CHAPTER I

PROBLEM
Mobile phones is an electronic device designed for communication by in which it

uses neither satellites and this differs from telephones since it is cordless and only

dependent to network or the cell sites. This technology has a variety of uses since the

discovery of mobile phone like it can help you send text messages easily or call up

friends, family and so much more. Since it has advantage, therefore, it also has

disadvantage, first, it may a way to lose person-to-person conversation, second,

interferences to the networking sites may alter communication, third, not all individuals

have access to this technologies due to poor educational status and knowledge and

lastly, it maybe the reason of getting low marks due to lack of discipline and

management and mobile phone can be a helpful academic tool, or a hurtful academic

disruption depending upon the attitude and use pattern of the student owner.

Mobile phones are undeniably convenient. Because of mobile phones, students

never have to look for a pay phone or wonder about the location of a friend. These

ubiquitous communication tools allow students to reach their peers and their parents

instantly. Everything from ordering a pizza to calling to check movie times is easier with

a cell phone, as the communication device you need is right at your finger tips.

Picture-taking and Internet surfing are readily available on most cell phones. This

aids students in gathering the information that they need for school or accessing their

email or school website. Students benefit from this technology availability as it allows

them to create more polished academic products with less effort than before the ready

availability of cell phones.

 Many parents argue that cell phones keep students safe. A parent is never more

than a phone call away when a student is carrying their cell phone. The presence of a

cell phone also ensures that students can call parents or emergency personnel in the

case of an unforeseen emergency. While most students will never have to use their cell

phone as a safety device, the knowledge that it could be used as such puts parents at

ease and keeps them paying the monthly cell phone bill.

The biggest lament of teachers in regards to cell phones is that they lead to

student distraction and off task behavior. Texting a friend is a tempting diversion that

many students select over listening to a lecture or completing a class assignment. If not

silenced, cell phones can ring during class, drawing everyone's attention away from the

lesson and disrupting the flow of learning. Many teachers worry that this added

distraction negatively impacts students' school performance as it stops them from

dedicating their full attention to their studies.

While useful, many of the features of cell phones can also be used to engage in

inappropriate behaviors. Taking inappropriate pictures and then "sexting" them to a

boyfriend or girlfriend is a growing problem. These pictures often end up in the wrong

hands, which leads to others gaining access to the private photos. Teens often fail to

recognize the long-term implications of inappropriate behavior and engage in the

behavior without considering the consequences. The consequences for inappropriate

behavior are real and long-lasting. Once distributed, sexted photos are almost

impossible to contain. The presence of these racy photos can limit the teens options in

the future and severely mar their reputations.

Technology, particularly mobile phones, once again came under fire because of the

Pinoy youth’s new texting style. Now a national phenomenon (or a national plague?),

the Jejemons’ improper use of words have caused alarm among parents and teachers

alike. Teachers have complained about their students’ adapting this newfound language

in their regular schoolwork. In this case, instead of making things better, technology has

been distorted and has caused bad influence on today’s generation. But that is of

course an exception. Technology has done more good than harm for the youth

admittedly. The advent of e-book readers, for instance, has made books more available

to everyone with just a touch of a button. Laptop computers are being used as an

affordable education device to children around the world. Even mobile phones are now

channels to teach children.

Furthermore, we are challenge regarding the declination of marks and this is

dependent on the side of the student if on how he deals with it or handles the situation.

Certain failures of the student are maybe related to lifestyle and we would like to study

more deeply regarding the situation in this generation. Insofar as, studying this will help

us identify if mobile phones now are very rampant to the extent that also young

individuals uses it. There must be a reason behind these thoughts and with mobile

phone use have something to do with the marks that the students gets, either they get

high marks or not. A must that a student knows practices in order to maintain high

marks or take benefits from doing so, and once a student identifies it’s effects, it may

also a beneficial factor that they must take note or not.

How can a student pass if he or she does not study at all? Especially if when a

student are addicted and uses no limitation on this said mobile phones, Some student
do excel in classes through listening, but how about for those who are poor in

comprehension and yet still addicted to the use of mobile phone. Interest in class

maybe also a factor to consider why students divert’ itself to some activities in order to

avoid boring things. Thus mobile phone had something to do with the academic

performance? Does it give benefits when student are onto use of mobile phone? Those

maybe the basis on pursuing this research but we would like to investigate more.

Another thing to be considered with regards to this problem, the time management of

the student, if doing so, time management had something to do with academic

performance of the student. Academic performance is mainly the action perform of the

student in order to get either high or low marks in his studies by in which students are

motivated differently.

Many implications had mention above, and very sound interesting in conducting this

study since we could compare if does things apply to every student from the previous

studies conducted.

With this information we gathered to create various situations by in which we would like

to give acknowledgement for our sources since them able to sustain and held

information widely for different uses especially in research field task. This is to create

communicable like structure that would give interest for the researcher to pursue on the

topic.
 THEORETICAL FRAMEWORK
According to B. F. Skinner, the entire system is based on operant conditioning.

The organism is in the process of “operating” on the environment, which in ordinary

terms means it is bouncing around its world, doing what it does. During this “operating,”

the organism encounters a special kind of stimulus, called a reinforcing stimulus, or

simply a reinforcer. This special stimulus has the effect of increasing the operant -- that

is, the behavior occurring just before the reinforcer. This is operant conditioning: “the

behavior is followed by a consequence, and the nature of the consequence modifies the

organism’s tendency to repeat the behavior in the future.” Briefly, a behavior may result

either in reinforcement, which increases the likelihood of the behavior recurring, or

punishment, which decreases the likelihood of the behavior recurring. It is important to

note that, a punisher is not considered to be punishment if it does not result in the

reduction of the behavior, and so the terms punishment and reinforcement are

determined as a result of the actions. We learn this way every day in our lives. Imagine

the last time you made a mistake; you most likely remember that mistake and do things

differently when the situation comes up again. In that sense, you’ve learned to act

differently based on the natural consequences of your previous actions. The same holds

true for positive actions. If something you did results in a positive outcome, you are

likely to do that same activity again.

According to Jean Piaget, formalization of the theory of constructivism is

generally attributed to what is an articulated mechanism by which knowledge is

internalized by learners. He suggested that through processes

of accommodation and assimilation, individuals construct new knowledge from their

experiences. When individuals assimilate, they incorporate the new experience into an
already existing framework without changing that framework. This may occur when

individuals' experiences are aligned with their internal representations of the world, but

may also occur as a failure to change a faulty understanding; for example, they may not

notice events, may misunderstand input from others, or may decide that an event is a

fluke and is therefore unimportant as information about the world. In contrast, when

individuals' experiences contradict their internal representations, they may change their

perceptions of the experiences to fit their internal representations. According to the

theory, accommodation is the process of reframing one's mental representation of the

external world to fit new experiences. Accommodation can be understood as the

mechanism by which failure leads to learning: when we act on the expectation that the

world operates in one way and it violates our expectations, we often fail, but by

accommodating this new experience and reframing our model of the way the world

works, we learn from the experience of failure, or others' failure.

It is important to note that constructivism is not a particular pedagogy. In fact,

constructivism is a theory describing how learning happens, regardless of whether

learners are using their experiences to understand a lecture or following the instructions

for building a model airplane. In both cases, the theory of constructivism suggests that

learners construct knowledge out of their experiences. However, constructivism is often

associated with pedagogic approaches that promote active learning, or learning by

doing.
 CONCEPTUAL FRAMEWORK
This chapter contains the literature which had bearing on the present study. From

theories and concepts presented by different authors and their study. The researchers

gleaned some important substantiation in drawing out the conceptual framework.

Using cell phones and playing video games may not be as harmful to children’s

academic performance as previously believed, according to new research by a team of

Michigan State University scholars (March 30, 2009). In addition, In fact, cell phones

had no effect on academic performance among a group of 12-year-olds, the

researchers found in a three-year study published by the Conference Proceedings of

the International Association for Development of the Information Society, or IADIS, in

Barcelona, Spain.

According to the Pew Internet and American Life Project (2009), the researchers

surveyed students from 20 middle schools and an after-school center in Michigan. They

asked how often the children used cell phones and played video games, both online

and offline, and measured the children’s grades, visual-spatial skills and performance

on standardized tests in math and reading. As expected, females used cell phones

more frequently than did males, while males played video games far more frequently

than did females. Some 81 percent of adolescents play video games online
In middle school or high school, a student's life can actually revolve around his/her cell

phone. Thus, if students are concentrating on their cell phone, texting, they cannot

concentrate on the lecture. The negative effects of cell phone usage to students is that

sometimes students spend more time on cell phones than studying but sometimes it

can also communicate well to their group works or something

(http://wiki.answers.com/Q/What_are_the_effects_of_cellphones_to_student_performan

ce)

The next figure, Figure 1 shows the Schematic diagram of the Conceptual Framework
of the study.
Independent Variable: Dependent Variable:

11 - 13 years old Academic Performance

Gender (male or female)

Frequency of use

Type and brand of mobile phone

Parental follow-up
 STATEMENT OF THE PROBLEM

The study mainly focuses on the effects of the use mobile phone to academic

performance of grade six pupils in Cagayan de Oro College – PHINMA for the school

year 2010- 2011.

Specifically the study seeks to answer the following questions:

1. How often do the pupils use their mobile phone?

2. Is there a significant relationship between uses of mobile phone to academic

performance of the pupils within the age group to:

a. Gender

b. Frequency of use

c. Brand or type of cell phone

d. Parental follow - up

3. Who among the male and female are having the mobile phone? Who uses the

said mobile phone frequently?

HYPOTHESIS
1. Grade six pupils of Cagayan de Oro College – PHINMA spend more time on

texting rather than studying their lessons.

2. There is no significant relationship between uses of mobile phone to grade six

pupils of Cagayan de Oro College – PHINMA on their academic performance.

3. Female pupils have the greater percentage in having the mobile phone but male

pupil’s uses the mobile phone frequently.

 SIGNIFICANCE OF THE STUDY

High technology plays an important role in our life, especially nowadays. Most of

the invention is very beneficial to our daily lives. Since innovation are keys that must be

included in order to maintain the capability of this innovation to be more attracting to the

users. We would like to consider the use of mobile phone as significant key to know the

effects of these matters to academic performance. In studying this so, we observe that

rampant use of mobile phone are currently occurring since each individual would like to

continue on communicating to his friends, family and others. As we go on with the

study, we choose to have the whole population of the grade six pupils in Cagayan de

Oro College – PHINMA Education Network as our respondents; hence, this generation

nowadays is more attracted to this gadgets or technology. Everywhere you place your

thoughts, mobile phones are everywhere. Meaning, everywhere you look in the society,

mostly everyone has it. This study is mostly advantageous to our main subjects, since

they are still on the process of success in terms of education. We will be identifying the

main idea of the study, then receive response and give feedbacks. In addition to, this is

also beneficial to this subjects since there are reported studies that mobile phone has

disadvantage effect to the student performance and mainly it lower the marks of this

pupils. This study also beneficial for our subjects for they can do something since it still

early to improve their performance inside there classrooms which we are be dealing

with helping them to pass.

 SCOPE AND LIMITATION OF THE STUDY

This research attempts to study the effect of the use of mobile to academic performance

of grade six pupils in Cagayan de Oro College – PHINMA for 1st grading of the school

year 2010 – 2011. We would like to know if there is significant relationship between

mobile and academic performance and so with the greater number who has mobile

phone in terms of their gender and which of the two genders uses mobile phone

frequently.

The group will study this subject as to span of the 1 st semester this school year 2010 –

2011.
 DEFINITION OF TERMS
To facilitate a better understanding of the study, there are terms which are defined

operationally, or they are given meaning according to how they will be used in this

study. The table below shows definition of terms of the study:

Academic Performace. It is the mark or grade of a certain student wherein either high

or low.

Behaviorism Theory. A theory developed by B.F Skinner which states that learning is

the acquisition of new behavior through conditioning.

Classroom Environment. It is mainly the setting of the classroom or an outlook of a

certain classroom

High Technology. Refers also to advance technology that is use for more general and

simplicity of use.

Mobile Phone. A high technology gadget that is designed for communication and

phone calls and also a wireless phone that is only dependent to networking sites or the

so-called cell sites. Features include in mobile phone are text messaging, phone call,

internet surfing, picture taking and may include also games.

Grade six pupils. Age group belong to the middle school age.

Operant Conditioning. Part of the context behaviorism theory which believes that there

is reinforcement of the behavior by reward or a punishment.

Parental follow-up. Refers to the physical presence of the parents, their accountability

to their children during their time or study performance\

Subject interest. Is a behavior that includes gaining attracted to what is interesting to a

person.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will help us determine the previous research that is one key to

accomplish this study and with the information we gathered, the group can able to

recognize that importance of such information like related literature will also able us to

maintain the momentum and consistency in terms of study focus on the topic we

decided to have which the Effects of mobile phone to Academic performance to grade

six pupils of Cagayan de Oro College – PHINMA Education Network for the school ear

2010 – 2011.

Using cell phones and playing video games may not be as harmful to children’s

academic performance as previously believed, according to new research by a team of

Michigan State University scholars (March 30, 2009). In addition, In fact, cell phones

had no effect on academic performance among a group of 12-year-olds, the

researchers found in a three-year study published by the Conference Proceedings of

the International Association for Development of the Information Society, or IADIS, in

Barcelona, Spain.

According to the Pew Internet and American Life Project (2009), the researchers

surveyed students from 20 middle schools and an after-school center in Michigan. They

asked how often the children used cell phones and played video games, both online

and offline, and measured the children’s grades, visual-spatial skills and performance

on standardized tests in math and reading.

 According to Ruth Balmores, dean of the basic education department that most

of the pupils in there department had their own mobile phone and she mentioned the

most important use of this gadget which she believes that it was very useful for

communication. On the other hand, it also had negative effect or disadvantage since it

can disturb time management and discipline of the pupils in studying. She also said that

there were no memorandum being submitted from Department of Education in relation

to use of mobile phones among the said individuals most especially in the elementary

years but the school itself had its policies on how and when to use the mobile phone.

They are given warning or reprimand for violating the said policy. Since they cannot

stop the increasing numbers of pupils who uses cell phones, in order to be in the policy,

the pupils must inform personally to their respective instructors for either an emergency

related calls or further reason. Hence, still she is not in favor for these pupils who ages

below 12 years old to handle mobile phones as she said. In relation to parental follow-

up, the parents are the one who need to get the grades of their sons and daughters in

order for the teachers to explain reason regards the marks (September 08, 2010).

In 2003, Nokia, the International Youth Foundation, Pearson, and the United

Nations Development program conceptualized the global BridgeIT program which uses

cellular technology to bring educational materials to the developing world. The program

was pilot-tested in the Philippines on the same year and the Text2Teach program was

born.

“Text2Teach is now an evolution of what we have in the past. What we have now

is the ability to download these videos, at very high speeds using the cellular network.

The beauty of this is you can take the program, and take it to those areas that are very,
very rural and don’t have access to the internet. It is much easier with a cellular tower

and with that speed and you can serve the entire community with this content to help

the teachers,” says Nokia Europe Community Involvement head Patrick Gonzales.

Using the mobile application Nokia Education Delivery (NED) installed in special Nokia

phones, teachers are able to download and choose educational audios and videos on

Math, Science and English specifically created for the program.

In addition, “One of the differences of Text2Teach is that learning has become

more mobile. For example I’m a teacher, I can download the materials today, and I will

teach it tomorrow, I can study the materials tonight, at home or wherever I am because

it’s in the mobile phone. It could be the advent of one day, students having their own

mobile phones, downloading educational video materials over the mobile phone.

Text2Teach actually creates that culture of learning in a mobile way,” explains Globe

Telecom Corporate Social Responsibility head Jeffrey Tarayao. The videos are

specifically produced by SEAMEO INNOTECH, with the help of teacher-experts, for the

program based on the Department of Education’s Basic Education Curriculum on Grade

5 and 6 Math, Science and English. The program also uses real time technology where

it utilizes the fast 3G network of Globe for fast download of the educational materials.

According to Nokia Asia Pacific Community Involvement head Jenny Lim. “This

program is based in real-time so they can download updated content from the server. In

the case of DVDs, you have to. That’s the benefit of this technology.” Many of the

materials are preloaded in the mobile device and because of the TV connection

capability of mobile phones; it can be then connected to the television for viewing.
 The clampdown represents the most comprehensive action yet taken by any

government worldwide. It contrasts sharply with the stance of British ministers, who

have largely ignored the recommendations of an official report nine years ago that

people aged under 16 should be discouraged from using mobiles, and that the industry

should be stopped from promoting them to children. Since then their use by the young

has almost doubled, so that nine out of 10 of the country’s 16-year-olds own a handset

(Independent, the French cell phone ban is unique in Europe).

Swedish researchers have found that children and teenagers are five times more likely

to get brain cancer from mobile phones, causing concern their may be an epidemic of

the disease for young people later in life.The French response to this growing concern

of the safety of cell phones for children is threefold:

1. NO advertising of mobile phones directed at children under 12.

2. BANS the sale of cell phones designed for children under 6-years-old.

3. Introduce new limits for radiation from the phones and require mobile phones to

be sold with earphones.French cities have also started an advertising campaign

warning parents about the dangers of cell phone use for children, as well as

discouraging their purchase as gifts over the holidays.

 CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

This chapter presents the methods and procedure used in the conduct of this study. It

includes research design; description of the setting and respondents; the instrument

used for gathering the data; and the statistical treatment used in analyzing and

interpreting the findings of the study.

Research Design

This study used the descriptive method of research. This method is designed to gather

information about existing conditions. Since it will attempt to determine the existing

relationship between the variables.

The descriptive method includes research o present facts on conditions concerning the

state or nature of a person or class of events that may involve procedure of

classification and measurement.

A descriptive study determines and reports the war things are. With this view, the

researchers considered this approach suitable to the present study, (Sevilla et. al. 1999)

Research Locale

The research was conducted at Cagayan de Oro College – Phinma Educational

Network along Maxuniel, Carmen, Cagayan de Oro City.

Respondents

The respondents of the study are purposively all grade six students of the Basic

Education Department of Cagayan de Oro College – PHINMA for the school year 2010

– 2011.

Research Instrument

The researchers used a questionnaire for casual research that will help us to determine

the cause and effect. Which is composed of three parts. The first part is for the

respondent’s name, age and gender. The second part of consists of questions regarding

the use of mobile phone and third one is the academic performance which will be given

by their respective instructors and evaluation, lastly, parental follow – up.

 QUESTIONNAIRE
Instructions:
Write your answer on the space provided and check box for you corresponding
answers.
Age: ______

Gender: ______

Mobile Phone

1. Type and Brand of cell phone: ___________

2. For how long have you use cell phone: ________________________________________

3. How do you often use your cell phone most of the day? (Please indicate average number of

hours): ________________________________________________________________

4. How many cell phones do you have? ________________________________________

5. Are you contented for the type of cell phone you have now? If NO, state why.

Yes

No

REASON: _____________________________________________________________

6. Do you use cell phones during class hours? If YES, state reason.

Yes

No

REASON: ____________________________________________________________
Study Habits

1. Average time do you study in 24 hours basis? __________

2. Do you spend more time on studying rather than using cell phone? If no, state reason.

Yes

No

3. Do you think cell phone can affect your academic performance? If either YES or NO, state Why?

Yes

No

4. Does cell phone help you in your studies? If either YES or NO, state Why?

Yes

No

REASON: _____________________________________________________________

Parental follow – up

1. Do you show your marks or grades to your parents or guardians? If either YES or NO, please

state Why?

Yes

No

2. Do your parents allow you to use cell phone during weekdays? If either YES or NO, please state

reason.

Yes

No

REASON; ____________________________________________________________

3. Does your parent monitor you at school with regards to your grade?

Yes

No
 4. What do you think is the reason that your parents or guardians bought you a cell phone?

_____________________________________________________________________

“THE EFFECTS OF THE USE MOBILE PHONE TO ACADEMIC PERFORMANCE TO

GRADE SIX STUDENTS OF CAGAYAN DE ORO COLLEGE – PHINMA FOR THE
SCHOOL YEAR 2010- 2011. “

IN PARTIAL FULFILLMENT OF THE SUBJECT NURSING RESEARCH (N-40) FOR

SCHOOL YEAR 2010 – 2011

SUBMITTED BY:
Daven, Fritzielynn
Cabatingan, Josephine
Maramara, Franklin
Mahinay, Pearl
Zapatos, Francis Rommel G.
Alfeche, Samuel
Butra, Gabriel

SUBMITTED TO:
Mrs. Norma E. Simborio, RN, MN, DM
Nursing Research Instructor

September 13, 2010