ADVANTAGES OF EDUCATIONAL MOBILE APPLICATIONS IN

IMPROVING THE QUALITY OF WRITTEN OUTPUTS OF GRADE 12

STEM STUDENTS OF PHINMA - UNIVERSITY OF PANGASINAN
S.Y. 2022-2023

A Research Paper
Presented to the Faculty
Senior High School
Basic Education Department
PHINMA – University of Pangasinan
In Partial Fulfillment
of the Requirements for the subject:
APP 006 Practical Research 2

Group 2 (UP-FB2-STEMHT12-08)
Leader: SALAZAR, KLARISA MAE D.
Assistant Leader: SURATOS, DENNY JOYCE E.

Members:
DIZON, RICKYLYN V.
DUCUSIN, KATHERINA L.
MALANUM, RAFF CHRISTIAN E.
MEDRIANO, LESLIE KAYE S.
PENOLIAR, JOYCE E.
RAMOS, FRANCHEZKA YSABEL L.
TORIO, TRISHA NICOLE G.
VASQUEZ, YSA MARIELLE G.

JENNIE D. NG
Adviser

October 2022
 ACKNOWLEDGMENT

The researchers would like to give their sincere thanks to the

individuals who supported them in turning this research study into a
reality.

First of all, the researchers would like to thank Ms. Jennie D. Ng,
our teacher in APP 006, Practical Research 2, for providing us with a
helping hand and the opportunity to conduct this study. Furthermore,
we also thank her for teaching and guiding us through the entire process
of how to create and conduct proper research.

To Sir Levi F. Somintac, our APP 002 English for Academic and
Professional Purposes teacher, for collaborating with Ms. Jennie in
teaching us and for teaching us how to write a proper survey report.

To our Respondents, Grade 12 STEM Health students in sections 1

to 5, we are thankful for your participation in answering our online
survey via Google Forms. Your help is greatly appreciated.

-The Researchers

ii
 DEDICATION

We, the researchers, would like to dedicate our study with

confidence, gratitude, and humility to the following:

We would like to dedicate our study to all of our teachers,

especially Ms. Jennie Ng, our research adviser, who has been kind and
motivating to us and has been guiding and teaching us all throughout
the entire process.

To all the members of Group 2, for their effort, sacrifice, and

cooperation to complete this paper.

To our friends, who willingly assisted and encouraged us to meet

our study goals.

To our family, who helped us achieve our study by giving us

financial and unconditional support.

Above everything else, we are grateful to our Lord God, who gave
us the knowledge, wisdom, skill, and intelligence needed to carry out this
research.

iii
 ABSTRACT

Title: Advantages of Educational Mobile Applications in Improving the

Quality of Written Outputs of Grade 12 STEM Students of PHINMA -
University of Pangasinan S.Y. 2022-2023

Researchers: Dizon, Rickylyn V., Ducusin, Katherina L., Malanum, Raff

Christian E., Medriano, Leslie Kaye S., Penoliar, Joyce E., Ramos,
Franchezka Ysabel L., Salazar, Klarisa Mae D., Suratos, Denny Joyce E.,
Torio, Trisha Nicole G., Vasquez, Ysa Marielle G.

Strand: Science, Technology, Engineering, and Mathematics (STEM) with

focus on Health

Institution: PHINMA-University of Pangasinan

Adviser: Ms. Jennie D. Ng

The study aimed to find out the advantages of educational mobile

applications in improving the quality of written outputs of fifty (50) Grade
12 STEM students from UP-FB2-STEMHT12-01 to
UP-FB2-STEMHT12-05 of PHINMA-University of Pangasinan in the
Academic Year 2022–2023. This study aimed to determine the
demographic profile of respondents in terms of age and sex. The research
also discerned if there is a significant relationship between educational
mobile applications and the quality of the written outputs of the
respondents at PHINMA-University of Pangasinan.

iv
 The sampling technique used in this study was Simple Random
Sampling, wherein the researchers selected a subset from the
population, with each of the subsets having an equal chance of being
chosen. Furthermore, the method used in data gathering was survey
questionnaires distributed online to the respondents with the use of
online platforms such as Messenger. The study made use of statistical
treatments such as frequency and percentage distribution, average
weighted mean, and Pearson r Correlation Coefficient. The findings of the
study showed that there is a significant, moderately positive relationship
between educational mobile applications and the quality of written
outputs of Grade 12 STEM students of PHINMA-University of
Pangasinan, effectively rejecting the null hypothesis. In this study, the
following was concluded: educational mobile applications directly
influence the quality of the written outputs of Grade 12 STEM students.
The respondents believe that educational mobile applications are
beneficial in many ways, including easy-to-access information as well as
providing tailored learning experiences for convenience. The study also
concluded that the students make use of these applications in
accomplishing their outputs, improving their academic performance. The
survey conducted showed that Google Classroom, Youtube, and Quillbot
are the top three (3) most used educational mobile applications by the
respondents.

v
 Moreover, the findings demonstrated that educational mobile
applications have positive impacts on the lives of students. With all the
conclusions in mind, these recommendations were formulated. Parents
need to take into account how educational mobile applications do not
distract students; rather, they help them even more, particularly with the
quality of their written outputs, activities, or school projects. It is also
recommended that information regarding the benefits of educational
mobile applications should circulate in social media and reach its target
audience, students, parents, and teachers. Students should not take
advantage of the usage of Educational Mobile apps and consider using
them only for help and guidance. The researchers strongly suggest that
future researchers do the same study but be more cautious, conduct
new findings, and gather more data about this research that may aid
future students and future researchers.

vi
 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………i
ACKNOWLEDGMENT……………………………………………………...………..ii
DEDICATION…………………………………………………………………….…..iii
ABSTRACT……………………………………………………………………………iv
TABLE OF CONTENTS……………………………………………………………vii
LIST OF TABLES……………………………………………………………………ix
LIST OF FIGURES…………………………………………………………………..x
CHAPTER I: THE PROBLEM AND ITS BACKGROUND…………………..11
Background of the Study………………………………………………….11
Statement of the Problem…………………………………………………14
Hypothesis……………………………………………………………………14
Conceptual Framework……………………………………………………15
Theoretical Framework…………………………………………………….16
Significance of the Study………………………………………………….18
Scope and Delimitations…………………………………………………..20
Definition of Terms………………………………………………………….21
CHAPTER II: REVIEW OF RELATED LITERATURE
AND STUDIES……………………………………………………………………….23
Related Literature…………………………………………………………..23
On Educational Mobile Applications (Foreign)....................23
On Educational Mobile Applications (Local)........................26
On Quality of Written Outputs (Foreign).............................29
On Quality of Written Outputs (Local)................................31
Related Studies……………………………………………….……………..35
On Educational Mobile Applications (Foreign)....................35
On Educational Mobile Applications (Local)........................38
On Quality of Written Outputs (Foreign).............................40
On Quality of Written Outputs (Local)................................43
CHAPTER III: METHODOLOGY………………………………………………..47
Research Design…………………………………………………………….47
Locale of the Study…………………………………………………………48
Respondents of the Study………………………………………………..49
Data Gathering Instrument………………………………………………50
Data Gathering Procedure………………………………………………..50
Statistical Treatment of Data…………………………………………….51

vii
CHAPTER IV: PRESENTATION, ANALYSIS OF DATA,
AND INTERPRETATION OF FINDINGS………………………………………55
Profile of the Respondents………………………………………………..55
Educational Mobile Application Statements………………………….58
Quality of Written Output Statements…………………………………61
Significant Impact of Educational Mobile Applications
on Improving the Quality of Written Outputs………………………..63
CHAPTER V: Summary, Conclusions,
and Recommendations…………………………………………………………..65
Summary……………………………………………………………………..65
Conclusion……………………………………………………………………67
Recommendations…………………………………………………………..69
BIBLIOGRAPHY…………………………………………………………………….70
APPENDICES………………………………………………………………………...78
Appendix A……………………………………………………………………78
Appendix B……………………………………………………………………79
Appendix C……………………………………………………………………80
Appendix D……………………………………………………………………84
CURRICULUM VITAE……………………………………………………………..90

viii
 LIST OF TABLES

Table No. Title Page

1 Frequency and Percentage Distribution 55

for the Profile of the Respondents

2 Educational Mobile Applications 57

Usage

3 Educational Mobile Applications 58

Statements

4 Quality Written Output Statements 61

5 Significant Impact of Educational Mobile 64

Applications in Improving the Quality
of Written Outputs

ix
 LIST OF FIGURES

Figure No. Title Page

1 The Research 15
Paradigm

x
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter contains the Background of the Study, Statement of
the Problem, Hypothesis, Conceptual Framework, Significance of the
Study, Scope and Delimitations, and Definition of Terms. It also
emphasizes the advantages of educational mobile applications in
improving the quality of written outputs of Grade 12 STEM students of
PHINMA - University of Pangasinan.

Background of the Study

Education is important in life. It contributes to the growth of
society and the environment by developing and improving one's skills,
abilities, knowledge, and character. In terms of education, technology
has played an important role in providing students with a revolutionary
method of imparting education and advanced learning. The massive use
of mobile devices has created new forms of social interaction,
significantly reducing the spatial difficulties that could exist, and today
people can be reached and connected anytime and anywhere (Monteiro et
al., 2017). The educational system has evolved with the development of
educational mobile applications developing a new learning strategy.
Since the COVID-19 pandemic outbreak, there has been an
increase in the use of educational mobile applications. Educational
mobile applications such as Khan Academy, Google Classroom, edX,

11
Sololearn, and others were available to students. According to the most
recent Statista (2020) report on educational mobile applications, the
Apple App Store had 470 million educational application downloads
during the first quarter of the pandemic, while Google Play had 466
million educational app downloads.
According to Similarweb (2022), 58.5 million people visited
Grammarly, a cloud-based typing assistant that checks for spelling,
grammar, punctuation, clarity, engagement, and delivery errors, in the
previous month, with an average visit duration of 2 minutes and 44
seconds and a 4.62% increase from the previous month.
Grammarcheck.net receives only 1.6 million monthly visits compared to
its competitors and similar sites in the same category.
Furthermore, other websites, such as Quillbot, had a total of 31.2
million visits in the previous month. This paraphrasing tool has assisted
many students and professionals in writing more concise sentences
without the need for lengthy paragraphs. Quillbot's global ranking has
dropped from 1,925 to 2,654 in the last three months, with organic
usage accounting for 80.48% and paid usage accounting for 19.52%.
Educational mobile applications provide a wide range of
advantages. It benefited all students and parents because they were able
to access the applications at any time without having to risk their
children’s safety to attend school. It appeals to students' psychology,
which enables them to grasp the material and understand it from a new

12
angle. These applications help them understand the concepts by giving
challenging tasks, puzzles, and educational games.
A great number of users take advantage of mobile devices to search
for information and, since they do not always have computers available,
these devices allow them easy access to academic and institutional
information (Vicente, 2013). Thus, students are eager to learn because of
the innovation in the learning environment.
On the contrary, educational mobile applications have their
disadvantages like software and hardware issues, where the system
crashes and devices overheat due to overuse, distractions like social
media apps and games, and lack of stable connection or electricity,
which are considered common hindrances when it comes to mobile
learning. Despite this, educational mobile applications give students
various data and information useful for their academic performance.
According to Menon (2022), educational applications minimize
cognitive strain on learners by effortlessly and efficiently transmitting
concepts and contents with a faster flow of knowledge beyond time and
location. It also helps individuals write more skillfully and improves the
quality of their written output, making all the lessons and guides from
the applications helpful and worthwhile.
The researchers' goal is to learn about the feasibility and
effectiveness of educational mobile applications for students, as well as
to reinforce people's understanding and knowledge of the apps, all while

13
conducting an efficient and coherent study that can induce students'
learning of new information with the guides provided by it.

Statement of the Problem

This study aimed to determine and analyze the advantages of
educational mobile applications in improving the quality of written
outputs of Grade 12 STEM students of PHINMA - University of
Pangasinan.
Specifically, it addresses the following questions:
1. Demographic profile of the respondents in terms of
a.) Section
b.) Age, and;
c.) Sex
2. What are the educational applications that are mostly
used/familiar to improve the written outputs of students?
3. Is there a significant relationship between the educational mobile
application and the academic performance of the students?

Hypothesis
The hypothesis was tested in its alternative form at a 0.05 level of
significance. With the stated problems, the researchers established a
hypothesis regarding potential study results:

14
 Ha: There is a significant relationship between the advantages of
educational mobile applications and the quality of the written outputs of
grade 12 STEM students of PHINMA-University of Pangasinan.
Ho: There is no significant relationship between the advantages of
educational mobile applications and the quality of the written outputs of
grade 12 STEM students at PHINMA-University of Pangasinan.

Conceptual Framework
In order to further understand and investigate the relationship
between social media addiction and time management skills, the
researchers conceptualized a paradigm to serve as a guide throughout
the study. Below depicts the relationship between the independent
variable and the dependent variable.

Figure 1. Research Paradigm

Figure 1. The Research Paradigm showed the Input, Process, and
Output of the study, whereas the Background of the Study, Theories,
Assumptions, Conceptual Framework, Theoretical Framework, Scope

15
and Delimitations, Significance of the Study, Student Profile, Closed
Questionnaires, Educational Mobile Applications, and Written Outputs
were to be seen in the input. Then, in the process, different methods
such as identifying and defining the problem; determining the
hypothesis; collecting and analyzing data; surveys; interpretations;
formulating conclusions, and recommendations. Lastly, the output was
an effective research study about the advantages of educational mobile
applications in improving written outputs.

Theoretical Framework
The concept behind the study is all about the advantages of
educational mobile applications. It focuses on mobile learning for
students depending on how they respond to given rules. Thus, it was
anchored on the following theories and principles:
Firstly, according to Bandura (2020), Cognitive Theory is aware
that both internal and external factors can have an impact on learners.
Over time, different branches of cognitive theory have emerged, each
focusing on a particular aspect of learning and comprehension. At its
most fundamental, the cognitive theory proposes that both internal and
external factors play a significant role in the cognitive process. This
theory can also be related to another theory, which is the cognitive
learning hypothesis. The cognitive learning hypothesis has an impact on
pupils because they can learn by knowing how they think. Teachers can

16
provide opportunities for their pupils to fail, ask questions, and think
aloud. These techniques can assist students in comprehending how their
thought processes function and using that understanding to create
better learning chances.
Secondly, one of the most recent ideas in educational learning is
connectivism. Connectivism learning theory by Goerge Siemens (2020)
emphasizes the notion that connections help people grow and learn. This
may refer to their relationships with one another or the tasks and
responsibilities in their daily lives. People, objectives, and hobbies can all
be connections that have an impact on learning. For students to feel
driven to learn, they can help establish connections and ties with both
their classes and their peer groups.
Thirdly, regarding the ebooks and online study theory that was
proposed by Samual Roy (2019), where online learning is currently
prevalent among students, apps for searching libraries and books come
into play in this situation. These tools make it simple for students to find
suitable study materials within a mobile application. It helps individuals
organize their study resources on the internet and keeps them more in
touch with the study material.
Lastly, Maslow, Rogers, and Bugental (2020) developed the
humanism theory that focuses on the centrality of human values.
Self-actualization is the central idea of humanism. Everybody operates
according to a hierarchy of needs. The highest level of the hierarchy of

17
needs is self-actualization, which refers to those fleeting times when a
person feels as though all of their wants have been met and they are the
finest possible version of themselves. Everyone wants to achieve this, and
learning settings can either advance in that direction or away from it.
Teachers can design learning settings that encourage students to
move closer to their potential. By providing children with a secure
environment to learn in, plenty of food to eat, and the support they
require to achieve, educators may assist kids in meeting their emotional
and physical requirements.

Significance of the Study

According to the analysis of the researchers, the advantages of
educational mobile applications in improving the quality of written
outputs is beneficial in a way that it enhances the understanding of
using educational mobile applications with a variety of Grade 12
STEM-Acad and STEM-Health students as it will also serve as a guide to
academic administrators, teachers, parents, researchers, and future
researchers.

Since the study's findings will leave an impact, thus, it shall

benefit the following:
Students. This research study will educate students on the advantages

18
of educational applications to gain more knowledge without limiting their
skills and how it helps them improve the quality of their written outputs.
Teachers. The study could help teachers in learning how educational
applications may assist their learners by providing updated knowledge of
education, especially in written outputs.
Parents. This study will assist parents in ensuring that their children
are taught very well. It will also help them better understand how
educational mobile applications are not a distraction to their children,
but rather a great advantage in their academic performance.
Researchers. The researchers will be able to improve their level of
knowledge on the benefits of educational mobile applications and their
abilities to conduct better research by using this study. Also, it will help
them have more information to support their studies.
Academic Administrators. The study aims to help academic
administrators enhance the learning of students and teachers with the
use of educational mobile applications while gaining more information
and efficiently guiding them to the right path of education.
Future Researchers. The research study will aid future researchers in
developing new knowledge on mobile education applications, which offers
unique opportunities for presenting new content as they will have more
discoveries about past studies that may be similar to their conducted
studies. After the research has been published, more people may benefit
from it, especially the researchers of the next generation.

19
Scope and Delimitations
This study focused on the advantages of educational mobile
applications in improving the quality of written outputs of Grade 12
Science, Technology, Engineering, and Mathematics (STEM) students
enrolled at PHINMA University of Pangasinan. The collection of data was
done through online surveys/interviews and questionnaires. Websites
and online libraries were used as sources of information for this study.
Furthermore, the researchers examined the respondents' age, class level,
and gender, as well as their use of articles and other internet sources,
data from educational mobile applications, and surveys completed by 50
Grade 12 SHS STEM-Health students from PHINMA-University of
Pangasinan, to complete the study. The research process was conducted
throughout the First Semester of the School Year 2022-2023.
The study limited itself to students currently enrolled at PHINMA
University of Pangasinan. The researchers strictly adhered to community
guidelines and restrictions caused by the pandemic. The limitations of
this study will only concern technologies, modern educational apps, and
their effects and advantages to the PHINMA students. Such things as
political issues, poverty, and unemployment are eliminated. The
researchers came up with the solution of gathering data through a single
and easily-accessible online form to effectively observe the advantages of
educational mobile applications in improving the students' written

20
outputs, the researchers made sure to examine the data appropriately
and without any bias.

Definition of Terms
The following definitions are provided for the benefit of the readers'
understanding of the study. For purposes of clarification, the following
terms were defined operationally:

Advantage. Operationally, it is a benefit the students and teachers have

because of educational mobile apps.
COVID-19. Operationally, it is a disease that forces students to have
modular classes and online classes instead of going to school.
Innovation. Operationally, it means a new or improved method of
learning which makes the students eager to learn.
Educational Mobile Applications. Operationally, these are mobile
applications that can help students to answer their questions about
academics and gain knowledge online.
Pandemic. Operationally, it is an outbreak of disease that has affected
many people from all over the world due to the danger it poses.
Quality. Operationally, it is the standard of the student's written output.
STEM Students. Operationally, these are the students who chose
Science, Technology, Engineering, and Mathematics (STEM) as their

21
Senior High School strand will play a critical role in completing the
research study.
Technology. Operationally, it is a useful tool that makes online learning
or online classes possible for both faculty and students.
Written Outputs. Operationally, these are the tasks or outputs that
involve writing in various ways assigned by the teachers to the students
to test their skills and knowledge.

22
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the various reviews of literature and
studies relevant to the current research that aided the respondents in
developing the Conceptual Framework and enriching the study with
accurate data and information.

Review of Related Literature

On Educational Mobile Applications
Foreign
According to the book Advanced Science Letter by Klimove et al.
(2013), because of the increase in the development of mobile devices
such as netbooks, tablets, or smartphones, most students own these
devices, especially for communicating, learning, accessing websites, and
others. Mobile technologies transform our daily lives in ways such as
connectivity, communication, and cooperation (McQuiggan, Sabourin &
Kosturko, 2015). Moreover, it helps people to gain more knowledge as
well as apply their learning in real life. Mobile devices equipped with
internet connections have created the need for a new form of electronic
learning, called mobile learning (Fu, Su, and Yu, 2009), and also aim to
change the way of learning and teaching methods innovatively (Kuzu et
al., 2014). Hence, the use of mobile applications, specifically educational
mobile applications, has increased.

23
 In terms of education, mobile learning has different definitions,
including m-learning and e-learning. As stated by Pinkwart et al. (2003),
some researchers have defined the difference between e-learning and
mobile learning, saying that e-learning is a learning process that is
supported by digital electronic tools and media, and by analogy,
m-learning is e-learning that uses mobile devices and wireless
transmission. The interaction opportunities of mobile learning provide
sustainability of education outside of the classroom (Milrad et al., 2009).
Thus, it affects the cognitive aspect of learning as well as the
socio-cultural (Pachler, 2009).
Since the beginning of the epidemic, Mobile Learning has
surpassed Traditional Learning. Previously, teachers used classrooms to
strengthen their connections with pupils, making it simpler for them to
develop life skills and knowledge. Now, learners can study independently
by using educational mobile applications that guide them while they
learn. M-Learning, also known as Mobile Learning, has been used by
students and teachers for some time to do nearly everything, and they
have come up with numerous unique ways to employ educational mobile
applications for teaching and learning in education. With so many
applications accessible, they can select the ones that best suit their
learning requirements.
As per Alqahtani and Mohammad (2015), the advantages of mobile
applications are rapidly growing in relevance and can be employed for a

24
variety of purposes. Many applications have been developed for
educational purposes that help a lot of students in different countries.
educational mobile applications include unique features that are not
seen in other computer systems. As a result, it is more practical and easy
to use for students than bringing a laptop or any gadget every day.
According to Hamdan and Ben-Chabane (2012), in the individual
context, the use of M-Learning can help students develop personal
abilities through improved study skills. However, in a collaborative
learning environment, such as a group study, the use of educational
mobile applications can be enjoyable as well. Quiz applications like
Kahoot help improve students' communication skills, problem-solving,
critical thinking, and responsiveness to various difficulties. Learners'
performance will improve more if they connect with mobile applications.
Studies on mobile learning focus on how learners on the move gain
new knowledge, skills, and experiences (Sharples et al., 2009). At the
apex of the boom of smart mobile devices is the introduction of
applications (apps) for tablets and smartphones (Hirsh-Pasek et al.,
2015). A mobile application is a computer program designed to run on
mobile devices such as smartphones and tablet computers (Yusop et al.,
2013). With these applications, students and other people were able to
learn and discover new things in their lives.
According to an article entitled “Impact of Mobile Learning on
Students’ Achievement Results” by Klimova (2019), educational mobile

25
applications help to improve students' performance and contribute to
positive learning outcomes. They were also inspired to use the mobile
applications because of the relevant content and rapid feedback they
received, which helped them to be more knowledgeable and develop their
skills without having to take a long and complicated path. Thus,
educational mobile applications play an essential role in the lives of
students.

Local
Educational learning and mobile learning are critical in today's
technological world as the use of mobile phones, particularly
smartphones, is expanding rapidly. Researchers are drawn to mobile
learning because it is more comfortable for learners, less expensive, and
easily portable due to its compact size and inclusion of cutting-edge
functionality. People may take it wherever they go, at any time, and learn
from it. It can conveniently send and receive any type of data.
Mobile learning allows education to be extended outside the
physical confines of the classroom and beyond the fixed periods of the
school day. It enables students to access content from home, engage with
teachers, and work online for others. Mobile devices are valuable because
they enable students to connect, communicate, collaborate, and create
using rich digital resources. The definition of mobile learning has evolved
and has been influenced by emerging technologies. It is now defined as

26
instant and optionally accessible learning that assists us in creating
knowledge, satisfying our curiosity, collaborating with others, and
enriching our experiences anywhere and anytime.
As per Fototana and Rante (2017), cited by Apostol et al. (2020),
application programmers design, develop, and test the software for
desktop operating systems, networks, websites, and video games in
addition to business applications. Education has remained primarily
unchanged over time, at least since the advent of technology. Nearly
every aspect of today's world has been impacted by technology, and
education is no exception. As a result of technological advancements, the
processes of teaching and learning have changed, making education
more accessible.
In contrast to former eras, when accessing such a massive amount
of knowledge was difficult, the Internet has enabled individuals to
effortlessly access information through their fingertips, and it has proven
to be a highly successful educational tool ever since. Furthermore, this
leads to a variety of educational mobile applications. There are diverse
educational mobile applications accessible for download, each with its
own set of benefits for improving the quality of students' written work. In
today's world, both students and teachers employ technological
technology in the classroom. Google Docs, a type of cloud-based
technology, is a good example of this.

27
 In addition, as cited by Nueva (2019), the students' use of Google
Docs facilitated tasks like group writing and editing and enhanced
communication between authors and readers. It was also stated that it
has been discovered that game-based applications increase students'
motivation and engagement in classroom lessons. Mobile applications
that use games, like Kahoot!, provide students with interactive
experiences that help to increase their motivation and engagement in the
classroom.
Alongside Google Docs, Google Classrooms is another illustrative
example of an educational mobile application that makes use of
cutting-edge technology. Developed by Google for educational
institutions, Google Classroom is a free blended learning platform that
simplifies the creation, distribution, and grading of assignments. Its
main purpose is to make it easier for teachers and students to share files
such as learning resources and classwork. In addition to the description
of the learning tool, some researchers recognized the following
distinguishing features of Google Classroom. The Chief of the
Commission on Higher Education's (CHED) Information and Publication
Division, Charlie Calimlim, argued in favor of using Google Apps,
claiming that the deployment procedure was simple and that, given the
high qualifications of free technology available, it was said that "It was a
simple choice to go Google" (Google Inc., 2012).

28
 According to Tonio (2021), Google Apps for Education was also
suggested by the University of the Philippines’ IT Director for the
following reasons: (1) it is free; (2) it offers a greater storage capacity.; (3)
it provides improved security; and (4) it has a user-friendly interface. The
rapid growth of mobile learning is influenced by the ability to access
learning content anytime and anywhere.

On Quality of Written Outputs

Foreign
Being able to write is important since bad writing frequently shows
confused understanding. To take control of their own learning and get
ready for college as well as their future employment, students must be
able to express their thoughts effectively (Edyburn, 2022). According to
Walundari (2022), writing is about how writers arrange their thoughts
using structured grammar and forms. Hence, grammar and content are
not the only issues to be considered. As a way for teachers to help
students with their writing, they also discuss writing as both a product
and a process.
Writing well is a challenging experience. To achieve their objectives,
authors engage in a number of interconnected and integrated mental
operations, which are purposeful, tough, and self-directed activities (Skar
et al., 2021). Students must spend a lot of time, experience, and direct
teacher guidance in order to acquire the skills necessary to become

29
proficient writers (Bazerman et al., 2017). In an article by Wilmot (2018),
writing groups play a role in transforming students by giving them a
platform where their “voice” can be heard. Developing a sense of voice in
academic writing takes a lot of practice and work. Students value the
continuous and encouraging network that is provided by the regular,
helpful, and motivating feedback from peers as well as the long-term,
ongoing connection.
As stated by Rugg (2020), there are several explanations for why
academic writing is dull. Limited room for flair exists in a number of
words that are too short. In order to avoid confusion, academics must
utilize exact technical terms, which are usually difficult to understand
the first time. Moreover, knowing the context helps people understand
why academic writing is so emotionless and unimaginative. Making the
point for it widely understood and figuring out how to make the valuable
knowledge that academics produce accessible to all, are the difficulties.
In an article from SkillsYouNeed (2022), academic texts are usually
written in a logical and clear manner. They frequently begin by defining
what the author is going to say, continue by outlining their point, and
finish by explaining their conclusion. In addition, essential points are
typically supported by facts and, if required, references. This is a method
of ensuring that the writer conveys exactly what they mean, regardless of
length. Although this method can be tedious to read, it ensures that the
text's most important ideas are understood.

30
 According to the University of Leeds (2022), academic writing must
be organized and focused so that it provides an answer to the problem
and shows academic understanding. Structured writing follows a logical
flow and brings together information from several sources.
Evidence-based, exhibits knowledge of the subject, backs up arguments
with evidence and accurately cites sources. Additionally, the language
and tenses used are appropriate, and the writing is clear, concise, and
balanced.

Local
According to the journal published by Gustilo (2016) from De La
Salle University, Manila, as stated by many, writing is the macro ability
that requires the greatest ability out of the three since it calls for complex
related skills and cognitive abilities (hearing, speaking, and reading)
abilities. The idea that writing is essentially complicated and repetitive is
a crucial component of the cognitive operation concept. It goes against
the standard writing theory, which maintains that the various steps in
writing are systematically arranged.
Planning, translation, and evaluation can be done through a
monitor whenever the writing process has ongoing access to LTM and
task performance is enabled by the interaction of those processes. All the
knowledge necessary to finish the task is kept in long-term memory:
knowledge of the language, the topic, the target market, and writing

31
strategies; while the task set is a representation of the written
assignment and therefore the current text. It has been established that
good writers write texts of outstanding quality and outstanding essays.
Gustilo (2016) discovered that excellent essay writers produce well-rated
essays or pieces of writing whether or not they use pre-writing global
planning techniques. Poor or inexperienced writers, in keeping with some
research, produced much fewer and more concise essays.
In contrast to experienced writers, who wrote much longer and
better essays on tasks demanding more general or particular knowledge,
additionally, writers who were more skilled than others or authors with
expertise produced work that was easier to understand.
Errors in writing are inevitable, especially for those students who
are still learning. According to Tanpoco et al. (2019), a study on the
transfer of Filipino writing errors among college students, faults in
writing and translation such as grammatical errors, semantic errors, and
mechanical errors might be viewed as common. Contrarily,
misinterpretations of the meanings of the messages being transferred are
unavoidable and, in some cases, significantly impacted when written
communication is read. The researcher suggests that curriculum
developers for the K-12 program consider the implications of the study's
analysis when developing or revising the basic education curriculum for
senior high school students. The study also encourages teachers and
primary school teachers to place a greater emphasis on teaching

32
grammar, reading comprehension to balance meanings and broaden
vocabulary, and spelling to avoid common transfer errors in students'
written work.
According to the journal conducted by Miranda (2021), many
institutions are concerned about the English language proficiency of
Filipino students, especially since it came to light following the
publication of the results of the nation's inaugural participation in the
Program for International Student Assessment (PISA, 2018).
International research is mainly focused on the use of
technology-assisted language learning apps, particularly those that may
be accessed through mobile devices. A small number of
mobile-supported applications that facilitate language learning,
particularly English learning, are available in the Philippines. Hence, the
goal of the study was to create a mobile learning application that would
help students understand one of the English language's least-mastered
concepts. The mixed-method descriptive research approach was used for
the study. It surveyed 132 fifth graders using a content-validated
questionnaire for the quantitative portion, and five English language
instructors in the Philippines were interviewed for the qualitative portion.
Results also revealed that since cell phones are the most common
devices pupils have at home, they prefer using them for learning. It is
advised to run user acceptance and usability tests on the generated
mobile app in various educational settings. In addition, it is also advised

33
to investigate more recent technologies, such as artificial intelligence, to
enhance the application's intelligence and responsiveness to the needs
and inputs of pupils (Miranda, 2021). Future research may potentially
include new areas of study and create regionally and culturally sensitive
versions of comparable programs.
According to the Output Hypothesis by Pannell (2017), there are
several ways in which language production can aid language learning.
Although early research into this idea offered a solid foundation for
subsequent study, it did not offer convincing, conclusive proof of the
output's significance in language learning. In more recent studies, this
issue has been dealt with by employing straightforward writing task
sequences where the output comes before the input to enhance its
noticing potential. The outcomes have been promising.
It also outlines the research in this piece before offering
suggestions for how teachers might use related task sequences to build
practical classroom activities that enable students to identify gaps in
their own knowledge and between their writing abilities and texts from
experts. The impact of this technique, including note-taking and
stimulated recall, is to observe what learners pay attention to while
performing these activities. According to some data, these strategies can
also help students identify and retain aspects of texts that they compare
to their own work, making them potentially helpful teaching tools.

34
 Review of Related Studies
On Educational Mobile Applications
Foreign
As humanity propels toward technological advancement, changes
in the way people approach education happens. A perfect example is
educational mobile applications that provide great help to students.
Educational mobile applications are tools students can use to improve
learning through online platforms. As stated by Hussain, Mkpojiog, and
Babalola (2020), lots of work is being done in order to maximize the
benefits and usefulness of educational mobile applications. This, in turn,
can help foster an effective way of learning through online platforms.
Mobile applications are a big factor in why mobile learning is very
effective in education. In a study by Evans (2008), it was emphasized
that mobile learning is more effective and instructive than books. Most
educational mobile applications are designed in a way that is similar to
the work-and-play nature of physical classrooms. According to Niall
(2016), educators can use ‘gamification’ in designing, which makes
lessons more engaging through the use of gaming principles.
Applications like Google Classroom and Zoom have interactive features
that can help students enjoy learning. Moreover, the design of mobile
learning is flexible and caters to the student's needs; they were also
created with a learner-centered approach (Naismith and Corlett, 2006).

35
 Chu et al. (2010), as cited in Demir and Akpinar (2018), have
found that students have positive attitudes towards mobile learning. A
well-designed educational mobile application provides students with an
environment that allows them the opportunity to experience multi-level
engagement, which increases their interest in learning (Dubé et al.,
2019). As per Ekaterina Pechenkina (2017), there are several ways
educational mobile applications can help. They can serve as organizers,
reminders, learning instruments, and even for enrollment. This can help
students save time and avoid chasing deadlines, as well as assist them in
understanding lessons better. Taking into account the interactive
features of educational mobile applications, students can self-assess
their own learning and work with peers.
Educational applications can be installed on devices, allowing
access to them anywhere or anytime (Gikas and Grant, 2013), as cited by
Menon (2022). Convenience is a great factor in why educational mobile
applications are favorable and much more efficient. According to
Kearney, Burden, and Shuck (2020), some of these applications have
navigation filter features that can provide them with the specific content
they require. Most educational applications allow students to “bookmark”
content and resume learning the parts where they have stopped from
previous lessons. This is a beneficial factor after humanity transitioned
into online learning during the course of COVID-19, as video lessons

36
allowed students to rewind and replay the lesson whenever they wanted
to.
Despite the benefits, the technological approach in education is
still underutilized by other countries especially those belonging to the
third world as asserted in a study by Gray et al. (2010). Some
institutions still choose to stick with the traditional method of teaching
which involves a teacher-centered method. There are certain arguments
surrounding mobile learning such as the role of the internet and network
connectivity. Brown and Mbati (2015) stated that the financial
constraints of students’ families prevent them from affording a stable
connection and availing data services. Furthermore, digital literacy may
also be a hindrance in using mobile educational applications. According
to John et al. (2014), the reasons why digital illiteracy is an issue in rural
contexts include lack of development due to funding, paucity of digital
literacy agendas, the required shift in the attitude on the part of
educators, as well as ambiguities around digital literacy’s definition.
Mobile learning, through educational mobile applications, has the
potential to push boundaries of education beyond classroom walls
(Drigas and Angelidakis, 2017). The rise of technology has crafted a path
for students to experience learning at another level. Educational mobile
applications have become a staple in modern education with their
multiple benefits and convenience. As COVID-19 occurred, educational
applications surged in popularity (Shah et al., 2021). These applications

37
provided a viable alternative option for classroom learning. In view of
this, educational mobile applications will continue to grow quickly and
will bring about new innovations in the world (Blackwell, 2014).

Local
Online learning is possible nowadays due to technological
advancements such as educational mobile applications. Mobile learning
is accomplished through the use of mobile gadgets or devices, such as
mobile phones. Using educational applications can improve someone’s
matter of learning by which the researcher wants to know the
effectiveness of having the educational applications in formal education
(Apostol et al., 2020).
Mobile technology is extremely beneficial to students. Instead of
renting computers or jeopardizing their health by going to libraries, they
can simply use their mobile phones to find the answers they require.
Mobile devices can be equipped with educational software or applications
that can be used to aid learning and promote self-study. Also, mobile
application[s] can be their reference without using the internet because
some educational applications can be used offline (Apostol et al., 2020).
In addition, according to the study of Apostol et al. (2020), the
positive effects of educational mobile applications are the following; (1)
new learning material, (2) easier time management, (3) easier to gather
data and information, (4) bringing an active performance, and (5) online

38
study. These educational mobile applications will give students a better
understanding of how they can affect the student’s academic
performance. On the other hand, it is important to enlighten learners
about the benefits and drawbacks of educational mobile applications.
The use of technology in schools shows that they are favorable
toward the integration of technology into classroom instruction (Etcuban
et al., 2016). Educational mobile applications are a great help in making
lessons for students. This shows how it can also help teachers.
Online classes or online learning are not much of a hassle because
students can take their classes even if they are not in the same place at
the same time as their teacher. Less travel time is also something to be
considered an advantage because it gives learners more time to review
and learn their lessons. People can use mobile devices to access
educational resources, connect with others, or create content, both
inside and outside classrooms (Tuliao et al., 2015).
The ICT tools (or educational mobile applications) will enhance
students’ learning and improve students’ performance if teachers are
ready and knowledgeable in the utilization of these tools (Etcuban et al.,
2016). It will help them to study independently, efficiently, and
effectively, which will result in better learning for the students.
According to Tuliao et al. (2015), educational applications are
proven to be convenient for students, and it is a necessity to make online
learning work for the everyday lives of learners. It makes the life of the

39
students and of the teachers by helping them to finish their tasks. Mobile
technologies, both hardware and networking applications, are necessary
components for the existence of mobile learning.
To sum it all up, technological changes are evident and found to be
innovative. With the use of educational mobile applications, technology
has assisted many students in completing school-related activities. A
growing number of students and teachers are now accessing information
via mobile devices with the help of educational mobile applications.
These mobile devices are also being used to restructure administration
and to facilitate learning in new and innovative ways (Tuliao et al., 2015).
During the pandemic, technology was one of the most convenient tools
that helped students and teachers. Despite the huge change in the
learning environment, it showed how students can adapt efficiently.
Thus, mobile learning provides the ability to use mobile devices to
support teaching and learning.

On Quality of Written Outputs

Foreign
As mentioned by Kimani et al. (2013), education has the power to
change the lives of millions of people in developing countries by
equipping them with the skills and knowledge they need to remake their
society. The advantages of having a good education include the ability to

40
adapt to the growing needs of the country as the world evolves and to
lead the development of human resources and the economy.
Writing now plays an important role in many people's lives. It is
also one of the causes of change. Writing may even have an impact on a
student's life because it influences their skills and grades. As stated by
Taylor (2009), writing activities take into account the role of the writer,
the content, the reader, and the form of language that is commonly used.
Academic writing is related to writing to fulfill academic assignments or
assignments as teachers and researchers do for publication and
conference purposes attended by academics (Thais et al., 2000).
According to Fatima (2019), students can improve their academic
writing through active learning, particularly from active lecturers who
provide various methods and teachings to help students overcome their
writing problems and instead have effective writing. Effective writing is a
skill that is grounded in the cognitive domain. It involves learning,
comprehension, application, and synthesis of new knowledge (Defazio et
al. 2010). Furthermore, many writing disabilities may derive from too
little time allocated to writing instruction or from writing instruction
inadequately designed around the learning needs of many students.
Writing is thought to be significant and frequently used in people's
daily lives, whether as individuals—as in the case of writing an
application letter—or as members of society—as in the case of workplace
concerns. It is difficult to determine everyone's level of writing ability.

41
There are various definitions of writing skills depending on the various
methods used to teach writing.
According to a Pew Research Center (2013) survey, digital
technology has evolved into valuable tools for teaching writing students
and has influenced student writing in a variety of ways, with over 2,462
AP and NWP teachers claiming that digital tools influence student
writing. In addition, more than half of AP and NWP teachers report using
interactive whiteboards in their classes, as do their students. 40% of
students use wikis, webpages, or blogs to share their work, while 36%
use web-based applications like Google Docs to alter or amend their
work.
Creating good writers from students needs constant and
wholehearted support (Kroll, 2003). According to several experts,
academic writing in general plays a significant role in higher education,
both in student comprehension of course content and the subsequent
assessment of student knowledge. As stated by Ganobscik (2004) and
her survey, as cited in Pawliczak (2015), almost 90% of academic
teachers thought it was critical to teach students writing skills. Writing
improves one's thinking and expands one's vocabulary. Furthermore, it
is primarily vocabulary, grammar, imagination, and even self-esteem.
Given that everyone has different writing abilities, there are
numerous writing skills for people to use, such as persuasive writing,
creative writing, descriptive writing, essay writing, and more. Creative

42
writing is one of the most commonly used writing skills. It is widely
recognized as the most effective method for improving students'
academic writing. Improving one's creative writing skills necessitates a
significant amount of exercise and practice (Bizzaro, 2003), as cited by
Pawliczak (2015). Students can express themselves freely through
creative writing, which allows them to train and develop their
imagination. Moreover, creative writing opens up a part of people’s minds
to new and different ideas, allowing them to see the world in new ways.

Local
For students, studying is already a difficult task. Hence, producing
a high-quality paper is a challenge that must be fulfilled. Pablo and
Lasaten (2018) conducted a research study to examine the quality of
children's academic essays from public and private schools. 227 grade
11 Senior High School academic essays were chosen at random for the
study's purposes, and children from Laoag City's Schools Division were
chosen and examined.
Furthermore, students struggle with writing academic essays due
to a lack of variety of ideas in terms of content and ideas; a lack of
connectives in terms of the organization; incorrect words or idioms and
word usage in terms of vocabulary and word choice, poor sentence
structures in terms of language use, use of first-person pronouns in
terms of formality and objectivity; and a lack of citations in terms of

43
referencing (Pablo and Lasaten, 2018). The work of the aforementioned
students ranges from poor to passable. Writing requires a wide range of
skills, including analytical and critical thinking, reading and writing
comprehension, and grammar and language knowledge. Nonetheless,
despite their daily difficulties, students should continue to complete the
tasks.
Writing is an important skill to acquire, whether for school,
personal, or professional reasons. It is not an option, but rather a
necessity. Writing helps students succeed academically. That is why,
when the K–12 Curriculum was implemented, it was made a point to
provide Senior High School students with subjects that will benefit them
both academically and practically. English for Academic and Professional
Purposes (EAPP) and Practical Research are two examples of programs
that aim to improve students' language and communication skills, which
can be used in conversation or writing.
A study conducted by Sarmiento (2021) aims to examine the
impact of the process approach on senior high school students who were
taking the Reading and Composing course. It concentrated on the
student’s progress in structuring a clear, grammatically, and
mechanically correct narrative composition. The “Process Writing
Approach” is a methodical writing technique used by language teachers
that focuses on assessing students' writing abilities as they progress
through the writing process and their output rather than the outcome.

44
 Given the students' previous experience in writing compositions,
the majority of their writing professors used a traditional method of
instruction, assigning writing assignments that focused on the final
product rather than the process of developing it. This method of copying
writing examples ignores the teacher's advice and stifles students'
creativity. The student’s proficiency in four writing competencies
(expository, descriptive, persuasive, and narrative) was assessed using a
process writing technique, according to the findings. As a result, the
study recommended using the process writing approach because it was
effective in improving students' ability to write narrative compositions.
Students' literacy in academic writing may differ due to differences
in their understanding of how to write academic texts. Moreover, there
are factors such as the methods used in writing, like the old-fashioned
method or the use of newly developed applications and websites, that
guide writers in the improvement of their written works.
In this regard, Ugsad (2017) conducted a study entitled “The
Effects of Weblog on Filipino Learner's Writing Performance,” in which
the subjects of the study were divided into two groups: pen-and-paper
and weblog. In the study, the group that used a weblog fared much
better than those that used pen and paper.
In addition, according to an article written by Childhope
Philippines (2021), a long-running non-governmental organization also
concludes that digital tools will provide a better learning performance.

45
This means that the available digital tools can be a great asset for
improving students' learning experiences. The study shows that learners
ranging from kindergarten to college students, as well as aspiring
writers, can benefit from these digital tools.
In conclusion, technological devices, particularly mobile phones,
are more valuable and efficient than one might expect. According to the
literature and studies reviewed in this chapter, educational mobile
applications are learning tools that benefit a large number of users by
assisting students who want to improve the caliber of their outputs for
academic and learning purposes in education. Although educational
mobile applications have advantages, they also have drawbacks.
However, as technology is integrated into education, users must be
responsible and aware of their limitations.
Furthermore, writing has been an integral part of students' lives
and has had a significant impact on their education. Following the
examination of related articles and studies, it was discovered that the
quality of the subject's writing varied due to many factors, such as their
level of IQ, writing techniques, resource availability, and AI assistance,
such as the educational mobile applications. Therefore, the quality of
written output can be improved in a variety of ways depending on how
the writer organizes, analyzes, and gathers ideas.

46
 CHAPTER III
METHODOLOGY
This chapter shows the Research Design, Locale of the Study,
Respondents of the Study, Data Gathering Instrument, Data Gathering
Procedure, and Statistical Treatment of Data of the study.

Research Design
The researchers used Quantitative Research Design, particularly
Descriptive-Correlational Research Design, in the study “The Advantages
of Educational Mobile Applications in Improving the Quality of Written
Outputs of Grade 12 STEM Students of PHINMA - University of
Pangasinan”. Quantitative research is frequently used when a large
number of people will be observed or questioned in order to provide
reliable data. As a result, the researchers in this study used a
quantitative approach to learn more about the advantages of
educational mobile applications and their impact on the quality of
written output.
Descriptive correlational design is used in research studies that
aim to provide static pictures of situations as well as establish the
relationship between different variables (McBurney & White, 2009). It
explains the connection that takes place between the two different
variables. Thus, the researchers have chosen this method because they
aim to identify the relationship between 1) the advantages of educational

47
mobile applications and 2) the quality of the written outputs of Grade 12
STEM students of PHINMA - University of Pangasinan. The main
objective of a descriptive correlational study is to describe the
relationships between the variables under consideration rather than to
determine whether any of them are causally related.
The researchers used descriptive correlation in their study because
they wanted to learn more about how one variable changed when it was
linked to another variable. This method of data collection is appropriate
for this study since it allows researchers to collect factual information
from respondents while also assisting them in conducting the study more
efficiently.

Locale of the Study

This study was conducted at the PHINMA-University of
Pangasinan, which is located on Arellano St., Dagupan City, Pangasinan.
It is a private and non-sectarian university located in Dagupan,
Pangasinan, Philippines. The researchers focused on the students of
PHINMA-University of Pangasinan (UPang), a member of the PHINMA
Education Network. The university was chosen as the locale of the study
as it is more convenient and time-efficient to conduct the research and
the survey. Given the pandemic situation, the researchers will use virtual
survey links that will be distributed to respondents via messenger or
email. Furthermore, the researchers studied at the University of

48
Pangasinan as well as the chosen respondents of the study, who were
STEM-Health students, making it easier and more suitable for
researchers to collect data and conduct surveys.

Respondents of the Study

The respondents of the survey were from sections
UP-FB2-STEMHT12-01 to UP-FB2-STEMHT12-05 of STEM-Health
students of PHINMA-University of Pangasinan, in the School Year
2022-2023. Due to their strand's reputation for having heavy workloads
in terms of written output and availability, a total of 50 respondents from
the said strand were chosen. Moreover, because they are the generation
that is most familiar with educational mobile applications, it is crucial to
hear their perspectives on how these applications help them improve
their written output.
The respondents of the study were chosen through the use of
Simple Random Sampling. A simple random sampling technique is one
in which a subset of participants from a population is randomly selected
by the researcher. Every individual in the population has an equal
chance of being selected. These students are chosen to complete the
questionnaires created by the researchers using Google forms. It is
presumed that the researchers will be able to draw conclusions from
their responses regarding the concerns raised regarding the relationship

49
between the use of educational mobile applications and the quality of the
student's written output.
Data Gathering Instrument
The data collection instrument used in this study is a survey
questionnaire via Google forms distributed to the STEM-Health students
of PHINMA-University of Pangasinan as the respondents of the study. To
avoid the spread of viruses, surveying is done virtually. It will also make
it easier for researchers to collect responses, feedback, and other data
from respondents. The Google form survey link will be distributed via
social media platforms, specifically Facebook Messenger.

Data Gathering Procedure

Prior to the study's execution, the researchers developed the
study's title with the assistance and collaboration of the research adviser.
Following the validation of the researcher's survey, the researchers had
to look for the targeted respondents who were capable of answering the
survey's questions. To obtain permission to conduct the survey, a letter
of request was addressed to the principal, adviser, and respondents. The
researchers then discussed how the survey would be conducted using
the data collection instrument. Additionally, a social distribution method
was used to distribute the survey, in which social media platforms such
as Google Forms were used to distribute the survey. The survey
questionnaire was chosen by the researchers over other forms of data

50
collection methods because it has many advantages that would make
information gathering easier and more accurate. It is also reliable,
efficient, and obtainable at any time. Furthermore, the data analysis is
accurate and appropriate for the researchers' questions.

Statistical Treatment of Data

The researchers fully gathered all the data and carefully analyzed,
tallied, and interpreted them by using the statistical tools to examine the
Advantages of Educational Mobile Applications in Improving the Quality
of Written Outputs of Grade 12 STEM Students of PHINMA University of
Pangasinan S.Y. 2022-2023.
To answer subproblem #1, frequency and percentage distribution
is a visual representation of data that shows the number of observations
for each data point or cluster of data points. The method of constructing
a frequency and percentage distribution includes counting the total
number of observations within each data point or grouping of data
points, as well as identifying the overall number of observations to be
displayed.
P(%) =F/N × 100

Where:
F = Total response of respondents
N = Total respondents

51
P(%) = Percentage
100 = constant value

To answer problems #2 and #3, the researchers used the Average

Weighted Mean. The legend for the ratings is shown below.

𝑛
∑ (𝑋𝑖 × 𝑊𝑖)
Average Weighted Mean= 𝑖=1
𝑛
∑ 𝑊𝑖
𝑖=1

Where:
W = weighted average
n = number of terms to be averaged
wi = weights applied to x values
Xi = data values to be averaged

The researchers used a 5-point hedonic scale to interpret the

weighted mean that will be received.

52
 Table 1.0. Hedonic Scale
Scale Range Descriptive
Equivalent
5 5.00-4.21 Strongly Agree
4 4.20-3.41 Agree
3 3.40-2.61 Somewhat Agree
2 2.60-1.81 Disagree
1 1.80-1.00 Strongly Disagree

The researchers used the Pearson Correlation Coefficient

formula to evaluate their hypothesis. The formula is provided below.

r=𝑊= 𝑛(Σ𝑥𝑦) − (Σ𝑥)(Σ𝑦) / [𝑛Σ𝑥2 2

− (Σ𝑥) ][𝑛Σ𝑥𝑦2 − (Σ𝑦)
2
]

Where:
n = Number of pairs of scores
x = Dependent Variable
y = Independent Variable
ΣEx = Sum of x scores
ΣEy = Sum of y scores
ΣEx² = Sum of squared x scores
ΣEy² = Sum of squared y scores

53
 Table 2.0. Range of Correlation with Corresponding
Descriptive Equivalent
Size Correlation Coefficient Descriptive Equivalent
0.90 to 1.00 (-0.90 to -1.00) Very High Positive (Negative
Correlation
0.70 to 0.90 (-0.70 to -0.90) High Positive (Negative)
Correlation
0.50 to 0.70 (-0.50 to -0.70) Moderate Positive (Negative)
Correlation
0.30 to 0.50 (-0.30 to -0.50) Low Positive (Negative)
Correlation
0.10 to 0.30 (-0.10 to -0.30) Negligible Correlation

54
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter provides an overview of the data analysis and
interpretation, questionnaire compilation, and study findings.

PROFILE OF THE RESPONDENTS

This section presents the tables that indicate demographic
information of the 50 respondents in this research survey, such as their
age, sex, and section. The data presented in this part assisted the
researchers in interpreting findings, confirming hypotheses, and
formulating conclusions and suggestions.
Table 1. Frequency and Percentage Distribution for the Profile of the
Respondents
A. Age Frequency Percentage (%)
16-17 11 22%
17-18 37 74%
18 and above 2 4%
Total 50 100%

B. Sex Frequency Percentage (%)

Male 8 16%
Female 42 84%
Total 50 100%

55
 C. Section Frequency Percentage (%)
UP-FB2-STEMHT12-01 10 20%
UP-FB2-STEMHT12-02 10 20%
UP-FB2-STEMHT12-03 10 20%
UP-FB2-STEMHT12-04 10 20%
UP-FB2-STEMHT12-05 10 20%
Total 50 100%

Age. The first part of Table 1.0 shows the frequency distribution of the
age of the respondents. It shows that out of 50 responses, 22% of the
respondents are 16 to 17 years old. Meanwhile, a total of 74% are 17 to
18 years old. Lastly, 4% of the respondents are 18 years old and above.

Sex. The second part of Table 1.0 represents the frequency and
percentage of the gender of the respondents. Male respondents make up
16% of the total, whereas 75% of the respondents are female.

Section. The third part of table 1.0 shows the frequency distribution of
the section of the respondents. It shows that all 5 sections have a
percentage of 20%.

56
 EDUCATIONAL MOBILE APPLICATIONS USAGE
This part shows the most commonly used educational mobile
applications among the 50 respondents. The data represented will help
the researchers in concluding and formulating recommendations.

Table 2. Educational Mobile Applications Usage

Educational Mobile Frequency Percentage(%)

Applications
Google Classroom 46 92%
Youtube 43 86%
Quillbot 33 66%
Grammarly 31 62%
Brainly 17 34%
Quizlet 15 30%
Mathway 10 20%
Khan Academy 10 20%
Kahoot! 2 4%
Duolingo 1 2%

57
 Among the applications, Google Classroom records the most usage
from the respondents with 46 frequencies in total amounting to 92%.
Youtube comes second with its frequency of 43 and 86%. The third one
is the application Quillbot with a frequency of 33 and 66%. Coming in
fourth is Grammarly with its frequency of 31 and 62%. Brainly is fifth
with its 17 frequencies which amount to 34%. Sixth is Quizlet with a
frequency of 15 meaning 30% of the respondents make use of it.
Mathway and Khan Academy are tied in seventh with 10 frequencies and
20%. Ninth on the list is Kahoot! with a frequency of 2 and 4%. Lastly,
the tenth is Duolingo with 1 frequenter amounting to 2% of the total
respondents.

EDUCATIONAL MOBILE APPLICATIONS STATEMENTS

This part displays the statements of educational mobile
applications as well as the results from the 50 respondents. The
statistical treatment of data used was the Average Weighted Mean.

Table 3. Educational Mobile Applications Statements

(n=50)
Indicator Statements Weighted Descriptive Transmuted
Mean Equivalent Description
1. I use educational
mobile applications
such as Grammarly, 4.18 Agree Moderate
Quillbot, Hemingway,
and Google Docs.

58
2. I can comfortably
rely on educational
mobile applications to 3.88 Agree Moderate
help me finish my
academic tasks.
3. I can learn
effectively from 3.92 Agree Moderate
educational mobile
applications.
4. I find educational
mobile applications
convenient as they 3.7 Agree Moderate
provide spot-on
answers.
5. I can easily gather
accurate, sufficient,
and useful
information through 3.9 Agree Moderate
the use of educational
mobile applications.
6. I became more
productive and
organized while 3.88 Agree Moderate
studying by utilizing
the interactive
features of mobile
educational
applications.
7. I am able to achieve
better grades while
using educational 3.7 Agree Moderate
mobile applications.
Average Weighted 3.88 Agree Moderate
Mean

59
 Table 3 represents each statement’s weighted mean, descriptive
equivalent, and transmuted equivalent. The transmuted description of
the respondents' educational mobile applications statements was
Moderate and Agree for descriptive equivalent with a 3.88 average
weighted mean. For the first statement, “I use educational mobile
applications such as Grammarly, Quillbot, Hemingway, and Google
Docs”, the average weighted mean for it was 4.18, with a descriptive
equivalent of Agree and transmuted description of Moderate. For “I can
comfortably rely on educational mobile applications to help me finish my
academic tasks”, the average weighted mean for it was 3.88, with a
descriptive equivalent of Agree and transmuted description of Moderate.
“I can learn effectively from educational mobile applications” has an
average weighted mean of 3.92 with a descriptive equivalent of Agree
and transmuted description of Moderate. “I find educational mobile
applications convenient as they provide spot-on answers” has an average
weighted mean of 3.7 with a descriptive equivalent of Agree and
transmuted description of Moderate. “I can easily gather accurate,
sufficient, and useful information through the use of educational mobile
applications” has an average of 3.9 with a descriptive equivalent of Agree
and a transmuted description of Moderate. “I became more productive
and organized while studying by utilizing the interactive features of
educational mobile applications” has an average of 3.88 with a
descriptive equivalent of Agree and a transmuted description of

60
Moderate. “I am able to achieve better grades while using educational
mobile applications” has an average of 3.88 with a descriptive equivalent
of Agree and a transmuted description of Moderate.

QUALITY OF WRITTEN OUTPUT STATEMENTS

This part displays the statements of quality written output as well
as the results from the 50 respondents. The statistical treatment of data
used was the Average Weighted Mean.

Table 4. Quality of Written Output Statements

(n=50)
Indicator Weighted Descriptive Transmuted
Statements Mean Equivalent Description
1. I can complete my
written output in 4.02 Agree Moderate
accordance with the
time frame given.
2. I always apply my 3.86 Agree Moderate
analytical skills in
every written output.
3. I can expand my
knowledge and
vocabulary while also 4.14 Agree Moderate
increasing my
credibility as a
student.
4. I can write
paragraphs, essays,
reports, stories, etc., 3.94 Agree Moderate
with proper structure,
ideas, and accuracy.

61
 5. I can improve my
writing skills through 4.24 Strongly Agree High
reading and
experience.
6. I am able to
express my newly 3.96 Agree Moderate
acquired skills and
concepts in writing.
7. I can excellently 3.82 Agree Moderate
enhance the quality of
my written output.
Average Weighted 4 Agree Moderate
Mean

Table 4 represents each statement’s weighted mean, descriptive

equivalent, and transmuted equivalent. The first statement, "I can
complete my written output in accordance with the time frame given that
students can finish the task on time", has a weighted mean of 4.02, with
a descriptive equivalent of Agree and a transmuted description of
Moderate. Because "I always apply my analytical skills in every written
output", the weighted mean was 3.88, which is equivalent to Agree
descriptive equivalent and transmuted description of Moderate. "I can
expand my knowledge and vocabulary while also increasing my
credibility as a student", with a weighted mean of 4.14 and an Agree
descriptive and Moderate transmuted equivalent. "I can write
paragraphs, essays, reports, stories, etc., with proper structure, ideas,
and accuracy' has a 3.94 weighted mean with Agree descriptive
equivalence and Moderate transmuted description." I can improve my

62
writing skills through reading and experience", the average weighted
mean was 4.24 which is equivalent to Strongly agree and High in
descriptive and transmuted equivalent. For "I am able to express my
newly acquired skills and concepts in writing", weighted 3.96 as its mean
and Agree for descriptive equivalent while Moderate for transmuted
description. "I can excellently enhance the quality of my written output"
with 3.82 for its weighted mean and Agree for descriptive equivalent
while Moderate for transmuted description. Overall, the average
weighted mean for Quality Written Outputs claims is 4, which
corresponds to the description equivalent of Agree and transmuted
description of Moderate.

SIGNIFICANT IMPACT OF EDUCATIONAL MOBILE APPLICATIONS IN

IMPROVING THE QUALITY OF WRITTEN OUTPUTS
This section gives a general overview of whether the portrayal of
educational mobile applications has a significant impact on the quality of
written outputs among Grade 12 STEM - Health students of
PHINMA-University of Pangasinan. The Pearson Correlation Coefficient is
the statistical treatment of data that was used in this study because it
helped the researchers identify if there is a significant relationship
between the two variables and can determine if the null hypothesis will
be accepted or rejected through the use of finding the R-value.

63
 Table 5. Correlation Between Educational Mobile Applications and
Quality Written Output
Respondents Educational Quality xy x² y² r-value
Mobile Written
Applications Output (y)
(x)
1-50 193.99 199.83 798.02 783.43 836.59 0.66

Table 5 shows the variables used to compute the r-value with

Pearson Correlation Formula. As shown in the table, the computed value
of r was 0.66, and with that, the researchers rejected the null
hypothesis which means there is a significant moderate positive
correlation between Educational Mobile Applications and the Quality of
Written Outputs of Grade 12 STEM-Health students.

64
 CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter highlights the researchers' findings, conclusions, and
recommendations from the study.

SUMMARY
This study was conducted to determine the Advantages of
Educational Mobile Applications in Improving the Quality of Written
Outputs of Grade 12 STEM students at PHINMA-University of
Pangasinan. The researchers used survey questionnaires as the research
instrument. The collected data were analyzed through the use of
Frequency and Percentage Distribution and Average Weighted Mean.

Summary of the Findings

The following are the findings of the study:
1. On the Profile of the Respondents
a. Age. Of the 50 respondents, eleven (11) were 16-17 years
old; thirty-seven (37) of them were 17-18 years old, and two
(2) of them were 18 years old and above.
b. Sex. Of the 50 respondents, eight (8) of them were male, and
forty-two (42) of them were female.
c. Section. Of the 50 respondents, ten (10) of them are from
STEMHT12-01, ten (10) from STEMHT12-02, ten (10) are

65
 from STEMHT12-03, ten (10) from STEMHT12-04, and ten
(10) from STEMHT12-05.

2. On Educational Mobile Applications

The average weighted mean computed from the indicator
statements was 3.88, demonstrating the tremendous influence of
educational mobile applications on sections 1-5 of Grade 12
STEM-Health students at PHINMA-University of Pangasinan.

3. On Quality of Written Outputs

The average weighted mean computed from the indicator
statements was 4, which indicates the notable impact written output has
on sections 1-5 of Grade 12 STEM-Health students at
PHINMA-University of Pangasinan.

4. On Correlation Educational Mobile Applications and Quality of

Written Outputs
The computed value correlation coefficient is r=0.66. There is
enough evidence to conclude that Educational Mobile Applications have
a significant relationship with the quality of written outputs of
STEM-Health Students at PHINMA-University of Pangasinan. The null
hypothesis is therefore rejected.

66
 CONCLUSION
The following conclusions were reached based on the research
study's findings and outcomes.

1. The students of PHINMA - University of Pangasinan are using

educational mobile applications to accomplish their written
outputs. These programs help the students in improving their
academic performance. According to the survey that was
conducted by the researchers, the top three most used educational
mobile applications are Google Classroom, YouTube, and Quillbot,
which are the most beneficial educational mobile applications to
the learners of PHINMA - University of Pangasinan.

2. In conclusion, the respondents ranging from 16 years old to 18

years old and above strongly agree that educational mobile
applications have a good significance to help them to finish their
academic tasks. Despite their age and sex, there are no negative
impacts of educational mobile applications on their written
outputs. The result shows that educational mobile applications
have positive effects and advantages to improve the quality of
written outputs of the students.

67
3. Based on the findings and results of this study, the researchers
conclude that educational mobile applications directly influence
the quality of written outputs of PHINMA-University of Pangasinan
Grade 12 STEM-Health students. The use of educational mobile
applications has been found to benefit students in a variety of
ways, including making information more accessible, providing
tailored learning experiences for their convenience, and effortlessly
and efficiently developing their skills as well as the quality of their
written outputs while gaining a better understanding and
knowledge. As a result, educational mobile applications have a
positive impact on the lives of students.

4. According to the researchers’ survey, the most used educational

mobile application is Google Classroom with a percentage of 92%,
46 out of 50 respondents use Google Classroom. The second most
used educational mobile application is YouTube with a percentage
of 86%, 43 out of 50 respondents use this. The third most used
educational mobile application is Quillbot with a percentage of
66%, 33 out of 50 respondents use this. The researchers
concluded that the reason why Google Classroom is the most used
one is that it is used to submit the completed tasks of Grade 12
STEM students in PHINMA - University of Pangasinan.

68
 RECOMMENDATIONS

1. Parents need to take into account how educational mobile

applications do not distract students but rather help them even
more, particularly with the quality of their written outputs,
activities, or school projects.
2. Information regarding the benefits of educational mobile
applications should circulate in social media, and reach its target
audience, students, parents, and teachers.
3. Students should not take advantage of the usage of educational
mobile applications. They should instead consider using it for
guidance and assistance in their work.
4. Future researchers are encouraged to conduct extensive research
on current research in order to create new discoveries and
developments that will be more beneficial and valuable to future
generations. The researchers recommend future researchers to
broaden the sample size of respondents and include students from
different strands, have a more precise data collection procedure,
add another research variable if necessary, and use appropriate
statistical tools in computing the survey statistics. With this,
future studies will have a positive impact and provide unique
opportunities for presenting new content to students.

69
 BIBLIOGRAPHY
Academic Writing (2017). Editorial. SkillsYouNeed. Retrieved in August
2022 from
https://www.skillsyouneed.com/write/academic-writing.html.
Alqahtani, M., and Mohammad, H. (2015). Mobile Applications’ Impact on
Student Performance and Satisfaction. Retrieved in August 2022.
Turkey: TOJET.
Apostol, C. G., Balingit, A. V., Cuarteros, J. M., Hassan, A. J. B., Mamba,
A. D. M. (2019). Positive effects of Educational Mobile Application to
the Academic Performance of Grade 11 students in St. Gregory
College of Valenzuela. Retrieved in August 2022 from
https://www.academia.edu/40729282/POSITIVE_EFFECTS_OF_E
DUCATIONAL_MOBILE_APPLICATION_TO_THE_ACA_DEMIC_PER
FORMANCE_OF_GRADE_11_STUDENTS_IN_ST_GREGORY_COLL
EGE_OF_VALENZUELA.
Al-Mashhadani, M.A., and Al-Rawe M.F. (2018). The future role of mobile
learning and smartphones applications in the Iraqi private
universities. Retrieved in August 2022 from
https://slejournal.springeropen.com/articles/10.1186/s40561-01
8-0077-7.
Bazerman, C., Applebee, A. N., Berninger, V. W., Brandt, D., Graham, S.,
Matsuda, P. K., Murphy, S., Rowe, D. W., and Schleppegrell, M.

70
 (2017). Taking the long view on writing development. Retrieved in
August 2022 from https://www.jstor.org/stable/44821267.
Blackwell, C. (2014). Teacher practices with mobile technology integrating
tablet computers into the early childhood classroom. Journal of
Education Research. Retrieved in August 2022. New York: Nova
Science Publishers, Inc.
Brew, E. A., Nketiah, B., & Koranteng, R., (2021). A Literature Review of
Academic Performance, an Insight into Factors and their Influences
on Academic Outcomes of Students at Senior High Schools.
Retrieved in August 2022 from
https://www.scirp.org/journal/paperinformation.aspx?paperid=10
9636.
Brown, T. & Mbati, L. (2015). Mobile Learning: Moving Past the Myths and
Embracing the Opportunities. Retrieved in August 2022. Canada:
International Review of Research in Open and Distributed
Learning.
Defazio, J. et al (2010). Academic literacy: The importance and impact of
writing across the curriculum – a case study. Retrieved in August
2022 from https://files.eric.ed.gov/fulltext/EJ890711.pdf.
Demir, K., and Akpinar, E. (2018). The effect of mobile learning
applications on students' academic achievement and attitudes
toward mobile learning. Retrieved in August 2022. Malaysia:
MOJET.

71
Drigas, A., and Angelidakis, P. (2017). Mobile Applications within
Education An Overview of Application Paradigms in Specific
Categories. Retrieved in August 2022 from
https://doi.org/10.3991/ijim.v11i4.6589
Dubé, A. K, Alam, S. S., Xu, C., Wen, R., Kacmaz, G. (2019). Tablets as
Elementary Mathematics Education Tools: Are They Effective and
Why. Retrieved in August 2022 from
https://doi.org/10.1007/978-3-030-12895-1_13.
Eryilmaz, S. (2021). Compare Teachers and Students attitudes according
to Mobile Educational Applications. Retrieved in August 2022 from
https://files.eric.ed.gov/fulltext/EJ1290790.pdf
Etcuban, J. O., Marcial, D. E., Dinauanao, A. M., Patindol, D. B., &
Abellanosa, C. S. (2016). Information and Communication
Technology Readiness of teachers in Cebu. Retrieved in August
2022 from
https://www.researchgate.net/publication/342106743_Informatio
n_and_Communication_Technology_Readiness_of_Teachers_in_Ceb
u_Philippines.
Ekaterina, P. (2017). Developing a typology of mobile applications in
higher education: A national case-study. Retrieved in August 2022.
Australia: Australasian Journal of Educational Technology (AJET).

72
Evans, C. (2008). The effectiveness of m-learning in the form of podcast
revision lectures in higher education. Retrieved in August 2022.
Amsterdam: Elsevier.
Fatimah, N. (2019). Students’ Needs for Academic Writing at the English
Education Department. Retrieved in August 2022 from
https://www.researchgate.net/publication/334944313_Students'_
Needs_for_Academic_Writing_at_the_English_Education_Departme
nt.
Gikas, J., Grant, M. (2013). Mobile Computing Devices in Higher
Education: Student Perspectives on Learning with Cellphones,
Smartphones & Social Media. Retrieved in August 2022 from
https://doi.org/10.1016/j.iheduc.2013.06.002.
Gray, L., Thomas, M., & Lewis, L. (2010). Teachers’ use of educational
technology in US public Schools: 2009. Retrieved in August 2022.
USA: Institute for Education Sciences.
Gustilo, L.E. (2016). Differences in Less Proficient and More Proficient ESL
College Writing in the Philippine Setting. Retrieved in August 2022
fromhttps://eric.ed.gov/?q=writing+in+philippines&id=ED566412.
Hussain, A., Mkpojiogu, E. O., & Babalola, E. T. (2020). Using Mobile
Educational Apps to Foster Work and Play in Learning: A Systematic
Review. Retrieved in August 2022 from
https://doi.org/10.3991/ijim.v14i18.16619.

73
Importance of technology in Philippine education (2021). Editorial.
Childhope Philippines. Retrieved in August 2022 from
https://childhope.org.ph/importance-of-technology-in-philippine-e
ducation/#:~:text=Thanks%20to%20technology%2C%20teachers%
20can,teachers%20can%20provide%20exciting%20activities.
Kearney, M., Burden, K., Shuck, S. (2020). Evaluating educational apps
from a sociocultural perspective. Retrieved in August 2022 from
https://www.researchgate.net/publication/346275104_Evaluating
_Education_Apps_from_a_Sociocultural_Perspective.
Klimova, B. (2019). Impact of Mobile Learning on Students’ Achievement
Results. Retrieved in August 2022. Switzerland: Licensee MDPI.
Menon, D., (2022). Uses and gratifications of educational apps: A study
during COVID-19 pandemic. Retrieved in August 2022 from
https://doi.org/10.1016/j.caeo.2022.100076.
Miranda, J.P., Dianelo, R.F., and Yabut, A. (2021). Development of
INSVAGRAM: An English Subject-Verb Agreement Mobile Learning
Application. Retrieved in August 2022 from
https://doi.org/10.3991/ijet.v16i19.24071.
MolokoMphale, L., and Mhlauli, M. (2014). An Investigation on Students
Academic Performance for Junior Secondary Schools in Botswana.
Retrieved in August 2022 from
https://files.eric.ed.gov/fulltext/EJ1086046.pdf

74
Naismith, L., & Corlett, D. (2006). Reflections on success: A retrospective
of the mLearn conference series 2002-2005. Retrieved in August
2022. Canada: ResearchGate.
Niall, M. (2016). Mobile learning in Africa: How mobile education
technology benefits learners. Retrieved in August 2022. South
Africa: Word press.
Pawliczak, J. (2015). Creative Writing as a best way to Improve Writing
Skills of Students. Retrieved in August 2022 from
https://www.davidpublisher.com/index.php/Home/Article/index?
id=9628.html
Pannell, J., Partsch, F., and Fuller, N. (2017). The Output Hypothesis:
From Theory to Practice. Retrieved in August 2022. USA: TESOL.
Papadakis, S., and Kalogiannakis, M. (2017). Mobile educational
applications for children: what educators and parents need to know.
Retrieved in August 2022. Greece: ResearchGate.
Rugg, G. (2020). Academic writing can be boring – but there are good
reasons for that. Retrieved in August 2022. Australia: The
Conversation.
Sarmiento, J.P., adn Ortega-Dela Cruz, R.A. (2021). Process writing
approach in enhancing high school students’ esl writing competency.
Retrieved in August 2022 from
https://doi.org/10.52326/jss.utm.2021.4(4).06.

75
Shah, N. L., Miller, J.B., Bilal, M., Shah, B. (2021). Smartphone Apps in
Graduate Medical Education Virtual Recruitment during the
COVID-19 pandemic. Retrieved in August 2022 from
https://doi.org/10.1007/s10916-021-01720-z.
Skar, G.B., Lei, PW., Graham, S. et al (2022). Handwriting fluency and
the quality of primary grade students’ writing. Retrieved in August
2022 from https://doi.org/10.1007/s11145-021-10185-y.
Tanpoco, M., Rillo, R., and Alieto, E. (2019). Filipino to English transfer
errors in writing among college students: Implications for the senior
high school English curriculum. Retrieved in August 2022 from
https://deliverypdf.ssrn.com/delivery.php?ID=183110124086122
10310309708901609708702107101708806908503002008211109
91161020060861220000160170620060980610850080141201180
14119061007042040006027006121095085122109087030012034
09308510511107600711208002609402210501007111902407112
0086027101071079124094113&EXT=pdf&INDEX=TRUE
Thwaites, P. (2014). Maximizing learning from written output. Retrieved in
August 2022. England: Oxford University Press.
Tuliao, D. P. C., Duldulao, T. J. G., Pagtaconan, W. C. R., Galang, A. A.
D. (2015). Development of a Mobile Learning Application for
Kindergarten: Process, Issues, and Challenges. Retrieved in August
2022 from

76
 https://ijodel.com/wp-content/uploads/2016/03/002_Tuliao_Dul
dulao_Pagtaconan_Galang.pdf.
Ugsad, R. (2017). The Effect of Weblog on the Filipino Learners’ Writing
Performance. Philippine E-Journal. Retrieved in August 2022 from
https://ejournals.ph/article.php?id=12281.
Vázquez-Cano, E. (2014). Mobile Distance learning with Smartphones and
Apps in Higher Education. Retrieved in August 2022 from
https://files.eric.ed.gov/fulltext/EJ1045122.pdf.
Walundari, Y. (2022) Effective Feedback to Improve Students’ Writing
Skills. Retrieved in August 2022 from
https://jurnal.unupurwokerto.ac.id/index.php/educalitra
Wilmot, K., & McKenna, S. (2018). University writing groups provide an
unexpected space for change. Retrieved in August 2022. Australia:
The Conversation.

77
 APPENDIX A
LETTER TO THE PRINCIPAL
Republic of the Philippines
PHINMA University of Pangasinan
Arellano Street, Dagupan City
S.Y. 2022-2023
Jessie Ian DR. Paragas Jr.
Principal, High School Department
PHINMA University of Pangasinan
Sir:
We have the honor to request permission from your good office to allow
us to conduct a survey to Grade 12 STEM-Health of sections 01-05
students as the respondents. The data to be gathered will be used in our
research entitled “Advantages of educational mobile applications in
improving the quality of written outputs of Grade 12 STEM students of
PHINMA-University of Pangasinan” in partial fulfillment of the
requirements for the subject Practical Research 2.
Your favorable response in the above request will truly help us in the
completion of our research work. Thank you very much and God bless.
Respectfully,
DIZON, RICKYLYN V. RAMOS, FRANCHEZKA YSABEL L.
DUCUSIN, KATHERINA L. SALAZAR, KLARISA MAE D.
MALANUM, RAFF CHRISTIAN E. SURATOS, DENNY JOYCE E.
MEDRIANO, LESLIE KAYE S. TORIO, TRISHA NICOLE G.
PENOLIAR, JOYCE E. VASQUEZ, YSA MARIELLE G.
Noted:
Jennie D. Ng
Research Adviser
Approved by:
Jessie Ian DR. Paragas Jr.
Principal, High School Department

78
 APPENDIX B
LETTER TO THE RESPONDENTS

Republic of the Philippines

PHINMA University of Pangasinan
Arellano Street, Dagupan City
S.Y. 2022-2023
Respondents:

We are presently undertaking a study entitled “Advantages of educational

mobile applications in improving the quality of written outputs of Grade
12 STEM students of PHINMA-University of Pangasinan” in partial
fulfillment of the requirements for the subject Practical Research 2 (APP
006). In relation to this, we are asking for your support and cooperation
by answering the questions from our interview with utmost honesty. Rest
assured that whatever information you can give will be considered
confidential.
Your active participation will be highly appreciated.
Sincerely,

DIZON, RICKYLYN V. RAMOS, FRANCHEZKA YSABEL L.

DUCUSIN, KATHERINA L. SALAZAR, KLARISA MAE D.
MALANUM, RAFF CHRISTIAN E. SURATOS, DENNY JOYCE E.
MEDRIANO, LESLIE KAYE S. TORIO, TRISHA NICOLE G.
PENOLIAR, JOYCE E. VASQUEZ, YSA MARIELLE G.

Noted:

Jennie D. Ng
Research Adviser

79
 APPENDIX C
QUESTIONNAIRE
ADVANTAGES OF EDUCATIONAL MOBILE APPLICATIONS IN
IMPROVING THE QUALITY OF WRITTEN OUTPUTS OF GRADE 12
STEM STUDENTS OF PHINMA - UNIVERSITY OF PANGASINAN
S.Y. 2022-2023

General Instructions: Before answering, carefully read and analyze the

following statements. Kindly provide answers with complete honesty and
sincerity. Please note that all responses and information will be kept
strictly confidential.

I. Profile of the Respondents

Instruction: Fill out the following details appropriately and thoroughly.
Name (Optional): ___________________________
Section:
● UP-FB2-STEMHT12-01
● UP-FB2-STEMHT12-02
● UP-FB2-STEMHT12-03
● UP-FB2-STEMHT12-04
● UP-FB2-STEMHT12-05

Age:
● 16-17
● 17-18
● 18 and above

Sex:
● Male
● Female

80
 ✔️
Instruction: Put a check ( ) on the box corresponding to your choice.
Choose your answers sincerely. You may select one or more from the
choices below.
*What Educational Mobile Application/s do you use?
Brainly
Duolingo
Grammarly
Google Classroom
Kahoot!
Khan Academy
Mathway
Quillbot
Quizlet
Youtube
Other: __________________

II. Rating Scale

Instruction: Please be honest in indicating your level of agreement or
disagreement with the following statements.

1- Strongly Disagree 2- Disagree 3- Somewhat Agree

4 – Agree 5 – Strongly Agree

81
 A. EDUCATIONAL MOBILE 1 2 3 4 5
APPLICATION
1. I use educational mobile applications
such as Grammarly, Quillbot,
Hemingway, and Google Docs.
2. I can comfortably rely on educational
applications to help me finish my
academic tasks.
3. I can learn effectively from
educational mobile applications.
4. I find educational mobile
applications convenient as they provide
spot-on answers.
5. I can easily gather accurate,
sufficient, and useful information
through the use of educational mobile
applications.
6. I became more productive and
organized while studying by utilizing
the interactive features of educational
mobile applications
7. I am able to achieve better grades
while using educational mobile
applications.

B. QUALITY WRITTEN OUTPUT 1 2 3 4 5

1. I can complete my written output in
accordance with the time frame given.
2. I always apply my analytical skills in
every written output.
3. I can expand my knowledge and
vocabulary while also increasing my
credibility as a student.
4. I can write paragraphs, essays,

82
reports, stories, etc., with proper
structure, ideas, and accuracy.
5. I can improve my writing skills
through reading and experience.
6. I am able to express my newly
acquired skills and concepts in writing.
7. I can excellently enhance the quality
of my written output.

83
 APPENDIX D
DOCUMENTATION
The following screenshots were evidence of the researchers
showing coordination and teamwork while using different applications in
conducting and completing the study.

84
85
86
87
88
 Collection of survey

Profile of respondents and Weighted Mean of Mobile Educational

Applications

Weighted Mean of Quality Written Output and Pearson Correlation

Coefficient
Excel Sheets:
PROFILE OF THE RESPONDENTS
A. EDUCATIONAL MOBILE APPLICATION
B. QUALITY WRITTEN OUTPUTS
CORRELATION

Google Form:
https://docs.google.com/forms/d/1w5BmlU2zmp2ALDVzwF1Z0pLhvnyT
eFQjOMvhEnzMkBQ/edit

89
 CURRICULUM VITAE

PERSONAL DATA
Name: Rickylyn V. Dizon
Address: Beverly Hills Street, Bonuan Gueset,
Dagupan City, Pangasinan
Birthday: January 10, 2005
Contact No.: 09491327762
Email Address: [email protected]
Motto: "Focus on your goal, don't look in any direction but ahead."
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): Bonuan Boquig National High
School
Elementary School: Lokeb Sur Elementary School

PERSONAL DATA
Name: Katherina L. Ducusin
Address: Blk 1 Lot 7, Brgy. Anolid,
Jewelville Subdivision, Mangaldan,
Pangasinan
Birthday: May 06, 2005

90
 Contact No.: 09611147775
Email Address: [email protected]
Motto: Dory said, “just keep swimming”, but for me it’s “just keep
slaying.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): Wonderland School of Dagupan
City Inc.
Elementary School: Mother Lourdes Learning School (2011-2014)
Wonderland School of Dagupan City Inc. (2014-2017)

PERSONAL DATA
Name: Raff Christian E. Malanum
Address: #193 Brgy. Telbang, Alaminos City,
Pangasinan
Birthday: November 24, 2005
Contact No.: 09457446594
Email Address: [email protected]
Motto: “The starting point of all achievement is desire.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan

91
 Secondary School (Junior High): Telbang National High School
Elementary School: Telbang Elementary School

PERSONAL DATA
Name: Leslie Kaye S. Medriano
Address: #375 Pantal, Manaoag, Pangasinan
Birthday: June 07, 2005
Contact No.: 09983620835
Email Address: [email protected]
Motto: “It's impossible to fail, as long as you never quit.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): St. Camillus College of Manaoag
Foundation Inc.
Elementary School:
Cabanbanan Elementary School (2011-2012)
St. Camillus College of Manaoag Foundation Inc. (2012-2017)

PERSONAL DATA
Name: Joyce E. Penoliar
Address: Brgy. Alacan, Malasiqui, Pangasinan
Birthday: November 1, 2004

92
 Contact No.: 09073215342
Email Address: [email protected]
Motto: “Don’t let what you cannot do interfere with what you can
do.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): Malasiqui Catholic School
Elementary School: Malasiqui Catholic School

PERSONAL DATA
Name: Franchezka Ysabel L. Ramos
Address: #184 Paras St., Bonuan
Gueset, Dagupan City, Pangasinan
Birthday: October 25, 2005
Contact No.: 09616272429
Email Address: [email protected]
Motto: “The master has failed more times than the beginner has
even tried.” -Stephen McCranie
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan

93
 Secondary School (Junior High): Dagupan City National High
School
Elementary School: West Central Elementary School I (WCES 1)

PERSONAL DATA
Name: Klarisa Mae D. Salazar
Address: #163 Brgy. Agdao, San Carlos City,
Pangasinan
Birthday: December 17, 2003
Contact No.: 09686544789
Email Address: [email protected]
Motto: “You can take a break but never give up. Let go of what
isn't worth pursuing and concentrate solely on achieving success,
peace, and happiness.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): Ednas School of San Carlos
Elementary School: Ednas School of San Carlos

PERSONAL DATA
Name: Denny Joyce E. Suratos
Address: #503 Malabago, Mangaldan,

94
 Pangasinan
Birthday: October 05, 2005
Contact No.: 09317783573
Email Address: [email protected]
Motto: “Try, and try, until you succeed.”
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): Santo Tomas Catholic School
Elementary School: Santo Tomas Catholic School

PERSONAL DATA
Name: Trisha Nicole G. Torio
Address: #185 JL De Guzman St., Poblacion,
Mangaldan, Pangasinan
Birthday: October 10, 2004
Contact No.: 09062587031
Email Address: [email protected]
Motto: "Stand up for yourself, you are stronger than you know."
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan

95
 Secondary School (Junior High): Mangaldan National High
School
Elementary School: Mangaldan Central School
PERSONAL DATA
Name: Ysa Marielle G. Vasquez
Address: 3 Pampano St., Bonuan Blue Beach
Subdivision, Bonuan Gueset, Dagupan City,
Pangasinan
Birthday: September 15, 2004
Contact No.: 09959408689
Email Address: [email protected]
Motto: "Once is enough, twice is too much and thrice is a
poison that can kill a person."
EDUCATIONAL BACKGROUND
Secondary School (Senior High): PHINMA - University of
Pangasinan
Secondary School (Junior High): PHINMA - University of
Pangasinan
Elementary School: West Central Elementary School 1 (WCES 1)

96