12 FITZGERALD Research paper 2023-2024.pptx

a research paper of students

1. THE IMPACTS OF USING CELLPHONES DURING CLASS HOURS TO THE ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS IN PAWICAN NATIONAL HIGH SCHOOL

2. CHAPTER 1 THE PROBLEM AND IT’S SOLUTION Introduction Have you ever noticed how technology changed our lives? As we can see in today’s generation, technology is the one who creates every step in our journey. Many people relies on things that technology can give. Most famous technology that is usually used by many people is the cellphone. T here are many things that we can do through this gadget like playing offline/online games, socialize with friends in cyberspace, contact our loved ones, earn money through it, and helps in making a research for academic purposes with the use of internet. In Pawican National High School, lots of students have cellphone. Teachers were complaining about the students who uses cellphone during class hours and didn’t bother to put an effort to do every activity. About 80% out of 100% students have cellphones. Some uses it during class hours and some even rely on the internet in doing their assignments. The Senior High School teachers of Pawican National High School are concerned about their actions especially for the Senior High School—Grade 12stuedents. About 40% of the students focuses on the teachers’ discussion, and 60% uses cellphone during class hours causing for them to have low grades because of lack of attention and knowledge in terms of class lessons. Researchers continued finding solution in this issue to adhere action to this certain issue for the sake of the academic performance of Grade 12 students in Pawican National High School.

3. Background of the Study The impacts of cellphone during class hours on the academic performance of grade 12 students is rooted in the increasing prevalence of mobile technology in educational settings and the need to understand its implications for learning outcomes. With the widespread availability and use of cellphones among adolescents, including grade 12 students, educators and researchers have been prompted to investigate the potential affects of this technological presence on students’ academic performance. The impetus for this study is also driven by concerns about the impact of digital distractions and multitasking behaviors on students’ ability to engaged with course content, participate in classroom activities, and ultimately achieve academic success. Grade 12 represents a critical stage on students’ academic journey, as they prepare for graduation and transition to higher education or the workforce. As such understanding specific effects of cellphone use during class hours on the academic performance of grade 12 students holds particular significance for their educational development and future prospects. Additionally, the existing body of research on cellphone use in educational contexts has largely focus on college university students, leaving a gap in understanding the implications for high school students, particularly those in their final year of secondary education. By addressing their gap, the study aims to contribute valuable insights that can inform educational policies, instructional practices and support systems tailored to the unique needs of challenges of grade 12 students.

4. Statement of the Problem What are the effects of using cellphone during class hours to the academic performance of grade 12 students? What future studies can be made based on the findings of the study? 3. What recommendation can be made to address the issue of using cellphone during class hours?

5. Scope and Delimitation The study focused on the relationship between the respondents’ perception on the impacts of using mobile phone during class hour. Among the different description that may describe to the respondents the present study only including the positive and negative effects of using mobile phone to the academic performance of every student. The respondents of the study included the students of Senior High School Grade 12 in the section Fitzgerald, Dickinson, and Shakespeare with the Senior High School teachers. Significance of the Study The significance of the study is the researcher, the grade 12 students of Pawican National High School, the school and the faculties, the reader/s, and the future researcher/s.

6. CHAPTER 2 THEORETICAL FRAMEWORK Review of Related Literature In 2018, approximately 77 percent of America’s inhabitants owned a smartphone (Pew Research Center , 2018), defined here as a mobile phone that performs many of the functions of a computer (Alosaimi, Alyahya, Alshahwan, Al Mahyijari, & Shaik, 2016 ). In addition, a survey conducted in 2015 showed that 46 percent of Americans reported that they could not live without their smartphone (Smith, 2015). Similar numbers can be observed in other parts of the (Western) world (OECD, 2017). Therefore, it should come as no surprise that in recent years discussions about the (potential) consequences of (heavy) smartphone use have earned an important place in societal debates (see, e.g. Eliahu, 2014, OECD,2017 ). Simultaneously, the possible effects of smartphone use received increasing interest from scientists in different disciplines. As such, scholars have investigated associations between smartphone use and smartphone addiction and, for example, (a) driving performance (Choudhary & Velaga, 2019); (b) sleep quality and quantity (Demirci, Akgonul, & Akpinar, 2015 ); (c) anxiety, loneliness, and depression (Boumosleh & Jaalouk, 2017 ); (d) satisfacion with life ( Samaha & Hawi, 2016 ); (e) social relationships ( Chen & Peng, 2008) ; (f) substance addictions ( Ho et al., 2014 ); and (g) attention deficit and hyperactivity disorder ( Ho et al.,2014). In addition to the (potential) impact on people’s private life, smartphone use is also expected to interfere with individuals’ educational and professional life. In particular, it has been related to tertiary students’ academic performance. Smartphone ownership is highest among people aged 18-29 (Pew Research Center, 2018 ), an age group in which students are highly represented. Moreover, there are many theoretical reasons based on which a direct effect of (heavy) smartphone use on academic performance is expected. To the best of our knowledge, 23 studies confront the theoretical expectations with the empirical reality. The present review is the first to compile the existing literature on the impact of general smartphone use (and addiction) on performance in tertiary education.

7. We believe that a synthesis of this literature is valuable to both academics and policy makers. Firstly, as we focused on divergences in t he empirical findings--ergo, aspects in which there is no consensus in the literature—and (methodological) limitations of existing studies, we explicitly provide scholars with directions for fruitful future research. Secondly, while in several countries interventions have been developed to discourage heavy smartphone use in class because it is believe obstruct knowledge acquisition (e.g. in France, a smartphone ban was introduced into schools in 2017; Samuel, 2017), it is unclear whether these popular perceptions correspond with a consensus in the related scientific literature.

8. Furthermore, smartphone use may interfere with study-related activities. The proximity of the mobile device can be a tempting distraction, leading to multitasking or task-switching. A growing body of literature (see, e.g. Junco, 2012; Junco & Cotton, 2012; Levine, Waite, & Bowman, 2012) has shown this behaviour’s negative implications with respect to educational performance. We discuss four potential causes for this multitasking or task-switching behaviour. Firstly, visual and auditory notifications on the smartphone may draw students’ attention during class and \or during study time ( Junco, 2012 ). Secondly