Thesis CHAPTER 1 5

Republic of the Philippines
City of Taguig
Salazar St. Central Signal, Taguig City
Army’s Angels IntegrAted school 1
CHAPTER I
The Problem and its Background
INTRODUCTION
Mobile phone use in schools by student has become a controversial topic
debated by parents and use of cellphone believe that these phones are essential for
safety. While the opponents believe that it may cause description. That is why there is
an order that prohibits students from using their cellular phones during class hours. That
is the Dep Ed Order #83 S.2003. This D.O applies to elementary and secondary
schools nationwide whether public or private. The ban is so that students will remain
focused on their studies and learning distractions will be minimized. What are the
importance and reasons of banning cellphone use? Well that was clearly showed in the
following statements. People in many schools regularly sneak around on their
cellphones, trying to hide from their teacher or administrators. Cellular phones were
originally against school rules. Cellphones must be banned in schools because they
distract students, allow cheating in school and can be dangerous. How does using
cellphones distract students? Whenever people text in class it gets other people’s
attention. Another is when a student started playing games, his/her classmates may or
will join too. Which makes it hard for students to learn. Not only will it distract students
but it also cause the teachers to stop teaching because of sudden loose of focus in what
the teacher is discussing. Cheating was mentioned as one of the products when cellular
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phones were allowed to be used. Why is it so? Cheating in today’s world has evolved.
Technology makes cheating all too common and to easy. “A whopping 35% of teens
admit to using their smartphones to cheat on homework or test that was according to a
Pew Research Center Study. While 65 percent of the some surveyed Students
Research Center Study. While 65 percent of the some surveyed students also stated
they have seen others to use their phones to cheat in school.” It can be dangerous too
as students tend to do things that will result in bullying. Making funny memes or posts
that can offend or hurt someone feelings. The purpose of this study is to evaluate the
reasons on how effective the banning of cellular phones is. We are also looking forward
on uncovering the benefits, advantages and disadvantages of the said DepEd Order
that will leads to the enlightenment of everyone minds.

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BACKGROUND OF THE STUDY
Students are so addicted of using mobile phones nowadays, even if they are in
the class and during class hours they are using even if it’s prohibited. Cellphones
should be banned in school because they can cause distraction to student and allow
cheating in school.
The researcher conduct this research to know what are the positive and negative
effects of this DepEd Order #83 s.2003 that prohibits students from using cellular
phones during class hours. This ban is so that the students will focused on their study
and avoid distraction on their learning this prohibition is applies to elementary and
secondary school both public and private school.
The DepEd has already issued three orders namely Number 83 series of 2003;
26 series of 200 and 70 series of 1999, which imposes a ban on the use of cellular
phones by students during class hours.
The DepEd Order #83 S.2003 is the reiteration to DECS orders Nos, 70,.s.1999
and 26 S.2000 which is prohibiting students of elementary and secondary school from
using cellphones and pagers during class hours. It has been noted that cellphones have
been proliferated with lewd and absences picture messages particularly those capable
of multi-media service(MMS) The DepEd officials enjoins the cooperation of parents in
observing the cellphones ban during class hours.

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STATEMENT OF THE PROBLEM:
1. What are the effects of cellphones being banned during class hours to the
students’ academic performance?
2. What are the distractions bought of using cellphones during the class hours?
3. What is the significant relationship of prohibition of cellphones during class hours
to the academic performance of the students?
4. Does the implementation helped the students to enhance their academic
performance?
ASSUMPTIONS AND HYPOTHESIS:
Ha
Cellular phone restriction to students is effective and will affect their academic
performances in a good way.
H0
Cellular phone restriction to students is ineffective and is not helpful to them

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SIGNIFICANCE OF THE STUDY
The result of the study will have a great benefits to the following:
STUDENTS – this study will provide information regarding the effectiveness of
prohibiting the use of cellular phones to them. It will elaborate the good effects that will
be helpful for their studies.
TEACHERS – the data will be useful to teachers on proper facilitating their students.
The effects of banning cellular phones will be beneficial to the teachers as it will reduce
the distraction on their discussion.
PARENTS - this study will also affect the parents because it will lessen the stress that is
caused by how their child behave in school. It will also result on proper parenting and it
will reduce their worrying for their Childs.
RESEARCHERS – this study will be so much informative for us researchers. As
students we must also be aware of the orders in school we will be able to know the
importance of obeying school rules. The result of this study can also be applied on us
for the good of ourselves

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DEFINITION OF TERMS:
Prohibition – (noun) the action of forbidding something especially by law
Controversial – (adjective) giving rise or likely to give rise to public disagreement
Disruption – (noun) disturbance or problems which interrupt an event activity, or
process
Mobile Phone – (noun) a telephone with access to a cellular radio system
Banning – (verb) officially or legally prohibit
Distractions – (noun) a thing the prevents someone from giving full attention to
something else
Reiteration – (noun) the action of repeating something, typically for emphasis or clarity
Proliferated – (verb) increase rapidly in numbers; multiply

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SCOPE AND DELIMITATIONS:
The focus of study will be on Prohibiting using of cellphone to students through
the authorization of Dep Ed Order #83 S.2003
The study will cover the advantages and positive effects of prohibiting use of cellphone
that is beneficial to students.
The target respondents for this study are the Grade 12 – ABM and Grade 12 - STEM
students of AAIS S.Y 2019
DELIMITATIONS
The results of the study will rely only on the response of some Grade 12 students
The study will not cover the adverse effects, negative outcomes of cellphones
prohibition to students.
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CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
 Gathering data  Effectivene

 Effects of cellphones
through ss of
being banned during
survey/questionn prohibiting
class hours to
aire cellphones
student’s academic
 Understanding
performance.
and analyzing of
 Distractions bought
data
of using cellphones
 Interpretation of
during class hours.
statistics
 The significant
relationship of
prohibition of
cellphones to their
academic
performances
Feedback
Figure 1
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THEORITICAL FRAMEWORK
Cellphone
Home School
Duration
Retention Ability
of Students
Other Affecting Factors
Teacher Environment Topic
Figure 2
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Based from the Recency Effect Theory of Miller and Campbell (1959), our mind
retains information that is recently gathered from certain events and observations in our
surroundings. The Recency Effect Theory also stated that given a list of things to
memorize on a certain amount of time, we will have a propensity to recall easily the
things that are located on the last part of the as compared to those in the middle.
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Chapter II
Reviews of Related Literature and Studies
This chapter includes the ideas, finished thesis, generalization or conclusions,
methodologies and others. Those that were included in this chapter helps in
familiarizing information that are relevant and similar to the present study.
RELATED STUDIES: FOREIGN
1.) One study published by the London School of Economics traced the impact of
banning mobile phones at schools on exam scores. Researchers found that students in
schools with phone bans earned higher test scores and that low-performing students
benefited the most. “Restricting mobile phone use can be a low-cost policy to reduce
educational inequalities,” concludes the study.
2) Another study published in the Journal of Communication Education found that
students without mobile phones performed better in several different areas. They wrote
down 62 percent more information in their notes, were able to recall more detailed
information from class and scored a full letter grade-and-a-half higher on a multiple
choice test than those who were actively using their mobile phones. Research published
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by the University of Chicago found that even if cell phones are turned off, turned face
down or put away, their mere presence reduces people’s cognitive capacity.
3.) Today, 95 percent of American adults owns a cell phone of some kind and 77
percent own a smartphone, according to the Pew Research Center. Pew also reports
that 95 percent of teens have or have access to a smartphone, and 45 percent of teens
say they are online on a near-constant basis. The meteoric rise in mobile devices such
as these has radically changing classrooms across the country and around the world.
But while researchers maintain that cell phones, along with other forms of technology,
have the potential to be distracting, others say that banning cell phones is an over-
adjustment, and many claim that having phones in schools can be helpful for students
who need to stay in touch with their parents.
4.) Specifically relating to mobile phones, Bergman (2012), as part of an RCT, used
mobile phones to inform parents of students’ homework assignments through texting.
The students of parents who were sent messages achieved higher test scores. Fryer
(2014) provided free mobile phones to students in Oklahoma City Public Schools in a
field experiment. Students received daily information on the link between human capital
and future outcomes via text. There were no measureable changes in attendance,
behavioral incidents, or test scores.

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5.) In July of 2018, the French government passed a law banning cell phones in
schools. According to CNN, the law passed 62 votes to one. The policy came into effect
during the beginning of the 2018-2019 school year and impacts students in kindergarten
through the 9th grades. Some schools across the U.S. are enacting similar policies as a
way to decrease distractions for students. “It was a constant distraction for kids and
what it became is a constant discipline issue," Robin Kvalo, Principal of Portage High
School, tells Wisconsin Public Radio. Kvalo says the school confiscated over 200
phones during the last school year, and that students and teachers are seeing results.
6.) Another research suggests that many college students perceive the cell phone
primarily as a leisure device, and most commonly use cell phones for social networking,
surfing the Internet, watching videos, and playing games Lepp.R(2015)
7.) Smith(2011)presented that 87% of smart phone owners access the internet or email
on their hand held/ including two thirds(68%) who do so on a typical day. Also, 25% of
smart phone owners say that they mostly go online using their phone/ rather than say
that they mostly go online using their phone/rather than with a P%. This support our
assumption that smart phones replaced P%'s as a mean of access.
8.) Punishing the use of a phone in the class may not be advisable either since taking a
cellphone away may cause significantly worse problems than an instructor anticipates.
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In recent months, students have become physical with teachers trying to enforce this
policy (Song, J. & Blume, H., 2015) and this type of behavior punishment is not in the
best interest of the student nor the teacher.
9.) In contrast, a bill to ban phones in schools was introduced in France in 2009. Bans
came into effect in places like Nigeria in 2012, around the time that teachers in the
Solomon Islands called for phones to be banned in their schools. Uganda banned
phones in schools in 2013, one year after Malaysia reaffirmed its own similar ban.
10.) Psychologists have repeatedly stated that punishment is not effective in
encouraging desired behaviors (Katz & Lambert, 2016). In addition, merely stating in a
syllabus that the use of cellphones is not permitted can cause the use of the phone to
undermine the instructor during the course of the year (McDonald, 2013)
11.) Conversely, many researchers have pointed out that students have become
addicted to their phones (Burak, 2012) and continuously check texts, social media
accounts, and web surf. This can cause anxiety and frustration (Elhai, Dvorak, Levine,
& Hall, 2017) when taken away. Cellphone addiction is a modern phenomenon and
must be taken into account when banning their use in classes. This behavioral disorder
means that it is difficult to get students to stop their behavior even if they know that the
phone is a problematic.
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12.) The role that phones can play in so-called cyber-bullying is well known. In addition
to the psychologically damaging role that phones can play, there are also worries about
the potential use of such devices in certain places in helping foment unrest (as in
Kenya), and particularly their use to 'protect' women and girls (here are two examples
from different parts of India). In some schools in the United States metal detectors are
used to prevent students from bringing weapons to schools; in some Chinese schools
they are used to prevent mobile phones from entering.
13.) Where’s the evidence that having phones in school (positively) impact student
performance, ask many supporters of mobile phone bans? To date the evidence base in
this regard is pretty thin, for or against, although one recent study from England argues
that the impact of phones in schools is negative -- especially when it comes to low
income students. (Research in this regard is still in its infancy, however -- and almost
entirely based on contexts and circumstances in certain 'highly developed' economies
which may or may not be relevant to schools and learners and communities in other
parts of the world.)
14.) In 2012 it was estimated that local businesses in New York City -- from corner
stores to trucks parked near school entrances -- made US$4m annually be renting
spaces to students to store their phones during the school day.

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15.) The effect of banning mobile phones from school premises adds up to the
equivalent of an extra week’s schooling over a pupil’s academic year, according to
research by Louis-Philippe Beland and Richard Murphy, published by the Centre for
Economic Performance at the London School of Economics.
16.)“Ill Communication: The Impact of Mobile Phones on Student Performance” found
that after schools banned mobile phones, the test scores of students aged 16 improved
by 6.4%. The economists reckon that this is the “equivalent of adding five days to the
school year”. The findings will feed into the ongoing debate about children’s access to
mobile phones. In the UK, more than 90% of teenagers own a mobile phone; in the US,
just under three quarters have one. The prevalence of the devices poses problems for
head teachers, whose attitude towards the technology has hardened as it has become
ubiquitous.
17.) In a survey conducted in 2001, no school banned mobiles. By 2007, this had risen
to 50%, and by 2012 some 98% of schools either did not allow phones on school
premises or required them to be handed in at the beginning of the day.
18.) The research was carried out at Birmingham, London, and Leicester and
Manchester schools before and after bans were introduced. It factored in characteristics
such as gender, eligibility for free school meals, special educational needs status and
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prior educational attainment. “Technological advancements are commonly viewed as
increasing productivity,” the economists write. “Modern technology is used in the
classroom to engage students and improve performance. There are, however, potential
drawbacks as well, as they could lead to distractions.”
19.) Dietz and Henrich (2014) found that since the increase of technology in the
classroom (e.g., use of cell phones), there has been an increased report of a decline in
overall grades and decrease in seat work. Using cell phones in the classroom has been
connected with lower recall and a decrease in student satisfaction with instruction.
Comprehension has also lessened when students use electronic devices for non-
education purposes.
20.) Chandler-olcott and Mahar (2003) believe classrooms that integrate technology
within everyday social learning environments will gain potential to promote more
academically related interest within the school.
21.) According to Burns and Lohenry (2010), the students equipped with the cell phones
enter college classrooms daily. Realizing the impact of technology on fellow learners
and faculty represents an area of concern. A pilot study was conducted to determine
student and faculty perception regarding cellular phone use in the classroom.
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A quantitative descriptive study examined the perception of faculty and students' use of
cell phones during class time. A convenience sample was comprised of graduate
students and faculty in health sciences and on campuses in Arizona and Illinois. Results
revealed that the majority of students indicated that they refrained from cell phone use
during class time while all faculties indicated that they refrained from using the cell
phone during class time. Students indicated that they used the text message feature
and checked cell phone messages. Both students and faculty cell phones rang during
class time. Cell phones were identified by both groups as a source of distraction during
class time. Cell phone etiquette along with policies regarding cell phone use in the
classroom offer suggested methods for alleviating the distraction that cell phones
currently offer. Improving awareness regarding cell phone distractions may offer value
for healthcare providers bridging professional behavior in the academia to the
healthcare arena.
22.) Beatty (2004) noted that “by providing frequent feedback about students ongoing
learning and confusions, it can help an instructor dynamically adjust her teaching to
students improve attentiveness and increase knowledge retention.
23.) Kaleta and Joosten’s (2007) echo these findings “53 percent of the student
respondents agreed or strongly agreed with the claim clickers have been beneficial to
their learning,” but smart devices allow for so much more. I can poll student
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anonymously, give instant results, confirm audience understanding and provide
feedback, and gather data for reporting.
24.) Whether to allow student use of mobile phones in school is certainly a hot topic in
education. The Victorian announcement follows a French government ban on mobiles in
school in 2018. Debates on the issue are also taking place in Denmark, Sweden and
the United Kingdom. There is considerable public support for banning mobiles. In our
recently conducted survey of more than 2,000 Australian adults, nearly 80% supported
a ban on mobile phones in classrooms. Just under one-third supported an outright ban
from schools altogether.
25.) Reports of cyberbullying have clearly gone up among school-aged children and
young people over the past ten years, but the nature and precedents of cyberbullying
are complex. Research suggests there is a large overlap between cyberbullying and
traditional forms of bullying, which wouldn’t then follow that digital devices are somehow
causing these behaviors.
26.) In 2015, New York City Mayor Bill de Blasio lifted a ban on cell phones in New York
City schools put into place by his predecessor, Michael Bloomberg. He said that like
many other parents, he and his wife, Chirlane, gave their kids cell phones so that they
could stay in touch with their family. He also raised concerns that the ban was unequally
enforced across schools.

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27.) Finally, some say that enforcing cell phone bans is simply impossible. Anita
Charles, Director of Secondary Teacher Education at Bates College has observed
classrooms and analyzed technology policies for years. In 2017, she wrote a chapter
titled, "'There's a relationship': Negotiating cell phone use in the high school classroom"
in Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation.
28.) A widely cited 2015 study by economists from London School of Economics
combined pupil outcomes from the National Pupil Database with survey data regarding
mobile phone bans from schools in four English cities. They found that student
performance in GCSE exams increased slightly after bans were introduced, providing
there was a high level of compliance with the ban (Beland and Murphy, 2015).
29.) There is an interesting contrast here with Carter et al.’s study of the impact of
allowing college students in the US to use personal laptops or tablets in lectures; this
found that it was higher-attaining students whose outcomes were more negatively
affected by access to digital devices (Carter et al., 2016).
30.) Of course, while Beland and Murphy aim to account for a wide range of potential
confounding factors, the study does rely on correlational data. Neither do the authors
focus on the reasons why a mobile phone ban may lead to an increase in pupil
attainment, assuming them to be related to the ‘distraction’ factor of mobile phones and
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citing a range of studies, including Lee et al., that have suggested that it can have a
negative impact on learning (Lee et al., 2014)
31.)There may be other indirect causes, however; educators including Cameron
(Cameron , 2015) have noted the complexity involved in school policies, suggesting that
mobile bans are often part of wider changes and may be driven by an existing need in
the school – this may mean that such bans will not be effective everywhere.
32.) In contrast, then, what might be the arguments against a mobile phone ban? They
largely center around what might be lost when mobile phones are taken out of the
equation. Proponents of technology often articulate its benefits in terms of things like
creativity, authenticity and curiosity, rather than purely in terms of academic attainment
– although, of course, research suggests that these kinds of ‘skills’ must themselves be
underpinned by strong content knowledge (Willingham , 2007).
33.) Examples of mobile devices being used to provide pupils with opportunities to
collaborate, create and communicate in ways that would previously have been
unthinkable (Burden and Kearney, 2018).
34.) As well as of their use to support effective questioning, feedback and other high-
impact practices (Picardo, 2017), offer a powerful image of how mobile devices can be
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used for learning. Of course, a ban on mobile phones does not necessarily mean a ban
on mobile devices in the classroom altogether. Phones bring with them particular
affordances – and challenges – such as access to the internet outside of the school’s
control and a plethora of potentially distracting social media apps and games.
35.) Another counter to mobile device bans is the argument that schools have a
responsibility to teach responsible use of mobiles (Corbett, 2018).
36.) Beland and Murphy (2015) suggest that the difference in the impact of the ban on
attainment for lower-attaining and higher-attaining students that was seen in their study
may be due to lower-attaining pupils being more likely to be distracted by the presence
of mobile phones, while higher-attaining pupils seem able to focus in the classroom
regardless of the mobile phone policy. If we see it as important that pupils develop the
ability to focus on learning, even when they have access to mobile phones and all their
temptations, it is easy to follow’s Corbett’s argument; schools should be supporting
pupils to self-regulate their use of technology, rather than simply banning mobile
phones, so that the benefits may then also extend beyond the school walls too. Of
course, this in itself raises other important questions about the boundaries between the
role of the school and that of parents!

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37.)An important, if unsurprising, finding in Beland and Murphy’s study (2015) was that
the increased pupil attainment is only seen in schools where the level of compliance
with a mobile ban is high; in schools where a ban is introduced but not widely complied
with, there is no impact on attainment. Even in schools where mobiles are ‘permitted’, of
course, there are almost always some restrictions: some schools allow their use under
teacher direction, while others allow their use only in designated areas at break time, for
example. But it may be that one of the benefits of a total ban on mobile phones is the
clarity and clear boundaries it creates, supporting more consistent application of rule.
38.) Consistent expectations and practices between all staff and pupils are key to
driving positive student behavior (Bennett, 2017), and as Kraft and Papay note (Kraft
and Papay , 2014), a consistently applied behavior policy is also one of the factors
associated with effective professional environments in schools. So whether schools
choose to ban mobile phones outright, or restrict their use in another way, consistency
seems to be crucial – both for pupil attainment and for teachers’ own development and
job satisfaction, tools.
39.) A 2015 study published in the journal Computers in Human Behavior demonstrated
that among undergraduate students total usage of mobile phones, measured in number
of minutes per day and not limited to school time, was "a significant and negative
predictor of college students' academic performance, which was objectively measured
as cumulative GPA.
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40.) In 2015, Dakota Lawson and Bruce B. Henderson performed a study to examine
the relationship between mobile phone use in class and information comprehension.
The study involved 120 students from an introductory psychology course, mostly first-
year students. The result showed that students who were texting in class had
significantly lower test scores even when the material that was presented was simple:
mobile phone use in class impairs students’ comprehension and performance. This
study was performed after several similar studies in the past and corroborated their
results.
41.) Furthermore, researchers Julia Irwin and Natasha Gupta of Macquarie University
performed an experiment in 2016 testing the effect of Facebook-related distractions in
the classroom. The researchers found that students who were interested in the subject
material and the way it was presented were less likely to be distracted by Facebook.
However, the students with access to phones still performed poorer than students that
were not allowed access to cell phones during the lecture.
42.) A 2017 collective study, published by Applied Cognitive Psychology, indicated that
college students retained less knowledge when allowed to use or possess a cell phone
during lectures. During the experiment, students who were not allowed access to a cell
phone tested better than those who had access to cell phones.
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43.) In 2017, Dr. James Derounian conducted a study involving a hundred participants
at the University of Gloucestershire. His study revealed that 45% of students believe
that the use of phones in classrooms supports their education. One of the most
commonly mentioned ways that phones provided such academic support was digital
access to textbooks. The ability to access scholarly material on mobile devices allowed
students to engage more deeply with the information presented. Still, Derounian
mentioned that there could be "an element of social desirability conveyed in the student
views given."
44.) An article by Emma Henderson, a journalist for the United Kingdom (UK)
publication The Independent, describes phantom vibrations caused by "learned bodily
behavior," where the part of the body to which the phone is closest becomes very
sensitive. As a result, even the slightest vibrations can cause a person to believe that
the phone has vibrated when, in reality, it has not. These are known as phantom
vibrations. Nine out of ten people claimed to have felt these phantom vibrations in their
pockets, raising serious concerns about the overuse of cell phones and the resulting
dependency that people develop. Therefore, breaking the habit of frequently checking
one's phone can not only be beneficial for students but also convey more respect
towards the professors and teachers whose lectures are constantly interrupted by
cellular distractions.
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45.) One comparative study was undertaken across two schools in England in 2012,
and details how students from each school use their devices during class time. One
school allows the use of mobile devices and one doesn’t. The study titled “I don’t think I
would be where I am right now.” Pupil perspectives on using mobile devices for learning
conducted student surveys. The results show that 43 per cent of students attending the
school where devices are banned are still using them to help with learning despite the
ban. Meanwhile, 74 per cent of students at the school which allow them, use the
devices to aid learning.
46.) A study conducted in the US reveals concerns held by some students about the
risks involved with allowing mobile phones to be used freely at school. The research,
Hold the phone! High School Students’ Perceptions of Mobile Phone Integration in the
Classroom, which was published in 2016, found that although seven out of 10 of
students interviewed think mobile phones support learning, serious concerns still exist
among 30 per cent of respondents, who feel the negative effects of smartphones
justifies a school-wide ban.
47.) A national survey in 2014 found that 45 per cent of students reported having
received a sexually explicit photo or video and more than 54 per cent had received an
explicit text message, the review found. “Schools and school systems in Australia have
different policies in place...from banning mobile digital devices to using them as learning
devices," the review finds

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48.) A study by Monash University has found that 80% of Australians support a ban.
“When I talk to parents and teachers, the overwhelming majority want action on banning
mobile phones in the classroom,” the minister said in a statement. “They see mobile
phones as a distraction from learning and are also worried about cyberbullying and
other inappropriate uses. “The picture painted by Tehan is one echoed by educators
around the country. The Australian Education Union’s Victorian branch, which provided
tentative support for the state ban, describes smartphones as a facilitator of
cyberbullying and a “major distraction”, affecting academic performance.
49.) A study from mental health non-profit organization Headspace found this week that
53% of teenagers had experienced some form of cyberbullying.
“There are lots of concerns about cyberbullying, about students not paying attention.
These are genuine problems. But phones are a kind of easy fix. It’s much easier to ban
devices rather than tackle the root causes of a behavior like bullying,” Selwyn says.
50.) According to Rich Ling [7], the mobile phone has fundamentally affected our
society, accessibility, safety, and security, co-ordination of social and business
activities. It has become the part of culture of every region in the world. The craze of
mobile phone started after 1980’s, but it has now touched the level of esteem. First, it
was just for a status symbol but now it has become a dire need of the day and is in the
reach of everyone.
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51.) Mobile space handsets were not designed with the consumers’ usage in mind at
the beginning. As at that time it was quite expensive to own handset as individual and
the performance of the device was not all that impressive. Back then, mobile phones
were designed for the rich and businessmen and not for average people. This was so
up to the 1990s even with Nokia and NEC entering the fray. Nokia’s first handheld
mobile phone, the Mobira Cityman 900, launched in 1989 and weighed just 800g which
was a huge improvement over 1982’s 9.8kg Mobira Senator model.
52.) University of Texas at Austin(May 2015) Banning cellphones in schools reaps the
same benefits as extending the school year by five days, according to a study. By
comparing student exam records and mobile phone policies from 2001 to 2013,
researchers noted a significant growth in student achievement in classrooms that
banned cellphones, with student test scores improving by 6.41 percent points of a
standard deviation. This made them 2 percentage points more likely to pass the
required exams at the end of high school, researchers explained.
53.) These initiatives, however, run counter to trends in schools. Data from the US
Department of Education show that the percentage of schools that prohibit cell phones
has been steadily decreasing, from 91% of schools in 2009 to 66% of schools in 2016.
And not surprisingly, bans don’t keep kids from using their phones at school. Nearly
two-thirds of students surveyed by the Pew Research Center said they brought their
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phone to school every day (and 58% said they text during class), despite a ban at their
school.
54.) One study found a difference of .36 grade points for students who “used their
phones at all” during class compared to those who didn’t. Another found improvement
by .07 standard deviation points on standardized tests after phones were banned. For
illustration purposes, applying this difference to IQ tests which typically have an average
of 100 and a standard deviation of 15, the difference would amount to about a one point
improvement.
55.) The study, conducted by an international team of researchers at Shenzhen
University and at South China Normal University, along with UAlbany School of
Education Associate Professor Zheng Yan, offers a rare glimpse into China's schools
and the attitudes of Chinese teachers, parents and students toward school mobile
phone policies, and provides insights for schools internationally. as in the U.S., the rapid
increase of mobile phone use among K-12 students in China has been unprecedented,
but phone use is banned in schools there, especially in elementary and middle schools.
"Should schools continue to ban students' mobile phone use? It is critical to analyze the
school mobile phone usage policy as a complex policy-making process rather than a
simple and straightforward task. Teachers, parents, and students are the three major
players in this process but each of them has different impacts. This can apply to the
U.S. schools." said Yan.

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56.) A study conducted in the US reveals that the tertiary students play games on their
cell phone while the lecture was going on (Gillroy, 2004). Wash (2009) finds that Mt.
Spokane High School in the state of Washington implemented a jammer to keep a
barrier among students from making calls and messaging. However, they later removed
jammer as it is not legal under federal law. In 2015, a school has suspended a science
teacher in Florida for implementing a jammer in his classroom (Fla, 2015). In 2005, the
department of education in New York declared a ban on using mobile phones for all
public schools in the city. But the ban was inconsistently enforced as there were few
schools that permitted students to carry phones in school as long as the teachers do not
hear or see them using the cell phone in the classroom. There were some other schools
where they use metal detector at the entrance to maintain a strict ban. In March 2015,
the mayor of the city Bill de Blasio removed the ban for the parents to easily get
connected with their children particularly in case of emergency (Sandovale, Eisinger, &
Blau, 2015).
57.) (Doward, 2015). In 2015, CNN reported that the academic skills of students have
been risen up after banning cell phones in schools. All schools that prohibited the
students to carry cell phones has assisted students to achieve well on exams and
decreased the enticements of students to use cell phones for the purposes which are
not related to academic (Kottasova, 2015).

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58.) Conversely, Ugur (2015) argues that not all cell phones use for the purpose of
education is offensive. Katz (2005) suggested that technology can be used for various
needs such as browsing internet sources, teaching and assisting students in performing
school related activities. Smart phones are small in size, less expensive, portable
device, have internet accessibility and are used for communication (Thomas & Bolton,
2012). Students and teachers use smart phones to receive and send messages as well
as to communicate at all times. Thomas and Bolton (2012) further added that there are
many features for cell phones such as recording audio and video, high pixel camera,
calculators, GPS facility and texting messages. Mifsud (2013) have articulated that
technology has a high potential feature to use it for learning at any time anywhere. It
also helps to collaborate among students in distance education (Milrad, 2003).

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RELATED STUDIES: LOCAL
59.) CEBU, Philippines – As classes are about to start in many private elementary and
high schools tomorrow, the Department of Education reiterated its prohibition on cellular
phone use during class hours. The ban is so that students will remain focused on their
studies and learning distractions will be minimized. The prohibition applies to
elementary and secondary schools nationwide whether public or private. DepEd had
already issued three orders, namely: Numbers 83, series of 2003; 26 series of 2000 and
70 series of 1999, which imposes a ban on the use of cellular phones by students
during class hours. DepEd assistant secretary Teresita Inciong said that they
understand the importance of cellular in our daily activities, but still they have to set
some rules on how to use them especially inside the classroom. The DepEd official,
however, said there is no instruction for the teachers or security guards to confiscate or
surrender to them the students’ cellular phones.
60.) In 2009, DepEd Assistant Secretary Teresita Inciong quoted DepEd Order
Numbers 83, series of 2003; 26 series of 2000 and 70 series of 1999, which state that
DepEd strictly imposes a ban on the use of cell phones by students during class hours.
The officials pinpointed that cell phones can be a helpful in study but it must not be
done throughout class. The prohibition applies to elementary and secondary schools
nationwide (DepEd Press Release 2009).

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RELATED LITERATURE: FOREIGN
through the 9th grade. Some schools across the U.S. are enacting similar policies as a
way to decrease distractions for students. "It was a constant distraction for kids and
phones during the last school year, and that students and teachers are seeing result.
2.) The literature published in the last 10 years (2000-2010) has been reviewed. Those
published in 2011 will be included in the updated review (part 2). Searches were made
electronically through various search engines and health-related databases, and
manually through journals, reports, and conference proceedings. The references used
in the introduction of part 1 were mainly WHO reports, textbooks, and non-serial
publications.
3.) Despite its unambiguous advantages, cellular phone use has been associated with
harmful or potentially disturbing behaviors. Problematic use of the mobile phone is
considered as an inability to regulate one’s use of the mobile phone, which eventually
involves negative consequences in daily life (e.g., financial problems). The current
article describes what can be considered dysfunctional use of the mobile phone and
emphasizes its multifactorial nature. Validated assessment instruments to measure

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problematic use of the mobile phone are described. The available literature on risk
factors for dysfunctional mobile phone use is then reviewed, and a pathways model that
integrates the existing literature is proposed. Finally, the assumption is made that
dysfunctional use of the mobile phone is part of a spectrum of cyber addictions that
encompasses a variety of dysfunctional behaviors and implies involvement in specific
online activities (e.g., video games, gambling, social networks, sex-related websites).
4.) (2011) conducted a study on University students and use this splendid mobile
technology in a better way by sharing helpful information with their class fellows and
teachers.
5.) ALBANY, N.Y. (2016), is the mobile phone a learning tool or a distraction for K
though 12 student? A new study from the university at Albany reveals a complex
answer regarding mobile phone school policies in China: Chinese teachers and parents
are rooted in their belief that phones are learning disruption, while students see them as
support for their school-related work.
6.) The Kaiser family foundation (2005) named today’s youth the m-generation because
of the adolescents’ ability to multitask. Student can use a variety of media devices at
one time, such as talking on the cellphone, text messaging, and typing and gaming.
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7.) A mobile phone is a phone that can make and receive telephone calls over a radio
link while moving around a wide geographic area. It does so by connecting to a cellular
network provided by a mobile phone operator, allowing access to the public telephone
network. In addition, modern phones also support wide range variety of other services
such as text messaging, MMS, email, internet access, short range wireless
communications (Infrared, Bluetooth, business applications, gaming and photography.)
The purpose of this study was to determine if cell phones can be used as learning tools
by accessing the internet, using them as a calculator, and searching the dictionary in
order to positively affect classroom grades. Relevant literature from various sources of
information were used to provide insight as to why using electronic discusses both
negative and positive attributes of using electronic devices, such as cell phones as an
instruction. Dietz and Henrich (2014) found that since the increase of technology in the
classroom (e.g., use of cell phones), there has been an increased report of a decline in
overall grades and decrease in seat work. Using cell phones in the classroom has been
connected with lower recall and a decrease in student satisfaction with instruction.
Comprehension has also lessened when students use electronic devices for non-
education purposes.
8.) Chandler-olcott and Mahar (2003) believe classrooms that integrate technology
within everyday social learning environments will gain potential to promote more
academically related interest within the school.

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9.) Mobile phone use in schools by students has become a controversial topic debated
by parents and teachers. Parents who support the use of cell phones believe that these
phones are essential for safety by allowing children to communicate with their parents
and guardians. Opponents of students using mobile phones during school believe that
cell phones cause disruption and may be used inappropriately such as by cheating on
tests, taking inappropriate photographs,[1] and playing mobile games. Rather than
paying attention to teachers, students are spending more time distracted by their
phones.
10.) (2011) conducted a study on University students and use this splendid mobile
technology in a better way by sharing helpful information with their class fellows and
teacher
11). Aoki and Downes (2004) [3] focused on the behavioral and psychological aspects
of cell phone usage among college students. They tried to find the reasons behind why
a technology is adopted in a particular way. They identified several attitudinal factors
based on the exploratory study including, necessity in modern times, cost efficiency
when compared to landline phone, safety or security, and dependency. The study also
endeavored to look at the motivational and behavioral characteristics of mobile phone
usage. The authors tried to combine their results and the result of previous research to
find the trends in usage by the youth, “why college students in the US use the cell
phone, what they think of the technology, and how they use it”. The motivational themes
identified by the study include personal safety, financial incentive, information access,
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social interaction, parental contacts, time management/coordination, dependency,
image, and privacy management. The results of the focus group interviews indicated
five distinct user groups in terms of their attitudes toward their cell phone usage and in
terms of the levels of integrating cell phones into their lives.
12.) Venkatesh (1995) [15] noted that consumer behaviors are primarily socio‐cultural
phenomena that must, therefore, be discussed in socio‐cultural terms. He emphasized
cross‐cultural studies should include at least two different cultures as part of the same
field study, although it is possible to conduct a comparative study using a single cultural
setting and make comparisons with other cultures using textual information rather than
field data.
13.) Belwal and Belwal (2009) conducted a research in Muscat and Shofar cities of
Oman to determine the attitude of cell phone usage of the university students. 200
students participated in this survey and the findings shows that most of students use
SMS service.
14.) Jumoke, Oloruntoba, and Blessing (2015) to scrutinize the relationship between the
usage of cell phones in classroom and the academic performance of students. A
sample of 45 questionnaires was distributed to the computer science students of
Federal Polytechnic tertiary institution, Ilaro, Ogun State in Nigeria. However, only 40
students have answered and the response rate was 88.9%. Moreover, 15 students were
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interviewed concurrently to acquire a deep knowledge along with the data gathered
through the quantitative method. This research came up with the evidence that cell
phones are providing a negative influence on students due to the focus on texting and
playing music and others by leaving academic activities aside. This study also pointed
out that usage of cell phones are leading the students to an irrepressible stage that
results in poor academic performance.
15.) Javid, Malik and Gujjar (2011) conducted a research at Islamia university of
Bahawalpur, Bahawalnagar Campus, Pakistan to examine the effects of academic
performance of students due to the usage of cell phones in university classroom. A five
point Likert scale questionnaire was used to collect the data. The findings show that
majority of the students were of the view that the device was wasting their time and
money and it also increased the rate of telling lies among students which made an
impact on their culture.
16.) Halder, Halder, and Guha (2015) conducted a study to investigate whether mobile
phones are useful for students for educational activities and whether it makes any
change in the attitude for the use of study in terms of gender, level of study, academic
area and place of stay. An overall total of 100 undergraduate students from arts (B.A.)
and science (B.Sc.) streams were considered as the sample for the study. A five point
Likert scale questionnaire that consists of 28 items were used for the data collection.
The findings revealed that the difference in the attitude of students were insignificant in
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terms of academic discipline in the classroom. However, the study noticed that there
were significant differences in the attitude of students with respect to gender, level of
study, academic area and place of stay.
17.) The purpose of Ugur’s (2015) study was to examine students’ use of cell phones to
feel safe, for cheating or pubbing during lecture hours. A sample of 349 higher
education students from the faculty of business administration at Sakarya University in
Turkey was used for data collection. This quantitative research study shows that only
few students are using the mobile phones positively to develop learning such as
gathering information for the lesson through internet, use their digital cameras to take
pictures of the lecture points written on the blackboard or screen, use the feature of
calculator to calculate some values and so forth. However, most of the students used
the mobile phones for activities which are not part of the studies.
18.) Gikas and Grant (2013) conducted a research on students from three universities in
the Unites States. A qualitative method was used to collect the data. The objective of
the study was to investigate the effects of learning and teaching when mobile devices
such as smart phones, cell phones were integrated in higher education. A focus group
interview was held to obtain a grounded data from students. The findings revealed that
cell phones are creating chances for the students to collaborate among each other as
well as to interact and engage using social media and Web 2.0 tools with the help of
device being connected online always.

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19.) Use of mobile digital technology in schools has become increasingly prevalent both
in Australia (Thomson 2015) and internationally (OECD 2015). Traditionally in schools
there has been a focus on institutionally-provided ‘shared’ forms of technology use, i.e.
technology that has been provided through the school’s centralized system. More
recently, however, there has been a shift towards individually-owned online and
networked devices such as smartphones, smart watches and personal tablets (Selwyn
et al. 2017).
20.)In a Growing up Digital Alberta survey (The Alberta Teachers’ Association 2015) of
2,200 teachers and principals in Alberta, Canada, two-thirds of teachers said they felt
that digital technology was a growing distraction in class for students, and more than
half said that they themselves felt distracted. More than three-quarters of teachers
surveyed also said that they felt students were having more difficulty focusing in school,
and about two-thirds of educators said more students were coming to school sleepy.
Most teachers also said they had seen a dramatic change in emotional, social,
behavioral and cognitive challenges in students during the last three to five years
preceding the study.
21.)In a Growing up Digital Alberta survey (The Alberta Teachers’ Association 2015) of
2,200 teachers and principals in Alberta, Canada, two-thirds of teachers said they felt
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that digital technology was a growing distraction in class for students, and more than
half said that they themselves felt distracted. More than three-quarters of teachers
surveyed also said that they felt students were having more difficulty focusing in school,
and about two-thirds of educators said more students were coming to school sleepy.
Most teachers also said they had seen a dramatic change in emotional, social,
behavioral and cognitive challenges in students during the last three to five years
preceding the study.
22.) Teachers in a Kentucky and Tennessee study of 1,121 teachers (Thomas et al.
2014) were worried about cheating, access to inappropriate material on the internet,
cyberbullying and disruptions when mobile phones were used in the classroom. Similar
views have been expressed in the media and online forums. For instance an editorial in
The Guardian in June 2018, raised three types of ‘damage’ mobile phones in schools
could cause: students getting ‘carried away’ by the latest games and apps; bullying and
‘cliquishness’; and interruption and ‘half-attention’ promoted by mobile phones (The
Guardian 2018). Similarly, The Sydney Morning Herald led with a headline in
September 2018 that said that mobile phones.
23.)We examined the impact of mobile phone usage, during class lecture, on student
learning. Participants in three different study groups (control, low-distraction, and high-
distraction) watched a video lecture, took notes on that lecture, and took two learning
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assessments after watching the lecture. Students who were not using their mobile
phones wrote down 62% more information in their notes, took more detailed notes, were
able to recall more detailed information from the lecture, and scored a full letter grade
and a half higher on a multiple choice test than those students who were actively using
their mobile phones. Theoretical and pedagogical implications are discussed.
Consequently, the smartphone has become a crucial component in peoples’ lives, with
73% reporting that they would feel panic if they had misplaced their smartphone and
58% reporting checking it at least once every hour (Lookout, 2012).
24.) Modern mobile technologies have become increasingly popular and more
advanced over the last decade. State of the art (i.e., smartphones) includes several
multimedia functions, which enable users to be constantly connected and have access
to an uninterrupted flow of real time data from social networking sites (SNSs;
Valderrama, 2014; Chóliz et al., 2016).
25.)Excessive and problematic smartphone usage, also referred to as an (behavioral)
addiction (Andreassen et al., 2013; Billieux et al., 2015a), has potentially harmful effects
(see Elhai et al., 2017, for a systematic review).
26.)Some literature indicate that excessive smartphone use can lead to musculoskeletal
impairment (İnal et al., 2015; Lie et al., 2016), poor academic performance (Lepp et al.,
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2014), anxiety and depression (Demirci et al., 2015; Elhai et al., 2016) as well as poor
sleep quality (Chang et al., 2015)
27.) A published document indicates that overuse of mobile phone can lead to
undesired outcomes for both the individual and their surroundings and may be of
significant concern for public health (Tossell et al., 2015; van Deursen et al., 2015).
28.)A growing body of research on excessive smartphone use has shown it to be
strongly associated with addictive use of online social media (Andreassen et al., 2013,
2016; Salehan and Negahban, 2013; Fuster et al., 2017; Lopez-Fernandez et al., 2017).
through the 9th grade. Some schools across the U.S. are enacting similar policies as a
way to decrease distractions for students. “It was a constant distraction for kids and
phones during the last school year, and that students and teachers are seeing results.
30.) Smartphones are an integral part of people’s life. In this article, we will use the
terms “smartphone” and “mobile” interchangeably. What we have in mind whenever we
say mobile is a phone with access to the Internet. They are mobile phones highly
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advanced in terms of technology, computing capabilities, and connectivity, with
functions similar to those of computers. In fact, people prefer their smartphones to
computers while surfing online (Ofcom, 2015).
31.) In 2016, the number of smartphone users was estimated at reach 2.08 billion
(Statista, 2015). The digital divide between less advanced economies and developed
economies was 31 points in 2015 for smartphone ownership. In Poland, 41% of
respondents declared owning a smartphone; 75% of them were young people aged 18.
32.) According to Pew Research Center (2015), 15% of Americans aged 18–29 are
dependent on a smartphone for Internet access.
33.) Technology use in the classroom has the potential to reignite student learning by
offering more engaging and interactive ways to learn course material. However, the
benefits of technology in the classroom maybe outweighed by the costs, particularly of
the use of cell phones in the classroom. Cell phones have allowed students flexibility in
managing their coursework, such as organizing assignments and finding course
information, with little or no effort (Tossell, Kortum, Shepard, Rahmati, & Zhong, 2015).
On the other hand, they may also cause undergraduate students to perform worse
academically. The contrast between student perceptions of cell phones in academics
and the reality of cell phones and their effect on academic performance is the
fundamental purpose of this literature review.

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34.) The most recent literature review published on this topic extended two previous
literature reviews by analyzing the effects cell phones have on learning and why these
effects occur, based on a variety of theories. Chen and Yan (2016) included literature
on cell phone use while driving and generalized the findings to the effects on learning.
The present literature review makes a unique contribution in that we primarily analyze
the literature on in-classroom cell phone use in the undergraduate student population.
Thus, unlike previous reviews, ours is focused rather than broad and so permits a
deeper exploration of in-classroom cell phone behavior. At the suggestion of the
reviewers, we also discuss outside of class multitasking (i.e. using a cell phone while
studying or doing homework) because it may affect in-classroom behavior.
35.) This review includes an analysis of the body of literature that focuses on the
prevalence, perception, and effects of multitasking with cell phones in-class and ways
multitasking outside of the classroom translates into the classroom environment.
Subsequently, we discuss the conflict between different operational definitions of cell
phone usage in the classroom and different definitions of academic performance
followed by statistical data collected across the literature describing how prevalent cell
phone use in the classroom has become. Finally, we present a discussion of motivators
for cell phone use in the classroom; the effects of cell phone use on academic
performance; student, peer, and professor perceptions of cell phone use in the
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classroom; solutions to reduce or resolve cell phone usage in the classroom; and
implications and suggestions for future research.
36.) Recently, researchers have found that 57% of students multitask in class with their
cell phones, behavior that may be exacerbated by overall phone obsession (Lee, 2015).
Most often, students who multitask in class are either texting or using Facebook, both of
which are negatively correlated with overall semester grade point average (GPA;Junco,
2012). Some students even admit that multitasking hinders their ability to understand
and focus on their class lectures, but continue to multitask anyway (Lee, 2015).
Students who multitask on their cell phones are usually communicating with others and
may perceive themselves to be unaffected by their multitasking habits. However, how
students perceive their multitasking to affect their performance may not align with how
students actually perform academically.
37.) Outside-of-class multitasking translates into the classroom environment and
decreases academic performance (Bellur, Nowak, & Hull, 2015; Patterson, 2017). Using
a 3 x 2 matrix, Patterson (2017) found that both the number of technologies students
utilized while studying for an exam and the number of hours students studied had a
significant main effect on exam scores. Prior to the exam, students were optimistic
about their ability to multitask while studying for an exam, but the exam scores revealed
the effects of multitasking while studying. Based on participants’ self-reports, the
researcher divided participants into two groups based on study time using a median
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split method. The median split divided participants into a low study group, participants
who studied less than two hours for their exam, and a high study group, participants
who studied more than two hours for their exam. Additionally, participants were divided
into three groups, those who used zero to two technologies.
38.) Patterson (2017) found that students who did not use technology while studying or
used only one or two types of technology and studied for more than two hours had an
average exam score of 76.44%. In contrast, students who used three to six different
types of technology and studied less than two hours had an average exam score of
68.48%. The study’s results demonstrated the effect of outside of class multitasking with
technology on in class academic performance.
39.) 2015; McDonald, 2013). Similarly, Olmsted and Terry (2014) operationalized cell
phone usage as texting during class, but also included cell phone usage outside of
class to link it to in-classroom behavior.
40.) Overall cell phone usage in class (Bjornsen & Archer, 2015; Elder, 2013) and cell
phone ringing during a lecture (End, Worthman, Mathews, & Wetterau, 2010) have also
been considered. Because researchers do not agree on the operational definition of cell
phone use in the classroom, it is difficult to compare and contrast results.

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41.) Like Junco (2012), Bellur and colleagues found that students were mostly texting or
using Facebook while doing homework, but gender differences contribute to the context
of multitasking. They also discovered that females most often multitask by
communicating with others, whereas males who multitask engage in entertainment, like
watching online videos, while doing homework. Multitasking outside of class directly
translates into multitasking within the classroom environment, which has a greater and
more negative impact on GPA, than multitasking while doing homework
42.) (Bellur et al., 2015) Regardless of whether students are using technology while in
class or while studying outside of the classroom, research clearly demonstrates
academic performance is negatively affected Academic performance has been more
consistently defined by quiz or test scores on lecture content (Elder, 2013; Froese et al.,
2012; Gingerich & Lineweaver, 2014; Lawson & Henderson, 2015) and also by test
scores over the course of a semester.
43.)(Katz & Lambert, 2016), or multiple semesters (Bjornsen & Archer, 2015). Few
studies have operationalized academic performance as grade point average (Harman &
Sato, 2011; Tossell et al., 2015) or final course grades (McDonald, 2013). End and
colleagues (2010) utilized both quiz scores on a lecture and a student’s ability to record
the correct information from a lecture interrupted by a cell phone ringing to operationally
define academic performance. By consistently defining different types of cell phone
usage and academic performance, researchers may be able to better determine the
extent to which certain types of cell phone usage affect academic performance.
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44.) Due to the versatility of today’s cell phones, cell phone use in the classroom has
been studied using a variety of operational definitions. Most research studies have
operationalized cell phone usage in class as texting (Froese et al., 2012; Gingerich &
Lineweaver, 2014; Lawson & Henderson
45.) Over 95% of undergraduate students own cell phones, as noted across multiple
studies (Elder, 2013; Olmsted & Terry, 2014; Pettijohn, Frazier, Rieser, Vaughn, &
HuppWilds, 2015). With the widespread ownership of cell phones among students, cell
phone usage in the classroom is probable. Of the students who own cell phones,
Froese and colleagues (2012) found that 75% have their cell phones with them in every
class period.
46.) Likewise, in a study published in 2012, Tindell and Bohlander found that even more
students, 95%, bring their cell phones to every class meeting. Fortunately, the majority
of students try to accommodate to the learning environment by putting their cell phones
on “vibrate” during class
47.)(Berry & Westfall, 2015; Tindell & Bohlander, 2012) because cell phone ringing can
hinder the academic performance of other students (End et al., 2010) as well as be
disruptive to the teacher. However, only between 8% and 9% of students turn their
phones completely off during class time (Berry & Westfall, 2015; Tindell & Bohlander,
2012).
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48.) Cell phone usage has become habitual for students outside and inside the
classroom environment (Elder, 2013). Pettijohn and colleagues (2015) found three
motivators for cell phone texters during class time: boredom, checking for emergencies,
and texting to resolve work conflicts. Although 32% of in class student texters reported
leaving the classroom to check for emergencies, one may infer that 68% remained in
class. Furthermore, habitual texting outside of class translates into the classroom
environment (Olmsted & Terry, 2014). Students who text in class may have a larger
number of people whom they text on a regular basis, they often text while studying for
their courses or while driving, and they become anxious or have anxious thoughts when
they are unable to access their cell phones (Olmsted & Terry, 2014). Thus, the literature
indicates that many college students are motivated to use cell phones in the classroom,
as part of staying socially connected and reducing anxiety that may result from a fear of
missing out on something socially important.
49.)Over half of cell phone usage in the classroom is allocated to texting while the
remaining proportion of cell phone usage is directed to checking social media websites
like Facebook and Twitter, behavior that has the potential to cause problems for peers
in the classroom (Lee, 2015; Olmsted & Terry, 2014; Pettijohn et al., 2015). Pettijohn
and colleagues (2015) found that students who text in-class usually communicate with
friends or significant others, like boyfriends, girlfriends, or spouses. Rarely will a student
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ever leave the classroom to use a cell phone (Pettijohn et al., 2015). In general,
research reveals how prevalent cell phone presence and use in class are likely to be.
50.) The negative effects of cell phone usage in the classroom on academic
performance have been demonstrated across multiple studies (Bjornsen & Archer,
2015; Elder, 2013; End et al., 2010; Froese et al., 2012; Gingerich & Lineweaver, 2014;
Lawson & Henderson, 2015; McDonald, 2013). Froese and colleagues (2012) found
that students who texted in class during a 6-minute lecture spent an average of 2.69
minutes texting a confederate, time that could have been spent focusing on the
material. Additionally, when quizzed on the lecture material, students who texted during
the lecture performed 27% worse on the quiz than students in the no-texting condition.
51.) Similarly, Gingerich and Lineweaver (2014) ran two experiments, each with a
texting and a no-texting condition, both of which demonstrated a significant negative
effect on academic performance. In the first experiment, students who texted during the
lecture had an average quiz score of 60.14%, and students who did not text had an
average quiz score of 79.22%. The second experiment replicated these results with
students in the texting condition scoring an average of 73.41% and those in the no
texting condition scoring an average of 83% on the quiz. However, it may be that
students who text in-class perform worse overall academically, and they do not
specifically perform worse on quiz questions that require information disrupted by text
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messages (Lawson & Henderson, 2015). Thus, students’ scores on a particular
measure may be confounded with their overall academic performance.
52.) Student attitudes about the effects of cell phone usage in the classroom are
relatively neutral (Elder, 2013). Only 8% of students feel that their cell phone usage
inclass hinders their academic performance (Berry & Westfall, 2015). Students also
understand there is a fine line between cell phone usage in class, obsessive cell phone
usage in class, and the degree of appropriateness (Berry & Westfall, 2015). Many
students indicate that they know they will perform worse academically if they text during
a lecture (Froese et al., 2012; Gingerich & Lineweaver, 2014). On the other hand, some
students tend to be optimistic about using cell phones in class for academic instead of
personal purposes, despite knowledge of the possible negative consequences.
53.) Literature and studies that have examined overall cell phone use in-class have
found different results than studies that have strictly operationalized cell phone usage
as texting. For example, Bjornsen and Archer (2015) found that, instead of texting in
class, students who often use their cell phones in class to utilize social media are
affected the most negatively academically. Yet Elder (2013) found no significant
difference on quiz performance by students who did or did not use their cell phones in
class, even though students who used their cell phones in class perceived their quiz
performance to be worse than their no cell phone use counterparts did.

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54.) In a study by Tossell and colleagues (2015), students who had never owned a
smartphone or tablet were given a smartphone to use for a whole year. Participants
were asked before and after the study whether they thought cell phones were beneficial
to them academically. At the beginning of the study, 63% of the participants believed
that the compactness of their cell phones allowed them to have onthe-go access to their
courses and expected their cell phones would play a fundamental part in their academic
achievement for that school year
57.) With cell phones creating distraction in the college classroom for individual
students, the peer perspective on cell phone use in the classroom must also be
considered. In other words, students who sit next to cell phone users are also impacted
in tangible ways. Approximately 90-97% of students report that they are aware of their
classroom neighbors’ cell phone use (Berry Westfall, 2015; Tindell & Bohlander, 2012).
In contrast, 84% of students claim to not be bothered by their peers using their cell
phones during class (Elder, 2013), and 77.2% report not being bothered when their
peers are texting during class (Pettijohn et al., 2015). One explanation for these findings
is that students may be more sensitive to cell phone noises, such as a vibration or
unwarranted alarm ring, by their peers during class than the act of seeing a cell phone
being used in class (Berry & Westfall, 2015; End et al., 2010).
58.) Professors, just like peers, are highly aware of cell phone usage in their classrooms
and believe cell phone use is a major factor of distraction to students and their learning
(Berry & Westfall, 2015). Yet some professors are no longer willing to try to control their
City of Taguig
students’ cell phone usage in the classroom even though they are aware of the negative
effects (Lawson & Henderson, 2015). Frequent student cell phone use in class may be
due to ineffective cell phone policies set by professors. McDonald (2013) compared
three different cell phone policies in three sections of the same course. One section was
threatened with loss of points for cell phone use during class, and another section had
no cell phone policy. The most effective policy stated, “Cell phones were [sic] to be
turned off and not used during class. This is an issue of respect for others and your
professor” (p. 36). McDonald (2013) found that students in the section with the
moderate cell phone policy stated above had the highest average final course grade,
81%. However, cell phone policies that may work for one class may not work for others,
so it is the professor’s responsibility to tailor an effective policy for that specific course
(Lawson & Henderson, 2015).
59.) End and colleagues (2010) set up two conditions, the first being one in which a cell
phone did not ring during a lecture and the second condition being one in which a cell
phone did ring at specific intervals during a lecture. The goal of the study was to find
whether or not a cell phone ring during a lecture hindered student recall of information
presented in the lecture on a multiple-choice quiz. Researchers also explored whether
the cell phone’s ringing during two specific time intervals similarly interfered with note
taking. Results showed that students in the cell phone

City of Taguig
60.) Cell phone usage in the undergraduate classroom environment continues to be an
important issue in higher education (Berry & Westfall, 2015). In this review, we highlight
the overall prevalence of cell phone use, its effects on academic performance, and
student, peer, and faculty perspectives about cell phone use in undergraduate
classrooms to extend and make an original contribution to the existing literature.
RELATED LITERATURE: LOCAL
60.) Adults and children do agree, however, that mobile devices should be banned
during classes and exams. Must using cell phones to call and texting messages and
photos, but also as a means to have internet on-the-go, allowing users to be always
online. Of the 38,000 respondents in Metro Manila, 75 percent of the respondents
surveyed used mobile phones to take photos or videos; 45 percent to browse the
internet; 44 percent to access their social networking sites and 37 percent to check
their emails. The study was conducted from November 2012 to January 2013. “Based
on the findings of the study, the increase in various mobile activities & plain the growing
trend of Wi-Fi accessibility in public areas”, said TNS Philippines Managing Director
Gary de Ocampo.
61.) Jhasper Managyo (2017) stated that, Filipinos are using their mobile phones not
only to communicate but also as mobile computers as well, according to a recent
market study issued. TNS, a global customized research company, said in its report
that Filipino consumers are not must using cell phones to call and texting messages
and photos, but also as a means to have internet on-the- go, allowing users to be
City of Taguig
always online. Of the 38,000 respondents in Metro Manila, 75 percent of the
respondents surveyed used mobile phones to take photos or videos; 45 percent to
browse the internet; 44 percent to access their social networking sites and 37 percent
to check their emails. The study was conducted from November 2012 to January 2013
City of Taguig
Survey Questionnaire
Title: Prohibiting Student from using cell phones:
Agreeable to students of Army’s Angels Integrated School
SY: 2019-2020
Student’s Info
Name (optional): Grade/Section:
DO 83, S.2003 – REITERATION TO DECS ORDERS NOS. 70, S. 1999 AND 26, S.
2000 (PROHIBITING STUDENTS OF ELEMENTARY AND SECONDARY SCHOOLS
FROM USING CELLULAR PHONES AND PAGERS DURING CLASS HOURS)
DIRECTION: Multiple Choice. Encircle your answers on experience-based questions
(Encircle as many as you wish)
1) Do you still use your cellphones during class hours upon the implementation of
the policy?
a. No, because the school strictly prohibits cellular phone use during class
hours
b. Yes, sometimes there happened to have emergency call
c. No, because I respect the rules of the school and it is for the good of the
students
City of Taguig
2) Why do you think we shouldn’t have cellular phones at school?
a. They are distractive and can interrupt student’s ability to think.
b. They can be way for cheating
c. It is a source of violence; cyberbullying, theft
3) What are the disadvantage of using cellular phones at school to students?
a. More distractions
b. Ability to engage in inappropriate behaviors
c. Possibility of cyberbullying
4) What are the positive effects that you have noticed after the implementation of
the policy to ban cellular phones at school?
a. Become more attentive and focused on the lessons
b. Improve retention and ability to think
c. Well-organized students inside the classroom
5) Do you feel that banning cellular phones had an overall positive effect on the
classroom atmosphere in general?
a. Yes, a big positive effect on classroom atmosphere
b. Yes, a little positive effect
c. No, it doesn’t have any positive effect

City of Taguig
Likert Scale: check the boxes that correspond to your answer in a scale.
Before The Implementation Of Cellphone Ban Policy SA A DA SDA

1. It Was Hard For Me To Concentrate In Class
2. I Cannot Fully Remember The Past Lessons
3. I Was Always Distracted
4. I Can Play Games On My Device

5. I Cannot Participate On Recitation Because I Didn’t
Reviewed My Past Lessons
After The Implementation Of Cellphone Ban Policy
6. I Can Concentrate and Focus More on Discussions
7. It Improved My Retention Ability
8. I Can Now Participate On Discussions And Recitations
9. I Notice Some Improvements On My Academic

Performance
10. I Become A Better Student In Overall Aspects

City of Taguig
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methods and procedures used in this research study,
the procedure of how the research study is being investigated and the instruments used
to gather the data as well as the statistical treatment employed. This will includes the
research design, sample and sampling techniques, instrumentation, data gathering
procedures, statistical treatment of data, and arbitrary scale of value.
Research Design
This research study will use the descriptive research method. The researchers
will attempt to know the effectivity of banning cellular phones: Agreeable to students of
Army’s Angel’s Integrated School.
We use the descriptive type of research design. It describes the characteristics of
the population of phenomenon that is being studied. This methodology focuses more on
the “what” of the research subject rather than the “why” of the research subject.
Descriptive research primarily focuses on describing the nature of a demographic
segment, without focusing on “why” a certain phenomenon occurs. In other words, it
“describes” the subject of the research, without covering “why” it happens. In this
study,the survey method was used to obtain information and data about the effectivity of
banning cellular phones.

City of Taguig
Respondents of the Study
The respondents of the study will involve about one hundred (100) of the combined
students of ABM and STEM at Army’s Angel’s Integrated School. The AAIS has a
mission to commits itself in developing the child to a well-rounded individual maintain in
educative atmosphere allowing freedom for child growth and development.
The school envisions itself to be responsible in providing highly competent, civic
spirited and life skilled who is a product of holistic learning and equipped with the
empowerment needed in building a humane and productive society. The schools gives
importance to a high quality education and providing a strong foundation in developing
citizenry that is productive and globally competitive.

City of Taguig
Research Locale
Figure 3
This study was conducted at Army’s Angels Integrated School located at Block 24, Lots
2,3,4,5, Salazar St. Central Signal, Taguig City which is a private school. The classes
are held in two shifts (morning and afternoon). The K to 12 curriculum was utilized from
Grade 7 to Grade 10. There are five (5) strands available namely; ICT, STEM, ABM,
HUMSS and GAS.

City of Taguig
Sampling Technique
A purposive sample is a non-probability sample that is selected based on
characteristics of a population and the objective of the study. This type of sampling can
be very useful in situations when you need to reach a targeted sample quickly, and
where sampling for proportionality is not the main concern. It is also known as
judgmental, selective or subjective sampling. This sampling method requires
researchers to have prior knowledge about the purpose of the study so that we can
choose and approach eligible participates. It is use to a particular subset of people, as
all participants of the study are selected because they fit a particular profile.
Instrumentation
The instrument used to gather necessary information is the questionnaires made
by the researchers. The researchers used the questionnaires because the data can be
collected quickly and the researcher would not need to be present when the
questionnaire were completed. The questionnaire is divided into two parts. The Multiple
choice and Likert scale. Questionnaire were use because they are the main method of
data collection. It is used to satisfy the objectives of the study and it is more convenient
to use.
City of Taguig
Data gathering Procedure
The researchers used the questionnaire to gather the necessary data and
information from the target respondents. It include the demographic profile of each
respondents. The question asked every respondent about their perception on the effect
of banning of cellphones during class hours. The researcher guided the respondent on
answering the survey by giving them the instructions ad explanations on how the
respondents will answer every questions.
The researchers tailed and tabulate he results according to the frequency of
items answered by the respondents. After the tabulation, the data wil be computed and
interpreted using various statistical tools.
Statistical Treatment of Data
The statistical measures used are as follows:
Percentage used to describe the respondents who answered in likert scale. It is
proportion expressed either in decimal or fractional form that can be computed by
multiplying the prtion by 100 and affixing the percentage symbol (%). This was used a
descriptive analysis describing a part as whole using the formula:

City of Taguig
Formula:
𝑓
𝑃 = 𝑁 ∗ 100
Where: P= percentage distribution
F= number of respondents
N= total number of respondents
100= is constant
Weighted Mean was utilized to get the average tall of response for each question.
Formula:
∑𝑓𝑥
𝑊𝑀 = 𝑁
Where: WM= Weighted mean
F= frequency
X= weight
N= number of observation
City of Taguig
CHAPTER IV
Presentation, Analysis and Interpretation of Data
LIKERT SCALE
Likert scale is a type of rating scale use to measure attitudes or opinions. With
this scale, respondents are asked to rate items on a level of agreement.
SCALE RANGE OF MEANS INTERPRETATIONS
4 3.26- 4.0 Highly Competent
3 2.51- 3.25 Competent
2 1.76- 2.50 Moderately Competent
1 1.0 -1.75 Low Competent
Table 1
Arbitrary Scale of Values
Questionnaire’s Likert Scale, Range of Means and Implementations
City of Taguig
Table 1 shows the four-point Likert scale to be able to determine the result of
data. It defines the verbal interpretation of each point, 4 is the Highest Scale which is
equivalent to Highly Competent, 3- Competent, 2- Moderately Competent, 1- Low
Competent.
This scale shows the before and after effect of the implementation of
cellular phone ban during class hours.
Verbal
Before The Implementation Of Cellphone Ban Policy Mean
Interpretation
Moderately
1. It Was Hard For Me To Concentrate In Class 2.45
Competent
Moderately
2. I Cannot Fully Remember The Past Lessons 2.5
Competent
Moderately
3. I Was Always Distracted 2.46
Competent
4. I Can Play Games On My Device 2.54 Competent
5. I Cannot Participate On Recitation Because I Didn’t Moderately

2.17
Reviewed My Past Lessons Competent
Moderately
WEIGHTED AVERAGE 2.42
Competent
Table 2
City of Taguig
Before The Implementation of Cellphone Ban Policy
The table 2 shows the performances of students before the implementation of
cellular phone ban policy. On statement number 1, we got a mean of 2.45 and is
equivalent to moderately competent in verbal interpretation. Statement no.2 has a mean
of 2.5 and is moderately competent. Statement no.3 has a mean of 2.46 and is also
moderately competent. The 4th statement got a mean of 2.54 which is competent. And
lastly the no.5 statement has a mean of 2.17 which is moderately competent. It has a
weighted mean of 2.42 which is moderately competent.
After The Implementation Of Cellphone

Mean Verbal interpretation
Ban Policy
6. I Can Concentrate and Focus More on
3.12 Competent
Discussions
7. It Improved My Retention Ability 3.06 Competent
8. I Can Now Participate On Discussions
3.12 Competent
And Recitations
9. I Notice Some Improvements On My

3.25 Competent
Academic Performance
10. I Become A Better Student In Overall

3.12 Competent
Aspects
Weighted Average 3.13 Competent
Table 3
City of Taguig
After The Implementation of Cellphone Ban Policy
Table no. 3 shows the performances of students after the implementation of the
cellphone ban policy. Statement no. 6 got a mean of 3.12, competent. Statement no. 7
got 3.06 of mean and is competent. Statement no. 8 has a mean of 3.12 which is
competent. Statement no. 9 has 3.25 of mean. Lastly statement no. 10 has a mean of
3.12 and also competent. The weighted average of mean is 3.13 and is competent.
This graphs illustrates the percentage of each scale for each question.
13% 9%
STRONGLY AGREE%
AGREE%
40% DISAGREE%
38%
STRONGLY DIS AGREE%
Figure 4: Question no. 1

City of Taguig
Strongly agree has 9% of the respondents. Agree has accumulated the highest
percentage which is 40%. 38% disagree and the last 13% was in strongly disagree.
STRONGLY AGREE%
9% 9%
AGREE%
39% 43%
DISAGREE%
STRONGLY DIS AGREE%
13% 8%
STRONGLY AGREE%
AGREE%
42% DISAGREE%
37%
STRONGLY DIS AGREE%
Figure 6: question no. 3

City of Taguig
21% 15%
STRONGLY AGREE%
AGREE%
19%
45% DISAGREE%
STRONGLY DIS AGREE%
7%
20% STRONGLY AGREE%
26% AGREE%
DISAGREE%
STRONGLY DIS AGREE%
47%
Figure 8: Question no.5

City of Taguig
Strongly agree has 7% of the respondents. Agree has 26%. Disagree
accumulated the highest percentage which is 47%. And the last 20% was in strongly
disagree
2%
9%
28% STRONGLY AGREE%
AGREE%
DISAGREE%
STRONGLY DIS AGREE%
61%
3%
12%
19%
STRONGLY AGREE%
AGREE%
DISAGREE%
STRONGLY DIS AGREE%
66%

City of Taguig
percentage which is 66%. 12% disagree and the last 3% was in strongly disagree
1%
9%
26% STRONGLY AGREE%
AGREE%
DISAGREE%
STRONGLY DIS AGREE%
64%
2%
6%
STRONGLY AGREE%
33%
AGREE%
DISAGREE%
STRONGLY DIS AGREE%
59%

City of Taguig
12% 2%
STRONGLY AGREE%
30% AGREE%
DISAGREE%
STRONGLY DIS AGREE%
56%

City of Taguig
70 A B C 66
63
60
50
48 50
50
40 40
40
34
30
21
20 16 18 16
16
10 12
10
0
1 2 3 4 5
Figure 14
Number of respondents answered the Questions Number 1 to 5
The graph illustrates the number of respondents who answered in each question.
In question number 1, there are 21 respondents out of 100 answered letter A, 63 for
letter B and 16 for letter C. In question number 2, 40 out of 100 respondents answered
letter A, 50 for letter B and 10 for letter C. in question number 3, there are 48 out of 100
respondents answered letter A, 40 in letter B and 12 for letter C. In question number 4,
66 out of 100 respondents answered letter A, 16 for letter B and 18 for letter C. And in
question number 5, there are 50 out of 100 respondents answered letter A, 34 for letter
B and 16 for letter C.

City of Taguig
CHAPTER V
Summary, Conclusions, and Recommendations
After the data have been presented, interpreted and analyzed, the researchers
come up with finding. From the findings, they have drawn conclusions. The
recommendations are being enumerated in the part of this segment. These are all
indicated in this part of the paper.
Summary of Findings
1. Academic Performance
Base on the Likert scale labeled as “before the implementation of cellphone ban
policy”, we got a weighted average mean of 2.42 and its verbal interpretation is
moderately competent. Which means that most of the students agreed that they are
experiencing distractions in class and poor retention and concentration on their studies.
While “After the implementation of cellphone ban policy” scale shows a weighted
average mean of 3.13 which is competent. It states that most of the students agreed
that the policy is effective on improving their concentration, retention and participation in
class. It also helped to improve their academic performances in overall aspects.

City of Taguig
Conclusions
Majority of the students says that they sometimes used their cellphones for
emergency but cellphones can be a way of cheating and distractions. After the
implementation of policy, they become more attentive and focused on the lessons and it
had a positive effect on classroom atmosphere.
In conclusion, the result of the research justified our Affirmative Hypothesis which
states that cellphone restrictions to students is effective and will affect their academic
performances in a good way.
Recommendations
Based on the findings of the study from the conclusion, several recommendations are
made and these are the following:
The Researchers recommend that the students should obey the policy of school
in banning cellphones during class hours.
Students are free to use their cellphones in times of Emergency.
Teachers and Students should maintain good relationship.
The students should keep patience and understanding on the implementation of
policy.
City of Taguig
REFERENCES
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https://www.theguardian.com/education/2015/may/16/schools-mobile-phones-
academic-results
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results”
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Selwym, N (2019) “Banning mobile phones in schools beneficial or risky?
http://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-
what-the-evidence-
says119456?fbclid=IwAR3zSW6qfXiqclcNFmICuTgLerDPmW8oXpfkSsegW49SSBXvh
0UdIarZ7lM
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Hess, A (2019, Jan 19) “Research continually shows how distracting cellphones are- so
some schools want to ban them”
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so-france-banned-them-in-school--.html
Scutt, C (2019, Jan ) “ Banning mobile phones in schools: Reflecting on the debate”
https://impact.chartered.college/article/banning-mobile-phones-schools-reflecting-
debate/?fbclid=IwAR2yqMhsrAiNEk_AV1AIExmDIygZuzmXSFh05_MN4Elz8uBKGdUZ
JLYzGds
Essex, N., L. (2013). “The 200 Most Frequently Asked Legal Questions for Educators”
Magid, L. (2016, April 14). "School Software Walks The Line Between Safety Monitor
And 'Parent Over Shoulder'"
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and-protecting-students/#4072f67b7df9
Cook, H. (2017, July 17). "How schools are tracking students using their mobile phones”
https://www.theage.com.au/national/victoria/how-schools-are-tracking-students-using-
their-mobile-phones-20170714-gxb6qq.html
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Rodríguez-Gómez, D.; Castro, D.; Meneses, J. (2018, July 1). "Problematic uses of
ICTs among young people in their personal and school
life”http://eprints.rclis.org/33057/1/c5609en.pdf
Koebler, J. (2012, Oct. 7). “"FCC Cracks Down on Cell Phone 'Jammers'
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jammers
Taylor, K. (2015, Jan. 6). "Ban on Cellphones in New York City Schools to Be Lifted"
https://www.nytimes.com/2015/01/07/nyregion/ban-on-cellphones-in-new-york-city-
schools-to-be-lifted.html
Harris, E. A. (2016, Jan. 13). "Bronx Science Bans Cellphones From Wi-Fi as Students
Devour It"
https://www.nytimes.com/2016/01/14/nyregion/bronx-science-bans-cellphones-from-wi-
fi-as-students-devour-it.html?ref=education&_r=1
Solis, S. (2015, Oct. 28). "School bus driver fired for speeding, texting"
https://www.app.com/story/news/crime/jersey-mayhem/2015/10/28/academy-charter-
high-student-films-driver-texting-while-driving-speeding/74734370/
City of Taguig
McKinnell, J.;Tiller, S. (2018-12-13). "Mobile phones will be banned in NSW primary
schools from next year"
https://www.abc.net.au/news/2018-12-13/nsw-phone-ban-aims-to-reduce-
bullying/10612950
Otus. N.(2018-01-17) "The Pros and Cons of Using Technology to Communicate with
K-12 Parents".
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parents/
Ribeiro, C. (2019, 04- 03) “To ban or not to ban: Victoria’s mobile phone move divide
experts”
https://www.theguardian.com/australia-news/2019/jun/29/to-ban-or-not-to-ban-victorias-
mobile-phone-move-divides-experts
Vanbad, H. (2019, Jun. 8) “You can't enforce a ban on mobile phones in the classroom
– we should teach kids to hate them instead”
https://www.theguardian.com/technology/commentisfree/2019/jun/28/you-cant-enforce-
a-ban-on-mobile-phones-in-the-classroom-we-should-teach-kids-to-hate-them-instead
City of Taguig
Australian Associated Press (2019, Jun) “Call for national mobile phone ban in public
schools to face resistance”
https://www.theguardian.com/australia-news/2019/jun/28/call-for-national-mobile-phone-
ban-in-public-schools-to-face-resistance
Soyemi, J. (2015, January) “Analysis of Mobile Phone Impact on Student Academic
Performance in Tertiary Institution.”
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ct_on_Student_Academic_Performance_in_Tertiary_Institution?fbclid=IwAR3kWaonU5
_h9SwQFFqHPL9dM9LNCWUximVz4HI4l2o5Jfwv6IQtauQR0wI
Soyemi J., Oloruntoba S. A. Okafor B. (2015, January) “Analysis of Mobile Phone
Impact on Student Academic Performance in Tertiary Institution”
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ct_on_Student_Academic_Performance_in_Tertiary_Institution?fbclid=IwAR3kWaonU5
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University of Texas at Austin (UT Austin), (2015, May 18) “Banning cellphones in
schools reaps the same benefits as extending the school year by five days, according to
a study co-authored by an economist at The University of Texas at Austin.”
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Patchin, J. W. (2019, June 28) “Banning Cell Phones at School: Two Decades of
Debate”
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debate?fbclid=IwAR1ub181RNDptCtQqaf6KFGrCXj8WCaRGi24_HNHVm2NkPEOWxM
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Schreiner, E. (2018, April 25) “Effects of mobile phones on students”
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12959442.html?fbclid=IwAR11lhyLHsWm3gotyYZhdIArKzYDoiMxxDZ4GIB62kSNPtOiV
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Montemayor, M. T. (2019 June 2) “DepEd cites proper cellphone use during classes”
https://www.pna.gov.ph/articles/1071298
Alimondo, L. (2018, August 4) “Cellphone ban in classrooms gets support”
https://www.sunstar.com.ph/article/1756324
City of Taguig
Zulueta, M. (2019, March 18) “School bans mobile games on campus and sees instant
change in students”
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Felongco, G (2008, July) “Mobile phones should be banned from school”
https://gulfnews.com/world/asia/philippines/mobile-phones-should-be-banned-from-
school-1.119284#
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instant-change-in-students/
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Me34AsRxI
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s-1999-and-26-s-2000-prohibiting-students-of-elementary-and-secondary-schools-from-
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during-class-hours
City of Taguig
LETTER OF VALIDATION
RESEARCH INSTRUMENT = DONE
PERMISSION LTTER =DONE
STATISTICAL DATA

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Republic of the Philippines

The Problem and its Background

Mobile phone use in schools by student has become a controversial topic

following statements. People in many schools regularly sneak around on their

that will leads to the enlightenment of everyone minds.

BACKGROUND OF THE STUDY

secondary school both public and private school.

phones by students during class hours.

of multi-media service(MMS) The DepEd officials enjoins the cooperation of parents in

observing the cellphones ban during class hours.

STATEMENT OF THE PROBLEM:

students’ academic performance?

3. What is the significant relationship of prohibition of cellphones during class hours

to the academic performance of the students?

4. Does the implementation helped the students to enhance their academic

ASSUMPTIONS AND HYPOTHESIS:

performances in a good way.

Cellular phone restriction to students is ineffective and is not helpful to them

SIGNIFICANCE OF THE STUDY

STUDENTS – this study will provide information regarding the effectiveness of

be helpful for their studies.

the distraction on their discussion.

will reduce their worrying for their Childs.

RESEARCHERS – this study will be so much informative for us researchers. As

for the good of ourselves

Prohibition – (noun) the action of forbidding something especially by law

Controversial – (adjective) giving rise or likely to give rise to public disagreement

Disruption – (noun) disturbance or problems which interrupt an event activity, or

Mobile Phone – (noun) a telephone with access to a cellular radio system

Banning – (verb) officially or legally prohibit

Proliferated – (verb) increase rapidly in numbers; multiply

SCOPE AND DELIMITATIONS:

The focus of study will be on Prohibiting using of cellphone to students through

the authorization of Dep Ed Order #83 S.2003

that is beneficial to students.

students of AAIS S.Y 2019

INPUT PROCESS OUTPUT

 Gathering data  Effectivene

Other Affecting Factors

Teacher Environment Topic

Reviews of Related Literature and Studies

This chapter includes the ideas, finished thesis, generalization or conclusions,

RELATED STUDIES: FOREIGN

educational inequalities,” concludes the study.

2) Another study published in the Journal of Communication Education found that

who need to stay in touch with their parents.

mobile phones to inform parents of students’ homework assignments through texting.

behavioral incidents, or test scores.

surfing the Internet, watching videos, and playing games Lepp.R(2015)

assumption that smart phones replaced P%'s as a mean of access.

best interest of the student nor the teacher.

10.) Psychologists have repeatedly stated that punishment is not effective in

they are used to prevent mobile phones from entering.

entirely based on contexts and circumstances in certain 'highly developed' economies

parts of the world.)

spaces to students to store their phones during the school day.

equivalent of an extra week’s schooling over a pupil’s academic year, according to

Economic Performance at the London School of Economics.

16.)“Ill Communication: The Impact of Mobile Phones on Student Performance” found