PHINMA Cagayan De Oro College
Max. Suniel Carmen, 900 Cagayan De Oro, Misamis Oriental
Disconnect to Reconnect: Promoting Healthier Smartphone Habits
Among 1st-Year College Students to Enhance Classroom Focus
A Project Proposal presented to the faculty of College of Arts and Sciences
In Partial Fulfillment of the Requirements for the course
GEN 005: The Contemporary World
Presented by:
Boborol, Tyrone
Cababaros, Andre
Callano, Jane Rose R .
Castil, Ray Elias
Gargar, Justin
Gozon, Jodel
Hinampas, Mark Jullianne
Laguba, Khyll Jerome
Lucagbo, Kein Bless
Paner, Jhon Alexander
Yañez, Jophil
March 2025
Chapter l
Problem Background
In recent years, smartphones have become an essential part of our daily lives, especially for
college students. These devices provide instant access to educational resources, communication
platforms, and even entertainment. However, while smartphones offer many benefits, their
overuse has increasingly been linked to reduced classroom engagement and academic
performance. For first-year college students who are still adjusting to the demands of higher
education, excessive smartphone use can be particularly harmful. Studies show that distractions
from smartphones—such as notifications, social media, and gaming apps—can significantly
affect students' attention spans and focus (Twenge et al., 2021).
In the Philippines, the widespread use of smartphones has created both opportunities and
challenges in education. On one hand, digital tools have made learning more accessible,
especially during the shift to online classes brought about by the pandemic. On the other hand,
these same tools have introduced new distractions that hinder students’ ability to concentrate in
class. According to a 2023 study by the Department of Education (DepEd), excessive gadget use
among Filipino students has led to shorter attention spans and difficulty sustaining focus during
lessons. Additionally, a survey by the National Telecommunications Commission (NTC)
revealed that over 80% of college students in the Philippines spend more than four hours daily on
their smartphones, with much of that time spent on non-academic activities like scrolling through
social media or playing games.
A key factor contributing to smartphone overuse is how mobile apps are designed. Social media
platforms, gaming apps, and messaging services use features like notifications, infinite scrolling,
and personalized algorithms to keep users hooked for long periods. Research by Montag et al.
(2022) explains that these features exploit psychological triggers in the brain, creating
compulsive behaviors that are hard to break. In academic settings, this often results in students
struggling to pay attention during lectures, procrastinating on assignments, and experiencing
lower productivity overall.
The negative effects of smartphone overuse go beyond just poor academic performance.
Excessive screen time has been linked to increased stress levels, sleep disturbances, and impaired
cognitive function. A recent study by Zhang et al. (2023) found that prolonged smartphone use
disrupts sleep patterns because of blue light exposure, which interferes with melatonin
production—a hormone crucial for regulating sleep cycles. As a result, many students experience
fatigue and decreased alertness during morning classes, making it even harder for them to focus.
These findings align with earlier research by Kuss et al. (2021), which highlights how
smartphone addiction negatively impacts mental health, including increased anxiety and reduced
academic performance.
To address these issues, educational institutions must find ways to promote balanced smartphone
usage while creating a learning environment that supports concentration and engagement. Some
schools have tried banning phones in classrooms, but the results have been mixed. For example,
Kim and Lee (2022) found that complete phone bans improved academic performance by
reducing distractions. However, other studies suggest that when used responsibly, smartphones
can actually enhance learning outcomes. Chen et al. (2021) demonstrated that incorporating
educational apps into the curriculum could increase student engagement and knowledge
retention.
At PHINMA Cagayan De Oro College (PHINMA COC), smartphone use is prevalent among
students, and its impact on attention span and academic performance cannot be ignored. Many
students struggle to stay focused in class due to constant interruptions from their devices. This
project aims to investigate how smartphones contribute to distractions among first-year students
and propose strategies to help them develop healthier habits. By doing so, we hope to improve
their ability to focus and succeed academically.
CHAPTER II
Goals and Objectives
Goal:
The primary goal of this project is to help 1st-year college students from the CEA Department
(BSEE1, Sections 02 and 03) develop healthier smartphone habits to improve their attention span
and focus in the classroom. By promoting awareness, self-regulation, and digital wellness
strategies, the project aims to create a more engaging and productive learning environment over
2 months.
Objectives
1. Educate Students on the Negative Effects of Excessive Smartphone Use.
● Conduct 2 seminar-workshops led by experts to educate 60 students (30 per section)
about the negative effects of excessive smartphone use on attention span, memory
retention, and academic performance.
● Ensure 100% attendance through mandatory registration for both workshops.
● Collaborate with faculty members and technology professionals to design and facilitate
the workshops.
● The workshops will provide foundational knowledge for students to understand the
impact of smartphone overuse.
● Complete the workshops within the first month of the project.
2. Introduce effective digital wellness strategies, such as screen time management, productivity
apps, and structured phone-free study sessions, to help students regulate their smartphone usage.
Specific: Introduce practical digital wellness strategies during the workshops, including:
● Screen Time Management: Teaching students how to use tools like "Screen Time" (iOS)
or "Digital Wellbeing" (Android) to monitor and limit daily usage.
● Productivity Apps: Recommending apps such as Forest, Focus @Will, or Notion to help
students stay organized and focused.
● Structured Phone-Free Study Sessions: Encouraging students to adopt techniques like
the Pomodoro Technique (25 minutes of focused study followed by a 5-minute break)
without their phones nearby.
● Additionally, implement a 7-day Digital Detox Challenge, where students commit to
reducing non-academic smartphone use by at least 50%. Provide participants with a daily
checklist to track their progress (e.g., no social media during class hours, no phone use 1
hour before bedtime).
Measurable: Engage all 60 students in interactive discussions during the workshops and require
them to submit their completed daily checklists at the end of the detox challenge.Use a Google
Form survey to collect feedback on their experience with the challenge. Track participation rates
and completion of the detox challenge.
Achievable: Provide clear instructions and resources, including printed guides (e.g., detox
challenge rules, app recommendations) and a dedicated WhatsApp group for reminders and
support. Assign volunteer moderators to answer questions and encourage participation
throughout the challenge.
Relevant: These strategies will empower students to regulate their smartphone usage and adopt
healthier habits that directly improve their focus, productivity, and overall well-being.
Time-bound: Roll out the digital wellness strategies during the second workshop in Week 3 of
the first month and complete the 7-day Digital Detox Challenge in Week 4 of the first month.
Follow up with participants during the second month to assess long-term behavior changes.
3. Evaluate and Monitor the Impact of the Project Through Surveys
● Assess the project's impact on students' focus, engagement, and study habits using a post-
project survey distributed to all 60 participants.
● Achieve a 100% response rate for the survey and analyze key metrics, such as self-
reported improvements in attention span and study habits.
● Design a simple, 10-question survey that can be completed in 5–10 minutes and distribute
it via email or an online platform.
● The survey will provide actionable insights into the effectiveness of the project and guide
future initiatives.
● Conduct the survey at the end of the second monthand compile results within one week.
Timeline
June: Planning, Execution, and Implementation
Week 1 (June 3–9): Planning and Preparation
June 1-2, 2025 Finalize collaboration with
faculty members and
technology professionals to
design the workshop content.
June 3-5, 2025 Printed guides for screen time
(Prepare materials) management, productivity
apps, and detox challenge
rules.
CHAPTER III
Intervention and Strategies
The intervention was meticulously designed to promote healthier smartphone habits among 1st-
year BSEE students from sections 1-03 and 1-04, with the ultimate goal of improving their focus
and academic performance. The program consisted of a series of seminar-workshops, interactive
activities, and a hands-on Digital Detox Challenge. Below is a detailed breakdown of each phase
of the intervention, including the contributions of three guest speakers.
The intervention began with an introductory seminar session aimed at educating students about
the project’s main objective: helping them develop healthier smartphone habits to enhance
classroom focus and academic performance. During this session,
Guest Speaker 1: Dr. Maria Santos
Role: Psychologist specializing in digital behavior and screen time effects on cognitive function.
Presentation Focus:
● Explained the psychological impact of excessive smartphone use, particularly its effects
on attention span, memory retention, and learning.
● Shared research findings on how notifications, multitasking, and prolonged screen time
disrupt brain function and reduce productivity.
● Highlighted real-life examples of students who improved their academic performance
after adopting mindful smartphone habits.
2. Workshop Session 1: Understanding the Psychological and Academic Consequences
The first workshop delved deeper into the psychological and academic consequences of
smartphone overuse, building on the foundational knowledge introduced in the seminar.
Guest Speaker 2: Engr. Amir Hasan Bunza
Role: Cybersecurity expert and advocate for responsible tech use.
Presentation Focus:
Engr. Amir Hasan Bunza discussed the role of app design in promoting addictive
behaviors, such as infinite scrolling and personalized algorithms. He also highlighted
how excessive phone use can compromise data privacy and security, especially when
using non-academic apps, and encouraged students to adopt safer and more responsible
technology habits.
3. Workshop Session 2: Introducing Digital Wellness Strategies
The second workshop focused on equipping students with specific tools and techniques to
manage their smartphone usage effectively
Presentation Focus:
● Ms. Anna Reyes demonstrated how to use screen time tracking tools like Digital
Wellbeing (Android) and Screen Time (iOS)to monitor daily usage. She also introduced
productivity apps such as Forest, Notion, and Focus@Will to help students stay
organized and focused, and taught structured study techniques like the Pomodoro
Technique(25 minutes of focused study followed by a 5-minute break).
Hands-On Activity:
● To ensure students could apply what they learned, a hands-on activity was conducted
where students were guided step-by-step on setting app limits, creating schedules, and
setting personal goals to reduce non-academic phone use. Participants practiced using the
recommended apps in real-time, asking questions and receiving live feedback from the
speaker and moderators.
4. 7-Day Digital Detox Challenge: Applying What They Learned
A key component of the intervention was the 7-Day Digital Detox Challenge, which tasked
students with reducing their non-academic smartphone use by at least 50%.
Implementation:
Students received daily checklists to track their progress, including tasks like avoiding
social media during class hours, refraining from phone use one hour before bedtime, and
reducing non-academic screen time by 50%. A dedicated WhatsApp group was created
for participants, where moderators (faculty members and volunteers) provided daily
reminders, motivational tips, and answered questions.
5. Evaluation: Post-Project Survey
To evaluate the effectiveness of the intervention, a post-project survey was conducted at
the end of the second month.
Survey Details:
All 60 participants from BSEE 1-03 and 1-04 were required to complete a short 10-
question survey assessing changes in their focus, study habits, and phone use behavior.
Questions included inquiries such as, “How has your attention span improved since
participating in the project?” “What digital wellness strategies have you found most
helpful?” and “Have you noticed any improvements in your academic performance?”
Findings:
The survey results provided valuable insights into how the seminar, workshops, and detox
challenge influenced students’ digital habits. Data was compiled and analyzed to measure the
overall success of the project and identify areas for improvement in future initiatives.
To reinforce these lessons, the project will implement classroom phone management strategies,
such as designated phone-free study periods and self-monitoring exercises. Students will be
encouraged to use productivity apps that track screen time and limit non-essential phone use
during study hours. Research suggests that structured breaks from digital devices can
significantly improve focus and information retention (Ward et al., 2017).
Through this multi-faceted approach, the project aims to equip students with the tools and
knowledge to balance smartphone use and academic responsibilities effectively. By promoting
awareness, self-regulation, and practical strategies, this intervention will help enhance focus,
improve learning outcomes, and create a more engaging classroom environment.
CHAPTER IV
Support and Resources
To implement this project effectively, securing various forms of support is crucial. This includes
obtaining approval from the college administration, inviting guest speakers with expertise in
digital wellness and technology, and ensuring the availability of necessary funds and equipment.
An organizing committee, along with volunteers, will handle logistics, while educational
materials will reinforce the project's goals.
1. Approval from the college administration and collaboration with faculty members and the
PHINMA Cagayan de Oro College Center for Student Development and Leadership (CSDL) will
be essential in facilitating the event. The CSDL can assist with securing a venue, scheduling, and
overall planning. Coordination with the Computer Engineering and IT departments will ensure
the relevance and effectiveness of the event in addressing students' needs.
2. Guest Speakers
Industry professionals and faculty members with expertise in digital wellness, cybersecurity, and
psychology will be invited to lead discussions on topics such as the impact of excessive
smartphone use, digital distraction management, and responsible technology consumption.
Speaker 1: Dr. Maria Santos – Psychologist specializing in digital behavior and screen time
effects on cognitive function.
Speaker 2: Engr. Amir Hasan Bunza – Cybersecurity expert and advocate for responsible tech
use.
Speaker 3: Ms. Anna Reyes – Educational Technology Specialist focusing on productivity tools
and digital wellness strategies.
Each speaker will present for 30–45 minutes, followed by a Q&A session.
3. Financial Resources
To cover the project's expenses, we will seek financial assistance from a variety of sources,
including the college administration, student organizations, and prominent local politicians in
Cagayan de Oro City. A formal request will be submitted to potential sponsors, outlining the
project's objectives and funding requirements.
We are honored to seek support from the following distinguished political figures in Cagayan de
Oro City:
● Lordan Suan
● Klarex Uy
● Rufus Rodriguez
● Maria Lourdes Acosta-Alba
● Jose Marie Gonzalez
Their involvement will not only help fund the project but also amplify its impact by encouraging
broader participation and awareness.
ITEM QUANTITY UNIT COST TOTAL COST SPONSOR
Expert Speaker 3 2,000 6000
fees
Workshop 60 10 600
Materials
(Printouts)
4. Human Resources and Volunteers
An organizing committee will be formed to oversee the event’s planning, promotion, and
execution. Volunteers will be assigned to assist with logistics, manage audience engagement, and
facilitate interactive Q&A sessions. Moderators will ensure discussions remain engaging and
informative.
5. Technology and Equipment
The success of this project relies heavily on the availability of essential multimedia equipment
such as projector , microphones, sound systems and Wi-Fi access to ensure smooth presentations
and an engaging experience for participants. The event will be held at the PH-building ground
floor auditorium, which is conveniently located and equipped to accommodate the expected
number of participants.
● Multimedia Equipment Sponsor: College IT Department
● Wi-Fi Access: Engr. Glenn T. Lagala
6. Educational Materials and Resources
Pamphlets and digital resources containing strategies for reducing smartphone dependency,
improving focus, and balancing technology use will be distributed. Anonymous Q&A
submission platforms, such as Google Forms and Survey Forms , will allow students to ask
questions without hesitation.
References
Beland, L. P., & Murphy, R. (2016). Ill Communication: Technology, Distraction & Student
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Cain, M. S., & Gradisar, M. (2010). Electronic Media Use and Sleep in School-Aged Children
and Adolescents: A Review. Sleep Medicine, 11(8), 735-742.
Jacobsen, W. C., & Forste, R. (2011). The Wired Generation: Academic and Social Outcomes of
Mobile Phone Use Among University Students. Cyberpsychology, Behavior, and Social
Networking, 14(5), 275-280.
Junco, R., & Cotten, S. R. (2012). No A 4 U: The Relationship Between Multitasking and
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Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The Relationship Between Cell Phone Use,
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Human Behavior, 31, 343-350.
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Twenge, J. M., Krizan, Z., & Hisler, G. (2018). Decreases in Self-Reported Sleep Duration
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Technology. Sleep Medicine, 39, 47-53.
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