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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.
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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.
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Technology, particularly mobile phones, once again came under fire because of the
Pinoy youths 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 todays 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 its 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
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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.
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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
organisms 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, youve 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
ofaccommodation and assimilation, individuals construct new knowledge from their
experiences. When individuals assimilate, they incorporate the new experience into an
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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 particularpedagogy. 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.
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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 childrens
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 childrens 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
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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:
11 - 13 years old
Gender (male or female)
Frequency of use
Dependent Variable:
Academic Performance
Type and brand of mobile phone
Parental follow-up
http://wiki.answers.com/Q/What_are_the_effects_of_cellphones_to_student_performancehttp://wiki.answers.com/Q/What_are_the_effects_of_cellphones_to_student_performancehttp://wiki.answers.com/Q/What_are_the_effects_of_cellphones_to_student_performancehttp://wiki.answers.com/Q/What_are_the_effects_of_cellphones_to_student_performance -
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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
pupils uses the mobile phone frequently.
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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.
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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 1 st 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 1st semester this school year 2010
2011.
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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\
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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 childrens
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 childrens grades, visual-spatial skills and performance
on standardized tests in math and reading.
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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,
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very rural and dont 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 Im 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
its 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 Educations 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. Thats 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.
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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 countrys 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.
http://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.htmlhttp://www.independent.co.uk/life-style/gadgets-and-tech/news/french-government-bans-advertising-of-mobiles-to-children-1299673.html -
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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.
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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
respondents 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.
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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: ____________________________________________________________
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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
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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, JosephineMaramara, 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
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