CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
In 2001, users of cellphones were less than a billion but by the end of 2010, it had
reached five billion worldwide with the developing countries outnumbering the developed
countries when it comes to subscriptions. It only shows how successful cellphones are as one of
the developments of Information and Communication Technologies (ICT). (Kelly & Rebello,
2010).

One article in 2002 talked about school issues that emphasized the concerns of parents to
their children’s safety in schools that is why the Education World Website mentioned that school
administrators and state lawmakers are making an action on what school policies can be made
when it comes to the role of cellphones to the students, pupils, and to the school. Nowadays, the
use of cellphones are acknowledged at schools with limitations. Mobile phones are now used not
just for emergency anymore. For example, students use it to manage busy schedules, do home
works, and to communicate by giving text messages daily to their parents or friends. Also, more
and more cellphones are now seen even in the elementary level and innovative teachers and even
teachers of students themselves are considering cellphone technologies as tools for teaching.
“Times Change,” as said by Georgia Senator and Chairman of Education Committee Richard
Marable to the Education World. “Certainly we can protect the educational integrity of schools
and still utilize this high technology.” (Delisio, 2002).

Young people and educational institutions are among the 7 billion connections worldwide
and subscriptions in every part of the countries. (Twum, 2010) Today, phones are being used
also for voice calls, messaging, data use, multimedia, and even games, giving cellphones an
opportunity to be categorized as a “need” by the people. With different kinds of android
cellphones becoming more affordable and inexpensive accessibility to its applications, facilities
and software made easy for the people to connect each other by chatting, streaming,
downloading and uploading videos to the internet. (Olofuniyi Fashiku, & Owombo, 2012). It is
not surprising that smartphones and tablets have replaced basketballs and baby dolls on wish lists
of children.

1
 Imagine a world without a cellphone. The mere thought of losing battery on our cell
phones in the middle of the day can send some into panic attacks. Today, we live in the digital
world. It is literally impossible to go through a day without using our cellphones in our daily
lives. The importance of cellphones in our lives is undeniable. Through the use of cellphones,
communication across the world and finding information is now very easy with the addition of
the internet feature.

The survey results of Ipsos Media Atlas Philippines Nationwide Urban in 2011-2012
showed that 30 percent of the Philippine urban population nationwide said that mobile phones
are necessities in their life and 21 percent said they plan to use their mobile phones more often
because of its multi- functions. It is proven by the survey of Statista in year 2015- 2016 that the
number of smartphone users in the Philippines during the said year is increasing.

In 2017, the number of smartphone users in the Philippines was estimated to reach 30.4
million. This would mean that around 32 percent of the population (104.9 million) in the
Philippines would use a smartphone. This number is expected to rise to 40 percent by the year
2021. Ipsos also showed that visiting social networking websites is the top online activity among
urban Filipinos (76 percent), followed by e-mail and chat (71 percent), information and search
(48 percent), watching video (38 percent) and downloading or uploading (35 percent). Therefore,
the experts justify that engaging ourselves in buzzing, beeping and scrolling all day to these
smartphones makes us more productive. It is undeniably the fact that mobile phones has
importance and uses in our daily life. However, despite of all the functions and advantages,
smartphones may not always be good for us considering that it can be a distraction. We pay less
attention to our surroundings when using it and may lose track of time. It has also negative
impact on our personal connection, taking away the intimacy and connectedness with the people
around us or the real social and human connections (Statista, 2016).

Children these days are much more knowledgeable in using gadgets, specifically
cellphones that are handy. There is no denying that cellphones no matter what brand it is, has
already entered the daily lives of today’s children. With this research, there will be clarifications
on how big is the impact of cellphones to children when it comes to their studying habits. Since
as mentioned earlier, it has become a part of everyone’s daily lives, we need to ask, is it a helpful
tool or a distraction?

2
 Research findings from Piraino, A., & Wilson, L., (2015) show us that using cellphones
can foster student-teacher interaction, integrate classroom polling, and provide student-friendly
platforms to in-class academic research and citation. Meanwhile, the findings of Parasuraman,
Thamby Sam, Wong Kah Yee, Lau Chik Chuon, & Lee, (2017) showed that mobile/hand phones
are powerful communication devices and have become an integral part of our lives. These
findings only prove how influential cellphones could be, not just to the students’ study time, but
also to the teachers, providing integration to school subjects and activities.

This research falls under PNU Research Agenda’s Innovations in Curriculum and
Pedagogy, a research in trends and innovations in Philippine education and abroad, because
recommendations for improvement of cellphone usage in education is possible, such as creating
educational applications that will surely connect the teacher more easily to his or her students as
well as improving the students’ learning experiences.

Statement of the Problem

This research sought evidences to answer the question, how does cellphone usage affect
the Grade 3 students’ study habits? More specifically, it sought to find the answers to the
following specific questions:

1. How long do grade 3 students use their cellphones daily?

2. For what purposes do grade 3 students use their cellphones?
1.1 For school work
1.2 For communication
1.3 For entertainment
1.4 For finding information
3. What study habits do Grade 3 students have?
4. What is the relation of grade 3 students’ cellphone usage to their study habits?

Conceptual Framework

Cellphone Usage

Modern cell phones enable users to access a variety of electronic media at almost any
time and any place (Hossain, Miah, & Rahman, 2017). Classroom cellphone use cannot only

3
help increase student interest and engagement but can also provide teachers with a streamlined
approach to the integration of in class academic research and active learning (Piraino, Wilson,
2015). Students who were not using their mobile phones wrote down 62% more information in
their notes, took more detailed notes, were able to recall more detailed information from the
lecture, and scored a full letter grade and a half higher on a multiple-choice test than those
students who were actively using their mobile phones (Kuznekoff, & Titsworth, 2013).

Study Habits

Study habits are mainly external factors that facilitate the study process such as sound
study routines that include how often a student engages in studying sessions, reviews the
material, self-evaluates, rehears explaining the material, and studies in a conducive environment
(Cerna, M.A., & Pavliushchenko, K., 2015). That is how one study and the habits, which
students form during their school years (Ebele, & Olofu, 2017).

Theoretical Relationship

Various advances in technology has led to the introduction of mobile phones in our life.
Somehow, it has become an integral part of our lives. Almost everyone today can be seen
possessing a mobile phone. The new era has made smartphones very popular. Earlier, the basic
mobile phones were just meant for communication by voice or simple text (SMS). However, the
smartphones have much more to offer. A basic mobile phone nowadays has internet facilities,
various applications and other very useful features that have made life easier. No wonder the
usage of mobile phones is trending and growing day by day. Everyone is so much into their
mobile phone that they cannot seem to get over it. Increased addiction to these mobile phones
has given rise to many negative problems among children overall on the society.

Cellphones and handheld devices were interfering with bonding and parental attention;
there is a lack of interaction between parents and children.

“They (children) learn language; they learn about their own emotions, they learn how to
regulate them. They learn by watching us how to have a conversation, how to read other people’s
facial expressions. And if that’s not happening, children are missing out on important
development milestones.” (Radesky, 2015).

4
 One of the important benefits of internet is that children also earn from internet through
bloggers by sharing their knowledge. It provides a great source of income for children and also
improves his/her own skills. The children who are shy and are not able to raise their questions in
their classrooms get their doubts cleared online. They also get chance to see questions asked by
other children and learn effectively. There are proofs in the researches that those children who
use internet show increase in cognitive abilities such as memory, spatial and logical problem
solving, critical thinking, concentration, abstraction and comprehension. Through internet, the
children that are exposed to a much wider and large environment where there is much more and
better competition. Through internet children’s language and literacy, development is often
promoted, increasing verbal and non-verbal skills. The internet also helps the children to
improve their social life. It allows the children to communicate to discuss their projects,
assignments or doubts. The use of internet in classrooms often allows the children to work in a
group and sharing their ideas. From these positive experience children can improve their
attitudes about learning.

The internet has evolved to become a very useful, faster and easier way of learning by the
children However, the internet has created difficulties for those who overuse it or try to exploit it.
Although it provides a large amount of information but all the websites are not trusted ones.
There are sites that provide unreliable information, which cannot be trusted upon. Children have
become lazy and think copy and paste as the shortcut to their work, but this is injustice to those
who spent their time and knowledge to produce the original work. This is one of the most
undesirable effects of internet.

Cell phones have undoubtedly become an integral part of modern society, and
increasingly common among K-12 children and adolescents. According to a recent study
conducted by Pearson Education, 82% of high school students use mobile devices regularly. Of
course, with the increasing popularity of cell phone among students comes the sharply contested
debate as to whether or not they should be allowed in classrooms. While there is a valid case to
be argued by parents and educators that cell phones are disruptive to the learning environment
and can lead to negative behaviors such as cheating on exams, cell phones can certainly enrich
and become a useful educational tool in supplementing teaching instruction. (Pearson Education
study)

5
 The framework in the study is shown in the conceptual paradigm on Figure 1.1

STUDY HABITS
 Setting study goals
 Studying where it is quiet
CELLPHONE USAGE
 Having all the supplies needed for studying
No. of hours grade 3  Taking short breaks when studying
pupils use cellphones  Putting notes in their own words
 Studying with a friend
Independent  Turning in all assignments on time
 Start studying days before the test
 Dedicate time for studying
 Prioritizing what material is needed for studying

Dependent

Figure 1.1 Framework of the Study

Significance of the Study

The researchers look forward to provide beneficial results to the following:

TEACHERS. The given data will raise awareness of teachers on how cellphones can make
learning more effective and engaging inside and outside the classroom, encourage the students to
learn and to improve their academic performances.

PARENTS. The results will provide the parents realizations on how important their guidance of
their children is when it comes to using their cellphones as well as in their studies.

FUTURE RESEARCHERS. The gathered data can be useful in future researches that also tackle
about the effects of cellphone usage to students’ study habits.

Scope and Delimitation

Grade 3 students of Saint Jude Catholic School who use cellphones were the respondents
of this research. Their responses for this research were recorded through a questionnaire and

6
study skills checklist. Therefore, the result is limited only to the responses in the questionnaire
and data from the checklist.

Definition of Terms

For better understanding of this study, the following terms are defined operationally as
follows:

Cellphone Usage It is the total amount of time students

use their cellphones as well as when
they use it for school. (See Appendix A)

Study Habits It refers to the routines or practices

students do for better understanding of
what they are studying. In this research it
will be identified through a Study Skills
Assessment Checklist. (See Appendix B)

7
 CHAPTER II

METHODOLOGY

This chapter shows the methods used in this study: (a) research design, (b) sample and (c)
sampling techniques, (d) instrumentation, (e) data gathering procedures, (f) data analysis and
description of the instruments.

Research Design

This research made use of the quantitative correlation method that emphasizes
objective measurements and the statistical, mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using
computational techniques. Quantitative research focuses on gathering numerical data and
generalizing it across groups of people or to explain a particular phenomenon (Babbie, 2010).
Correlational research designs are used by investigators to describe and measure the degree of
relationship between two or more variables or sets of scores. It is a procedure in which subjects’
scores on two variables are simply measured, without manipulation of any variables, to
determine whether there is a relationship (Creswell, 2002).
This chapter encompasses and identifies the participants’ answers to the survey questions
provided. Survey is a research method for collecting information from a selected group of people
using standardized questionnaires or interviews. Surveys also require selecting populations for
inclusion, pre-testing instruments, determining delivery methods, ensuring validity, and
analyzing results. (Light & Willett, 1990).

In this study, the researchers gathered information about the cellphone usage of grade
three students and its correlation with their study habits.

Sample

The Saint Jude Catholic School, which is the research setting, is a Catholic private school
located in the district of San Miguel in Manila, Philippines, adjacent to Malacañang Palace. The
coeducational school, run by the Society of the Divine Word, teaches preparatory, elementary
and high school, and is the older of the two Judenite institutions in the country. The school draws
inspiration from the life and works of the institution's patron saint, Saint Jude Thaddeus. The

8
school was founded by Chinese priests, Rev. Fr. Peter Yang, SVD and Msgr. Peter Tsao, SVD
and later joined by Msgr. Tchou who died on November 7, 2008.

The school currently has a total of 3300 students having an average class size of 40 – 45.
The Nursery and Preparatory Department has 4 hours in school day while both the Grade School
and High School Department have 9 school hours each.

Sampling Technique

Purposive Sampling determined the participants of the study. The researchers purposely
chose the sections or students who use cellphones for the motive of finding the appropriate
respondents. This research included 113 grade 3 students who use cellphones. They were
enrolled during SY 2018 – 2019 in St. Jude.

Instruments

The researchers constructed a survey form on cellphone usage (Appendix A) and used the
study habits assessment checklist (Rasgado, n.d.) (Appendix B). The questionnaires were
distributed to the 113 grade 3 students of St. Jude Catholic School.

First, the survey questionnaire generated data on the time consumed by the participants in
using their cellphones as well as their purpose in using cellphones. (See Appendix A).

Second, the Study Habits Assessment (see Appendix B) evaluated the study habits of the
respondents. The students checked the frequency (never, sometimes, usually, and rarely) of how
often they engage in each study habit. The frequency checked was scored according to the
following scales Never 0, Sometimes 1, Usually 2, Always 3. The highest possible score was 30
and the lowest, 0 (See Table 2.1)

In interpreting the study habits grade 3 pupils have, the weighted mean for each pupil’s
study habits (See Appendix D) was interpreted using a Likert Scale. Table 2.1 presents the rating
scale that was used in interpreting the pupils’ study habits.

Table 2.1 Likert Scale for Study Habits Used in Interpreting the Data

WEIGHTED MEAN OF STUDY HABITS INTERPRETATION

30 EXCELLENT

9
 22 – 29 VERY GOOD
15 – 21 GOOD
8 – 14 FAIR
0–7 POOR

Data Gathering Procedure

Before the actual data gathering, the researchers wrote a letter of permission (see
Appendix C) to the school principal of Saint Jude Catholic School to give the researchers access
in conducting the survey and study skills assessment to the Grade III students.

Once the letter was approved, the researchers began to conduct the survey questionnaire
about cellphone usage and study skills checklist for the students’ study habits.

The data were gathered in 1 day. After that, the answers in the survey questionnaire and
checklist were recorded.

Lastly, the gathered data from the respondents were analyzed and interpreted by the
researchers to answer the main problem of the research study. They also gave recommendations
addressing the conclusion that were made from the research findings.

Data Analysis

The results of the survey and checklist were analyzed to determine the effects of
cellphone usage in the study habits of Grade 3 students’. The researcher analyzed the cellphone
usage of the students by determining the number of hours and for what purposes grade III
students use their cellphone in a week. The researchers also evaluated the students’ study habits
by categorizing the frequency with which they engaged in each study habit as shown in Table 2.1.

The Pearson Product Moment of Correlation was used to determine the relationship of
the grade 3 pupils’ cellphone usage to their study habits. In this study, the frequency of cellphone
usage was correlated to the study habits of students using weighted mean.

10
 Chapter III

FINDINGS, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the findings, analysis and interpretation of data, which were
gathered from the responses of the 113 grade III pupils. The data used in this study are: a)
number of minutes grade 3 pupils use their cellphones daily; b) frequency of the purposes pupils
use their cellphones; c) study habits grade 3 pupils have; and d) correlation of grade 3 pupils’
cellphone usage to their study habits.

Number of Minutes the Respondents Use Cellphones

According to the gathered data through the survey, most of the grade 3 pupils use their
cellphones for 1-2 hours with 46 pupils (41% of the respondents), followed by pupils who use
cellphones for 3-4 hours with 31 pupils (27% of the respondents). Those who use their
cellphones for more than 7 hours came third with 20 pupils (18% respondents) then lastly, those
who use cellphones for 5-6 hours with 16 pupils (14% of the respondents).

Table 1 presents the number of grade 3 pupils who use their cellphones for each time
duration.

Table 3.1 Number of Respondents who use their phones by number of hours

50

45
46

F 40

R 35

E 30
31
Q 25
U
20
E 20
15
N 16

C 10

Y 5

0
1-2 hours 3-4 hours 5-6 hours more than 7 hours

11
 The mean or average number of hours grade 3 pupils use their cellphones is 3-4 hours
(240 minutes).

Respondents’ Purposes of Using Cellphones

The top 3 purposes that grade 3 pupils have in using their cellphones are: first, playing
games with a frequency of 93 pupils (82%). Second, using their cellphones for text messaging
with a frequency of 67 pupils (59%). Third, using cellphones for Internet Browsing with a
frequency of 62 pupils (55%).

Other purposes such as using cellphones to take voice calls got a frequency of 47 pupils
(42%) while those who use their cellphones for doing school works or doing assignments got a
frequency of 41 pupils (36%) also, not much of the grade 3 pupils are using cellphones for
Facebooking with a frequency of 14 pupils (12%).

Table 2 presents the frequency of the different purposes grade 3 pupils have on using
cellphones.

Table 3.2 Frequency of the Respondents’ in Using Cellphones by Purposes

100

90 93

F 80

R 70
E 60
67
62
Q
50
U
47
E 40
41
N 30
C
20
Y
10 14

0
Txt Messaging Playing Games Voice Calls Facebook Internet Browsing Doing School Works
or Assignments

12
 Study Habits of the Respondents

There are a total of 10 study habits included in the study skills assessment checklist and
the top 5 study habits that most grade 3 pupils have are: first, they have prepared supplies needed
for studying (pencils, erasers, etc.) having the frequency of 96%; second study habit grade 3
pupils practice is setting studying days before the exams with 93.5%; third would be turning in
their assignments on time with 93% followed by prioritizing what material should be used in
studying with 91% and finally dedicating time for studying with 83.5%. Studying in a quiet place
got 82% while taking short breaks got 80%.

The least 3 study habits grade 3 pupils have are: first, studying with a friend or a group of
friends that only got a frequency of 69%; second, is having their own style of taking notes to
understand the lesson better with 75% and lastly, setting study goals when studying with 78%.

Table 3 presents the average score for each study habits in the study skills assessment
checklist based on the pupils’ answers. Percentage

Table 3.3 Ratio of Study Habits That the Respondents Have As Indicated In the Checklist

100
96
95 93 93.5
91
90

85 83.5
82
80
80 78
R 75
A 75
69
T 70

I 65

O 60

55

50
Set study Study where Have all the Take short Put my Study with a Turn in my Set study Dedicate Prioritize
goals it’s quiet supplies breaks notes in my friend or a assignments days before time for what
own words group on time tests studying material is
needed in
studying

13
Interpretation of the Respondents’ Study Habits

None of the pupils got a mean of 30 for their study habits meaning none got a remark of
an Excellent Study Habit. On the other hand, 65 pupils (57%) got Good Study Habits while 25
pupils (22%) got Very Good Study Habits, 21 (18%) got Fair Study Habits, and 2 pupils (.01%)
got Poor Study Habits refer to Appendix D.

Table 3.4 Number of Respondents by Level of Study Habits

OVERALL WEIGHTED SD INTERPRETATION

MEAN
18.12 4.31 GOOD STUDY HABITS

70
F 60 65
R
50
E
Q 40
U 30
E
20 25
N 21
C 10
2 0
Y 0
POOR FAIR GOOD VERY GOOD EXCELLENT

Correlation of Cellphone Usage to the Study Habits of the Respondents

The last question raised in this research was “What relation does Cellphone Usage have
to the Study Habits of Grade 3 pupils?” and to answer this, the pupils’ cellphone usage and the
weighted means of the pupils’ study habits were correlated using the Pearson Product Moment of
Correlation the result was -0.17 which means that when the cellphone usage of Grade 3 pupils
increases their study habits decrease and when their study habits increase, their cellphone usage
decreases.

14
 Chapter IV

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations based
on the analysis in the previous chapter.

This study determined the effect of cellphone usage on the study habits of grade 3 pupils.
The key respondents were 113 grade 3 pupils of Saint Jude Catholic School in San Miguel,
Manila that was selected through purposive sampling.

More specifically, to answer the following questions:

1. How long the grade 3 pupils use their cellphones daily?

2. For what purpose do grade 3 pupils use their cellphones?
1.1 For school work
1.2 For communication
1.3 For entertainment
1.4 For finding information
3. What study habits do grade 3 pupils have?
4. What is the relation of grade 3 pupils’ cellphone usage to their study habits?

Summary of Findings

The answers to the specific problems raised in the study can be summarized as follows:

1. Most of the grade 3 pupils in Saint Jude use their cellphones for 1-2 hours.

Twum (2010) found out that young people are among the 7 billion connections
worldwide and subscriptions in every part of the countries.

2. Grade 3 pupils usually use their cellphones in playing games and the least of grade 3
pupils use it for social media particularly Facebook.

Radesky (2015) found out that cellphones have different applications that make
everyone attached to them resulting to increased addiction that has given rise to negative
problems among children overall on the society.

15
 Fashiku, & Owombo (2012) found out that with different kinds of android cellphones
becoming more affordable and inexpensive accessibility to its applications, facilities and
software are made easy for the people to connect each other by chatting, streaming,
downloading and uploading videos to the internet.

3. The study habits of the grade 3 pupils practice the most (2.46) is having enough supplies
needed for studying.

Cerna & Pavliushchenko (2015) found out that having study habits are factors that
can facilitate a conducive learning environment for students and it also strengthen the
students’ engagement to their studies inside and outside the classroom.

4. The least study habits (1.03) of the grade 3 pupils is studying with a friend or a group of
friends.

Statista (2016) found out that the use of cellphones has a negative impact to our
personal connection. It takes away our closeness and connectedness with other people.

5. Among the interpretations mentioned in the Likert scale used, most of the grade 3 pupils
had remarks of positive study habits where those who got good study habits outnumbered
those who had very good study habits.

Piraino & Wilson (2015) found out that cellphones can help increase the students’
interest and engagement to their studies.

6. After the data gathering, we found out that there is a negative correlation between using
cellphones and study habits of grade 3 pupils, that is when the cellphone usage increase
their study habits decrease and when their study habits increase, their cellphone usage
decrease.

Kuznekoff & Titsworth (2013) found out that students who were not using their
cellphones wrote down 62% more information in their notes, took more detailed notes,
and were able to recall more detailed information from the lecture than those who were
actively using their cellphones.

16
Discussion

In the first question, which talks about the cellphones usage of the students, the findings
of the study seem to share the same thought of some of the researches in Chapter 1. Many of
these researches considered that young people specifically those who go in school embrace the
fact that cellphones have been an essential part of their lives ever since the introduction of voice
calls and SMS that can be used when they are away from their homes.

The researches related to the findings on the children’s main purpose of using cellphones
echoes that because of the cellphone’s affordable and inexpensive accessibility to its application,
facilities and software, it is not surprising that there is an increase on addiction to its use that has
a negative effect to children overall on the society.

In terms of the findings in the study habits, children acquire different study habits as their
school journey goes and there are different factors that could affect their routines and one of
these is their cellphones. Cellphones just like teachers can either make or break a student’s
learning process and engagement on its learning environment.

Thus, it is not good that children are exposed on using cellphones in such young age
because it is important to establish their social ability and they should be taught that everything
that is too much could be bad and everything has limitations which could be helpful when they
start schooling. Once they start in school, teachers giving them more hands-on activities is also
recommendable for it will give memorable learning experiences that they could use as their
stepping stones in their journey to life. This is where school policies will do its work.

Conclusion

With most of the respondents having only 1-2 hours for using their cellphones, parents
and teachers are seriously following the rule of no cellphones during class and study hours. They
are training the pupils to be more responsible and to have discipline in using their cellphones.

The family background of these pupils came from the elite groups. Most of them are
sons and daughters of well-known business people in the country, meaning that their parents are
busy with their own businesses and to show support in their children’s studies, the parents

17
despite of their busy schedule make sure that the supplies needed for studying or reviewing is
always available.

Recommendations

Radesky (2015) found out that there is a lack of interaction between parents and children
because of cellphones interfering with the child-parent bonding and attention. It is recommended
that instructions on using cellphones should be established first by the parents and should be
supported by the teachers and the school itself by providing school rules regarding on the use of
cellphones inside the classroom to establish awareness that may result to personal responsibility
to their studies and to avoid inappropriate and excessive used of cellphone at such young age.
The study challenges the parents to have quality time for their children and to encourage them to
have study habits to concentrate in their studies and avoid any kind of destructions while
studying.

According to Statista (2016) despite of cellphones having an importance to our daily lives,
we pay less attention to our surroundings and may lose track of time when using it. It also has a
negative impact to our personal connections, taking away the intimacy and connectedness with
the people around us aka the real human connection. With this, the study recommends to the
respondents to involve themselves with the other children to have a peer group study or the
teachers in the classrooms themselves may implement teaching strategies that involves
cooperative learning. It is important for them to establish and develop their social skills and help
one another. This could also be applied to junior and senior high school students and also who is
in their tertiary level.

18
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Parasuraman, S., Thamby Sam, A., Wong Kah Yee, S., Lau Chik Chuon, B., & Lee , Y. (2017).
Smartphone usage and increased risk of mobile phone addiction: A concurrent study.
Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5680647/

Piraino, &. W. (2015). An Engaging Distraction: Cell Phones in the Classroom. Retrieved from
http://www.researchgate.net/profile/Annaliese_Piraino

Radesky. (2015). Using an IPad or Smartphone Can Harm A Toddler's Learning and Social
Skills . Boston University. Retrived from https://www.bu.edu

Statista. (2016). Number of Smartphones Users In The Philippines from 2015 to 2022.

Twum. (2011). Impact of Mobile Phone Usage on Academic Performance among Secondary
School Students in Taraba State, Nigeria. Retrieved from
https://www.iiste.org/Journals/index.php/RHSS/article/view/28935

20
 APPENDIX A
QUESTIONNAIRE FOR CELLPHONE USAGE

Name:

A. DIRECTION: Place a check mark (/) on the corresponding boxes for your answer(s):

1. How often do your parents allow you to use your cellphone? (Check only one)

1-2 hours 5-6 hours

3-4 hours more than 7 hours
2. For what purpose do you use your cellphone? (Check as many as you want)

Text messaging Facebook

Games Internet Browsing
Voice Call School Works or Assignments

21
 APPENDIX B

Study Skills Assessment

By Lorena Rasgado
Directions: Read each statement carefully. For each statement, check the column that indicates
how often you do each statement.

Study Habit Self-Assessment Never Sometimes Usually Always

0 1 2 3

1. I set study goals for myself.

2. I study where it’s quiet with little

distractions.

3. I have all the supplies I need when I

study. (examples: pen, paper etc.)

4. I take short breaks when I study.

5. I put my notes in my own words to

understand the material better.

6. I study with a friend or a group

7. I complete and turn in all my

assignments on time.

8. I start studying days before I have to take

a test.

9. I dedicate time for studying.

10. I prioritize what material I need to study

for a test.

22
 APPENDIX C
Philippine Normal University
The National Center for Teacher Education
Taft Ave., Manila
Faculty of Education Sciences

October 2, 2018

FR. PAULINO BELAMIDE, SVD

School Principal
Basic Education
St. Jude Catholic School
San Miguel, Manila

Dear Sir:

Greetings!

We, third year students of PNU – College of Teacher Development Faculty of Education
Sciences are involved in a course, S-ECED13 – Advance Research. As expected from the course,
we should conduct our very own research that tackles about the Effects of Cellphone Usage to
the Study Habits of Grade 3 students.

In view of the above-mentioned objective of the course, may we request your good office to
allow us to conduct an actual survey and documentation (photo and video) of the grade 3
students of Saint Jude Catholic School starting from October 9 to October 20, 2018.

Attached here are the copies of the Questionnaire and Checklist to be used for the survey.

We look forward to your most favorable response. Thank you so much.

Sincerely yours,

SR. JAY-ANN GIMENEZ, SSpS

III-2 BECE
Contact#: 09771267300

Noted:

VICTORIA B. UVAS, Ph.D

Course Professor, S-ECED 13

23
 APPENDIX D

STUDENT WEIGHTED MEAN OF INTERPRETATION

STUDY HABITS
1 16 GOOD
2 24 VERY GOOD
3 24 VERY GOOD
4 14 FAIR
5 25 VERY GOOD
6 21 GOOD
7 24 VERY GOOD
8 20 GOOD
9 14 FAIR
10 17 GOOD
11 16 GOOD
12 17 GOOD
13 18 GOOD
14 11 FAIR
15 17 GOOD
16 17 GOOD
17 22 VERY GOOD
18 13 FAIR
19 22 VERY GOOD
20 19 GOOD
21 16 GOOD
22 22 VERY GOOD
23 14 FAIR
24 15 GOOD
25 13 FAIR
26 22 VERY GOOD
27 15 GOOD
28 21 GOOD
29 27 VERY GOOD
30 15 GOOD
31 16 GOOD
32 16 GOOD
33 22 VERY GOOD
34 27 VERY GOOD
35 20 GOOD
36 12 FAIR
37 21 GOOD
38 12 FAIR
39 18 GOOD
40 22 VERY GOOD

24
41 16 GOOD
42 21 GOOD
43 16 GOOD
44 18 GOOD
45 21 GOOD
46 18 GOOD
47 21 GOOD
48 19 GOOD
49 6 POOR
50 17 GOOD
5 14 FAIR
52 20 GOOD
53 23 VERY GOOD
54 11 FAIR
55 21 GOOD
56 25 VERY GOOD
57 24 VERY GOOD
58 20 GOOD
59 5 POOR
60 13 FAIR
61 20 GOOD
62 14 FAIR
63 15 GOOD
64 19 GOOD
65 26 VERY GOOD
66 9 FAIR
67 25 VERY GOOD
68 9 FAIR
69 18 GOOD
70 15 GOOD
71 10 FAIR
72 17 GOOD
73 17 GOOD
74 13 FAIR
75 17 GOOD
76 19 GOOD
77 22 VERY GOOD
78 21 GOOD
79 19 GOOD
80 24 VERY GOOD
81 19 GOOD
82 15 GOOD
83 17 GOOD
84 18 GOOD
85 18 GOOD
86 18 GOOD

25
 87 19 GOOD
88 16 GOOD
89 21 GOOD
90 12 FAIR
91 15 GOOD
92 14 FAIR
93 19 GOOD
94 29 VERY GOOD
95 19 GOOD
96 13 FAIR
97 25 VERY GOOD
98 25 VERY GOOD
99 20 GOOD
100 15 GOOD
101 23 VERY GOOD
102 23 VERY GOOD
103 14 FAIR
104 17 GOOD
105 21 GOOD
106 15 GOOD
107 19 GOOD
108 16 GOOD
109 18 GOOD
110 21 GOOD
111 14 FAIR
112 19 GOOD
113 25 VERY GOOD

26