THE BENEFITS OF USING MOBILE PHONES AS A STUDY

TOOL AND ITS IMPACT TO THE FIRST QUARTER PERFORMANCE OF THE

GRADE 11 STUDENTS

__________________________________________________________________________

A Research Presented
To the Faculty of the Senior High School
of
Macarascas National High School

In Partial Fulfillment of the

Requirements in Practical Research
Submitted by:

Arman Josel Lara Basa

Arlan Jay Balcueba
Aya may Dancil
Eloisa Jade Basa Amante
Earl Josua Arangorin
Jocelyn S. Sabater

Checked by:
Vryann Jay Bermudo
TABLE OF CONTENTS

Chapter

Acknowledgement…………………………………………………………………………i

Dedication…………………………………………………………………………………ii

I. Introduction

Background of the study………………………………….………………..1

Statement of the problem……………………………………….………….2

Significance of the study……………………………………….…………..3

Hypothesis of the study………………………………………,……………3

Scope and Delimitation…………………………………………,…………4

II. Theoretical Framework

Review of Related Literature………………………………….……………5

Synthesis of Related Literature of studies………………………………….9

Conceptual Framework of the Study………………………………………10

Research Paradigm…………………………………………………………11

Operational Definition of Terms……………………………………………11

III. Research Methodology

Locale of the Study…………………………………………………………13

Research Design…………………………………………………………….13

Research Population ………………………………………………………..14

Research Instrumentation …………………………………………………..14

Research Data Collection Procedure………………………………………..14

Research Statistical Treatment ……………………………………………...15

 IV. Presentation, Analysis and Interpretation of Data

Gender……………………………………………........................................17

Grade Level………………………………………........................................18

Age………………………………………….................................................18

Demographic Profile

V. Summary, Conclusion and Recommendation

Summary…………………………………………………………………….20

Conclusion…………………………………………………………………...21

Recommendation…………………………………………………………….23

BIBLIOGRAPHY

APPENDICES

Acronym

Letter to the School Head

Survey Questionnaire

List of the Respondents of the study from the advisers

1.
 ACKNOWLEDGEMENT

Upon completing this research, we would like to express our sincere gratitude to the

following individuals and organizations who made this research possible:

Firstly, we thank our research teacher, Sir Vryann Jay E. Bermudo, for providing us with

guidance, feedback, and support throughout the entire research process. Secondly, we extend our

thanks to the participants whose contribution was invaluable, and without whom this research

would not have been possible. We would also like to thank all the individuals who contributed to

this research, directly or indirectly, with their knowledge, expertise, and encouragement. Lastly,

we express our gratitude to everyone who supported us on this journey.

The Researcher

i
 DEDICATION

This research paper is dedicated to our beloved family, friends, and acquaintances, whose

unwavering support, love, and encouragement were our guiding light throughout our research

journey. We will always be grateful for their kindness. We also dedicate this research to the

participants who generously gave their time and shared their experiences, making this research

more authentic and meaningful. Finally, we dedicate this research to all the individuals who are

passionate about advancing knowledge and making a positive change in society.

The researcher
 ii
APPROVAL SHEET

The research entitled “Quantifying The Benefits of Using Mobile Phones as a Study Tool and its

Impact To the First Quarter Grades of the Grade 11 Students” prepared and Submitted by Arman

Josel L. Basa, Arlan Jay Balcueba, Aya May Dancil, Eloisa Jade B. Amante, Earl Joshua

Arangorin, and Jocelyn S. Sabater, in partial fulfillment of the requirements in Practical

Research2 will be examined and recommended for examination.

VRYANN JAY E. BERMUDO

Research Adviser

PANEL OF EXAMINERS

Accepted and approved in partial fulfillment of the requirements for the

Subject with a grade of________________in__________________________________.

_______________ _______________ _______________

Panel Panel Panel

 NILDA R. PRUDENTE
Teacher In-Charge

CHAPTER I

INTRODUCTION

Background of the study

Products in the Study Tools category provide users with resources to prepare for tests,

quizzes, and assessments. This ranges from entire courses geared towards standardized test

preparation to digital flashcards for practicing vocabulary, math problems, or other subject

specific material (G2, 2023)

The students are receiving immediate assistance with the aid of educational social

networking apps, search engines, internet resources, etc. When students can rapidly find the

solution to their questions, they don’t need to spend hours poring over books (B Enos, Sep 27,

2022).

We can say that the generation nowadays are more on to social networking apps, some

students are relying to some search engines and Artificial intelligence (A.I.) tools that can be

easily accessed by using their own mobile phones, We cannot deny the fact that nowadays we’re

starting to rely more on to those smart search engines in our mobile phones such as Google,

Google Chrome, Browsers, and lots of A.I. search engines when we need to answer some

questions, or even for completing some of our home works and assignments.

One of the most used study tools nowadays aren’t books anymore, Daisy Rogozin sky

(August 2021), stated that having a go-to website or two that you can use to search a subject and
find clarifying explanations can be extremely helpful in making sure that you actually understand

the material you need to learn for your test.

This research or study aims to provide awareness for the teachers and students about the

right usage of mobile phones as a study tool. By finding out the benefits that we could get by

using our own mobile phones as a study material, we could use them as an advantage for our

homeworks and tasks in a good and proper way.

Based on macsources. com (2022), Through smartphones, students can explore new

things in an enjoyable manner rather than going through whole books to find the desired

information. Moreover, they can get access to any book or educational site within seconds and at

any time of the day.

Statement of the problem

This study aimed to find out the benefits of using mobile phones as a study tool and
their impact an Academic performance among Grade 11 students. Specifically, it sought answer
to the following question:

1.What is the demographic profile of the respondent’s in terms of

a. Age

b. gender

c. grade level

2. What are some specific helps that mobile phones provide as a study tool for grade 11

students?

3. How does mobile phone usage affect the academic performance of grade 11 students

4. How do grade 11 students use mobile phones as a study material for learning purposes?

5. Is there any relationship between mobile phone usage as a study tool and first quarter grades?
Significance of the study
This study was conducted to find out how using mobile phones as a study tool benefited the

Grade 11 students of Macarascas National High School in their academic performance.

For the Students, this study should also help them learn how to use their mobile phones

effectively for schoolwork and activities.

For the Teachers, this may help them set limits for students' mobile phone use during

activities, tasks, and assignments. It may also help them develop activities that incorporate

mobile phone use, providing engaging learning experiences.

For the Parents, through their children, they could gain awareness about the benefits and

potential drawbacks of using mobile phones as a study tool.

For Future Researchers, this study may serve as a valuable background resource for

future research at Macarascas National High School. They can either continue this research or

use it as a guide for their own studies.

Hypothesis of the Study

Ho: Respondents Usage of mobile phones as a study tool have no significant relationship

between their first quarter grades

Ha: Respondents Usage of mobile phones as a study tool have a significant relationship between

their first quarter grades.

Scope and delimitation

This study is limited in several ways. It focused only on mobile phone usage as a study

tool and its impact on Grade 11 academic performance specifically their first quarter grades. The

study involved 14 Grade 11 HUMSS and 15 Grade 11 TVL students from Macarascas National

High School in Puerto Princesa, Palawan. It was conducted from October 2023 to the 19th of

January, 2024.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the review of related literature and studies, theoretical framework,

and definition of terms.

Review of related literature

Students’ Academic Use of Mobile Technology and Higher-Order Thinking Skills: The

Role of Active Engagement

Technology and the latest advancements in it have become inescapable. A particularly

noticeable change in student use of technology has ensued: Undergraduate students have

decreased the use of desktop computers in favour of personal technology, such as laptops, tablets,

and smartphones, and their ownership of hand-held mobile devices has increased due to the

development of universal technology (Hye Jeong Kim, 2020).

Mobile device use in the classroom and its potential negative impacts.

Mobile device use in the classroom may be distracting and harmful based on students’

urge to text or check notifications as they pop up on the screen, technological difficulties, off task

behaviours or academic dishonesty, and overuse of technology is correlated with decreased

cognitive thinking skills, social interaction, and a decrease in attention span (Himmelsbach,

2019).

Weighing the Costs and Benefits of Cellphones in Schools

The motivation for many of these policies comes from a desire to limit distractions. If you

think about it, from a school’s perspective, if a cell phone ban can improve student learning,

that’s a great low-cost intervention with a favourable benefit-cost ratio. However, from a parent’s

perspective, the calculus is a bit different, and the cost of not being able to get a hold of their

kid(s) may outweigh any potential benefit accrued from the ban (Emily Boudreau, 2022).

The Social Media Usage and Its Impact on the Filipino Learners’ Academic Performance

Amidst the Online Education.

Study habits have always been a part of a student’s day-to-day experiences in studying. They are

practices that could allow a learner to somehow gain interest while studying without having to

feel pressured or bothered (Jhoselle Tu, 2023).

Impact of educational apps on students academic performance in the Philippines .

The number of different suggested preferences among students in the different tracks in

Senior High School to pursue higher education may lead to better job opportunities. (Jomarie V.

Baron, 2020)

Mobile Phone Addiction Among Children and Adolescents: A Systematic Review.

The prevalence of problematic mobile phone use was found to be 6.3% in the overall

population (6.1% among boys and 6.5% among girls), whereas another study found 16% among

the adolescents. The review finds that excessive or overuse of mobile phone was associated with

feeling insecurity; staying up late at night; impaired parent–child relationship; impaired school

relationships; psychological problems such as behavioral addiction like compulsive buying and
pathological gambling, low mood, tension and anxiety, leisure boredom, and behavioral

problems, among which most pronounced association was observed for hyperactivity followed

by conduct problems and emotional symptoms.( Manoj Kumar MPhil, 2019)

Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms:

benefits, constraints and concerns.

The use of mobile devices in secondary education schools is an emerging issue; however,

empirical evidence regarding secondary education teachers’ perceptions on mobile technology

and mobile learning is still limited. (Kleopatra Nikolopoulou, 2020)

The Impact of Smartphone Addiction on Academic Performance of Higher Education

Students.

Smartphone has also made students’ lives easier, as they can access their school information on

the gadget through electronic learning (e-learning), and mobile learning (learning) as well as they

can learn or get any kind of knowledge on them. (Warisha and Tooba, 2020)

The Importance of Mobile Learning.

Mobile learning can be accessed both online and offline. Online mobile learning requires

accessing educational content and participating in learning activities through an internet

connection. On the other hand, offline mobile learning involves accessing educational content

and learning activities without an internet connection, using pre-downloaded resources. The best

approach may depend on the specific learning needs and preferences of the learner, as well as the

availability of internet connectivity. (Gabrielle Rivera, 2023).

Can Cell Phones Be Educational Tools?

Most students’ cell phones are constantly dinging and ringing with alerts from the most popular

social media apps. Teachers and parents alike are at constant odds with students over their cell

phone use. (Doug Curtin, 2022)

Dark side of social media and academic performance of public sector schools students: Role

of parental school support.

Studies reveal that development in the latest modern electronic information resources creates

new challenges in the information-seeking manners of students (Ahsan et al., 2020).

Changes in the Performance of Students in Charter and District Sectors of U. S. Education:

An Analysis of Nationwide Trends.

Education is deemed to be an important tool for social mobility. Because of this, quality

education is one of the many goals of Filipinos who wanted to have an improvement in their

lives. (Rowena E. Nicolas, 2022)

The Academic Experiences of Senior High School Students in the Midst of Pandemic.

As the world evolves, new problems arise, and this leads to a bigger barrier for students

especially with education. This paper uncovers the struggles of students with regards to the new

learning modality because of the pandemic; COVID-19. (Jayben P. Locion et al, 2022)

Smartphone imports decline by 3% in Q2.

Across eight Asian markets, a survey revealed that digital dependence stood out to be at the

highest in the Philippines at 29 percent, while it was lowest in Vietnam at nine percent. (Elijah

Felice Rosales, 2022)

The impact of smartphone use on learning effectiveness: A case study of primary school

students.

In 2019, approximately 96.8% of the global population had access to mobile devices with the

coverage rate reaching 100% in various developed countries (Sarker et al., 2019).

Smartphones and Learning: Evaluating the Focus of Recent Research.

The smartphone has become integral to most aspects of students’ lives and is the primary

conduit for accessing the internet. Objective research into the promise and dangers of this device

is critical. While educational uses of the smartphone with young adults hold promise, the

potential for harm is also present. (Kendall Hartley et al, 2023)

Impact of Smartphone’s on Society.

The convergence of communication and computing for mobile consumer devices is on the

evolutionary course to bring interoperability and leverage the services and functions from every

industry. (Muhammad Sarwar, 2023.

SYNTHESIS OF RELATED LITERATURE AND STUDIES

From the previous discussion, it could be further that generalized mobile phones can be

used for various purposes, such as communication, entertainment, information, education, and

socialization. Hence, that Smartphones can improve academic performance, when used

appropriately stated by Aalto (2021). Their results found a positive, direct impact of using mobile

learning and news applications on academic attainment, which contrasts popular belief. This is
because the use of mobile learning applications stifles the feeling of nomophobia, the fear of

being unavailable to your mobile phone.

According to the study a mobile phone use can have positive effects on students’ learning

effectiveness and academic performance. The study found that mobile phone use can enhance

students’ motivation, interaction, multitasking, and feedback. From study the study of wang et al.

(2022) about mobile phone use can have positive effects on students’ learning effectiveness and

academic performance. The study also found that mobile phone use can mediate the relationship

between academic performance and other factors, such as gender, grade level, and family

background. It was revealed from the study of Adlit et al. (2023) that the study assessed the

effectiveness of mobile phones as a learning aid among senior high school students. The

assessment is based on the dimensions using Gavriel Salomon’s symbol system theory.

However, there is no significant difference in the scores for males and females for the

overall assessment of the effectiveness of mobile phones as learning aid across dimensions.

Gender has no moderating effect. Many studies have sought to investigate the relationship

between Mobile phone usage and Academic Performance Inner drive (2019). Some people,

especially the younger generation, prefer a smartphone over a laptop and personal computers

because of the various functionalities embedded in smartphones, such as entertainment, watching

sports, online games, online banking, sending emails, chatting, agenda tracking, online shopping,

social media, and ability to complete homework Oluwafemi (2021). Jacobsen and Forste, in a

study developed in 2011, found negative effects of cell phone use among college students in the

United States. They were reported to have a lower GPA (grade point average). (Linda Heard,
2021). The research has found strong evidence of lower performance among students when cell

phone use is in the way. However, maybe this can be reduced by strict control of what goes on

inside the classroom.

Conceptual Framework of the Study

In the related studies and literature, mobile phone use can have Positive effect on

students’ learning effectiveness and academic Performance Wang et al. (2022). moreover, study

found that Mobile Phone use can enhance student motivation, interaction, and Feedback. In

connection with this, the paradigm on the next page illustrates. The relationship between the

usage of Mobile phones as a study tool and their impact on the first quarter grades of the

grade11 students. Further, this study would like to determine if there’s a significant relationship

to other variables based on the conceptual paradigm.

Research Paradigm

Independent Variable and Dependent Variable (IV-DV)

 Independent Variables Dependent Variables

Mobile Phone Usage as a First Quarter Grades of the Grade

Study Tool 11 Students

Moderator Variables
Name (optional):
Age:
Gender:
Grade Level/Section:

Figure 1.

Research paradigm showing the difference of each variable and relationship.

Operational Definition of Terms

The following terms are operationally defined to further understand this study.

Operational definition of terms is hereby provided in alphabetical order.

Artificial intelligence – It refers to theory and development of computer systems able to

perform tasks that normally require human intelligence, such as visual perception, speech

recognition, decision-making, and translation between languages.

Internet – It refers to Internet as the global system of interconnected computer networks

that uses the Internet protocol suite to communicate between networks and devices.

Mobile phones - It refers to a wireless handheld device that allows users to make and

receive calls. While the earliest generation of mobile phones could only make and receive calls.
 Online Lectures – It refers to online lecture is an educational class that is held online.

Teaching and learning do not necessarily have to occur at the same time. Students can view a

recording, sometimes referred to as a lecture capture, on their own time if they have access to

Wi-Fi.

Social Networking – It refers to Social networking refers to using internet-based social

media sites to stay connected with friends, family, colleagues, or customers. Social networking

can have a social purpose, a business purpose, or both through sites like Facebook, X (formerly

Twitter), Instagram, and Pinterest.

 CHAPTER III

RESEARCH METHODOLOGY

Locale o f the Study

Figure 1: Map of Brgy. Macarascas, Puerto Princesa, Palawan.

The study was conducted in Macarascas National High School Campus, Brgy. Macarascas

Research design
The researchers used the Qualitative research method design. Survey questionnaire was

use and prepared in English sentence but during actual conducting this research, the researcher

helps to emphasis all questions that cannot understand by the respondents to ensure that the

questionnaire are truthful.

This study shows the benefits of using mobile phones as a study tool and their impact

on Academic performance among Grade 11 students.

Respondents of the Study

The respondents of the study were 14 students from grade 11 HUMSS and 16 students

from grade 11 TVL inside the Mcarascas Ntional High School Campus, Puerto Princesa City,

Palawan.

Research Instrumentation

The instrument used in this study was a Likert scale survey questioner. The questioner is

an orderly set of question that arrange for conducting a research. The questioner included the

direction on how to fill out the information accurately.

Research Data collection procedure

The original by the researcher was checked. Revised and recheck by the researcher’s

adviser To maintain conformity on the subject of research. The instrument used by the

researcher was checked first by the adviser before it could be initiated. The researcher adviser

wrote a letter to teacher in-charge of Macarascas National High School for the permission in

conducting the study to the Quantifying the benefits of using mobile phone as a study tool and

Their impact on academic performance among grade 11 students. After the request are granted

the researcher distributed the questioner and collected them for analysis.

Research Statistical Treatment

The survey was created by the researcher in order to gather basic information about the

students answering the survey. Frequency count and percentage were used by the researcher
determine the number of responses of students to every item and their profile. Percentage was

used to identically represent frequency count based from the total respondents.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter analyze the data collected from administration of questionnaire with simple

percentage method of data analysis and the findings are discussed below in the tables.

1.Gender

Table 1

Frequency Distribution of the Respondents According to their Gender

Gender Frequency Percentage

Female 19 67.85%

Male 9 32.15%

Total 28 100%

Table 1 shows that percentage of respondents in terms of gender. From those who had

been surveyed, male respondent was 32.15% with a total of nine (9) out of twenty-eight (28)

students from Grade 11. The percentage of female is 67.85% with the total nineteen (19) out of

twenty-eight (28) students.

2. Grade Level

Table 2

Frequency Distribution of the Respondents According to their Grade Level

Grade Level Frequency Percentage

TVL 11 14 50%

HUMSS 11 14 50%

Total 28 100%

The data in Table 2 reveals the percentage of students in grade level among twenty-eight

(28) surveyed students from grade 11.

3. Age
Table 3

Frequency Distribution of the Respondents According to their Age

Age Frequency Percentage

16 20 71.42%

17 4 14.29%

18 4 14.29%

Total 28 100%

As shown on the table, students aged 16 had the highest percentage of 71.42% with

twenty (20) out of twenty-eight (28) respondents. The respondents aged 17 and 18 had the same

frequency of four (4) and percentage of 14.29%.

Table. 4

Survey Questionnaire SA A SA D SD

1 7 16 3 2 0

2 4 13 6 5 0

3 9 19 0 0 0

4 6 13 1 7 1

5 6 16 4 2 0

6 5 11 5 5 2

7 1 2 8 9 8

8 5 10 3 8 2

9 6 10 3 7 2

10 12 14 2 0 0

Total 56 124 35 45 15

Table 4: The table 4 shows majority of students are said Agree that using Mobile Phones as

study tool is effective in learning

Table. 5

Variable Frequency Percentage

Strongly Agree 56 20.36%

Agree 124 45.9%

Slightly Agree 35 12%

Disagree 45 16.3%

Strongly Disagree 15 5.44%

TOTAL 275 100%

Table. 5: The table 5 shows the majority of choices made by the respondents. We can see that

there are total of 275 responses in frequency and a total 100% responses in percentage.
Table. 6
Pearson P-Value Remarks Decision
r
0.06 0.76 There is no relationship Ho Accept

between using Mobile

Phones as a study tools and

1st Quarter Grade of Grade

11 Student

Table 6: The table shows there is no significant relationship between using mobile phones

as a study tools and 1st quarter Grade of Grade 11 Students. It means the Decision is Ho Accept.
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

The study was designed to find out about the benefits of using mobile phones as a study

tool and its impact on academic performance, specifically in the first quarter of students.

The researcher had two-part research questions, and questionnaires to the Grade 11 HUMSS and

TVL students.

The results of the data analysis can be summarized as follows. It is evident that using

mobile phone as a study tool of the grade 11 students does not affect their first quarter grades.

After a careful analysis about mobile phones benefits for studies and first quarter grades

of the respondents this study find out that there is no significant relationship between using

mobile phones as a study tool and the first quarter grades of the grade 11 students.

The results also shows some of the specific helps that mobile phones provided as a study

tool, such as watching or listening to educational videos.

Conclusion

 The study did not find evidence that mobile phones improve academic performance.

 The study did not find evidence that mobile phones harm academic performance.

 Mobile phones do provide some educational benefits, such as access to educational

videos.

 Further research might explore specific scenarios or types of mobile phone use to

examine potential nuances in their impact.

Overall, this study highlights the need for a more nuanced understanding of how mobile

phones influence academic performance, considering individual learning styles, usage patterns,

and the types of educational resources accessed

Recommendation

For Students:

Be mindful of how you use your phone: While mobile phones offer resources, excessive or

distracting use can hinder learning. Develop strategies to limit interruptions and focus on

academic tasks.

Explore educational apps and resources: Not all phone use is equal. Seek out educational apps,

videos, and online platforms to enhance your learning.

Balance technology with traditional learning methods: Mobile tools can supplement, but not

replace, traditional study habits like reading, writing, and active engagement in class.

For Teachers:

Integrate technology strategically: Don’t ban phones, but find ways to leverage their educational

potential. Encourage responsible use of apps and resources for research, collaboration, and

learning activities.

Promote digital literacy: Teach students how to evaluate online information critically, manage

distractions, and develop healthy technology habits.

Establish clear guidelines: Set classroom expectations for responsible phone use during lessons

and study time.

For Parents:

Open communication: Discuss with your children the potential benefits and drawbacks of mobile

phone use for learning. Set boundaries and guide responsible technology use.

Provide alternative resources: Make available offline study materials and encourage activities

that minimize phone dependence, such as group study sessions or library visits.

Stay informed: Keep up with educational apps and resources to support your child’s learning and

monitor their online activities.

For Future Researchers:

Investigate specific factors: Explore how learning styles, usage patterns (frequency, context), and

types of educational resources accessed influence mobile phone impact on academic

performance.

Conduct longitudinal studies: Track students over time to understand the long-term effects of

mobile phone use on learning habits and academic success.

Consider individual differences: Account for diverse learning needs and contexts in research

design to provide more specific and actionable recommendations.

 List of the respondents of the study from the adviser.

Grade 11 HUMSS
Leslie Destacamento
Deborah Oliveros
Ritchellene Apitan
Alexa Delacruz
Lea Condez
Emmanuel Brequillo
Clarisse Alejo
Samantha Colosa
Angel Sila
James Gonzaga
Jonas Olivar
Jeg Michael Deloso
Elaiza Española
Rocelyn Aragon

Grade 11 TVL
Ronelene Kate Caspe
Angel Gonsales
Princess Joy Sulayao
Remelyn Mahinay
Algin Adion
Anie Jane Delacruz
Baby Erica Rapisora
Ivy Cortez
Jamela Bastian
Segundo Palumpa
Sherwin Aranas
Wilfredo Adion
Reniel Flores
Ivan James L.Martinez
Bibliography

Hye Jeong Kim(2020) Students’ Academic Use of Mobile Technology and Higher-Order

Thinking Skills: The Role of Active Engagement

https://www.mdpi.com/2227-7102/10/3/47

Emily Boudreau(2022) Weighing the Costs and Benefits of Cellphones in Schools

https://www.gse.harvard.edu/ideas/news/22/08/weighing-costs-and-benefits-cellphones-schools

Jayben, P Locion The Academic Experiences of Senior High School Students in the Midst of

Pandemic.

https://journal.formosapublisher.org/index.php/eajmr/article/view/684

Ahsan et al. (2020) Dark side of social media and academic performance of public sector schools

students: Role of parental school support.

https://onlinelibrary.wiley.com/doi/abs/10.1002/pa.2058

Douglas Curtin (2022) Can Cell Phones Be Educational Tools?

https://plt4m.com/blog/can-cell-phones-be-educational-tools/

Acronym

HUMSS – Humanity and Social sciences

TVL – Technical-Vocational-Livelihood