EXPLORING THE LEARNING EXPERIENCES OF GRADE 11

ICT SMARTPHONE-BASED CODING USER AT

PASAY CITY WEST HIGH SCHOOL

A Research Proposal
Presented to the Faculty of
Senior High School Department at
Pasay City West High School

In Partial Fulfillment
Of the Requirements of the subject
Practical Research I
ICT Strand

By:

John Mark Ladrillo

Anthony James Llosis
Ross Adrian C. Desear
Rodney B. Ordeniza
Engelbert V. San Miguel
Mark Gylyan T. Furto
Nestor Madrigal
Justine Rain G. Bilon
Sharmaine Abuda
Ella Kate A. Abrigo

March 2025

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 Chapter I

INTRODUCTION

“A smartphone is a mobile phone with highly advanced features. A typical

smartphone has a high-resolution touch screen display, WiFi connectivity, Web
browsing capabilities, and the ability to accept sophisticated applications”
(technopedia 2019).
According to Masiu & Chukwuere (2018) “The smartphone has also made
students’ lives easier, as they can access their school information on the gadget
through electronic learning (e-learning), and mobile learning (m-learning).”
Coding education for students plays an important role in developing
analytical and critical thinking skills (Higueras-Rodriguez & Medina-Garcia, 2020).
At the same time, increasing reasoning skills, developing problem-solving skills and
developing design-oriented ideas are at the center of coding-oriented studies in the
field of education. Providing the necessary infrastructure for students to achieve
these skills will be an important step.Coding; In other words, programming is called
block-based programming, which literally means combining and bringing together
the operations that are planned to be carried out according to certain rules and
order (Reader, 2019). Coding is also defined as a special sub-task of programming
that allows the writing of instructions to fulfill the purpose according to an
algorithmic scheme and the use of the algorithm in specified programming
languages (Guleryuz, 2019). Coding is a language used for individuals to
communicate with communication technologies. It is telling computers to follow
step-by-step instructions and what exactly they need to do (Gultepe, 2018).
However, while smartphone-based coding platforms are gaining popularity
due to their convenience and accessibility, there is limited research on their
effectiveness and impact on students' learning experiences, particularly regarding
the challenges encountered and the strategies students employ to overcome them.
This lack of research hinders the development of effective pedagogical approaches
and informed curriculum design for integrating smartphone-based coding into
Educational settings. Furthermore, understanding the potential equity issues

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related to access and digital literacy is crucial for ensuring inclusive and equitable
learning opportunities.
This study explores the learning experiences of Grade 11 ICT students using
smartphone-based coding applications at Pasay City West High School. As mobile
technology continues to evolve, the use of smartphones as learning tools has
become increasingly prevalent, particularly in programming education. This study
aims to examine how students interact with mobile coding platforms, the specific
applications they use, and how these tools influence their understanding of
programming concepts.
Furthermore, this research seeks to identify both the advantages and
challenges associated with smartphone-based coding. On the one hand,
smartphones provide accessibility, flexibility, and convenience, allowing students to
practice coding anytime and anywhere. They also offer interactive features such as
real-time feedback, gamification elements, and cloud storage, which can enhance
student engagement and motivation. On the other hand, students may encounter
difficulties such as limited screen size, processing power, internet connectivity
issues, and distractions from non-educational apps.
By analyzing these experiences, the study aims to uncover effective learning
strategies that students develop to overcome these challenges. It will also explore
the role of teachers, peer interactions, and external resources in supporting mobile-
based learning. Additionally, this research will contribute to a better understanding
of how smartphone-based coding can be integrated into formal ICT education,
helping educators and curriculum designers optimize mobile learning approaches.

CONCEPTUAL FRAMEWORK

Pasay City West High School's Grade 11 ICT students' learning experiences
with smartphone-based coding platforms can be understood using the IPO model.
Students, their mobile devices, and the classroom setting are all examples of inputs.
Through active use of the coding tools, challenges, and skill development, the
students participate in the processes. The results include learning outcomes

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 including enhanced programming abilities and the opinions of students regarding
coding on smartphones as opposed to more conventional desktop-based
approaches. This IPO framework combines traditional desktop coding with
smartphone-based coding to demonstrate the effects on student's learning.

INPUT PROCESS OUTPUT

٠Students ٠Learning Activities ٠Coding Skills and

٠Smartphone-Based ٠Interaction and Knowledge

Coding tools and Collaboration ٠Learning Outcomes

Resources ٠ Challenges and ٠Student Satisfaction
٠Instrucional → Difficulties → ٠Recommendations
Methods ٠Feedback and for Improvement
٠School Assessment
Environment

Figure 1

STATEMENT OF THE PROBLEM

To achieve its objectives, this research seeks to answer the following

questions:

1. What are the learning experiences of Grade 11 ICT students at Pasay City
West High School when using smartphones for coding?

2. What challenges do Grade 11 ICT students encounter while using

smartphone-based coding platforms?

3. How do smartphone-based coding platforms affect the students'

understanding of programming concepts and skills?

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 4. How do Grade 11 ICT students perceive the advantages and limitations of
using smartphones for coding compared to traditional desktop or laptop-based
coding?

SIGNIFICANCE OF THE STUDY

This study, “Exploring the Learning Experiences of Grade 11 ICT

Smartphone-Based Coding Users at Pasay City West High School,” aims to provide
valuable insights into the effectiveness, challenges, and benefits of using
smartphones as a tool for learning coding among senior high school ICT students.

The result of this study will be advantageous to the following individuals:

ICT Students: The students of Pasay City West High School will benefit by
gaining a better understanding of how smartphone-based coding influences their
learning process. This study may help them understand how mobile technology
enhances or challenges their coding skills, engagement, and overall academic
performance.

ICT Teachers: This study will provide the educators with valuable insights
into the effectiveness of smartphone-based coding as a teaching tool. It can help
them identify challenges that students face, develop more engaging instructional
methods, and integrate mobile technology into their lessons to enhance learning
outcomes in ICT education.

School Administrators: School leaders can use the findings to make

informed decisions about integrating smartphone-based coding into ICT education.
The result may help them evaluate the effectiveness of mobile learning tools,
allocate necessary resources that support digital education.

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 Parents and Guardians: Parents can gain awareness of how smartphone-
based learning impacts their children’s education, allowing them to provide better
support at home.

Future Researchers: This study will serve as a reference for future

researchers who wish to explore similar topics related to mobile learning, coding
education, and the use of technology in classrooms. It may also provide a
foundation for further studies on the effectiveness of smartphone-based coding
education in different academic levels and settings.

SCOPE AND LIMITITAIONS OF THE STUDY

This research focuses on understanding the learning experiences of Grade

11 ICT students at Pasay City West High School in using smartphone-based coding
applications during the school year 2023-2024. The study will involve 30
respondents from Grade 11 ICT and will explore how these tools influence student
engagement, learning outcomes, and perceptions of usability and enjoyment. It will
also identify challenges students face, such as technical limitations or lack of
motivation. The research is limited to Grade 11 ICT students at Pasay City West

High School and does not extend to other grade levels or schools. It assumes that
students have access to smartphones and reliable internet connections, and it does
not evaluate the alignment of mobile tools with the national ICT curriculum.

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DEFINITIONS OF TERMS

To facilitate the understanding of the study, different terms are defined.

Learning Experiences: The cognitive, emotional, and social processes and

outcomes that occur as a result of the students' interactions with the smartphone-
based coding activity.

Grade 11 ICT: Refers to the eleventh-grade students enrolled in the

Information and Communications Technology (ICT) class at Pasay City West High
School.

Smartphone-Based Coding: The use of mobile devices (smartphones) to

learn and practice coding concepts and skills, utilizing mobile applications or
platforms designed for coding education.

User: Refers to the Grade 11 ICT students who participate in the smartphone-
based coding activity.

Coding: The process of designing, writing, testing, and maintaining the source
code of computer programs, utilizing programming languages and software
development tools.

ICT: ICT stands for Information and Communication Technology. It is a term

that describes the tools and technologies used to store, create, share, and transmit
information. ICT also includes the hardware and software that support these
technologies.

Smartphone: A smartphone is a mobile phone with a computer built in,

allowing users to access the internet, run apps, and perform other computing tasks.