computers, the Philippines sits at eighth with 21.91%, the highest

in Asia, behind the top-ranked 26.69% of South Africa. South Africans also spend

the most time on social media at 22.56%, followed by Brazil at 22.37% and the

Philippines at 21.91%, meaning the three nations’ residents spend over one-fifth

of their day on social media platforms. Based Barker, Krull, and Mallinmon (2006),
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the impacts of mobile phone technologies on learning are portability, collaboration

and motivation enhancing students, parents and teachers’ education system. The

mobile phone portability enables student learning to be ubiquitous in obtaining or

retrieving course information through their mobile phones as they are carried from

class to class or wherever. Their portability can improve a wide variety of learning

settings, namely a field trip, the classroom, or outside the campus.

Their adoption in learning processes by the higher institution management

as student-learning. People’s lives are largely dependent on their cell phones. We

shall refer to both “mobile” and “smartphone” appropriately in this article. When we

refer to a cell phone as being flexible, we usually mean that it has Internet

connection. These are extremely complicated mobile phones with features the

same to those of computers, with respect to technology, computing power, and

networking. In fact, during internet browsing, consumers prefer using their

cellphones over PCs (Ofcom, 2015).

As stated by Statista (2015), there were an expected 2.08 billion

smartphone users worldwide in 2016. In terms of having a cellphone, the gap

between developed and less developed economies in the digital sphere was 31

points in 2015. 75% of respondents in Poland who said they owned a cell phone

were under the age of 18. In line with Pew Research 15% of Americans between

the ages of 18 and 34 and 29 depend on their cell phones to access the Internet

(Center, 2015).

Cellphones are used for a wide range of tasks, including online banking, job

searching, acquiring class materials or instructional contents, getting driving

instructions while using public transportation, and much more. These functions are

in addition to calling, texting, and basic Internet browsing. In response, owners of

cell phones described their gadgets as “helpful” instead of “annoying,” “connecting”

instead of “distracting,” and expressing “freedom” instead of acting as a “leash.”

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Related Studies

A study conducted on students found that using smartphones in class

reduces concentration and affects academic performance (Samaha & Hawi,

2016). Related literature on the behavior of the learners using cellphone includes

various and articles that discuss the impact of Cellphone use on social behavior.

Mobile phone use has also been found to impact students’ social behavior. A study

by Lepp et al. (2014) found that frequent mobile phone use was associated with

reduced face-to-face communication and increased social anxiety.

Similarly, a study by Turkle (2012) found that the constant connectivity

provided by mobile phones could lead to a “loss of solitude” and a decreased ability

to engage in deep conversations with others. In terms of psychological health,

mobile phone use has been linked to symptoms of addiction and anxiety.

A study by Roberts et al. (2014) found that college students who reported

higher levels of mobile phone use exhibited more symptoms of dependence and

reported more daily stress. However, the related literature suggests that while

mobile phones can be useful tools, their overuse and distraction can negatively

impact social behavior, and psychological health. Problematic phone use is seen

as a behavioral addiction. Phubbing is an umbrella term covering three

dimensions, one of them being mobile phone addiction.

Choliz (2010) found Mobile phone addiction and phubbing have similar main

symptoms of dependence, such as lack of impulse control, using a mobile to avoid

unpleasant moods, having problems because of using a mobile, intensive online

activity, sending a large number of text messages, and devoting a large amount of

time to using the mobile every day Facebook is one of the most popular social

networking sites (for a review, see Błachnio, Przepiórka, & Rudnicka, 2013).

Studies by Martin & Ertzberger (2013) and Kim et al. (2014) have

emphasized the importance of understanding the features that influence cellphone

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usage and acceptance. Grant and Hsu’s (2014) study focused on user behavior,

highlighting how cellphones can be beneficial for social interaction and education.

Firmansyah et al. (2020) found substantial evidence supporting the use of

cellphones in education, emphasizing their versatility in various disciplines.

Clayton and Murphy (2016) suggested incorporating cellphones into lessons to

enhance learning and encourage social responsibility.

Research by Lepp et al. (2014) indicated that students can access Internet-

based services anytime and anywhere through their smartphones. Zhang et al.

(2014) highlighted the multimedia learning platforms cellphones offer,

supplementing traditional textbooks. Additionally, studies by Chen et al. (2015)

emphasized the role of cellphones in facilitating effective communication and

teamwork among students and teachers.

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Chapter 3

RESEARCH METHODOLOGY

The main purpose of this research was to analyze the impact of cell phone

usage among senior high school learner’s behavior. In order to achieve this

purpose, appropriate research methodology was adopted to allow for a thorough

and comprehensive analysis. The methodology of this study involved the following

sections research design, locale of the study, subject participants of the study, data

gathering procedure, research instruments, and statistical analysis tool.

Research Design

The researcher utilized a quantitative and qualitative design. It is a formal

objective and systematic process to describe and test the relationship of the

variables. The objective of this study is to know the cellphone usage and the social

behavior among senior high school learners in Francisco Llunch Laya Memorial

Integrated School. Hence, the study used a questionnaire type method to identify

the views of the respondents and the relationship of Cellphone and its impact on

the learner’s social behavior.

Locale of the Study

This study was conducted at Francisco Laya Memorial School in

Pindugangan, Tipanoy, Iligan City. It is located 2 kilometers away from Acello

Badelles Memorial School, a public high school. FLMIS was established in 1971

under the division of Iligan City and it offers kindergarten, Elementary, and Junior

high school and senior high school a. Tipanoy is one of the forty-six (46) barangays

in the municipality where the setting of this presented study is located. The school

has three (3) curriculums the elementary, Junior High School and Senior High

School. The Junior High School has a total of 307 students while the Senior High

School has 84 students, with total of 391 students in Francisco LL Laya Memorial

Integrated School for High School Department.

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Figure 2. Map of Francisco LL. Laya Memorial Integrated School

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Subject Participants of The Study

The participants of this study were among the senior high school students

of Francisco Laya Memorial Integrated School. There were 15 students in ICT and

H.E in grade 11 and 15 in ICT Information, Communication and Technology and

H.E Home economics in grade 12, composed of thirty (30) respondents. In

choosing the respondents for this study, the researcher used random sampling

method of the respondents, who were senior high school students, by listing the

students’ names on a sheet of paper. The name of each participant is put into the

box per each level.

Data Gathering Procedure

Pre-Survey Phase. Preparation of the Letter of Permission to Conduct a

Study. First, the researcher made a questionnaire and asked the teacher if we

could conduct a study on the people included in this study. Then, the researcher

gave the questionnaire to the subject teacher for approval. After the teacher’s

approval, the researcher administered the survey questionnaire to the selected 15

students in grade 11 ICT and 15 students in grade 12 ICT, for 30 respondents.

Survey Phase. Selection of Respondents: The researchers collected the

names of the respondents and put them in the box, then shuffled them to determine

the forty (30) respondents.

Distribution of Instruments: The researchers distribute the instruments, and then

provide 15 items and questions and ask them to answer our questions.

Post-Survey. Interview of Respondents: The researchers selected three

(15) learners from grade 12 and three (15) learners from grade 11 from both ICT

and HE strands. Then, the researchers gathered the data and analyzed it.

Data Analysis: Lastly, the researcher asked the respondents to fill out the form and

return the paper to the researcher for their analysis. Then, the researcher collected
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the data and gathered all the questionnaires for analysis. The data collected were

scored, rated, and analyzed using descriptive statistics.

Research interview

The survey questionnaire is designed to gather quantitative and qualitative

data from SHS learners at Francisco Lluch Laya Memorial Integrated School,

allowing for a comprehensive understanding of the relationship between cellphone

usage and social behavior. By including demographic information, cellphone

usage patterns, and perceptions of impact on social behavior, academic

performance, and psychological well-being, the questionnaire enables researchers

to analyze the multifaceted effects of cellphone use on students’ lives. Additionally,

the inclusion of open-ended questions provides valuable qualitative insights that

can complement quantitative findings and inform future interventions or policies

aimed at promoting healthy cellphone usage habits among SHS learners.

Statistical Tool

The following statistical techniques will be used to analyze and interpret the

data: mean, frequency, percentage, and standard deviation. Mean: This technique

will be used to determine the average of a set of two or more numbers.

Frequency. This stool will assist the researcher in knowing the rate and

summarizing survey data, particularly the survey data.

Percentage. This tool will determine the impact of cell phone usage on the

students in FLMIS Standard deviation.

Mean. This tool was used to describe the average expressed in the distribution of

the collected survey data as the centrality of the number responded by the

respondents.
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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected from the survey that the

researchers conducted. The data is presented in the sequence of the research

order, starting with the problem statement from Chapter 1.

Table 1
Profile of the Respondents in terms of Age and Sex.
Grade Sex
Age Range Frequency %
Levels Male Female
24-26 0%
21-23 0%
11 18-20 5 5 17%
15-17 10 10 33%
24-26 0%
21-23 1 1 3%
18-20 9 3 12 40%
12
15-17 2 2 7%
Total 17 13 30 100%

Table 1 displays the respondents' age, gender, and grade level, with two

grade levels being Grade 11 and 12. The profile of the respondents was analyzed

accurately based on their age, gender, and grade level.

In Grade 11, there were 15 respondents, with five males and ten females.

Among these, ten respondents were aged between 15-17 years, which makes up

33% of the total, while the remaining five respondents were aged between 18-20

years, which makes up 17% of the total.

In Grade 12, there were 15 respondents, twelve males and three females.

Two respondents were aged between 15 and 17, twelve were aged between 18

and 20, and one was aged between 21 and 23. The percentage of respondents

aged 15 to 17 was 7%, 40% were aged between 18 and 20, and 3% were aged

between 21 and 23 and the total of 30 respondent.

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The result shows that Grade 11 female learners frequently used cellphones

inside the classrooms and that among Grade 12, female learners frequently used

cellphones during class hours.

Table 2
Exposure and Cellphone Usage on the Senior High School Learners
Grade Level Time consumed Description Frequency %
1min-30min Almost never 3 30%

31min-1 hour Rarely 4 40%

11 1hours-2hours Sometimes 4 40%

2 hours -5hours Almost every Time 2 20%

beyond 5 hours Every time 2 20%

1min-30min Almost never 3 30%

31min-1 hour Rarely 4 40%

12 1hours-2hours Sometimes 6 60%

2 hours -5hours Almost every Time 2 20%

beyond 5 hours Every time 0 0%

Table 2 provides information on the usage of cell phones of grade 11 and

12 students during their classes. The table shows the time spent by the learners

on their cell phones, their usage frequency, and a brief description of their activity.

According to the data, the grade 11 respondent rarely used their cell phone,

accounting for 30%. In comparison, 40% of the students in this grade rarely used

their cell phones, 40% sometimes used their cell phones, 20% used their cell

phones almost every time, and 20% used their cell phones every time.

Moving on to grade 12 students, 30% almost never use their cell phones,

while 40% rarely do. On the other hand, 60% of the students sometimes use their

cell phones, and 20% use their cell phones every time.

Research has indicated that senior high school learners who use cellphones

to stay connected to others and take care of their mental health can benefit from

these studies. Additionally, research on students’ use of cellphones has been

conducted in higher education institutions, with some studies concentrating on the

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effects of cellphone use on academic performance. It’s important to remember,

though, that using a cellphone frequently may cause negatives. It may impact

students’ ability to pay attention and learn in class, for example. According to one

study, using a cellphone during a lecture causes attention to decline over time.

For students and young adults in particular, mobile phones are essential. In

addition to associates, inanimate items also can trigger attachments in people, and

cellphones have the potential to develop into important safety and security objects.

Table 3
Descriptive Statistics Distribution of cellphones Usage of the grade 11 and Grade
12 respondents on ICT and H.E.
Survey – Items Mean Description

1. Cellphone usage affected my 3.97 Rarely

interaction with my family or friends.

2. My excessive use of my cell phone 3.83 Rarely

resulted in decreased face-to-face
social interaction.
3. I am addicted to using my cell phone. 3.20 Sometimes
4. Cell phone use affects my general 3.83 Rarely
well-being (eg, sleep, physical activity,
mental health).
5. I am trying to limit my cell phone 3.97 Rarely
usage.

Table 3 illustrates the social behavior of learners in terms of communicating

with family and friends, as well as their performance using their cellphones. The

argument is made that many devices can be distracting for students in the

classroom and may even lower their grades. 13.23% of the time, using a phone

has interfered with my interactions with friends and family. My excessive use of

cellphones 12.76% of the time has more decreased my personal social

interactions. I spend usually 10.66% of my time on my cellphone but sometimes

feel addicted to it. About 12.76% of the time, I don’t think that using a cellphone

affects my overall well-being, which includes sleep, exercise, and mental health.

Although I make an effort to minimize my use of my phone, this only occurs

infrequently about 13.23% of the time.

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Students who use cellphones have positive and negative effects. On the

one hand, mobile devices facilitate learning by providing resources, portability, and

collaboration. On the other side, overuse can have a negative impact on wellbeing,

decrease personal interaction, and cause distractions. Achieving balance and

encouraging responsible use are essential.

Table 4
Descriptive Statistics of the Social Behavior of the Grade 11 and Grade 12
respondent on ICT and H.E
Survey items Mean Description

1. l listen to my teacher 1.33 Sometimes

2. l actively participated in the discussion and 1.97 Sometimes

answered the question that I did not understand.

3. l get good grades on tests, quizzes, and 2.20 Rarely

assignments.

4. I want to be prepared for the subjects. 2.17 Rarely

5. I will get frustrated when the discussion is 2.70 Never

interrupted or the teacher is absent.
6. I exert more effort in my assignment. 2.59 Never

7. I study my lesson when I’m not in class. 2.87 Never

8. I study well for quizzes and tests. 2.53

9. I see that extracurricular activities no longer 2.47 Rarely

hinder my studies.
10. I do my assignment. 1.97 Sometimes

The Table 4 above shows that, the survey item “I study my lessons when

I’m not in class” has the highest mean of 2.87. This indicates that respondents

never study their lessons outside of class. This high mean suggests that students

in Grade 11 and Grade 12 are less likely to engage in self-directed study or revision

when not in a classroom setting. It may imply a lack of motivation or interest in

independent learning outside of formal educational environments.

On the other hand, the survey item “I listen to my teacher” has the lowest

mean of 1.33, indicating that respondents only sometimes listen to their teachers.

This low mean suggests that students exhibit inconsistent attentiveness during
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classroom instruction. It may reflect distractions or lack of focus during lessons,

potentially influenced by factors such as cellphone usage or other distractions.

These findings highlight the importance of student engagement and

attentiveness in the classroom, as well as the potential impact of cellphone usage

on academic behaviors and performance in ICT and H.E among Grade 11 and

Grade 12 students. According to Smith 2015, it discussed how smartphone use

can impact the time spent on academic activities and overall productivity, as well

as influence students’ health, which in turn affects their educational performance.

The researchers used pseudonyms to the respondents of Grade 11 and

Grade 12 learners to hide their identities, S1 represents Student 1, S2 represents

Student 2, and S3 represents Student 3.

Researcher: What are some common activities you do with your cellphone?
S1: Some common activities I do with my cellphone include
communication, internet browsing, social media and
photography.
S2: Mag word para mag encodes sa pr (Use Ms. word to encode
our pr)
S3: Ang kasagara namong gihimo sa among cellphone mag
research mag fb (What we usually do on our cell phones is
research and Facebook)

The interview conducted by the researchers the student 1 mentioned

engaging in various activities such as communication, internet browsing, social

media interactions, and photography. These activities reflect the diverse ways in

which cellphones are utilized for personal communication, accessing online

information, connecting with others through social platforms, and capturing

moments through photography.

Student 2 highlighted the use of Microsoft Word for encoding purposes,

indicating the utilization of the cellphone for word processing tasks related to

encoding or documenting information. This suggests that cellphones are used not

only for communication but also for academic or professional tasks that involve

text input and processing.

Student 3 shared that their common cellphone activities include research

and engaging with Facebook. This response underscores the importance of

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cellphones in facilitating research activities and accessing information online.

Additionally, the mention of using Facebook indicates the role of social media

platforms in students’ daily interactions and information consumption.

Overall, these responses shed light on the diverse range of activities that

Grade 11 and Grade 12 students engage in with their cellphones, highlighting the

multifunctional nature of cellphones in supporting communication, information

access, academic tasks, social interactions, and personal interests.

According to the study conducted by Chen and Yang 2016, It emphasizes

that time spent on smartphone use can detract from study activities, potentially

impacting university students’ academic performance. That is why using a smart

phone is not good to student’s performance.

Researcher: Have you observed any negative effects of excessive use of

your cellphone on your academic performance as a senior
high school student?
S1: Yes, I see negative effects with it, because using excessive
time using it will give you migraine and it makes you not sleep
enough time due to its radiation.
S2: Kailangan Dili mag palabig gamit sa cellphone para-Dili mag
labad Ang imong ulo (It’s important not to use the cell phone
too much so that your head is not aching.)
S3: Mawala ka sa leksyon sa imong maestra kung masobraan ka
sa paggamit sa imong cellphone ( You will miss your teacher’s
lesson if you use your cellphone too much)

The interview conducted by the researchers S1 expressed concerns about

the negative effects of excessive cellphone use, citing potential health issues such

as migraines and sleep disturbances due to radiation exposure. S2 emphasized

the importance of limiting cellphone usage to prevent headaches, highlighting the

adverse effects of excessive screen time on physical well-being.

S3: Participant S3 raised the issue of distraction, noting that excessive

cellphone use could lead to missing important lessons from teachers, impacting

academic engagement and learning.

These responses provide insights into the perceived drawbacks of

excessive cellphone use among senior high school students, including health

concerns, distractions, and potential impacts on academic focus and performance.

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Study conducted by N.L. Galambos et.al, Smartphones can be supportive

in the academic setting by providing easy and fast communication and to search

for relevant information. However, the potential negative influence of smartphones

through distraction, multitasking, and/or health implications are dominantly

advanced in the literature to date. It says that smartphones must be helpful but it

can cause so much health implications.

Researcher: Do you think the use of Cellphone has a positive or negative

effects on the social interaction of senior high school
students?
S1: Yes naa gyud siya positibo ug negatibo Kay Ang positibo
magamit nimo sa research Ang negatibo Makadaot kini ug
sege nalang ka ug gamit .(Yes, there are positive and
negative effects of smartphone, the positive can be used in
research while the negative can affect us if we use it often.)
S2: It has both if you don’t know how to manage it.
S3: well it has both negative and positive effects because
cellphone is efficient in doing research and viewing chats from
school, and the negative effects is cellphone addiction and the
students forget their assignment or projects.

The interview conducted by the researchers S1 acknowledges both positive

and negative effects of cellphone usage. They highlight the positive aspect, noting

that cellphones can be utilized for research purposes, enhancing academic

activities. However, they also recognize the negative consequences that can arise

from excessive use, such as detrimental effects on well-being if the device is used

excessively.

S2 emphasizes the importance of proper management of cellphone use.

They suggest that the impact of cellphones on social interaction can be both

positive and negative, depending on how well individuals manage their device

usage.

S3 echoes the sentiment that cellphones have both positive and negative

effects on social interaction. They point out the efficiency of cellphones in

facilitating research and communication within the school context. However, they

also highlight the negative aspects, such as cellphone addiction leading to neglect

of assignments and projects, which can hinder academic performance.

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According to Samuel 2017, it shows that overuse of mobile phones can lead

to negative behavioral changes and reduced academic performance among

participants. That is why we need to limit ourselves using cellphone so that we can

focus listening to our teacher’s discussion and so that it couldn’t be a hindrance

doing the homework and assignments.

Researcher: have you noticed any changes in the attention span or focus
of senior high school students due to the use of Cellphone?
S1: Oo Ang uban Dili ka focus sa study nila daot sa cp kagaya
nako usahay mawala na sa passing daot sa sobra og gamit
sa cp (Yes, some student don’t focus on their studies,
because of cellphone just like me, sometimes I get lost in
passing, due to the effect of using cellphone too much.)
S2: yes! I noticed because nowadays many young people used
cellphone in the wrong way, they didn’t use it on their studies.
S3: oo dili na Sila Maka Buhat sa ilang mga school activities Kay
tungod sa mga online games(Yes, they can no longer do their
school activities because of online games.)

The survey conducted by the researcher, one student mentioned that some

of their peer’s struggle to focus on their studies due to excessive cellphone use,

leading to distractions and hindering their academic performance. Another

participant highlighted that many young individuals misuse their cellphones,

neglecting their studies in favor of non-educational activities. Additionally, a

student pointed out that the prevalence of online games on cellphones has

impacted students’ ability to engage in school activities effectively.

These responses shed light on the potential negative effects of cellphone

usage on the attention span and focus of senior high school students, indicating a

need for further investigation and potential interventions to address this issue.

According to the study conducted by (Poushter, 2016) This study shown that

excessive cellphone use affects attention and learning in classrooms. It also delves

the timing during lectures when cellphones might impair learning. The research

suggests that cellphones can have a negative impact on attention and learning in

educational settings.
 23

Chapter 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

recommendations.

SUMMARY

The study conducted a demographic analysis of senior high school students

at Francisco Lluch Laya Memorial Integrated School, considering age and gender.

This analysis provided an understanding of the student population and their

cellphone usage patterns.

The research also aimed to determine the frequency of cellphone usage

among students, shedding light on how these devices are integrated into their daily

lives and academic activities. Understanding the frequency of usage is essential

for assessing its potential impact on social behavior and academic performance.

The study also examined the social behaviors associated with cellphone

usage among senior high school learners. This examination included aspects such

as communication patterns, social interaction dynamics, and the influence of digital

media on interpersonal relationships within the school community.

Moreover, the research aimed to discern the multifaceted impact of cellphone

usage on the behavior of senior high school students at Francisco Lluch Laya

Memorial Integrated School. The study provided insights into how cellphone usage

shapes student behavior, academic engagement, and overall well-being by

examining positive and negative consequences.

The study provides valuable insights into the complex interplay between

cellphone usage and social behavior among senior high school students. It offers

a nuanced understanding of the challenges and opportunities posed by digital

technology in educational settings.

 24

Findings

Based on the study’s findings, cellphone usage among Senior High School

students at Francisco Lluch. Laya Memorial Integrated School has notable

implications for social behavior and academic performance. The data revealed that

a significant portion of students feel a decrease in face-to-face social interaction

due to cellphone usage, with a considerable percentage admitting to feeling

addicted to their devices.

In addition, while many students believe that cellphone use has a minimal

impact on their general well-being, such as sleep, physical activity, and mental

health, a notable percentage still try to limit their cellphone usage. These findings

underscore the complexity of the relationship between cellphone usage and social

behavior among students, suggesting a need for further exploration into how

excessive screen time may impact interpersonal relationships and overall well-

being.

Furthermore, the study highlights the positive correlation between cellphone

usage and academic performance, with most respondents reporting active

participation in class discussions, improved focus, and better educational

outcomes. However, it’s crucial to recognize the potential distractions of excessive

device usage and promote responsible and balanced cell phone use among

students to optimize their social interactions and academic achievements.

Conclusion

This study has concluded that Grade 11 female learners frequently used

cellphones inside the classrooms and that among Grade 12 female learners

frequently used cellphones during class hours; that senior high school learners

who use cellphones to stay connected to others and take care of their mental

health can benefit from these studies. Students who use cellphones have positive

and negative effects. On the one hand, mobile devices facilitate learning by

providing resources, portability, and collaboration. On the other side, overuse can
 25

have a negative impact on wellbeing, decrease personal interaction, and cause

distractions. Achieving balance and encouraging responsible use are essential.

The survey conducted by the researcher, one student mentioned that some of their

peer’s struggle to focus on their studies due to excessive cellphone use, leading

to distractions and hindering their academic performance. Another participant

highlighted that many young individuals misuse their cellphones, neglecting their

studies in favor of non-educational activities. Additionally, a student pointed out

that the prevalence of online games on cellphones has impacted students’ ability

to engage in school activities effectively.

In conclusion, the findings of this study light on the significant impact of

cellphone usage on the social behavior of senior high school (SHS) learners in

Francisco Ll. Laya Memorial Integrated School. They are analyzing the data that

show the cellphone usage among SHS student has positive and negative

implication. While cellphone serve as valuable tools for enhancing academic

engagement, facilitating communication, and accessing educational resources

they also present challenges, such as decreased face-to-face social interaction

and potential distractions in the classroom.

Recommendation

1. The study recommends for others researcher who wish to do a similar

study to engage other factors which are not tackled in the study on how far the

cellphone affects the social behavior in senior high school learners

2.Teachers shall make enough monitoring of learners using cellphone

inside the classroom regarding the apps they are viewing

3. School administrators must conduct orientation regarding the policy of

using alternative communication platforms inside the classroom/school

4. Learners should follow strictly the school policy in using cellphones.

 26

References

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on Learning: Portability, Collaboration, and Motivation. Journal of
Educational Technology, 32(4), 589-602.

Bloom, B. S. (1968). Mastery Learning Theory and Its Application in Education.

Journal of Educational Psychology, 58(5), 323-328.

Chen, L., & Yang, H. (2016). The Impact of Smartphone Use on University
Students’ Academic Performance. Journal of Educational Technology
Research, 45(2), 189-204.

Chen, S., et al. (2015). Enhancing Teamwork and Communication in Education

Through Cellphone Integration. Journal of Educational Technology and
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Choliz, M. (2010). Mobile Phone Addiction and Phubbing: Symptoms of

Dependence and Impacts on Social Behavior. Journal of Behavioral
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Clayton, M., & Murphy, J. (2016). Integrating Cellphones in Education: Strategies

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Daniyal, A. (2022). Impact of Cell Phone Usage on Mental Health and Well-being.
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Fernandez, L. (2018). Effects of Excessive Cellphone Use on Social Interactions

and Social Well-being in Senior High School Students. Journal of
Adolescent Psychology, 12(1), 45-58.

Firmansyah, H., et al. (2020). The Role of Cellphones in Education: Evidence and
Applications. International Journal of Educational Technology, 15(4), 589-
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Galambos, N. L., et al. (Year). The Dual Effects of Smartphones on Academic

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Educational Psychology, Volume (Issue), Pages

IP Ifienyi, C. (2018). Contradictory Effects of Cell Phone Usage on Quality of Life:

A Study in Senior High School Contexts. Journal of Educational
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Lepp, A., et al. (2014). Mobile Phone Use and Its Impact on Face-to-Face
Communication and Social Anxiety. Journal of Communication Studies,
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McMillan, D. W., & Chavis, D. M. (1986). Sense of Community: A Theory and

Definition. Journal of Community Psychology, 14(1), 6-23.

Mobile Phone Usage Trends: A Comparative Study of PC vs. Mobile Browsing.

Journal of Communication Technology Trends, 18(3), 221-235.
 27

Pew Research Center. (2015). Cell Phone Usage Patterns Among Americans.
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Poushter, J. (2016). The Impact of Excessive Cellphone Use on Attention and
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Samuel, A. (2017). Negative Behavioral Changes and Reduced Academic

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Wang, J. (2023). Effects of Cell phone Use on Study Habits and Academic
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 28

Appendix A

Survey Questionnaire

The Impact of Cellphone Usage on the Social Behavior Among Senior High
School Students in Francisco Ll. Laya Memorial Integrated School.

Dear Respondents, Good day!

The undersigned are presently working on study entitled: “THE IMPACT OF

CELLPHONE USAGE ON THE SOCIAL BEHAVIOR AMONG SENIOR HIGH

SCHOOL STUDENTS IN FRANCISCO LL. LAYA MEMORIAL INTEGRATED

SCHOOL” in partial fulfillment of the requirements for senior high school applied

subjects practical research 1 and 2. In your level of knowledge and skills of this

endeavor, may we request your

Utmost cooperation and participation on this by answering all the items in this

survey Questionnaire. Rest assured that all data gathered, will be kept highly

confidential and will be solely in writing this research. Thank you and God bless us

all.

Truly Yours, The Researchers

 29

Appendix B

SURVEY QUESTIONNAIRE

Kindly fill out the space provided or put a check mark (Check) on the option.

1. Profile of the Respondents: Male_________ Female_________

Age: 12-15 _____ 16-20_____ 21-Above_____

2. Do you have your own cellphone? Yes ______ No______

3. Do you use your cellphone during class or study session?

Yes ______ No______

Instructions: Please choose from the verbal indicators the answer which you
think and feel is right. Check ( ) the number of your chosen answer.
5-Almost never
4- Rarely
3– Sometimes
2– often
1– Every time

Put a checkmark [✓] on the situation/impact when you are using your cellphone
inside the classroom. Always, Often, Sometimes, Rarely, Never
Survey 1 2 3 4 5
1.l listen to my teacher.
2.l actively participate in the discussion and answering the
question that I did not understand.
3.l get good grades on test, quizzes, and assignment.
4.I want to make prepared for the subjects.
5.I well get frustrated when discussion is interrupt or the teacher is
absent.
6.I exert more effort in my assignment.
7.I study my lesson when I’m not in class.
8. I study well for quiz and test.
9. I see that extracurricular activities no longer hinder my studies.
10.Did I do my assignment.

Impact on social Behavior: Check the table based on your social behavior
1- Strongly disagree
2- Disagree
3- None
4- Strongly agree
5- Agree
Instruction: Put a [✓] if you Strongly Disagree, Disagree, None, Strongly Agree,
Agree in this table.
1 2 3 4 5
1.Cellphone usage affected my interaction with my family or friends.
2.My excessive use of my cellphone resulted in a decrease in face-
to-face social interaction.
3.I am addicted to use my Cellphone.
4.I think Cellphone use affects my general well-being (eg, sleep,
physical activity, mental health).
 30

5.I am trying to limit my Cellphone usage.

Appendix C
Interview questionnaire

1. How often did you use your cell phone during school hours?

2. What applications you perform in you with your cellphones?

3. Have you observed any negative effects of excessive use of your

cellphone on your academic performance as a senior high school

student?

4. Do you think the use of cellphones has a positive or negative effect on

the social interaction of senior high school students? Why?

5. Have you noticed any changes in the attention span or focus of senior

high school students due to the use of cellphones?

 31

Appendix D
CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name : Winna L. Alindo

Address : Purok 7 Mibolo, Tipanoy, Iligan City
Status : Single
Date of Birth : July 13, 2005
Place of Birth : Tipanoy, Iligan City
Citizenship : Filipino
Contact Number : 09551033467
Email Address : [email protected]
Father’s Name : William B. Alindo
Mother’s Name : Paulina L. Alindo
Religion : Roman Catholic

B. EDUCATIONAL BACKGROUND

Elementary : Servillano G. Reuyan Memorial Elementary School

Mibolo, Tipanoy, Iligan City
2016- 2017

Secondary : Junior High School

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
2020-2021

Senior High School

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
2023-2024
 32

Appendix E
CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name : Nelson M. Doño

Address : Purok 6 Mibolo, Tipanoy, Iligan City
Status : Single
Date of Birth : August 1, 2002
Place of Birth : Tipanoy, Iligan City
Citizenship : Filipino
Contact Number : 09262774601
Email Address : [email protected]
Father’s Name : Venancio N. Doño
Mother’s Name : Florencia N. Doño
Religion : Roman Catholic

B. EDUCATIONAL BACKGROUND

Elementary : Doroteo S. Lloren Memorial Elementary School

Mibala, Tipanoy, Iligan City
2016- 2017

Secondary : Junior High School

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
2020-2021

Senior High School

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
2023-2024
33