Republic of the Philippines

Department of Education
Region 1

S t. Adelaide School-Philippines
Don Matias, Burgos, Pangasinan

EFFECT OF MOBILE PHONES ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL HUMSS STUDENTS AT ST. ADELAIDE SCHOOL PHILIPPINES A. Y. 2023-2024

A Research

Presented to the

Faculty of the Senior High School Department

And Research Studies

St. Adelaide School Philippines

Burgos

In Partial Fulfillment

Of the Requirements for the

Academic Track

HUMANITIES AND SOCIAL SCIENCES

(HUMSS) STRAND

ANGEL MAE BONAO y BALONZO

RHECZILLE ROSETE y ESPAÑOL

RICA ELLA MAE PASCUA y SANIDAD

 LYNDON BUSTAMANTE y ASUNCION

REY MARCK LAPITAN y VIDAL

GERRY FERNANDO PATANI III y BURLAZA

JUSTIN JOVAN VILLANUEVA y GALLA

 Chapter I

THE PROBLEM

BACKGROUND OF THE STUDY

A mobile phone is an electronic device that allows two-way radio communication across a cellular

network of base stations known as cell sites. We are currently in the fifth generation of mobile phones, which

allow us to send text messages, surf the internet, and make phone calls from anywhere in the world. One of

the world's fastest-growing new technologies is the mobile phone. Many people feel anxious about a future

without voice calling, text messaging or mobile internet access.

Keeping students from using their phones during class hours is the most challenging task for

teachers. The use of this device appears to be uncontrollable among students, resulting in distractions. As a

result, internet-enabled mobile phones are helpful in this situation. With the increased use of smartphones,

students are becoming progressively distracted and their attention is being diverted from the course content

during class time (Kuznekoff & Titsworth, 2013). However, controlling the usage of mobile phones during

class hours is a challenge since we use the phone itself in delivering education.

For Today's students, having a mobile phone opens them to a world of possibilities and problems.

The distractions and disruptions are occurring even with classroom and electronic device policies in place in

the classroom and school level (Obringer & Coffey, 2007, St. Gerard, 2006). Many students bring their

cellphones to school with them, in addition to their books and school supplies. Depending on the student's

mindset and usage habits, mobile phones can be a beneficial academic tool or a destructive academic

interruption.

This study focused on the mobile phones and the academic performance of the student,however It

is important since the students in St. Adelaide school Philippines are included, it had a big contribution in our

school to know how big the rates of who’s infected to the problem, since this research is all about the

studies of every students and to know how to avoid this kind of issues, and find a solutions to help the

student who is affected so they can concentrate to their studies.

STATEMENT OF THE PROBLEM

This study focused on the effect of mobile phones to the senior high school HUMSS students under

academic performance.

Specially, this study sought to answer the following sub-problems: 1.What is the demographic

profile of the respondents in terms of:

a) Age

b) Gender

c) Grade&Section

d) Daily amount of mobile phone usage

2. What is the effect of mobile phones to the academic performance of Senior High School students

in terms of

a) Distraction

b) Sleep Disruption

c) Enhanced learning Opportunities

d) Reading Skills

e) Writing Skills

f) Plagiarism

3. Is there any significant difference between the effect of mobile phones to the academic

performance of students.
CONCEPTUAL FRAMEWORK

Figure 1: Effect of Mobile Phones on the Academic Performance of Senior High School HUMSS students in

St. Adelaide School Philippines A.Y. 2024-2025.

HYPOTHESES

NULL HYPOTHESIS 1:Mobile phone has no effect to the Academic Performance of Senior High

School HUMSS students.

NULL HYPOTHESIS 2: There is no significant difference between the effect of Mobile phones on

the Academic Performance of Grade 11 & 12 HUMSS students.

SIGNIFICANCE OF THE PROBLEM

This study, Effect of Mobile Phones on the Academic Performance of HUMSS students of St.

Adelaide School Philippines shows the problems they encounter about their academic performance. The

researchers conducted surveys to selected students of this school to reveal the respondents’ opinions on

problems. This research aims to find ways on how to overcome the effects of mobile phones on the

Academic Performance of HUMSS students.

This aims to:

• To see how mobile phones affects their academic performance at school.

• To address all the possible problems that may students encounter in academic performance.

• To find out if they are learning by themselves or by mobile phones.

The focus of this study is to find out what effect of mobile phones in enabling students on their academic

performance. The attention here is on the learner's academic performance.

Thus,the outcome of this study will be help to the following:

STUDENTS- The importance of this study for students is that they will have enough knowledge and their

perspective and thinking will be broader, and it will also help to shape their talent and skills. it can also help

them achieve their goals or dreams in life.

TEACHERS - The importance of this study for the teacher is a very important thing because the teacher

serves as an instrument for the student to achieve their goal in life. They will also provide knowledge and

they will also make us understand things that we do not know and cannot understand.

PARENTS - The importance of this study for parents is more than wealth because they believe that

education is the key to success. This is also the reason for relief and having a good future for their children

and family.

SCHOOL ADMINISTRATORS- It provides insights into how mobile phone usage affects students' academic

performance, specifically in the Humanities and Social Sciences (HUMSS) strand, allowing administrators to

address potential issues. The findings can inform the creation or revision of school policies regarding mobile

phone usage, ensuring that they support students' academic success. Understanding the effects of mobile

phones can help administrators decide where to allocate resources. It aids in developing targeted

interventions to support students who may be negatively affected by mobile phone use.

SCOPE AND DELIMITATION

The focus of this is to learn and discuss the effect of mobile phones on the Academic Performance

among HUMSS students of the St. Adelaide School Philippines.

The study was conducted at the St. Adelaide School Philippines, Senior High School Department.

The study consists of 81 respondents across the HUMSS Strand.

DEFINITION OF TERMS

This terms play an important role on our Research. It also help our respondents to understand

our whole Research.

Academic Performance: Is a person's academic performance, examples of which are being

active in class, studying the lessons taught by the teacher, listening to the teacher and what they learn

appears in their score or their grade.

 Mobile phone: This is a gadget that you can play games and talk to your friends, this is also one

of the reasons why students lose interest in learning, maybe because they focus more on it than on learning

student.

Distraction: Mobile phones can be a major source of distraction. The constant notifications,

messages, and social media updates can divert students' attention away from their studies, leading to

reduced concentration and lower productivity.

Sleep Disruption: Excessive use of mobile phones, particularly before bedtime, can interfere with

students' sleep patterns.

Enhanced Learning of Opportunities: Mobile phones provide access to a vast array of

educational resources, online courses, and learning apps, which can support and enhance the learning

experience. Students who use their devices for research and educational purposes can benefit from the

wealth of information available at their fingertips, potentially improving their academic performance
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the reviewed literature which have significant role on our Research. The

reviewed literature provided the researcher the needed direction, insights and guidance towards the

attainment of the goals of this study.

RELATED LITERATURE

Local Literature

LEARNER'S ADDICTION TO MOBILE PHONES

Students nowadays getting addicted in mobile phone that can cause the student to be distracted. Nearly a

third of urban Filipinos claim not to be able to live without their mobile phones. According to a survey on the

digital and media habits of consumers. The Ipsos Media Atlas Philippines Nationwide Urban

2011-2012 survey results showed 30 percent of the Philippine urban population nationwide saying

that mobile phones are necessities in life and 21% saying they plan to use their mobile phones

more often. ‘With the multi-functionality of mobile phones, Filipinos say that aside from TV, it’s their

mobile phones that they can’t live without,” Steve Garton (2012), executive director of IpsosBusiness

Insights, said at a presentation in 2012. Mobile phones are important for Communication, but urban Filipinos

also use them for games (22 percent), as digitalcamera (25 percent) and MP3 or audio player (23 percent),

Garton (2012).

THE IMPACT OF MOBILE PHONES TO THE LEARNERS

According to Lemuel Dagandan (2009) the addiction of young people and excessive use of cell

phones causes bad effects especially on our body. Young people also learned the use of acronyms that are

not suitable especially for students because he can bring them to his studies. This has also become an

obstacle for other students in their future. Because of this they cannot focus on their studies.
 According to Sadler's (2007) study, we often hear students say how much they stay up late doing

lessons and how early they wake up to go to school. They say this to brag about what they have done.

Today's students can text and study at the same time, the habits of today's students are really different.

They no longer have enough discipline in using their time and how to spend it meaningfull.

CONNECTION BETWEEN MOBILE PHONES AND STUDENTS

Martin and Ertzberger (2000) says that Mobile phone, in particular, smartphones are particularly

suited for collaborative and augmented learning styles. The increasing use of mobile phone technology

within the higher education context represents a paradigm shift in thinking about teaching and learning

strategies. Mobile phones are enabling the “here and now” of mobile learning, i.e. the ability to practice

authentic learning instantly irrespective of time or location. This type of ubiquitous learning has been shown

to produce significant improvements in student performance, specifically with respect to higher enjoyment

levels, greater “engagement, motivation, focus and enthusiasm” (Martin and Ertzberger, 2013).

MOBILE PHONES BENEFIT ON THEIR LEARNING

The survey revealed that most Filipinos believe that using their mobile phones benefits their

learning at 90% as well as their work at 93%. Telenor (nd), says that respondents in the Philippines are

heavy users of mobile phone. They are most likely to spend at least 90% of the day with their mobile phones

at 53% compared to a 41% average across all markets.

Foreign Literature

IMPACT OF ATTACHMENT TO MOBILE PHONE ON CLASSROOM LEARNING

Literature has reported other negative effects of unregulated mobile phone use in the classroom.

Kuznekoff and Titsworth (2013) reported, ”students who use their mobile phone during class lectures tend to
write down less information recall less information and perform worse on a multiple-choice test than those

students who abstain from using their mobile phones during class.’’

RELATIONSHIP BETWEEN MOBILE PHONE USE AND ACADEMIC PERFORMANCE OF LEARNERS

Frimpong, Asare & Otoo-Arthur (2016) opposed that the major concerns of many teachers is the

potential destruction brought to students by mobile phones usage to play games, check social media sites

and engage in other activities available to them. Mobile phone affects every student in different ways, these

had brought convenience to them and became one of the easiest tool used to access and get information

that is helpful in their studies.

THE IMPACT OF MOBILE LEARNING ON DEVELOPING THE SKILLS

Conversely studies have found that the use of mobile learning has not always been effective.

Kuznekoff and Titsworth aimed at measuring the impact of students learning by watching video clips on

mobile phones. The study found that the students who studied through the mobile phone remembered and

wrote down less information than the students using the traditional method write.

The results of this study also agree with the study of Naderi,Ayati regarding the effectiveness of

using the mobile learning method in academic achievement and self-regulatory learning,which indicates that

the content and method used for teaching are effectiveness. It should be noted that the results of this study

do not agree the results of a number of other studies that dealt with mobile learning,such as; Kuznekoff and

Titsworth, which found that mobile learning was not an effective learning style. However,this disagreement

does not negate or confirm that effectiveness of mobile learning in improving the skills of integrative science

processes, as each study has its own circumstances related to learners,teacher,and assessment methods.

Researchers have found that mobile phone use in school is problematic.Ling and Helmerson

(2000) said that the mobile phone is "at cross purpose with the mission of the school". While in school,

students should fulfill their assigned roles as students who have full concentration on their studies and have
no contact with the outside world.Gergen, 2002; Halpen, 2003 and Franzini, 2002 says that the mobile

phone gives space to combine students' duties thus disrupting and interrupting the academic work of the

students -students. In the past when landline phones were common in schools, there were minimum

distractions and disruptions but currently there is an onslaught of mobile phones and the eagerness of

parents to maintain communicating with their wards, the device becomes part of the classroom. The mobile

phone has the power to undermine the authority of schools and weaken their control over students as well

as it affects their level of academic performances. In review, emerging research suggests that texting,

Internet use, email, and social networking sites such as Facebook can potentially increase multitasking and

task-switching during cognitive activities. academic and declining academic performance.

MOBILE PHONE AS LEARNING TOOL OF THE STUDENT

Noah (2019) in his study found that Smartphone use is gradually becoming a compelling learning

tool for improving distance education teaching and learning. When used, it makes it possible for students to

interact digitally, access online learning platforms, access course resources, and ensure flexible course

delivery

In their recent review of the literature, Chen and Yan (2016) covered one hundred and four studies

that explicitly examined mobile phone multitasking while learning, exploring the topic in multiple fronts.

Indeed, several studies (notably Jacobsen and Forste, 2011, Junco and Cotton, 2012) have

confirmed that students report being connected to more than one social media while performing academic

tasks.
 CHAPTER III

METHODOLOGY

In this chapter, the researcher will discuss the research design, population and sample, data

gathering instruments, data gathering procedure, and statistical treatment. In general, the contents of this

chapter focused on how will the needed data be collected and what is to be done with this gathered data to

answer the formulated problem in Chapter I.

RESEARCH DESIGN

A quantitative non-experimental research study was conducted to collect data 81 randomly

selected female and male who was part of the HUMSS students population of St. Adelaide School

Philippines for the school year 2024-2025. The data collection method was a quantitative survey checklist

questionaire.

POPULATION AND SAMPLE

The total population for this study were Grade 11 & 12 HUMSS learners where the researcher used

as respondents who possessed the characteristics essential to the research inquiry. This entailed identifying

and targeting a population that accurately targets the larger population of interest. To achieve this, the

researcher employed a random sampling technique, utilizing Slovin’s statistical formula to determine the

optimal sample size. This approach ensured that the selected group faithfully represented the

broader population, laying a solid foundation for meaningful and insightful findings.

A total number of 81 random sample respondents from the whole population of students were fairly

distributed from Grade 11 & 12 wherein HUMSS-Aristotle 32, HUMSS-Luther 25 and HUMSS-Aquinas 24

respectively. And fairly distributed per section wherein the researcher distributed it to those respondents who

are available.

Procedure on how we compute and get the exact respondents of each strands.
 𝑁
n= 2
1+𝑁𝑒

n= Sample size

N= Population size

e= Margin of error

11 HUMSS-ARISTOTLE- 42

12 HUMSS-AQUINAS- 32

12 HUMSS-LUTHER- 32

Total=106

106
N= 1.3

N=81

𝑅𝑃𝑆 42
11 HUMSS-Aristotle- 𝑁
(n)= 106 (81)= 32

𝑅𝑃𝑆 32
12 HUMSS-Aquinas- 𝑁
(n)= 106
(81) = 24

𝑅𝑃𝑆 32
12 HUMSS-Luther- 𝑁
(n)= 106
(81) = 25

DATA GATHERING INSTRUMENTS

The data gathering Instruments that we used was to gather the Senior High School; HUMSS

profile. The researcher used survey Checklist that was drawn out from previous studies & research for it is

proven to be much more effective on the type of research that we are having. The researcher also used this

methods of data gathering for it is known to have less bias and the least expensive way of collecting data.

and it also promotes open-minded option that were provided to accommodate open minded options related

to our study to also avoiding kind of bias in the method of collecting this data. It also encourages the
respondent to be more cooperative due to the fact that it is much more comfortable to respond and much

open to options but still related and specific to our type of research that the researcher is conducting.

DATA GATHERING PROCEDURE

A letter of request to conduct the study was prepared. The researcher constructed a questionnaire

checklist, validated by the Teacher of the subject then the questionnaire checklists are distributed. The

researcher conducts the research in St. Adelaide School Philippines through survey, because of the

advantages of the survey method. The researcher explains to the respondents the importance of their

response to the study. The researcher clarifies some terms to the respondents so that the respondents can

answer the questionnaire with full knowledge of their responsibility as the subject of the study. The

researcher requested the respondents to answer with all honesty. The researcher uses a random sampling,

the sampling units are selected randomly by the researcher. In this study since the researcher goal is to

determine the Effect of Mobile Phones on the Academic Performance of Senior High school HUMSS

students, the researcher believes that this method is the most appropriate in choosing the sample for the

research. After the respondents answered the questionnaire, the researcher collected and tallied the data

for interpretation. Based on the data the researcher comes up with conclusion and recommendations for this

study.

STATISCAL TREATMENT OF DATA

The section of the study presents the different statistical tools and treatment done to analyze the

collected data and to give response to the mentioned research problem. And, for easier interpretations of

the results, tables were used for each specific research problems showing summary and figures

The following statistical methods were used

 In order to answer problem number 1, which asked for the profile of the respondents such as age,

Grade & Section, Gender, Daily time mobile phone usage,the researcher used the frequency counts and

percentage distribution.

Formula for frequency count and percentage distribution:

P=f/N=100

Where:

P=percentage equivalent

F- Frequency

N=total no. of respondents

Problem 2

We used this liker scale to identify or know whether strongly agree, agree, disagree and strongly

disagree in the descriptive equivalent of table 2.1 to table 3.6 of positive impact and negative impact on

academic performance of Grade 11 & 12 students and we also used it in table 4.1 and table 4.2 of the

positive impact and negative impact of social media on the academic performance of overall grade 11 & 12

students.

Quantitative Interpretation Qualitative Interpretation Limit of Index

4 Strongly Agree 3.26-4.00

3 Agree 2.51-3.24

2 Disagree 1.76-2.49

1 Strongly Disagree 1.00-1.74

 Republic of the Philippines
Department of Education
Region 1

S t. Adelaide School-Philippines
Don Matias, Burgos, Pangasinan

EFFECT OF MOBILE PHONES ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL

HUMSS STUDENTS AT ST. ADELAIDE SCHOOL PHILIPPINES A. Y. 2023-2024

A Research
Presented to the
Faculty of the Senior High School Department
And Research Studies
St. Adelaide School Philippines
Burgos
In Partial Fulfillment
Of the Requirements for the
Academic Track
HUMANITIES AND SOCIAL SCIENCES
(HUMSS) STRAND
ANGEL MAE BONAO y BALONZO
RHECZILLE ROSETE y ESPAÑOL
RICA ELLA MAE PASCUA y SANIDAD
LYNDON BUSTAMANTE y ASUNCION
REY MARCK LAPITAN y VIDAL
 GERRY FERNANDO PATANI III y BURLAZA
JUSTIN JOVAN VILLANUEVA y GALLA

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, we delve into the analysis and interpretation of data collected from the preceding study. The

study aims to explore how HUMSS student use Mobile Phones and if it has any impact on their Academic

Performance.

1. Profile of the Respondents

1.1 Age

Table 1

Frequency and percentage Distribution of the Respondents According to their Age

Age Frequency Percentage (%) Rank

15-16 years old 16 19.75% 3

16-17 years old 39 48.15% 1

17-18 years old 20 24.69% 2

18 years old and above 6 7.41% 4

TOTAL 81 100%

As shown into the first table 48.15% of the 81 respondents above were 16-17 years old with a total of

39 frequency. Therefore 24.69% of the 20 frequency of the respondents were 17-18 years old. 19.75% of
the 81 respondents were15-16 years old with a total of 16 frequency. 7.41% of the 6 frequency of the

respondents were 18 years old and above.

1.2 Grade and Section

Table 2

Frequency and percentage Distribution of the Respondents According to their Grade and Section

Grade and Section Frequency Percentage (%) Rank

11-HUMSS Aristotle 32 39.51% 1

12-HUMSS Aquinas 24 29.63% 3

12-HUMSS Luther 25 30.86% 2

TOTAL 81 100%

As second table shown, 39.51% of the 81 respondents are from 11-HUMSS Aristotle with 32

frequency total, 30.86% are from the 12-HUMSS Luther with 25 frequency, 29.63% are from the 12-HUMSS

Aquinas with 24 frequency which has the lowest respondents.

1.3 Gender
Table 3

Frequency and percentage Distribution of the Respondents According to their Gender

Gender Frequency Percentage (%) Rank

Male 35 43.21% 2
 Female 46 56.79% 1

TOTAL 81 100%

Table 3 shows the frequency Distraction of the respondents according to their gender. The number of

female respondents occupies 56.79 % with 46 frequency. Therefore, 43.21% of the 35 total frequency of

male respondents which is significantly lower than the number of female respondents.

1.4 Daily time spent on mobile phone?

Table 4

Frequency and percentage Distribution of the Respondents According to their daily time spent on

mobile phone

Daily Time Spent on Frequency Percentage Rank

Mobile Phone

1 hour 7 8.64% 5

2-3 hours 20 24.69% 2

3-4 hours 15 18.52% 3

4-5 hours 8 9.88% 4

5 hours and above 31 38.27% 1

TOTAL 81 100%

Table 4 shows the frequency Distribution of the Respondents According their daily time spent on

mobile phone usage. The majority comprising 38.27% of 81 respondents taking 5 hours and above using

their mobile phone, totaling 31 in frequency. Additional 24.69% of respondents equivalent tp 20 individuals

taking 2-3 hours using their mobile phones. Only 18.52% taking 3-4 hours using their mobile phones.

Therefore 9.88% of the 81 respondents spending 4-5 hours. The remaining 8.64% of respondents

comprising 7 individuals, spending 1 hour using their mobile phones.

 Table 5

Effect of Mobile Phones on the Academic Performance: HUMSS-Aristotle

A. Distraction Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1. Because of the 6 13 10 3 4.5 Strongly Agree

distraction of using mobile
phone my performance in my
academic decreases

2. Mobile phone can 10 12 7 3 6.5 Strongly Agree

take my attention away from
important tasks with alerts
and notifications

3. Using mobile 3 12 17 0 5.5 Strongly Agree

phones did not cause any
distraction to my academic
performance
4. Mobile phones can 8 13 9 2 5 Strongly Agree
be a source of distraction for
students, leading to
decreased focus in the
classroom

5. I found out that 8 16 12 6 7 Strongly Agree

using mobile phones is the
distraction to my academic
performance

Overall Weinghted Mean Rating 19.5

The Table above shows the 32 respondents of 11 HUMSS-Aristotle why is their mobile phones is a

distraction . The most agreed upon variables results that using their mobile phone is a distraction to their

academic performance with a weighted mean of 7 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables is when using mobile phone their performance on their academic

decreases with a weighted mean of 4.5 and the Descriptive Equivalent is Strongly Agree. The Overall

Weighted Mean is 19.5.

 Table 6

B. Sleep Distraction Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Using mobile phone can 9 12 8 3 9 Strongly Agree

disturb my sleep that may
affect my academic
performance.

2.Mobile phone usage can 10 11 10 1 5.5 Strongly Agree

lead to poor sleep quality that
can affect my performance at
school.

3.I found out that using 5 9 15 3 4 Strongly Agree

mobile phone can affect my
sleep hours that can lead to
poor performance at school

4.Using mobile phone is too 9 12 9 2 5.5 Strongly Agree

mentally enganging to relax
and go straight off into sleep.
5.Spending time on a mobile 10 15 5 2 6 Strongly Agree
phone at night can delay my
sleep time.

Overall Weinghted Mean Rating 6

The Table above shows the 32 respondents of 11 HUMSS-Aristotle why is their mobile phones can

affect their sleep hours. The most agreed upon variables results that using their mobile phone can disturb

their sleep hours that may affect their academic performance with a weighted mean of 9 and the Descriptive

Equivalent is Strongly Agree. Meanwhile,the least agreed upon variables is when using mobile phone can

affect their sleep hour that can lead to poor performance at school with a weighted mean of 4 and the

Descriptive Equivalent is Strongly Agree. The Overall Weighted Mean is 6.

Table 7

C.Enhanced Learning Strongly Agree Disagree Strongly Weighted Descriptive

Opportunities Agree Disagree mean Equivalent

1.I can easily access 8 1 8 15 11.5 Strongly Agree

games,video and other
content that are unrelated
to my studies,resulting in
a loss of focus.

2. Over reliance on my 5 7 19 1 3 Agree

mobile devices for
communication can
decrease my
opportunities for personal
interaction, which is
crucial for social learning.

3.Using Mobile phones 7 16 7 2 4.5 Strongly Agree

can enhanced my
learning opportunities that
I may apply to my
academic performance.
 4.Because of mobile 9 14 8 1 5 Strongly Agree
phone my enhanced
learning opportunities
increased.

5.I found out that mobile 6 17 7 2 4 Strongly Agree

phone helped me to
enhanced my learning
opportunities that I may
apply to my academic
performance.

Overall Weinghted Mean Rating 4.125

The Table above shows the 32 respondents of 11 HUMSS-Aristotle why is their mobile phones can

help or affect their Learning Opportunities. The most agreed upon variables results that using their mobile

phone can easily access games,videos and other content that untelated to their studies,resulting in a loss of

focus with a weighted mean of 11.5 and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least

agreed upon variables is when using mobile phone can over reliance for communication it can decrease

their opportunities for personal interaction which is crucial for social learning with a weighted mean of 3 and

the Descriptive Equivalent is Agree. The Overall Weighted Mean is 4.125.

 Table 8

D.Reading Skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Using mobile phone’sc can 12 15 5 0 6 Strongly Agree

help to enchance reading
skills.

2.Because of mobile phones 4 8 10 10 7 Strongly Agree

my skills in reading are low.

3.I found out that using 7 18 6 1 4 Strongly Agree

mobilen phones is a big
advantage to the reading
skills of every student

4. Some notifications often 6 17 9 0 3 Agree

demand attention, leading to
interruption while reading

5.The various colors and and 2 10 16 4 3 Agree

visual elements of apps and
social media can cause
mental fatigue, making it
harder to concentrate on
reading

Overall Weinghted Mean Rating 4.6

 The Table above shows the 32 respondents of 11 HUMSS-Aristotle why is their mobile phones can

help or affect their Reading Skills. The most agreed upon variables results that using their mobile

phones,their skills in reading decreases with a weighted mean of 7 and the Descriptive Equivalent is

Strongly Agree. Meanwhile,the least agreed upon variables is when using mobile phone,notifications can

often demand attention,leading to interruption while reading and the various colors and elements of apps

and social media can cause mental fatigue,making it harder to concentrate on reading with a weighted mean

of 3 and the Descriptive Equivalent is Agree. The Overall Weighted Mean is 4.6

Table 9

E.Writing skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Mobile phones can help to 6 13 9 4 5 Strongly Agree

improve my writing skills

2.my writing skills is good 5 7 17 3 4 Strongly Agree

enough so I don’t have to use
mobile phones

3.I found out that the writings 6 17 8 1 3.5 Strongly Agree

skills of other individual is
increasing

4.The tendency to switch 4 14 12 2 3 Agree

between writing and other
tasks, such as checking
social media or browsing the
internet can hinder me to
focus & diminish the quality of
writing

5.Mobile phones can interrupt 7 10 15 0 3.5 Strongly Agree

my writing process,breaking
concentration and flow.

Overall Weinghted Mean Rating 3.8

 The Table above shows the 32 respondents of 11 HUMSS-Aristotle why is their mobile phones can

help or affect their Writing Skills. The most agreed upon variables results that using their mobile phones can

improve their writing skills with a weighted mean of 5 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables is when using mobile phone,the tendency to switch between

writing and other tasks,such as checking social media or browsing the internet can hinder them to focus and

deminish the quality of writing with a weighted mean of 3 and the Descriptive Equivalent is Agree. The

Overall Weighted Mean is 3.8.

Table 10

F.Plagiarism Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1. Because of 12 11 9 0 6 Strongly Agree

using mobile phones the
rate of plagiarism
increases.

2.Using mobile phones 5 11 16 2 3.5 Strongly Agree

help to prevent other
student to do plagiarism.

3.I found out that the 8 12 11 1 4.5 Strongly Agree

users of mobile phones
had been caused
plagiarism.

4.Through mobile devices 7 15 8 2 4.5 Strongly Agree

it provides instant access
to a vast amount of
information and
resources,making it
tempting to copy and
paste content rather than
creating original work.

5.Mobile phones may shift 10 11 4 7 8.5 Strongly Agree

my focus away from
ethical writing
practices,making it easier
to justify copying someone
 else`s work.

Overall Weinghted Mean Rating 5.4

The Table above shows the 32 respondents of 11 HUMSS-Aristotle doing a plagiarism using

mobilephones. The most agreed upon variables results that using their mobile phones may shuft theur focus

away from ethical writing practices,making it easier to justify copying someone else's work with a weighted

mean of 8.5 and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least agreed upon variables is

when using mobile phone xan prevent other student to do plagiarism with a weighted mean of 3.5and the

Descriptive Equivalent is Strongly Agree. The Overall Weighted Mean is 5.4.

 Table 11

Effect of Mobile Phones on the Academic Performance: HUMSS-AQUINAS

A.Distraction Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Because of the distraction 5 8 8 3 4 Strongly Agree

of using mobile phone my
performance in my academic
decreases

2.Mobile phone can take my 4 12 5 1 3.5 Strongly Agree

attention away from important
tasks with alerts and
notifications
3.Using mobile phones did 5 8 9 2 3.5 Strongly Agree
not cause any distraction to
my academic performance

4.Mobile phones can be a 4 13 4 3 3.5 Strongly Agree

source of distraction for
students, leading to
decreased focus in the
classroom

5.I found out that using 75 12 2 5 5 Strongly Agree

mobile phones is the
distraction to my academic
performance

Overall Weinghted Mean Rating 3.9

 The Table above shows the 24 respondents of 12-HUMSS-Aquinas why is their mobile phone is a

distraction. The most agreed upon variables results that using their mobile phone is a distraction to their

academic performance with a weighted mean of 3.5 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables is when using mobile phone can take their attention away with

important task with alerts and notifications,someone says that mobile phone did not cause any distraction to

their academic performance and some students says that mobile phone can be a source of distraction

leading yo decreased focus in the classroom with a weighted mean of 3.5 and the Descriptive Equivalent is

Strongly Agree. The Overall Weighted Mean is 3.9.

 Table 12

B.Sleep Distraction Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Using mobile phone can 10 7 3 4 7 Strongly Agree

disturb my sleep that may
affect my academic
performance.

2.Mobile phone usage can 10 6 6 2 6 Strongly Agree

lead to poor sleep quality that
can affect my performance at
school.

3.I found out that using 7 5 7 5 6 Strongly Agree

mobile phone can affect my
sleep hours that can lead to
poor performance at school

4.Using mobile phone is too 4 13 4 3 3.5 Strongly Agree

mentally enganging to relax
and go straight off into sleep.

5.Spending time on a mobile 11 9 1 3 7 Strongly Agree

phone at night can delay my
sleep time.

Overall Weinghted Mean Rating 5.9

The Table above shows the 24 respondents of 12-HUMSS-Aquinas why is their mobile phone can

affect their sleep hour. The most agreed upon variables results that using mobile phones can disturb their
 sleep hours that may affect their academic performanceand some students says that spending time on a

mobile phone at night can delay their sleep time with a weighted mean of 7 and the Descriptive Equivalent is

Strongly Agree. Meanwhile,the least agreed upon variables is when using mobile phone is too mentally

engaging to relax and go straight off into sleep with a weighted mean of 3.5 and the Descriptive Equivalent

is Strongly Agree. The Overall Weighted Mean is 5.9.

Table 13

C.Enhanced Learning Strongly Agree Disagree Strongly Weighted Descriptive

Opportunities Agree Disagree mean Equivalent

1.I can easily access 5 9 3 7 6 Strongly Agree

games,video and other
The
content that are unrelated
to my studies,resulting in
Table
a loss of focus.
above
2. Over reliance on my 4 9 9 2 3 Agree
mobile devices for
shows
communication can
decrease my the 24
opportunities for personal
interaction, which is
crucial for social learning.

3.Using Mobile phones 7 13 3 1 4 Strongly Agree

can enhanced my
learning opportunities that
I may apply to my
academic performance.

4.Because of mobile 6 12 3 3 4.5 Strongly Agree

phone my enhanced
learning opportunities
increased.

5.I found out that mobile 9 12 1 2 3.5 Strongly Agree

phone helped me to
enhanced my learning
opportunities that I may
apply to my academic
performance.

Overall Weinghted Mean Rating 4.2

respondents of 12-HUMSS-Aquinas why is their mobile phone can help or affect their

LearningOpportunities. The most agreed upon variables results that using mobile phones can Easily access

games,videos and other content that are unrelated to their studies, resulting on a loss of focus with a

weighted mean of 6 and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least agreed upon

variables is when using mobile phone is over reliance for communication can decrease their opportunities

for personal interaction which is crucial for social learning with a weighted mean of 3 and the Descriptive

Equivalent is Agree. The Overall Weighted Mean is 4.2.

 Table 14

D.Reading Skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Using mobile phone’sc can 6 9 7 2 4 Strongly Agree

help to enchance reading
skills.

2.Because of mobile phones 2 6 7 10 6 Strongly Agree

my skills in reading are low.

3.I found out that using 3 14 6 1 2 Agree

mobilen phones is a big
advantage to the reading
skills of every student

4. Some notifications often 4 10 8 2 3 Agree

demand attention, leading to
interruption while reading

5.The various colors and and 3 12 4 5 4 Strongly Agree

visual elements of apps and
social media can cause
mental fatigue, making it
harder to concentrate on
reading

Overall Weinghted Mean Rating 3.8

The Table above shows the 24 respondents of 12-HUMSS-Aquinas why is their mobile phone can

help or affect their Reading Skills. The most agreed upon variables results that using mobile phones their

skills in reading decreases with a weighted mean of 6 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables is when using mobile phone is a bug advantage to the reading

skills of every student with a weighted mean of 2 and the Descriptive Equivalent is Disagree. The Overall

Weighted Mean is 3.8.

 Table 15

E.Writing skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Mobile phones can help to 9 9 4 2 5.5 Strongly Agree

improve my writing skills

2.my writing skills is good 2 12 8 2 2 Disagree

enough so I don’t have to use
mobile phones

3.I found out that the writings 5 10 8 1 3 Agree

skills of other individual is
increasing

4.The tendency to switch 2 12 9 1 1.5 Strongly

between writing and other Disagree
tasks, such as checking
social media or browsing the
internet can hinder me to
focus & diminish the quality of
writing

5.Mobile phones can interrupt 3 12 8 1 2 Disagree

my writing process,breaking
concentration and flow.

Overall Weinghted Mean Rating 2.8

The Table above shows the 25 respondents of 12-HUMSS-Aquinas why is their mobile phone can

help or affect their Writing skills. The most agreed upon mobile phones can help to improve their writing

skills with a weighted mean of 5.5 the Descriptive Equivalent is Strongly Agree. Meanwhile,the least agreed

upon variables that using mobile phones has tendency to switch between writing and other tasks,such as

checking social media or browsing the internet can hinder them to focus and deminish the quality of writing.

with a weighted mean of 1.5 and the Descriptive Equivalent is Strongly Disagree. The Overall Weighted

Mean is 2.8.
 Table 16

F.Plagiarism Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1. Because of using 8 12 2 2 5 Strongly Agree

mobile phones the rate of
plagiarism increases.

2.Using mobile phones 3 10 9 2 2.5 Disagree

help to prevent other
student to do plagiarism.

3.I found out that the 4 13 7 0 2 Disagree

users of mobile phones
had been caused
plagiarism.

4.Through mobile 5 12 6 1 3 Agree

devices it provides
instant access to a vast
amount of information
and resources, making it
tempting to copy and
paste content rather than
creating original work.

5.Mobile phones may 3 12 3 6 4.5 Strongly Agree

shift my focus away from
ethical writing practices,
making it easier to justify
copying someone else`s
work.

Overall Weinghted Mean Rating 3.4

The Table above shows the 24 respondents of 12-HUMSS-Aquinas on doing a Plagiarism. The most

agreed upon variables results that mobile phone the rate of Plagiarism increases with a weighted mean of 5

and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least agreed upon variables is when the

users of mobile phones had been caused plagiarism with a weighted mean of 2 and the Descriptive

Equivalent is Disagree. The Overall Weighted Mean is 3.4.

 Table 17
Effect of Mobile Phones on the Academic Performance: HUMSS-Luther
A.Distraction Strongly Agree Disagree Strongly Weighted Descriptive
Agree Disagree mean Equivalent

1.Because of the distraction 4 15 2 2 3 Agree

of using mobile phone my
performance in my academic
decreases

2.Mobile phone can take my 5 14 4 1 3 Agree

attention away from important
tasks with alerts and
notifications

3. Using mobile phones did 5 5 8 6 5.5 Strongly Agree

not cause any distraction to
my academic performance

4. Mobile phones can be a 5 12 5 1 3 Agree

source of distraction for
students, leading to
decreased focus in the
classroom

5. I found out that using 6 1 5 2 4.5 Strongly Agree

mobile phones is the
distraction to my academic
performance

Overall Weinghted Mean Rating 3.8

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone is a

distraction. The most agreed upon variables results that using mobile phone did not cause any distraction to

their academic performance with a weighted mean of 5.5 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables is because of the distraction of using mobile phones their

performance in theur academic decreases,some student says that using mobile can take their focus away

from important tasks with alerts and notifications and some says that it can be source of distraction for

students,leading to decreased focus in the classroom. with a weighted mean of 3 and the Descriptive

Equivalent is Agree. The Overall Weighted Mean is 3.8.

 Table 18

B.Sleep Distraction Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent
 1.Using mobile phone can 11 10 3 0 5.5 Strongly Agree
disturb my sleep that may
affect my academic
performance.

2.Mobile phone usage can 7 7 9 1 4 Strongly Agree

lead to poor sleep quality that
can affect my performance at
school.

3.I found out that using 8 11 3 2 5 Strongly Agree

mobile phone can affect my
sleep hours that can lead to
poor performance at school

4.Using mobile phone is too 4 11 6 3 3.5 Strongly Agree

mentally enganging to relax
and go straight off into sleep.

5.Spending time on a mobile 7 8 7 2 4.5 Strongly Agree

phone at night can delay my
sleep time.

Overall Weinghted Mean Rating 4.5

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone can affect

their sleep hour. The most agreed upon variables results that using mobile phones can disturb their sleep

that may affect their academic performance with a weighted mean of 5.5 and the Descriptive Equivalent is

Strongly Agree. Meanwhile,the least agreed upon variables that mobile phone is too mentally engaging to

relax and go straight off into sleep with a weighted mean of 3.5 and the Descriptive Equivalent is Strongly

Agree. The Overall Weighted Mean is 4.5.

Table 19

C.Enhanced Learning Strongly Agree Disagree Strongly Weighted Descriptive

Opportunities Agree Disagree mean Equivalent
1.I can easily access 5 16 2 1 3 Agree
games,video and other content
that are unrelated to my
studies,resulting in a loss of
focus.

2. Over reliance on my mobile 8 11 4 1 4.5 Strongly Agree

devices for communication can
decrease my opportunities for
personal interaction, which is
crucial for social learning.

3.Using Mobile phones can 8 10 4 2 5 Strongly Agree

enhanced my learning
opportunities that I may apply to
my academic performance.

4.Because of mobile phone my 7 12 5 0 3.5 Strongly Agree

enhanced learning opportunities
increased.

5.I found out that mobile phone 7 12 4 1 4 Strongly Agree

helped me to enhanced my
learning opportunities that I may
apply to my academic
performance.

Overall Weinghted Mean Rating 4

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone can help

or affect theirLearningOpportunities. The most agreed upon variables results that using mobile phones can

enhanced their learning opportunities that they may aplly yo their academic performance with a weighted

mean of 5 and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least agreed upon variables that

mobile phone can easily access games, videos and other content that untelated to their studies, resulting in

a loss of focus with a weighted mean of 3 and the Descriptive Equivalent is Agree. The Overall Weighted

Mean is 4.
 Table 20

D.Reading Skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Using mobile phone’sc can 10 12 2 0 5 Strongly Agree

help to enchance reading skills.

2.Because of mobile phones 5 10 6 3 4 Strongly Agree

my skills in reading are low.
3.I found out that using mobilen 10 10 3 0 5 Strongly Agree
phones is a big advantage to
the reading skills of every
student

4. Some notifications often 6 15 2 1 3.5 Strongly Agree

demand attention, leading to
interruption while reading

5.The various colors and and 6 13 5 0 3 Agree

visual elements of apps and
social media can cause mental
fatigue, making it harder to
concentrate on reading

Overall Weinghted Mean Rating 4.1

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone can help

or affect their Reading skills. The most agreed upon variables results that using mobile phones can help to

enhance Reading skills and some students agreed that because of mobile phones their skills in reading are

decreases with a weighted mean of 5 and the Descriptive Equivalent is Strongly Agree. Meanwhile,the least

agreed upon variables that mobile phone's various colors and elements of apps and social media can cause

mental fatigue,making it harder to concentrate on reading with a weighted mean of 3 and the Descriptive

Equivalent is Agree. The Overall Weighted Mean is 4.1.

Table 21

E.Writing skills Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

1.Mobile phones can help to 9 10 3 3 6 Strongly Agree

improve my writing skills

2.my writing skills is good 7 5 7 5 6 Strongly Agree

enough so I don’t have to use
mobile phones
3.I found out that the writings 6 11 5 2 4 Strongly Agree
skills of other individual is
increasing

4.The tendency to switch 6 11 6 1 3.5 Strongly Agree

between writing and other
tasks, such as checking social
media or browsing the internet
can hinder me to focus &
diminish the quality of writing

5.Mobile phones can interrupt 8 6 5 4 6 Strongly Agree

my writing process, breaking
concentration and flow.

Overall Weinghted Mean Rating 5.1

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone can help

or affect their Writing skills. The most agreed upon variables results that their writing skills is good enough

so they don't have to use mobile phones with a weighted mean of 6 and the Descriptive Equivalent is

Strongly Agree. Meanwhile, the least agreed upon variables that mobile phone has a tendency to switch

between writing and other tasks ,such as checking social media or browsing the internet can hinder them to

focus and deminish the quality of writing with a weighted mean of 3.5 and the Descriptive Equivalent is

Strongly Agree. The Overall Weighted Mean is 5.1.

 Table 22

F.Plagiarism Strongly Agree Disagree Strongly Weighted Descriptive

Agree Disagree mean Equivalent

2. Because of using 11 8 5 0 5.5 Strongly Agree

mobile phones the rate of
plagiarism increases.

2.Using mobile phones help to 7 11 9 2 4.5 Strongly Agree

prevent other student to do
plagiarism.

3.I found out that the users of 11 11 1 1 6 Strongly Agree

mobile phones had been
caused plagiarism.
4.Through mobile devices it 10 11 3 0 5 Strongly Agree
provides instant access to a
vast amount of information and
resources,making it tempting
to copy and paste content
rather than creating original
work.

5.Mobile phones may shift my 9 10 3 2 5.3 Strongly Agree

focus away from ethical writing
practices,making it easier to
justify copying someone else`s
work.

Overall Weinghted Mean Rating 5.3

The Table above shows the 25 respondents of 12-HUMSS-Luther why is their mobile phone can help or

affect their Writing skills. The most agreed upon variables results that the users of mobile phones had been

caused plagiarism with a weighted mean of 6 and the Descriptive Equivalent is Strongly Agree.

Meanwhile,the least agreed upon variables that using mobile phones help to prevent other student to do

plagiarism with a weighted mean of 4.5 and the Descriptive Equivalent is Strongly Agree. The Overall

Weighted Mean is 5.3.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMENATIONS

This chapter presents the summary of findings, conclusions, andrecommendations based from the

findings undertaken by the researchers from the study entitled “Effect of mobile phone on the academic

performance of Senior High School Humss students at St. Adelaide School Philippines S.Y. 2024-2025"

The main purpose of the study was to determine the impact of gadgets in learning among Senior

Highschool Students at St.Adelaide School Philippines during the school year 2024-2025. It sought
answers to the following problems: 1. the frequency of use of the following gadgets in learning: cellphone,

computer, and tablet; 2. the impact of gadgets in learning as perceived by the students; 3.the significant

relationship between the frequency of use and the impact of gadgets. The study was conducted at St.

Adelaide School Philippines, which included 81 Senior Highschool student respondents who are enrolled in

the HUMSS strand during the school year 2024-2025. This study made use of the quantitative research

design with the questionnaire as the main gathering tool. The data were tabulated into a contingency table

and treated with the proper statistical measures.

Summary of Findings

The salient findings of the study are as follows and specifically this study is sought to answer the

following questions:

Problem No. 1 What is the profile of the respondents in terms of the following:

1.1. Age

1.2. Strand and Section

1.3. Gender

1.4. Daily amount of Time spent of Mobile Phone usage

The majority of the 39 respondents are 16-17 years old, constituting 48.15% of the sample. HUMMS

Aristotle represents the largest section with 38.51% of respondents.

Problem No. 2 What is the Effect of Mobile Phone use and social behavior of HUMSS students in terms

of:

2.1. Distraction

2.2 Sleep Disruption

2.3. Enhanced Learning Opportunities

2.4. Reading skills

2.5. Writing Skills

2.6. Plagiarism

Problem No.3 Are there any significant difference between Mobile Phone and Academic performance

among Senior High School HUMSS students?

Conclusion

Effect of mobile phone on the academic performance of Senior High School Humss students at St.

Adelaide School Philippines S.Y. 2024-2025 based on the summary of findings conclusions cann be drawn.

Firstly, the majority of respondents were From Humss- Aristotle and were typically 16-17 years old.

Additionally, it was found that spending a significant amount of time using mobile phone is primarily affect

the academic performance of the respondents. Overall these conclusions highlight the effects of mobile

phone on the academic performance of Senior High School HUMSS students.

Recommendation

To enhance the academic performance of Senior High School HUMSS students at St. Adelaide

School, it’s essential to manage mobile phone use effectively. While mobile phones can be valuable

educational tools, they also pose distractions that can impact focus and productivity.

Implementing responsible usage policies is a crucial first step. School-wide guidelines that limit

non-academic phone use during school hours can help students concentrate on studies while using phones

as a resource when needed. Additionally, encouraging educational apps that align with the HUMSS

curriculum can shift students’ perspectives, viewing phones as tools for learning rather than just social

devices.

1.Creating “phone-free” study zones

 Such as libraries or study halls, reduces distractions during study times, promoting better

concentration. Schools can also offer workshops on time management and digital wellness, educating

students on responsible usage and helping them develop balanced phone habits.

2.Parental involvement

Is also important Parents can monitor phone usage at home and support balanced use that doesn’t

interfere with study time. Furthermore, promoting productivity apps like task organizers or reminders allows

students to use phones effectively to manage academic responsibilities.

3.Regular feedback from teachers on students’ mobile habits

It can provide guidance, helping students adjust their usage to positively impact performance.

Additionally, promoting physical activities offers students an alternative to screen time, supporting mental

well-being and academic focus.

4. Limiting social media during study hours

By using app timers or muting notifications Regular evaluation of these recommendations throughout

the year will help refine mobile usage policies, ensuring that phones serve as a support tool rather than a

distraction. Through these efforts, students can maximize their learning potential and better balance mobile

technology with academic success.

 APPENDICES

APPENDIX A

Figure 2: Distribution of Survey Questionnaire

Figure 3: Tallying of Data

 Figure 4: Analysis and Computation of Data

Figure 5: Interpretation of Data

Republic of the Philippines

Department of Education
Region 1

S t. Adelaide School-Philippines
Don Matias, Burgos, Pangasinan

Letter to the School Principal

Dear Ms. Adelaida G. Carvajal,

In partial fulfillment of our requirements for our subject Practical Research 2, we the Grade 12 researchers
from 12 HUMSS LUTHER would like to ask for your permission to conduct this study entitled “EFFECT OF
MOBILE PHONE ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL HUMSS STUDENT
AT ST. ADELAIDE SCHOOL PHILIPPINES S.Y. 2024-2025”. Your approval to our request will be greatly
appreciated. Thank you and God bless!

The researchers
BONAO, ANGEL MAE B.
ROSETE, RHECZILLE E.
PASCUA, RICA ELLA MAE S.
BUSTAMANTE, LYNDON A.
LAPITAN, REY MARCK V.
VILLANUEVA, JUSTIN JOVAN G.
PATANI, GERRY FERNANDO III B.

MS. JOY NACORDA

Adviser, Practical Research 2

ADELAIDA G. CARVAJAL,MAEd
School Principal

Republic of the Philippines

Department of Education
Region 1

S t. Adelaide School-Philippines
Don Matias, Burgos, Pangasinan

Letter to the Respondents

Dear Respondents,

Our group is conducting a survey in line with our research study entitled “EFFECT OF MOBILE PHONE ON
THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL HUMSS STUDENT AT ST. ADELAIDE
SCHOOL PHILIPPINES S.Y. 2024-2025”. This study aims to know the possible effects of mobie phones
towards academic performance of the senior high school HUMSS students. Therefore, this study will be
useful for you to further lighten your awareness on how the mobile phones affects your academic
performance. We would like to ask your permission to allow us to take some of your time for us to conduct a
survey for our research study. Thank you for your assistance in this important endeavor.
The researchers
BONAO,ANGEL MAE B.
ROSETE,RHECZILLE E.
PASCUA,RICA ELLA MAE S.
BUSTAMANTE,LYNDON A.
LAPITAN,REY MARCK V.
VILLANUEVA,JUSTIN JOVAN G.
PATANI,GERRY FERNANDO III B.

MS. JOY NACORDA

Adviser, Practical Research 2

ADELAIDA G. CARVAJAL,MAEd
School Principal

Republic of the Philippines

Department of Education
Region 1

S t. Adelaide School-Philippines
Don Matias, Burgos, Pangasinan

QUESTIONNAIRES

Effect of Mobile Phone on the Academic Performance of Senior High School Humss Students at St.
Adelaide School Philipppines S.Y 2024-2025

PART 1: Profile of the Respondents

Name: (Optional)________________________________________________________
Directions: Please indicate your choices by placing a checkmark (√) next to the option that best
represents your profile.

A. Age

15-16 years old

16-17 years old

17-18 years old

18 years old and above

B. Grade & Section

11 HUMSS – Aristotle

12 HUMSS - Aquinas

12 HUMSS - Luther

B. Gender

Male

Female

C. Daily time spent on mobile phone?

1 hour

1-2 hours

2-3 hours

3-4 hours
 4-5 hours

5 hours above

Part II: The effect of mobile phones to the Academic Performance of Students.
Directions: For each statement below,please place a checkmark (√ ) how much you agree or
disagree based on your experience about the effect of mobile phones on your academic
performance. Please answer honesly and accurately.

Scale Value:
Equivalent descriptive Rating Scale Weighted Average
Strongly Agree 4 3.26 - 4.00
Agree 3 2.51 - 3.24
Disagree 2 1.76 - 2.49
Strong Disagree 1 1.00 - 1.74

C. Distraction 4 3 2 1

6. Because of the distraction of using mobile phone my performance in my

academic decreases

7. Mobile phone can take my attention away from important tasks with alerts
and notifications

8. Using mobile phones did not cause any distraction to my academic

performance

9. Mobile phones can be a source of distraction for students, leading to

decreased focus in the classroom

10. I found out that using mobile phones is the distraction to my academic
performance

D. Sleep Distraction 4 3 2 1

1.Using mobile phone can disturb my sleep that may affect my academic
performance.
2.Mobile phone usage can lead to poor sleep quality that can affect my performance
at school.

3.I found out that using mobile phone can affect my sleep hours that can lead to poor
performance at school
4.Using mobile phone is too mentally enganging to relax and go straight off into sleep.

5.Spending time on a mobile phone at night can delay my sleep time.

C.Enhanced Learning Opportunities 4 3 2 1

1.I can easily access games,video and other content that are unrelated to my
studies,resulting in a loss of focus.
2. Over reliance on my mobile devices for communication can decrease my opportunities
for personal interaction, which is crucial for social learning.
3.Using Mobile phones can enhanced my learning opportunities that I may apply to my
academic performance.
4.Because of mobile phone my enhanced learning opportunities increased.
5.I found out that mobile phone helped me to enhanced my learning opportunities that I
may apply to my academic performance.

D.Reading Skills 4 3 2 1

1.Using mobile phone’sc can help to enchance reading skills.

2.Because of mobile phones my skills in reading are low.

3.I found out that using mobilen phones is a big advantage to the reading skills of
every student

4. Some notifications often demand attention, leading to interruption while reading

5.The various colors and and visual elements of apps and social media can cause
mental fatigue, making it harder to concentrate on reading

E.Writing skills 4 3 2 1

1.Mobile phones can help to improve my writing skills

2.my writing skills is good enough so I don’t have to use mobile phones

3.I found out that the writings skills of other individual is increasing

4.The tendency to switch between writing and other tasks, such as checking social
media or browsing the internet can hinder me to focus & diminish the quality of
writing
5.Mobile phones can interrupt my writing process, breaking concentration and flow.
F. Plagiarism 4 3 2 1

3. Because of using mobile phones the rate of plagiarism increases.

2.Using mobile phones help to prevent other student to do plagiarism.

3.I found out that the users of mobile phones had been caused plagiarism.

4.Through mobile devices it provides instant access to a vast amount of information

and resources,making it tempting to copy and paste content rather than creating
original work.
5.Mobile phones may shift my focus away from ethical writing practices,making it
easier to justify copying someone else`s work.

APPENDIX C

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