Research Technical Format

NURSING RESEARCH
TECHNICAL FORMAT
CENTRAL PHILIPPINE ADVENTIST COLLEGE-SCHOOL OF NURSING
0
Page
JJLACIFICAR 2019-2020 NURSING RESEARCH 1&2

Page 1
TECHNICAL FORMAT FOR NURSING
RESEARCH (THESIS)PAPER
2
Page
MECHANICS IN PREPARING A RESEARCH PAPER
Central Philippine Adventist College School of Nursing imposes specific requirements

for the format nursing research paper to promote consistency among students, improve
appearance of the research paper and facilitate better communication among readers.
Paper
Heavy white bond paper (substance 20) of standard size (8 ½ x 11 inches or 22 x 28 cm) be used.
Each paper must be the same size.
Typeface
The preferred typeface is Times New Roman with 12 font size.
Spacing
A 4 line spacing is required between the major heading and the first line of the first paragraph. A
2 line spacing is required throughout most of the paper, however single spacing can be used for
tables, headings, figures, captions, references but 2 spacing is used between references and long
quotations.
Margins
One inch margin is observed on all sides except the left margin which is 1.5 inches. Right margin
is ragged.
Page Number
Number all pages except preliminaries. The page number should appear at least 1 inch from the
right hand edge of the page, in the space between the top edge of the paper and the first line of
the text.
 Preliminary pages (small letters)

 Body of the paper (in Hindu Arabic)
 Appendices and other (in Hindu Arabic)
Indention
Indent the first line of every paragraph. For consistency, use the tab key which should be set five
to seven spaces or ½ inch.
3
Page
Major Sections
Major sections begin on a new page centered, labeled and capitalized. All major sections contain
an introductory sentence.
Abstract
The length of an abstract is between 250 and 300 words. It is typed in block form and in single
space.
Tables
Observe APA (6th edition) format. See sample on page 25.
Figures
Observe APA (6th edition) format. See sample on page 26.
4
Page
COMPONENTS OF THE RESEARCH PAPER (THESIS)
A. Preliminaries
Title Page
Approval Sheet
Acknowledgment
Table of Contents
List of Tables
List of Figures
Abstract
B. Major Sections
Chapter I: Introduction
Background of the Study
Statement of the Problem
Hypothesis/Hypotheses (if applicable)
Theoretical and/or Conceptual Framework
Scope and Limitations
Significance of the Study
Definition of Terms
Chapter II: Review of Related Literature and Studies
Chapter III: Methodology
Research Design
Respondents/Participants/Subjects (depending on discipline)
Instrumentation
Data-Gathering Procedure
Statistical Treatment (if applicable)
Ethical Considerations (if applicable)
Chapter IV: Results and Discussion
Chapter V: Summary, Conclusion and Recommendations
C. References
D. Supplemental Materials
Appendices
5
Page
SAMPLES OF THE
PRELIMINARIES
OF THE NURSING
RESEARCH PAPER
6
Page
Title Page (for undergraduate thesis):
SMARTPHONE USAGE AND ACADEMIC PERFORMANCE OF UNDERGRADUATE

STUDENTS
Title:
Page margins for the whole manuscript:  UPPER CASE
 Single space
LEFT: 1.5 inches  Inverted
pyramid
TOP, BOTTOM and

RIGHT: 1.0 inch 12 single spaces for a single line title;
11 single spaces for a two-line title
A Research Paper Presented to

The Faculty of the School of Nursing
Central Philippine Adventist College
Alegria, Murcia, Negros Occidental
10 single spaces
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Nursing
11 single spaces
Name: centered,
boldface, uppercase
JULIE JOY R. LACIFICAR
3 single spaces
7
Page
November 17, 2019

Page margins: 1.5 in. Left,
and 1 in. Top, Right and
Bottom
5 single spaces
APPROVAL SHEET
4 single spaces
The research paper entitled “SMARTPHONE USAGE AND ACADEMIC

PERFORMANCE OF UNDERGRADUATE STUDENTS” presented by JULIE JOY R.
LACIFICAR, in partial fulfilment of the requirements for the degree of Bachelor of Science in
Nursing of the Central Philippine Adventist College has been evaluated and approved by the
panel of evaluators.
Body: Single space; first line

Indention 5 spaces, font size 4 single spaces
12, Times New Roman,
ragged edge
PANEL OF EVALUATORS
Title: ALL CAPS, BOLD FACE
in “QUOTATION MARK S”
4 single spaces
Name: ALL CAPS, BOLD FACE
Preferably with middle Initial
(Font size 12 but may be set SALVACION G. BAN, RN, MSN
to 11 if full name is long (as Chair
in this sample)
Degree: Keywords
Capitalized , Bold Face 4 single spaces
MARY JANET L. PINILI, RN, MSN JENNI CLAIRE P. MENDOZA, RN, MSN
Member Member
4 single spaces Preferably, names are aligned
DORIS MAY M. FRASCO, RN, MSN

Adviser
8
Page
ACKNOWLEDGMENT
3 single spaces
Body:
Spacing: double space
Indention: 5 spaces every paragraph
9
Page
iv
TABLE OF CONTENTS
4 single spaces
Page
TITLE PAGE i
APPROVAL SHEET ii
Major Titles:
ACKNOWLEDGMENT iii
 UPPERCASE
TABLE OF CONTENTS  Flushed to the iv
left
LIST OF TABLES vi
Subtitles:
LIST OF FIGURES  Indented 5 vii
ABSTRACT spaces viii
 Capitalized
Chapter I: Introduction Key Words
Background of the Study Spacing 1
 1.5 spacing
Statement of the Problem 3
Hypothesis 4
Theoretical and Conceptual Framework 4
Scope and Limitations 5
Significance of the Study 5
Definition of Terms 6
Chapter II: Review of Related Literature and Studies 7
Smartphone Usage 7
Negative Effects of Smartphone Use 10
Positive Effects of Smartphone Use 13
Synthesis 15
Chapter III: Methodology
Research Design 16
Participants of the Study 16
Instrumentation 17
Data-Gathering Procedure 18
10
Statistical Treatment 18
Page
Ethical Considerations 19
v
TABLE OF CONTENTS CONTINUED (flushed to the left)
Heading to Body::
4 single spaces or two (2) double spaces
Body:
1.5 spacing Page

Profile of the Participants 20
Use of Smartphone in the Classroom 21
Reasons of Students about Allowing Smartphone Usage
during Class Time 25
Extent Students’ Use their Smartphones to Support their 26

Classroom Learning
Impact of Smartphone Use in Classroom to Student’s Learning 28
Relationship between Extent of Smartphone Use in the Classroom to

Support Classroom Learning and Academic Performance
Of Undergraduate Students 30
Relationship between Hours Spent in Using Smartphone per day

and Academic Performance of Undergraduate Students 31
Relationship between Classroom Learning and Academic Performance 33
Relationship between Impact of Smartphone Use in the Classroom to

Learning and Academic Performance of Undergraduate Students 34
Chapter V: Summary, Conclusion and Recommendations 35

REFERENCES 39
11
Page
LIST OF TABLES*
Table Page
1. Profile of the Participants 20
2. School of Origin of the Participants 50
Note:
*Follow format and spacing of the “Table of Contents”: with 4 spaces between “LIST OF TABLES” and
“Table”; and set the rest of the page to 1.5 spacing.
12
Page
LIST OF FIGURES**
Figure Page
1. Schematic Diagram of the Conceptual Framework of the Study 10
2. Line Graph Distribution of Age 68
Note:
**Follow format and spacing of the “List of Tables”
13
Page
ABSTRACT
4 single spaces
Spacing: single space

Block format
Justified
14
Page
DESCRIPTIONS OF THE
MAJOR COMPONENTS
OF THE RESEARCH PAPER
15
Page
ABSTRACT
• summarizes, in one paragraph (usually), the major aspects of the entire paper
• use IMRaD format (Introduction – Method – Results – and – Discussion.)
• may be written between 200 and 300 words
INTRODUCTION

• Provides a background/scenario which leads to the present investigation
• Cites existing literature that requires, supports, or promotes importance of the topic
• Mentions some related studies and briefly discusses their findings
• Discusses how the existing problem has been addressed so far and how it can be
further explored
• Expresses the desire to have a deeper and clearer understanding of a situation,
circumstance, or phenomenon
• May express the gap or limitations in literature to justify the conduct of the study
(Swales, 1990 cited in Magbanua, 2011)
• Links all this to the aim of the study

• States the main goal of the study
• Lists down the specific objectives/problems
Hypothesis/Hypotheses (optional)
• Includes this to test for significant relationship or difference between or among
variables
Theoretical Framework
• Creates a brief introductory paragraph that leads to the mention of the theory
• States and discusses the theory using IDJ approach (Introduce, Discuss and Justify)
Conceptual Framework
• Discusses the system of concepts, assumptions, expectations, and beliefs that support
the study using IDJ approach (Introduce, Discuss and Justify)
• Presents this in a diagram or illustration by identifying the key factors, concepts, or
variables of the study

• States the locale of the study, the population from which the
16
respondents/participants/subjects and data will be selected/collected and the period of

the study
Page
• Discusses the limitations or constraints of the study

Significance of the Study
• Discusses the relevance of the study

• Discusses how the paper could best benefit related groups of people in the
organization and other sectors of society
Definition of Terms
• Identifies the salient terms in the study
• Provides both the conceptual meaning (with cited reference) and the operational
meaning for each term
REVIEW OF RELATED LITERATURE AND STUDIES

According to Kwan (2009), “literature review, whether it is written for a thesis, a proposal,
or a research article is an extensive survey of empirical and theoretical literature…” (p.5). It is an
interpretation and synthesis of published research.(Merriam, 1998, p.6 cited in Murray, 2010)
• Provides related concepts and studies and discusses their findings

• Provides synthesis
• May express the gap in literature to justify the conduct of the study (Swales, 1990
cited in Magbanua, 2011)
• Employs the THEMATIC APPROACH
METHODOLOGY
Research Design
 States the research design used in the study
 Briefly discusses the characteristics and applicability of the research design
 Explains what methods have been employed in using this design
Respondents/Participants/Subjects
 Identifies the population, sample size, and sampling technique
 Mentions the groupings that need to be categorized
 States the time/period during which they were involved in the study and the place where
the study was conducted
Instrument
 Describes the instrument(s) used
 Explains what the instrument includes and how it was used to gather data
 Discusses how the instrument was tested for validity and reliability
 Discusses how the data from the administered instrument were analyzed and interpreted
Data-Gathering Procedure
17
 States the steps in gathering data in paragraph form

Page
Statistical Treatment
 States the statistical method(s) used in treating each problem
 States the statistical software used in processing the data
Ethical Considerations
 States the principles related to research ethics that are followed by the researcher(s) in
conducting the study
RESULTS AND DISCUSSION
(May be presented as separate components or merged depending on the discipline.)

Results
 Presents key results without interpretation, in an orderly and logical sequence using both
text and illustrative materials
Discussion
 Interprets results in the light of what was already known about the subject of the
investigation
 May compare results with the results of previous research
SUMMARY, CONCLUSION AND RECOMMENDATIONS

(May include conclusion, implications, and recommendations.)
(Conclusion)
 Formulates statements on the basis of the problems, hypothesis stated and the findings
gathered from the study.
 Supports these statements by citing specific findings of the study
(Implications)
 Explains what the findings imply/suggest
 Discusses how the findings can affect the immediate sectors of the institution or
community
 Suggests future studies that can be done in the light of the findings gathered from the study
(Recommendations)
 Enumerates what suggestions can be given based on the findings
REFERENCES
• Gives an alphabetical listing of sources used and cited in the paper

• Follows the prescribed format (APA 6) in the discipline
18
Page
APPENDICES
• Contains information that is non-essential to understanding of the paper but may

present information that further clarifies a point without burdening the body of the
presentation
• Scanned copies may be allowed using standard size of paper (see
“Mechanics” on p. 2)
• Arranges elements in order
19
Page
SAMPLE FORMAT OF THE
COMPONENTS OF THE RESEARCH
PAPER (THESIS)
(The sample thesis used in this handbook is the research study of Julie Joy R. Lacificar. The
names of the panel members and adviser were modified to give the accurate name samples of
the actual clinical instructors.)
20
Page
SMARTPHONE USAGE AND ACADEMIC PERFORMANCE OF UNDERGRADUATE
STUDENTS
A Research Paper Presented to

The Faculty of the School of Nursing
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Nursing

21
Page
November 17, 2019

ii
APPROVAL SHEET
This research paper entitled “SMARTPHONE USAGE AND ACADEMIC

PERFORMANCE OF UNDERGRADUATE STUDENTS” presented by JULIE JOY R.
LACIFICAR, in partial fulfillment of the requirements for the subject Nursing Research for the
degree of Bachelor of Science in Nursing of Central Philippine Adventist College has been
evaluated and approved by the panel of evaluators.
PANEL OF EVALUATORS
SALVACION G. BAN, RN, MSN

Chair
MARY JANET L. PINILI, RN, MSN

Member
DORIS MAY M. FRASCO, RN, MSN

Adviser
22
Page
iii
ACKNOWLEDGMENT
Foremost, I would like to thank the Almighty God for His guidance and unconditional
love and for giving me wisdom to finish this study. I would like to acknowledge the valuable
contribution of the participants of this study for their consent and help in making this study
possible. My gratitude also goes to Central Philippine Adventist College administrators and
college registrar for allowing me conduct the study and for providing the data I need. I am
thankful for my family and friends for the continued support in making this research output
possible despite the challenge of work and the inadequacy of time. I am also indebted to my
research adviser and panel members for their valuable input in making this research output
possible. To God be all the glory and honor!
23
Page
iv
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii
Chapter I: Introduction
Background of the Study 1
NOTE:
Statement of the Problem 3 Page numbers
Hypothesis 4 do not follow
the exact
Theoretical and Conceptual Framework 4 numbering as
Scope and Limitations 5 it appears in
this
Significance of the Study 5 document. It
Definition of Terms 6 follows the
original
Chapter II: Review of Related Literature and Studies 7 research
Smartphone Usage 7 document.
Please follow
Negative Effects of Smartphone Use 10 the original
Positive Effects of Smartphone Use 13 numbering
that it appears
Synthesis 15 in your
Chapter III: Methodology document.
Research Design 16
Participants of the Study 16
Instrumentation 17
Data-Gathering Procedure 18
24
Statistical Treatment 18
Page
Ethical Considerations 19
v

Profile of the Participants 20
Use of Smartphone in the Classroom 21
Reasons of Students about Allowing Smartphone Usage
during Class Time 25
Extent Students’ Use their Smartphones to Support their 26

Classroom Learning
Impact of Smartphone Use in Classroom to Student’s Learning 28
Relationship between Extent of Smartphone Use in the Classroom to

Support Classroom Learning and Academic Performance
Of Undergraduate Students 30
Relationship between Hours Spent in Using Smartphone per day

and Academic Performance of Undergraduate Students 31
Relationship between Classroom Learning and Academic Performance 33
Relationship between Impact of Smartphone Use in the Classroom to

Learning and Academic Performance of Undergraduate Students 34
Chapter V: Summary, Conclusion and Recommendations 35

REFERENCES 39
APPENDICES
A Letter to the College Administration 41
B Good and Scates Validation Form 42
C Survey Questionnaire 43
25
Page
vi
LIST OF TABLES
Table Page
1 Profile of the Participants 21
2 Use of Smartphone in the Classroom 23
3 Reasons of Students about Allowing Smartphone

During Class Time 25
4 Criteria in Interpreting the Extent Students’ 27

Use their Smartphones to Support their Classroom Learning
5 Extent Student’s Use their Smartphone to Support 27

Their Classroom Learning
6 Criteria in Interpreting Impact of Smartphone Use in Classroom

to Student’s Learning 28
7 Impact of Smartphone Use in Classroom to Student’s Learning 29

8 Relationship between Extent of Smartphone Use in the
Classroom to Support Classroom Learning and Academic
Performance of Undergraduate Students 31
9 Relationship between Hours Spent in Using Smartphone

per day and Academic Performance of Undergraduate
Students 32
10 Relationship between Classroom Learning and Academic

Performance of Undergraduate Students 33
11 Relationship between Impact of Smartphone Use in the

Classroom to Learning and Academic Performance of
Undergraduate Students 34
26
Page
vii
LIST OF FIGURES
Figure Page
1 Theoretical and Conceptual Framework of Smartphone 5

Usage and Academic Performance of Undergraduate
Students
27
Page
viii
ABSTRACT
Prohibiting smartphone usage in classroom is a concern to most students. As smartphone are often
equated with learning purposes, teachers say it’s always a distraction. There are varied views about
smartphones weighed benefits and deemed disadvantages to academic performance. The
researcher would like to break in the barrier between this prevalent yet still perplexing matter. This
study described the relationship of smartphone usage and academic performance of undergraduate
students in a faith-based institution. Using a descriptive research design, a total of 75 students were
made participants of the study by purposive sampling. Among the participants, 51% have high
grade point average and 47% were using smartphone for an average of 5-8 hours per day. Students
claimed they need smartphones in classroom primarily to provide additional resources for research
work. However, they only used smartphone moderately to support their classroom learning. The
study ascertained that most of the teachers were distracted when students use smartphones in the
classroom. The use of smartphone in the classroom has neither negative nor positive impact to
student’s learning. The study revealed no significant relationship between extent of smartphone
use of students to support classroom learning and academic performance, between classroom
learning and academic performance and between impact of smartphone use in classroom to
learning and academic performance. However, this study revealed a moderate, negative,
significant relationship between hours spent in using smartphone per day and academic
performance. Thus, the hours spent in using smartphone per day has moderate, negative effect on
academic performance. This implies that the more time is spent in using smartphone, the lower the
academic performance. Therefore, there is a need to regulate but not totally prohibit the use of
smartphone in the classroom. Nonetheless, students must be encouraged to minimize the total
number of hours spent in smartphone use per day because it has a significant effect on their
academic performance.
28
Page
CHAPTER I
INTRODUCTION
The predicament the teachers face in colleges and universities regarding the student’s use
of smartphones during class time is one common issue that puts an emphasis on learning against
the communication, gathering information, seeking entertainment, and social networking culture
and habits of students. Smartphones are nowadays student’s new best friend. They stay
connected from the moment they rise until they fall asleep. They are their constant companion
and source of information. In fact, Womack & McNamara (2017) said, over 95% of
undergraduate students own smartphones.
As observed, most students bring smartphones in the classroom and use them whenever
there is opportunity. Despite its usefulness, since they have become a very important part of
student’s daily lives and are considered a basic necessity as it is a very vital medium of
communication, for most teachers, they are almost always a distraction. In fact, banning or
unbanning smartphone usage in classroom and related learning activities became an issue of
concern to most students since they always vindicate they need smartphones for learning
purposes and teachers would say it is always a distraction.
According to the article written by Schreiner (2018), along with their books and school
supplies, most high school and college students - and many younger students make their daily
trip to school with their trusty smartphone. Smartphones connect students to one another, to
29
educational resources, and to a potential host of distractions. The presence of smartphones

Page
presents both opportunities and challenges for today's students. Smartphones can be a helpful
academic tool, or a hurtful academic disruption depending upon the attitude and use pattern of
the students and the policies of the schools they attend.
Smartphone has fundamentally affected everyone’s accessibility, safety and security,
coordination of social and business activities, and use of public places. It has become part of
everyone’s culture. However, the negative effects of smart phone usage in the classroom on
academic performance have been demonstrated across several studies. Ng, Hassan, Mohammad
Nor, & Andul Malek (2017) found out that the more students utilized their smartphones for
university learning activities, the lower their cumulative grade point. Furthermore, Murai (2015)
said that excessive use of mobile phones causes students to fare poorly in elementary, junior high
and high school, not only because it makes them lose their concentration due to a lack of sleep,
but also because it apparently compromises what they have studied. On the contrary, Johnson
(2013) found out that smartphones in class have been more popular amongst teens as they
provide assistance and improving academic performance.
While there is still ongoing contested discussion and/or debate if there is a need to
prohibit the use of smartphones in the classroom or not, the researcher would like to break in a
barrier between this prevalent yet still perplexing matter. There are varied views about
smartphones weighed benefits and deemed disadvantages to academic performance. Thus, the
researcher would like to discover relationship of smartphone usage to academic performance of
undergraduate students.
30
Page
This study aimed to identify relationship between smartphone usage and academic performance
of undergraduate students in a selected faith-based institution. Specifically, it aims to answer the
following questions:
1. What is the profile characteristics of the participants in terms of:
a. Grade Point Average
b. Hours spent in using smartphone per day
2. How is smartphone used in the classroom?
3. What are the reasons of students about allowing smartphone usage during class time?
4. What is the extent students’ use their smartphones to support their classroom learning?
5. What is the impact of smartphone use in classroom to student’s learning?
6. Is there a significant relationship between the extent of students’ use of smartphone to
support their classroom learning and academic performance of undergraduate students?
7. Is there a significant relationship between hours spent in using smartphone per day and
academic performance of undergraduate students?
8. Is there a significant relationship between classroom learning in terms of interest and
readiness and academic performance?
9. Is there a significant relationship between classroom learning in terms of attention and
concentration and academic performance?
10. Is there a significant relationship between impact of smartphone use in classroom to
learning and academic performance?

31
Page
Hypotheses
Below are the null hypotheses of the study.
1. There is no significant relationship between the extent of students’ use of smartphone to
support their classroom learning and academic performance of undergraduate students.
2. There is no significant relationship between hours spent in using smartphone per day and
academic performance of undergraduate students.
3. There is no significant relationship between classroom learning in terms of interest and
readiness and academic performance.
4. There is no significant relationship between classroom learning in terms of attention and
concentration and academic performance.
5. There is no a significant relationship between impact of smartphone use in classroom to
learning and academic performance.
Theoretical and Conceptual Framework
This study utilized the Input-Process-Output system approach. This approach is
composed of interrelated elements that will serve as guide by the researcher in solving the
problem under investigation. This will examine relationships between variables students profile
and smartphone usage (Input) to academic performance (output) through evaluation using survey
questionnaire (process). Further, the result of the study will define the recommendations to
making a policy to regulate smartphone usage.

32
Page
INPUT PROCESS OUTPUT
Evaluation through
Student’s Profile survey questionnaire of
the: Smartphone Usage and
Academic Performance
Relationship between use of Students
Student’s of smartphone usage and
Smartphone Usage academic performance Recommendations to
make policy to regulate
Presentation, analysis and smartphone usage
interpretation of results
FEEDBACK
Figure 1: Theoretical and Conceptual Framework of the Smartphone

Usage to Academic Performance of Undergraduate Students
This study highlighted the relationship of smartphone use and student’s academic
performance. The participants were limited to undergraduate students in Central Philippine
Adventist College enrolled during Summer 2018 who owns a smartphone device.
Significance of the Study:
There is an increasing mindfulness and concern on the influences of smartphone use in
the context of quality education in the academe as a whole. As this study addressed specific
issues related to smartphone use in relation to academic performance, of the undergraduate

33
students, the significance of the study maybe therefore be premised on the following:
Page
Administrators. The analysis and interpretation of the study may be used to improve
school policies, programs, supervisory practices and decision making towards a smartphone
usage.
Faculty. The result of this study could challenge faculty on how to guide students to
properly use their smartphones as a learning device and improve instructional lesson strategies
and regulate use of smartphone in the classroom.
Parents. The result of the study could develop concern of parents’ roles and
responsibilities in providing and guiding the students to use their time wisely.
Students. As for students, the study can serve as a guide to regulation and responsible
use of smartphones and other devices.
Future researches. The result of the study will serve as reference for future researches.
Definition of Terms
Academic Performance – Conceptually, it refers not only to the grades but also to the
scholarly achievement and skills, impressive test scores, extracurricular accomplishments, and
student leadership (Williams, 2018).
In the context of this study, it refers to student’s actual grade point average earned in the
course last Second Semester SY 2017-2018.
Smartphone – Conceptually, it refers to a combination of cellphone and handheld
computer that created the greatest tech revolution since the Internet. It combines a cellphone
with email and Web, music and movie player, camera, camcorder, GPS navigation, voice
recorder, alarm clock, flashlight, photo album, address book and a lot more (Davis & Ziff, 2018).
34
Page
Operationally, it refers to a mobile phone that can perform many functions of a computer,
typically having a high resolution touchscreen interface, internet access and an operating system
capable of running software or downloaded applications. It can be an android phone, iPhone or
windows mobile device.
Smartphone Usage – Conceptually, it refers to how consumers are using smartphones
and what it means to them (Business Insider, 2013).
Operationally, it refers to how the students used their smartphones in relation to their
learning and academic performance.
Undergraduate Students – Conceptually, it refers to one that takes place after post-
secondary education (high school) and includes 2-year Associate degrees and 4-year Bachelor
degrees. This term, then, encompasses freshmen through senior college students (Piero, 2017).
In this study, undergraduate students refer to the students from freshmen to senior
enrolled in Central Philippine Adventist College during the Summer 2018 from different
courses.
35
Page
CHAPTER II
REVIEW OF RELATED LITERATUE AND STUDIES
The review includes the conceptual and research literature which are related to the
research problems. They are presented using the thematic approach.
Smartphone Usage
Smartphone technology has become the prime key player probing the world markets
nowadays and becoming pervasive in most educational settings. Perhaps the biggest lure of
smartphones is their functionality. One of the greatest influence of smartphones has to do with
information available for users at almost any time and anywhere. Almost everything now can be
accessed with a smartphone and people are taking advantage of it so much that people are
browsing more on mobiles than on desktops. Tindell & Bohlander (2012) said that this
technology when used for educational purposes has the potential to revitalize student learning as
it offers a more engaging and interactive way of learning but may also cause students to perform
worse academically. Smartphone use is a definitely a dominant cultural staple of this generation
of undergraduate students. They use them during class time, while completing homework and
while studying.
According to statistics, the number of smartphone users in the world is expected to pass
the five billion mark by 2019. The forecast showed that smartphone users in the Philippines are
estimated to reach 30.4 million or around 32 percent of the population. As smartphone usage has
become nearly ubiquitous in society, especially among young adults and college students, the
researcher had made efforts to understand its positive and negative effects.
36
Page
Schreiner (2018) said smartphones are undeniably convenient. Because of smartphones,
students never have to check for a payphone or wonder about the location of a friend or find hard
time reaching their peers and their parents instantly. Everything from ordering a pizza to calling
to check movie times is easier with a smartphone, as the communication device you need is right
at your fingertips. Picture-taking and web surfing are readily available on most smartphones.
This helps students in collecting the information that they need for school or accessing their
email or school website. Students benefit from this technology availability as it allows them to
create more refined academic outputs with less effort than before the ready availability of
smartphones. The presence of a smartphone also ensures that students can call parents or
emergency personnel in the case of an unforeseen emergency.
The biggest wail of teachers, however, in regards to smartphones is that they lead to
student distraction and off task behavior. Texting is a tempting deflection that many students
select over listening to a lecture or completing a class assignment. If not turned silenced, ringing
of phones also distract others. Many teachers fret that this added distraction negatively impacts
students' school performance as it stops them from dedicating their full attention to their studies.
Further, Schreiner (2018) said “while useful, many of the features of smartphones can
also be used to engage in inappropriate behaviors. Taking inappropriate pictures and then
“sexting” them to a boyfriend or girlfriend is a growing problem. These pictures often end up in
the wrong hands, which leads to others gaining access to the private photos. Teens often fail to
recognize the long-term implications of inappropriate behavior and engage in the behavior
without considering the consequences." The consequences for inappropriate behavior are real
and long-lasting. Once distributed, sexted photos are almost impossible to contain. The
37
Page
presence of these racy photos can limit the teens options in the future and severely mar their
reputations.”
A study, from the Educause Center for Analysis and Research BY Brooks, (2016), found
that “students see technology as something that enriches their academic experience, engages
them in the learning process with their instructors, other students, and course content and
empowers them to seize control of their learning experiences and empowers them to take charge
of their learning and to become better students”. But on the other hand, this study also found
that smartphones and other devices can distract students from the learning process during
class”—perhaps suggesting that some negative effects of smartphone use might simply be due to
smartphones displacing users’ attention to their surroundings, or even displacing entire activities,
from their lives.
Having seen the above positive and negative effects of the general usage of smartphones,
the researcher will specifically review the relationship of smartphone use to academic
performance of students.
Negative Effects of Smartphone Use
The negative effects of smartphone usage in the classroom on academic performance
have been investigated across multiple studies by (Ng, Hassan, Mohammad Nor & Andul Malek,
2017; Bjornsen & Archer, 2015; Gingerrich & Lineweaver, 2014). Ng and colleagues (2017)
examined the extent to which students in one Malaysian university use smartphones to support
their school-related learning and how these activities relate to CGPA. For seven consecutive
days, 176 students from three academic programs recorded their daily smartphone use for
learning. Significant differences were found in uses of smartphones depending on academic

38
program. Further, it was found that the more students utilized their smartphone for university
Page
learning activities, the lower their CGPA. Similarly, Arefin, Islam, Mustafi, & Afrin, (2017) in
their study found out that increased impatience or intolerance and daily life disturbance due to
extensive use of smartphone hampered the regular academic performance of students.
Studies that have examined overall smartphone use in-class have found different
results than studies that have strictly operationalized smartphone usage as texting.
For example, Bjornsen and Archer (2015) found that, instead of texting in class,
students who often use their smartphones 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 smartphones in class, even though
students who used their smartphones in class perceived their quiz performance to be worse than
their no smartphone use counterparts did. This finding may indicate that students are aware of
the negative effects smartphone use in the classroom has on academic performance, yet they
continue to use their phones.
In a study conducted by Gingerich and Lineweaver (2014) who 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 messages. Thus, students’ scores on a particular measure may be
39
confounded with their overall academic performance.

Page
In another study done by Kibona & Mgaya (2015), they concluded that the impact of
smartphone on the academic performance of higher learning students has revealed a negative
results or progression on student’s performance academically. For them, there is a need to
evaluate and understand better the use of smartphones for higher learning students. Lepp,
Barkley, & Karpinski (2015) also concluded in their study that increase cell phone use was
associated with decreased academic performance.
In another study conducted by (Pulliam, 2017) regarding the effects of cell phone usage
on teachers, he found out that students may believe that using a cell phone during class is a
personal choice and will only affect themselves. However, cell phone could indirectly have a
negative impact on the entire class by negatively affecting the teacher. Teachers he said do not
believe students should use phones during class because they do not believe students can use
their phone and pay attention to instruction simultaneously. A vast majority of teachers (87%)
consider it distracting to their teaching. He further stated that if schools truly want their students
to perform the best they can academically, prohibiting the use of phones in class should be the
only cell phone policy.
In the most recent study conducted by Felisoni and Godoi (2018) about an experiment on
cell phone usage and academic performance, evidence showed that excessive cellphone usage
might be harming student’s performance. Their study made use of an experiment to test the
relationship between the actual average time students spend using their smartphones per day and
academic performance. Differently from previous studies that rely on self-reporting mobile
phone usage data, which tends to significantly underestimate the time spent by students at their
phones, the study employed Apps (namely ‘Moment’ and ‘App Usage Tracker’) to effectively
40
measure actual usage. Their analysis yielded a significant negative relationship between total
Page
time spent using smartphones and academic performance, after controlling for known predictors
of performance such as self-efficacy and past academic results. Each 100 min spent using the
device on average per day corresponded to a reduction in a student's position at the school's
ranking of 6.3 points, in a range from 0 to nearly 100. Moreover, when they considered usage
during class time only (as opposed to during free time and weekends), the effect was almost
twice as high. The magnitude of the effect found is alarming. Thus, this study brings new
evidence of the potential harm of excessive smartphone use and should be useful for educators
and other academic stakeholders interested in the subject of the impact of technology on
students' performance.
According to the study conducted by Baylor University on cellphone activity published
in the Journal of Behavioral Addictions in 2014, women college students spend an average of 10
hours a day on their cellphones and men college students spend nearly eight, with excessive use
posing potential risks for academic performance. "As cellphone functions increase, addictions to
this seemingly indispensable piece of technology become an increasingly realistic possibility,"
researchers noted (Roberts, Yaya & Manolis, 2014).
Positive Effects of Smartphone Use
It is also important to note that while much research has been focused on the negative
effects of smartphone, positive effects have also been measured. According to a recent study
conducted by Pearson Education, 82% of high school students use mobile devices regularly.
While there is a valid case to be argued by parents and educators that cell phones are disruptive
to the learning environment and can lead to negative behaviors such as cheating on exams, cell
phones can certainly enrich and become a useful educational tool in supplementing teaching
41
instruction (Poll, 2015).

Page
According to (Ishtiaque, 2017), there are some positive effects of technology in our educational
system. It can be used as educational tool in the classroom such that it can provide supplemental
teaching tools like interactive presentations, video clips and graphics and other audio visual
elements. It can motivate students to learn because many are stimulated and are apt to learn
when they can interact with hands-on learning tools. It can also help students learn at their own
pace and prepare children for the future.
Moller (2012) said cell phones should be allowed in classrooms because they’re a useful
resource and tool for the on-the-go student. Many students use their cell phones to record
assignments and organize their days or weekends; this is very helpful in an educational setting.
The upside to having your planner on your phone is that you always have your phone, whereas
we have all seen people forget their planners. A study by scientists in Georgia showed that the
effect of using a cell phone as a resource in the classroom and comes out with a positive result.
People who were allowed to use their phones as a planner were more likely to record it and
complete it than someone who was not. Texting a question to a teacher because you’re
embarrassed to raise your hand and stop the flow of the class may soon to be the future in
classrooms. In a trial in Europe at the University of Hertfordshire, London, UK, people were
able to text in a question they had about the lecture onto the class computer, then it would flash
on the screen. Completely anonymous, the student feels less “stupid” but still can have a
question answered.
Finally, Moller (2012) said cell phones are a great resource in the classroom. There are
many helpful research applications, such as the dictionaries and translators. Also, you can easily
look up an uncertain fact by Googling it on a smartphone. With the dictionary application, a

42
portable dictionary is available right at your fingertips and would improve the spelling on
Page
handwritten documents. The translator application makes it easy for students to look up words
in different languages, and with some applications, hear the word aloud. If everyone with a
smartphone had the dictionary or translator application there would be no need to purchase a
class set of dictionaries.
Synthesis
The effect of smartphones on students has been primarily negative. Over the last decades
modern advancements in technology have played a very crucial role in the development of
education in both negative and positive aspects. Several studies have been made looking at the
negative effects of smartphone use in the classroom to academic performance of student as it
poses high level of distractibility in both students and teachers.
On the other hand, the opposing sources have provided proof to how smartphones make
available some positive advantages to the student’s access to internet and therefore also access to
faster research opportunities. It reiterates how useful cell phones can be to students learning and
the increase in the amount of work that gets done when students are allowed to use their phones,
but there are always students that do not want to follow the teacher’s rules, and therefore mess it
up for all of the other students. Many people may argue that the use of phones in a classroom is
distracting and a poor use of resources. This soaring technology is improving our way of life and
creating a more productive way to learn. The digital age is upon us and the school system
should take it head-on by allowing teachers to grant access to students to use their phone in class
as a resource, not a toy. We could use phones to improve our education. These smartphones are
called smart for a reason. With these two opposing views in minds, the result of this study will
further determine which view to uphold on.

43
Page
CHAPTER III
METHODOLOGY
This section describes the components of the study which relate to research methodology
such as the research design, participants, research instrument, data-gathering procedure,
statistical treatment and ethical considerations.
Research Design
Being aware of the primary objective of this study, the descriptive correlational design
was used. It sought to describe the selected demographic characteristics and discover
relationships between smartphone use in the classroom among undergraduate students and their
academic performance. According to (Polit & Beck, 2008), a correlation is an interaction or
association between two variables, that is, a tendency for variation in one variable to be related
to variation in another.
Participants of the Study
The study consisted of seventy-five (75) students from freshmen to senior students from
different courses enrolled at Central Philippine Adventist College, who owns smartphones. The
participants were enrolled in the Summer 2018 and whose grade point averages were taken last
Second Semester of Academic Year 2017-2018.
Sampling Technique
The researcher used purposive sampling. The researcher consciously selects subjects to
include in the study. Those selected by the researcher are information rich cases or from which a
lot can be learned.

44
Page
Instrumentation
The researcher used a self-constructed questionnaire that underwent validity and
reliability testing. In the design of the questionnaire, there were two parts: Part I to contain the
participant’s demographic profile such as name, age, sex, course and grade point average. Part II
contained questions about general smartphone usage in the classroom, classroom learning, use of
smartphone to support learning, and impact of smartphone use to classroom learning and
academic performance.
Validity and Reliability of Research Instrument
Validity refers to the appropriateness, meaningfulness and usefulness of inferences a
researcher makes on the data they collect (David, 2005). A research instrument is valid when it
measures what it intend to measure. Content validity was used to determine the validity of the
instrument. To ensure the validity of the questionnaire, Good and Scates validity test was used
after presenting the questionnaire to identified experts. The validity test overall score was 5.00
which shows that the instrument is highly valid.
Reliability refers to the degree of consistency or accuracy with which an instrument
measures the attribute it is designed to measure (Polit & Hungler 1997). To establish the reliability
of the instrument, the researchers used the Internal Consistency Method specifically Cronbach’s
Alpha. After the face and content validity, pilot study was conducted to 38 BSN students who
were reviewing for their board examination. The value obtained for r was 0.87 which indicated
high correlation. For the purposes of this study, the 0.70 limit was used to test the reliability
coefficient (Fraenkel, 2003).

45
Page
Data-gathering Procedure
The data was gathered by the researcher last March 2018 at Central Philippine Adventist
College, Alegria, Murcia, Negros Occidental. A letter of approval was sent to the college
administration in the chosen institution to ask permission for the conduct of the study. After the
permission was granted, the survey questionnaires were distributed to undergraduate students
who were seen available during the data gathering period and who specifically owns a
smartphone. The survey questionnaires were collected as soon as they answer the questionnaire.
The grade point average data of the students who answered the questionnaire were then taken
from the registrar’s office. The data was encoded and Treatment and Analysis of the results
followed.
Statistical Treatment
Survey data were processed using Excel spreadsheet and IBM SPSS Statistics version 23
software. Before the survey data were encoded to Excel, they were first coded accordingly. The
encoded data in Excel were then processed using SPSS software tool and were subjected to
statistical treatment.
On statistical treatment, the descriptive aspects of the data were processed using
descriptive statistics such as frequencies, percentages and mean.
Specifically, the profile characteristics of the participants, how the smartphone used in
the classroom and reasons of students about allowing smartphone usage during class were
answered using frequency count and percentage.
The extent students’ use of their smartphones to support their classroom learning was
analyzed using weighted mean and standard deviation.

46
Page
In order to determine the relationship between the extent of students’ use of smartphone
to support their classroom learning and academic performance of undergraduate students ,
Pearson Moment Correlation Coefficient was used. The same statistical tool was used in
determining the relationship between hours spent in using smartphone per day and academic
performance of undergraduate students and impact of smartphone use to classroom learning and
academic performance of undergraduate students.
Ethical Considerations
In the survey questionnaire, an instruction was written that when participants approve to
answer the questionnaire, the utilization of grade point average following approval from the
registrar’s office is implied.
47
Page
CHAPTER IV
RESULTS AND DISCUSSION
This section presents the data, analysis and interpretation of the survey conducted on
smartphone usage in the classroom and academic performance of undergraduate students. This
study is divided into three (3) parts namely demographic profile of the participants, general
usage of smartphone and relationship of smartphone usage to academic performance of
undergraduate students.
Profile of the Participants
The table below shows the profile characteristics of the participants. The study
participants had high GPA (3.01 and above) which accounts to 51% of the total number, 33%
had middle GPA (2.51-3.00) and 16% had low GPA (2.50 and below). In terms of hours spent
using smartphone per day, 33% were using smartphone for less than 5 hours, 47% were using
smartphone for an average of 5-8 hours and 20% were using smartphone for more than 8 hours
per day.
Table 1: Profile of the Participants

________________________________________________________________________
Category Variable Frequency Percentage
________________________________________________________________________
Low GPA (2.50 and Below) 12 16.0%
Grade Point Middle GPA (2.51-3.0) 25 33%
Average High GPA (3.01 and Above) 38 51.0%
________________________________________________________________________
Hours Spent Using Below 5 hours 25 33%
Smartphone per day 5 – 8 hours 35 47%
More than 8 hours 15 20%
________________________________________________________________________
TOTAL PARTICIPANTS 75 100%
________________________________________________________________________
48
Page
The findings above show that majority of the participants had high grade point average
(GPA) which means that they perform well in their classes. In terms of the number of hours
spent using smartphone per day, most of the participants were using their smartphone for the
average of 5 to 8 hours and only 20% were using the device for more than 8 hours. This result is
similar to the recent statistics reported by statista showing the amount of time spent on daily
smartphone usage in 2017, that as of that time, almost half of the respondents spent five or more
hours on their smartphones daily.
Use of Smartphone in the Classroom
The table below shows the general responses of students on how smartphone was
used and regulated in the classroom. The result shows that 12% of the participants do not bring
smartphone in class, 30% bring it sometimes and 48% said they always bring their smartphones.
37.3% of the participants said bringing smartphone is not prohibited in their class, 54.7% said it
is sometimes prohibited in class and 8% said it is always prohibited in class. When asked if they
use smartphone during class time, 29.3% said no, 61.3% used sometimes and 9.3% said they are
always using their smartphone during class time. 30.7% of the participants said they were not
allowed to use smartphones in class, 62.7% said they are sometimes allowed to use and only
6.7% said they are always allowed to use their smartphone in class. When asked about their
opinion if students should be allowed to use smartphones during class time, 24% said no, 8%
said students should be allowed always and majority or 68% said students should sometimes be
allowed to use smartphone during class time but not all the time. Looking into the typical status
of their smartphone during class time, 54.7% said it was turned on but put away, 17.3% said it
was turned off, 12% turns their smartphone on and periodically check it, 9.3% turns their
49
smartphone on and regularly check it and 6.7% said it was on and they regularly check it when
Page
they notice a notification. When asked what is their topmost routine activity when using
smartphone inside the classroom, more than half or 56% said they research on things related to
school, 20% engaged in social networking sites, 10.7% were using it for communication, 6.7%
were researching on things not related to school, 5.3% were playing and 1.3% was surfing the
internet. When asked if any of their teachers ever been distracted by a student using a
smartphone while they were teaching, 62% said yes and 18% said no. Further, when distracted,
33.6% said teachers usually tell the student to put her or his phone away, 25.5% make a general
comment about your cell phone policy to the entire class, 12.1% ignore the student and continue
teaching, 10.3% only stares at the student, 7.5% ignore the student but discuss her/his phone use
after class, 7.5% confiscates the students phone, 2.8% ask the students to leave the classroom
and 0.9% dock the student’s participation grades.
Table 2: Use of Smartphone in the Classroom

________________________________________________________________________
Item Frequency Percentage______
Do you bring smartphone to class?
Yes, always 36 48
Yes, sometimes 30 30
No 9 12
Is bringing smartphone prohibited in your class?
Yes, sometimes 41 54.7
No 28 37.3
Yes, always 6 8.0
Do you use smartphone during class time?
No 22 29.3
Yes, always 7 9.3
Are you allowed to use smartphones in your class?
No 23 30.7
Yes, always 5 6.7
Do you think students should be allowed to use smartphones during class time?
Yes, sometimes 51 68
No 18 24
Yes, always 6 8.0
When you are in class, what is the typical status of your phone?
50
Turned on but put away 41 54.7

Turned off 13 17.3
Page
On and I periodically check it 9 12.0

On and I regularly check it 7 9.3
On and I regularly check it
when I notice a notification 5 6.7
What is your topmost routine activity when using a smartphone inside the classroom?
Research things related to school 42 56.0
Social networking (TIF) 15 20.0
Communication (texting, calling, email) 8 10.7
Research things unrelated to school 5 6.7
Games 4 5.3
Surfing the internet 1 1.3
Have any of your teachers ever been distracted by a student using a smartphone while they were
teaching?
Yes 62 82.7
No 13 17.3
How did the teacher handle?
Tell the student to put her or his phone away 36 33.6
Make a general comment about your
cell phone policy to the entire class 27 25.2
Ignore the student and continue teaching 13 12.1
Stare at student 11 10.3
Ignore the student but discuss
her/his phone use after class 8 7.5
Confiscate the student’s phone 8 7.5
Ask the student to leave the classroom 3 2.8
Dock the student’s participation grades 1 0.9
_______________________________________________________________________
The above result shows that most of the participants brought smartphone to class always
since most of them said bringing smartphones to class is sometimes prohibited but not all the
time. Most of the participants said they use smartphones during class time and claimed they are
allowed to use smartphone sometimes during class time. This means that there is no hard rule in
prohibiting the students to bring and use their smartphones during class time. The behavior of
the participants regarding the use of smartphone during class time suggests that they are not
giving much attention to their device when most of the participants said their smartphone are
often turned on but put away or even turned off. In the event they use their smartphones in class,
the great number of the participants said they were using the gadget for research related to school
although engaging in social networking such as facebook, twitter, instagram comes next and
51
communication such as texting, calling and emailing. This means that most of the participants
Page
are taking their class seriously and they are using their smartphones to support their learning.
The above result also found out that most of the teachers were distracted when a student uses a
smartphone while they were teaching. Teachers handled the situation by mostly asking the
students to put their phone away, and make a general comment about your cell phone policy to
the entire class. While others ignored the student and continue teaching and talks to students
after class and some would tend to stare to students, some confiscated the smartphone and few
sent the students out of the classroom, and would dock the participation grades of students. This
means that mostly teachers handled the situation in a lenient manner and few made a more
stringent manner of correction.
Reasons of Students about Allowing Smartphone Usage During Class Time
Table 3 shows the students reasons about allowing smartphone usage during class time.
29.1% said it gives additional resources, 22.5% claimed it is helpful in their research work,
15.4% believed it provides supplemental teaching tool for them, 13.7% used smartphone to
record their assignment and organize their schedule properly, 8.2% said it can provide interactive
activities, and 5.5% said they can learn at their own pace and another 5.5% believed it motivates
them to learn.
Table 3: Reasons of Students about Allowing Smartphone Usage during Class Time
_______________________________________________________________________
Reasons Frequency Percentage
_______________________________________________________________________
I can learn at my own pace 10 5.5
It can provide interactive activities 15 8.2
It gives additional resources 53 29.1
It motivates me to learn 10 5.5
It provides supplemental teaching tool 28 15.4
I can record my assignment and organize
my schedule properly 25 13.7
52
It is helpful in my research works 41 22.5________

Page
According to Ishtiaque (2017), there are some positive effects of technology in our
educational system. It can be used as educational tool in the classroom such that it can provide
supplemental teaching tools like interactive presentations, video clips and graphics and other
audio visual elements. It can motivate students to learn because many are stimulated and are apt
to learn when they can interact with hands-on learning tools. It can also help students learn at
their own pace and prepare children for the future.
Moller (2012) said cell phones should be allowed in classrooms because they’re a useful
resource and tool for the on-the-go student. Many students use their cell phones to record
assignments and organize their days or weekends; this is very helpful in an educational setting.
The upside to having your planner on your phone is that you always have your phone, whereas
we have all seen people forget their planners. A study by scientists in Georgia showed that the
effect of using a cell phone as a resource in the classroom and comes out with a positive result.
People who were allowed to use their phones as a planner were more likely to record it and
complete it than someone who was not. Texting a question to a teacher because you’re
embarrassed to raise your hand and stop the flow of the class may soon to be the future in
classrooms. In a trial in Europe at the University of Hertfordshire, London, UK, people were
able to text in a question they had about the lecture onto the class computer, then it would flash
on the screen. Completely anonymous, the student feels less “stupid” but still can have a
question answered.
Finally, Moller (2012) said cell phones are a great resource in the classroom. There are
many helpful research applications, such as the dictionaries and translators. Also, you can easily
look up an uncertain fact by Googling it on a smartphone. With the dictionary application, a

53
portable dictionary is available right at your fingertips and would improve the spelling on
Page
handwritten documents. The translator application makes it easy for students to look up words
in different languages, and with some applications, hear the word aloud. If everyone with a
smartphone had the dictionary or translator application there would be no need to purchase a
class set of dictionaries.
Extent Students’ Use Smartphones to Support Classroom Learning
Table 4 represents the criteria in interpreting the extent students’ use their smartphones to
support their classroom learning. Table 5 shows the result of the extent or degree students use
their smartphones to support their classroom learning. The result shows that students used their
smartphone greatly to access the internet for research and referencing, to access online dictionary
and thesaurus, for educational applications, to take a picture of the day’s assignment scribbled on
a whiteboard, and to keep track of schedules and dates. They used their smartphones moderately
to record lectures, to deliver materials, to create short videos, for online discussion forums, and
use slightly to download ebooks to help them in their lessons. The participants had an overall
mean of 3.15 which means the participants used their smartphones moderately to support their
classroom learning.
Table 4: Criteria in Interpreting the Extent Students’ Use their Smartphones to Support their
Classroom Learning
Response Description Verbal Mean Interval
Interpretation
1 To a Very Slight Used Very Slightly 1.00-1.49
Extent(VSLE)
2 To a Slight Extent(SLE) Used Slightly 1.50-2.49
3 To Some Extent(SE) Used Moderately 2.50-3.49
4 To a Great Extent(GE) Used Greatly 3.50-4.49
5 To a Very Great Extent(VGE) Used Very Greatly 4.50-5.00
54
Page
Table 5: Extent of Students’ Use of Smartphones to Support their Classroom Learning
Item 1 2 3 4 5 Mean Interp.

VSE SLE SE GE VGE
I use my smartphone o access to 4 3 18 29 21 3.80 GE
the Internet for research and
referencing
I use my smartphone to record 7 14 23 18 13 3.21 SE
lectures
I use my smartphone to deliver 8 10 24 20 13 3.27 SE
materials
I use my smartphone to access 7 5 11 29 23 3.75 GE
online dictionary and thesaurus
I use my smartphone to 5 4 18 24 24 3.77 GE
educational apps
I use my smartphone to create 17 16 23 11 8 2.69 SE
short videos
I use my smartphone for online 16 18 22 12 7 2.49 SLE
discussion forums
I use my smartphone to download 25 14 17 12 7 3.83 GE
e books to help me in my lessons
I use my smartphones to take a 4 4 19 22 26 3.43 SE
picture of the day’s assignment to
scribble on a whiteboard
I use my smartphones to keep track 7 7 22 25 14 3.29 SE
of the schedules and dates
Overall 3.15 SE
It is also important to note that while much research has been focused on the negative
effects of smartphone, positive effects have also been measured. According to a recent study
conducted by Pearson Education, 82% of high school students use mobile devices regularly.
While there is a valid case to be argued by parents and educators that cell phones are disruptive
to the learning environment and can lead to negative behaviors such as cheating on exams, cell
phones can certainly enrich and become a useful educational tool in supplementing teaching
instruction (Poll, 2015). Tindell & Bohlander (2012) said that this technology when used for
educational purposes has the potential to revitalize student learning as it offers a more engaging
55
and interactive way of learning but may also cause students to perform worse academically.
Page
However, students tend to take for granted the opportunity to use their smartphones for learning
purposes.
Impact of smartphone use in classroom to student’s learning
Table 6 shows the criteria in interpreting the impact of smartphone use in classroom to student’s
learning.
Table 6: Criteria in Interpreting Impact of Smartphone Use in Classroom to Student’s Learning

Response Description Verbal Mean Interval
Interpretation
1 Strongly Disagree (SD) Negative Impact 1.00-2.32
2 Disagree (D) Neutral 2.33-3.66
3 Neither Agree nor Disagree Positive Impact 3.67-5.00
(NAD)
4 Agree (A)
5 Strongly Agree (A)
Table 7 represents the impact of smartphone smartphone use in classroom to student’s
learning. The result shows the overall mean of 2.93 which is verbally interpreted as neutral of
neither agree nor disagree.
Table 7: Impact of Smartphone Use in Classroom to Learning

SD D NAD A SA
Using smartphone by taking 10 14 16 24 11 3.16 Neither
slide pictures rather than note Agree or
taking negatively affects ability Disagree
to comprehend the lesson
I have difficulty comprehending 18 16 233 16 2 2.57 Disagree
the lesson because I am focused
on using my smartphone
I believe smartphone use has 15 16 23 20 1 2.68 Neither
affected my academic Agree or
performance negatively Disagree
I find my grades decreased 15 20 19 20 1 2.63 Neither
56
when using smartphones Agree or

especially during class time Disagree
Page
Motivated me for class 11 18 25 19 2 2.77 Neither
participation and discussion Agree or
Disagree
I feel more interested and ready 6 15 29 22 3 3.01 Neither
to learn when I am using my Agree or
smartphone in classroom. Disagree
I feel that smartphone use is a 9 18 29 17 2 2.80 Neither
distraction to my academic Agree or
learning activities Disagree
I easily get distracted when I 8 17 27 19 4 2.92 Neither
use smartphone in classroom. Agree or
Disagree
My learning skills improved 2 5 40 19 9 3.37 Neither
with the use of smartphone. Agree or
Disagree
I cultivated my innovative 2 9 30 26 8 3.39 Agree
thinking when I used my
smartphone.
Overall 2.93 Neither
Agree or
Disagree
In the study by Shooraibi and Gilavand (2017) regarding the use of smartphones for
learning purposes found out that there was a positive correlation between the use of smartphones
for general purposes and the use of them for learning purposes. They concluded that the use of
smartphones for learning purposes or combining traditional educational approaches and e-
teaching methods, including smartphones, can provide students with more diverse learning
opportunities.
On the contrary, Allen (2017) in her article said that in one study that followed the
impact of schools banning mobile phones found that mobile phones can have a negative impact
on learning through distraction and that their removal from the classroom can yield an
improvement in student performance, especially for the most vulnerable. In a tertiary setting,
Kuznekoff and Titsworth found that students who did not use smartphones while participating in
57
Page
a lecture wrote 62 per cent more information in their notes and were able to recall more
information than their phone-using counterparts. Students who did not use their mobile phones,
or used them for class-related content, earned higher grades and scored higher on information
recall than students who used their phone for unrelated purposes. With two opposing views, the
result of the study determined that smartphone use in classroom neither gave a positive or
negative impact to student’s learning.
Relationship Between Extent of Smartphone Use in the Classroom to Support Classroom

Learning and Academic Performance of Undergraduate Students
Table 8 represents the relationship between smartphone use in the classroom and
academic performance of undergraduate students. The result shows no significant relationship
between smartphone use in the classroom and academic performance of undergraduate students
because the result showed a p value greater than 0.05. This means that the use of smartphone in
the classroom to support learning had no significant influence on the academic performance of
undergraduate students as measured by the grade point average. Therefore, the null hypothesis is
accepted.
Table 8: Relationship between extent of smartphone use in the classroom to support classroom
learning and academic performance of undergraduate students
Variables Pearson’s r p-value

Value
Extent of Smartphone Use in the

Classroom to Support Learning -.149 .203
and
alpha = .05
58
Page
Relationship between Hours Spent in Using Smartphone per day and Academic
Performance of Undergraduate Students
Table 9 represents the relationship between hours spent using smartphone per day and
academic performance of undergraduate students. The result shows a moderate, negative,
significant relationship between hours spent using smartphone per day and academic
performance of undergraduate students because the p- value is less than 0.01 level of
significance. The variation in the dependent variable (academic performance) can be explained
by the independent variable (the hours spent in using smartphone) by 9.36% only. The strength
of the relationship is quite moderate. This means that the hours spent using smartphone per day
moderately affect the academic performance of undergraduate students in terms of grade point
average. The participants who used their smartphone to an average of 5-8 hours or even less had
high GPA while those who used their smartphone to more than 8 hours per day had low GPA.
Thus, the more hours is spent by students using their smartphones per day the lower their grade
point average and the lesser they use their smartphone per day the higher their grade point
average.
Table 9: Relationship between hours spent in using smartphone per day and grade point average
of undergraduate students
Variables Pearson’s r p-value Coefficient of

Value Determination
𝒓𝟐
Hours Spent in Using Smartphones
and -.306 .008* 9.36%
Grade Point Average
*Significant at 0.01 L
59
Page
The result above is similar to the multiple studies widely conducted and investigated.
Kibona & Mgaya (2015 concluded that the impact of smartphone on the academic performance
of higher learning students has revealed a negative results or progression on student’s
performance academically. Similarly, Lepp, Barkley, & Karpinski (2015) concluded in their
study that increase cell phone use was associated with decreased academic performance. In
another study by Ng and colleagues (2017), they found out that the more students utilized their
smartphone for university learning activities, the lower their cumulative grade point average.
Further, in the most recent study conducted by Felisoni and Godoi (2018) about an experiment
on cell phone usage and academic performance, evidence showed that excessive cellphone usage
might be harming student’s performance. Their analysis yielded a significant negative
relationship between total time spent using smartphones and academic performance, after
controlling for known predictors of performance such as self-efficacy and past academic results.
Each 100 min spent using the device on average per day corresponded to a reduction in a
student's position at the school's ranking of 6.3 points, in a range from 0 to nearly 100.
Moreover, when they considered usage during class time only (as opposed to during free time
and weekends), the effect was almost twice as high. The magnitude of the effect found is
alarming. Thus, this study brings new evidence of the potential harm of excessive smartphone
use and should be useful for educators and other academic stakeholders interested in the subject
of the impact of technology on students' performance. Thus, the null hypothesis is rejected.
Relationship between Classroom Learning and Academic Performance of Undergraduate

Students
60
Table 10 shows the relationship between classroom learning and academic performance
Page
of undergraduate students specifically in terms of interest and readiness to learn and attention
and concentration. The findings show that there is no significant relationship between classroom
learning in terms of interest and readiness to learn and attention and concentration and academic
performance of undergraduate students at p value of .224 and .548 respectively. This means that
academic performance is not significantly dependent on student’s classroom learning specifically
on students’ interest and readiness to learn and their attention and concentration.
Table 10: Relationship between classroom learning and academic performance of

undergraduate students

Value
Classroom Learning -.142

A. Interest and Readiness to Learn .224
and Academic Performance
B. Attention and Concentration .132 .548
And Academic Performance
alpha = .05
The above result is consistent with the study findings done by Li and Yang (2016) about
effects of learning styles and interest on concentration and achievement of student in mobile
learning which concluded that learning styles, interest and concentration of students do not yield
interaction effects on the academic achievement of students. In another study conducted by
Adolfo, et.al. (2012), they found out that there is no significant correlation between the student’s
performance in the attention test and their GPA. Thus classroom learning is not a significant
determiner of student’s academic performance. Thus, the null hypothesis is accepted.
Relationship between Impact of Smartphone Use in the Classroom to Learning and

Academic Performance of Undergraduate Students
61
Table 11 shows the relationship between impact of smartphone use in the classroom to
Page
learning and academic performance of undergraduate students. The findings reveal that there is
no significant relationship between impact of smartphone use in the classroom to learning and
academic performance of undergraduate students with the p value of .746. This means that the
impacts of smartphone use in the classroom to learning do not significantly affect academic
performance of the students. Thus, the null hypothesis is accepted.
Table 11: Relationship between impact of smartphone use in the classroom to learning and
academic performance of undergraduate students

value
Impact of Smartphone Use in the
Classroom to Learning .038 .746
and
alpha = .05
62
Page
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This section presents the conclusion drawn from the results of this study. The set of
recommendations addressed to concerned stakeholders follow the conclusion.
Based on the findings of the study, the following conclusions were drawn.
More than half or 51% of the participants had high GPA (3.01 and above) and 16% had
low GPA (2.50 and below). 33% of the participants were using their smartphone for less than 5
hours, 47% were using their smartphone for an average of 5-8 hours and 20% were using
smartphone for more than 8 hours per day.
In terms of how smartphone is used in the classroom, 30% of the participants brought
smartphone to class always and 48% claimed they do not bring their smartphone all the time.
This means that there is no hard rule in prohibiting the students to bring and use their
smartphones during class time. The behavior of the participants regarding the use of smartphone
during class time suggests that they are not giving much attention to their device when most of
the participants said their smartphone are often turned on but put away or even turned off. In the
event they use their smartphones in class, majority of the participants said they were using the
gadget for research related to school. This means that most of the participants are taking their
class seriously and they are using their smartphones to support their learning.
Most of the teachers were distracted when a student is using a smartphone while they
were teaching. Teachers handled the situation by mostly asking the students to put their phone
away, and make a general comment about your cell phone policy
63
Page
to the entire class. While others ignored the student and continue teaching and talks to students
after class and would tend to stare to students, some confiscated the smartphone and some sent
the students out of the classroom, and would dock the participation grades of students. This
means that mostly teachers handled the situation in a lenient manner and few made a more
stringent manner of correction.
The reasons of students about allowing smartphone usage during class time are primary
to provide additional resources for their research work and as a supplemental teaching tool for
them. It also helps record their assignment and organize their schedule properly, provide
interactive activities, and it can motivate them to learn as they learn at their own pace. However,
despite the above reasons, the study found out that the participants used their smartphones
moderately to support their classroom learning.
This study showed no significant relationship between smartphone use in the classroom
and academic performance of undergraduate students. There is also no significant relationship
between the impact of smartphone use to classroom learning and academic performance. This
means that the use of smartphone in the classroom do not significantly affect the academic
performance of undergraduate students in terms of grade point average.
However, the result further showed a moderate, negative, significant relationship
between hours spent using smartphone per day and academic performance of undergraduate
students at p value of 0.01 level of significance. This means that the hours spent using
smartphone per day moderately affect the academic performance of undergraduate students in
terms of grade point average. The participants who used their smartphone to an average of 5-8
hours or even less thus, they had high GPA while those who used their smartphone to more than
64
8 hours per day had low GPA. Thus, the more students use their smartphones per day the lower
Page
their grade point average and the lesser they use their smartphone per day the higher their grade
point average.
This study concludes that while there is no significant relationship between use of
smartphone in the classroom, proper regulation of smartphone use must be implemented such
that students can still focus on lectures and discussions. Students may be allowed to bring their
smartphones but they will use it as necessary and to be determined by the teacher, since most of
teachers are distracted when students are using smartphones during lecture time. Also the hours
spent by students using their smartphones must be greatly regulated because it significantly
affects their academic performance.
RECOMMENDATIONS
With the above findings, the researcher recommends that the school Administrators must
improve school policy regarding the use of smartphone in the classroom and faculty to be able to
set consistent and proper guidelines for students to properly use their smartphones as a learning
device and improve instructional lesson strategies.
Parents must be aware of their roles and responsibilities in providing and guiding the
students to give their quality time and learn the values of self-realization and help their students
regulate use of smartphone per day. Students must learn to control their time in using their
smartphone device, must be responsible to use smartphone and should use smartphones mostly
to support learning. For future researches, the researcher recommends to conduct further study
on bigger group of students in other colleges or universities, further explore the effects of using
smartphone to classroom learning and further study on the effects of smartphone use to teachers
65
teaching performance.
Page
REFERENCES
Adolfo, A., Aves, M., Belonguel, S., Diapana, A., Engkong, R. (2012). The relationship
between IQ, attention and academic performance. Retrieved from
https://www.scribd.com
Allen, K. (2017). Mobile phones in the classroom: a helpful or harmful hindrance? Retrieved
from https://psychlopaedia.org/learning-and-development/mobile-phones-in-the-
classroom-a-helpful-or-harmful-hindrance/
Arefin, S., Islam, R., Mustafi, M. A., & Afrin, S. &. (2017). Impact of smartphone addiction on
academic performance of business students: a cAse study. Independent Journal of
Management & Production, 8(3), 969-970. doi:10.14807/ijmp.v8i3.629
Bjornsen, C. &. (2015). Relations between college students' cell phone use during class and
grades. Researchgate.
Boumosleh, J., & Jaalouk, D. (2017). Smartphone addiction among university students and its
relationship with academic performance. Global Journal of Health Sciences, 48-59.
Brooks, C. (2016). ECAR Study of undergraduate students and information technology.

EDUCAUSE, 3-28.
Davis, Ziff LLC. (2018). PCMag Digital Group. Retrieved from PC Magazine Web site:
https://www.pcmag.com/encyclopedia/term/51537/smartphone
Drago, E. (2015). The effect of technology on face to face communciation . The Elon Journal of
Undergraduate Research in Communications, 12-19.
Elder, A. (2013). College students' cell phone use, beliefs, and effects on their learning. College
Student Journal, 585-592.
Felisoni, D., & Godoi, A. (2018) Cellphone usage and academic performance: an experiment.
Computers and Education, 175-187.Retrieved https://www.sciencedirect.com
Gingerrich, A., & Lineweaver, T. (2014). Texting in class: Emprical evidence that text
messaging during class disrupts comprehension. Teaching Psychology, 44-51.
Ishtiaque, A. (2017). ASCD Edge . Retrieved from ASCD Edge Web site:
http://edge.ascd.org/blogpost/some-positive-effects-of-technology-in-our-education-
system
Johnson, R. (2013, May 31). Smartphones and their positive impact on academic performance.
66
Page
Johnson, S., & Radhakrishnan, N. (2016, November 4). Academic use of smartphones among the
students of business school in UAE. Retrieved from publishingindia.com:
http://www.publishingindia.com
Kibona, L., & Mgaya, G. (2015). Smartphones' effects on academic performance of higher
learning students. Journal of Multidisciplinary Engineering Science and Technology,
777-784.
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and
academic performance in a sample of US college students . SAGE Open, 1-9.
Li, X., & Yang, X. (2016). Effects of learning styles and interest on concentration and
achievement of students in mobile learning. Journal of Educational Computing Research
, 922-945.
Moller, K. (2012, April 11). West Linn High School Student Media. Retrieved from WLHS now
Web site: https://wlhsnow.com/opinions
Murai, S. (2015, May 1). The Japan Times. Retrieved from The Japan Times Web site:
https://www.japantimes.co.jp/news/2015/05/01/national/social-issues/overuse-mobile-
gadgets-hampers-students-ability-study-sleep/#.Wrxq1y5ubIU
Ng, S. F., Hassan, N. S., Mohammad Nor, N. H., & Andul Malek, N. A. (2017). The relationship
between smartphone use and academic performance: a case study of students in a
malaysian tertiary institution. Malaysian Online Journal of Educational Technology,
V(4), 58-70.
Peyok, L. (2015) Tech trends: favorite devices and services for young and old,
http://www.dowitcherdesigns.com/tech-trends-favorite-devices-and-services-for- young-
and-old/
Piero, M. (2017, March 5). Bright Hub. Retrieved from Bright Hub Inc. Web Site:
https://www.brighthub.com
Polit, D. F., & Beck, C. T. (2008). Nursing Research: Generating and Assessing Evidence for
Nursing Practice. Philadelphia: Lippincott Williams & Wilkins.
Poll, H. (2015). Pearson student mobile device survey. USA: Pearson Education.
Pulliam, D. (2017). Effect of student classroom cell phone usage on teachers. Western Kentucky
University Top Scholar, 1-31.
Roberts, J., Yaya, L., & Manolis, C. (2014). The invisible addiction: cell-phone activities and
67
addiction among male and female college students. Journal of Behavioral Addictions,
2014; DOI:10.1556/JBA.3.2014.015
Page
Schreiner, E. (2018, February 1). Sciencing. Retrieved from Sciencing Web Site:
https://sciencing.com
Shooriabi, M.& Gilavand, A. (2017). Investigating the use of smartphones for learning
purposes by iranian dental students. Researchgate. DOI: 0.5742/MEWFM.2017.93024
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging
in the classroom: a survey of college students. College Teaching.
Williams, E. (2018, February 20). Work Chron. Retrieved from Work Chron Web site:
http://work.chron.com/meaning-academic-performance-17332.html
Womack, J. M., & McNamara, C. L. (2017). Cell phone use and its effects on undergraduate
academic performance. The Kennesaw Journal of Undergraduate Research, 1-9.
https://www.statista.com/statistics/781692/worldwide-daily-time-spent-on-smartphone/
68
Page
APPENDIX A
April 22, 2018
Dr. Julie Mirriam D. Rizardo

President / Chairman, Administrative Committee
Thru: Dr. Steven D. Dela Rama

Vice President – Academic Administration
Dear Sir:
Warm Christian Greetings!
I would like to humbly ask the permission of the Administrative Committee to allow me conduct
my research study entitled “SMARTPHONE USAGE AND ACADEMIC PERFORMANCE OF
UNDERGRADUATE STUDENTS”. This is a requirement in my subject Quantitative Research
for the degree of Doctor of Philosophy in Nursing at University of St. La Salle – Bacolod. This
study will also help the school regulate its policy regarding students’ use of smartphones in
classroom. I am very much willing to share the result of this study to further enhance classroom
instructions.
Hoping for your positive consideration regarding my humble request. Thank you so much and
God bless!
Sincerely,
Miss Julie Joy R. Lacificar, RN, MSN

69
Page
APPENDIX B
GOOD AND SCATES VALIDATION FORM
Direction: Kindly rate or evaluate the research instrument using the rating scale according to the
following criteria set forth by Calter V. Good and Douglas F. Scates. Please encircle your rating
using the scale below:
1 – Poor 2 – Fair 3 – Good 4 – Very Good 5 – Excellent
Criteria for Evaluation:
Item 1 2 3 4 5
1. The questionnaire is short enough
such that the respondent will not reject
it because it will not drain much of his
precious time.
2. The questionnaire is interesting and
has fair appeal such that the respondent
will be inclined to accomplish it fully.
3. The questionnaire can obtain some
depth to the responses and avoid
superficial answers or information.
4. The items and their alternative
responses are not too suggestive.
5. The questionnaire can elicit response
which are definite but not mechanically
forced.
6. Questions/items are stated in such as
way that the responses will not be
embarrassing to the person/persons
concerned.
7. Questions/items are formed in a
manner to avoid suspicion on the part
of the respondents concerning hidden
responses in the questionnaire.
8. The questionnaire is not too narrow
nor restricted or limited in philosophy.
9. The responses to the questionnaire
when taken as a whole could answer
the basic purpose for which the
70
questionnaire is designed and therefore

considered valid.
Page
APPENDIX C
SURVEY QUESTIONNAIRE
Dear Participant,
I would like to invite you to participate in a research study entitled: SMARTPHONE USAGE
AND ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS. This study aims
to determine the impact and relationship between smartphone use in the classroom and academic
performance of undergraduate students. The enclosed questionnaire has been designed to collect
above stated information.
Your participation in this research project is completely voluntary. There are no known risks to
participation beyond those encountered in everyday life. Your responses will remain confidential
and anonymous. Data from this research will be treated confidential and reported only in a
collective summary.
If you agree to participate in this study, please answer the questions below as best as you can. It
should take approximately 5 minutes to complete. Thank you for your assistance in this
important endeavor.
Sincerely yours,

===============================================================
Part I: Demographic Profile
Name: ____________________________ Course: _________ Year Level: ________
Sex: ( ) Male ( ) Female
Age: ____________ GPA: __________
===============================================================
Part II: Tick the option that best describes your answer.
A. General Use of Smartphone in the Classroom
1. Do you bring smartphone to class?

( ) No ( ) Yes, sometimes ( ) Yes, always
2. Is bringing smartphone prohibited in your class?
3. Do you use smartphone during class time?
4. Are you allowed to use smartphones in your class?

5. Do you think students should be allowed to use smartphones during class time?
( ) No ( ) Yes, but usage should be minimal
71
( ) Yes, as much as they please

6. Why do you think students should be allowed to use smartphones in the classroom?
Page
( ) I can learn at my own pace

( ) It can provide interactive activities
( ) It gives additional resources
( ) It motivates me to learn
( ) It provides supplemental teaching tool
( ) I can record my assignment and organize my schedule properly
( ) It is helpful in my research works
( ) Others, specify __________________________________
7. When you are in class, what is the typical status of your phone?
( ) Turned off ( ) Turned on but put away
( ) On and I periodically check it ( ) On and I regularly check it
( ) On and I regularly check it when I notice a notification
8. What is your topmost routine activity when using a smartphone inside the
classroom? (Check only one)
( ) games
( ) surfing the internet
( ) research things related to school
( ) research things unrelated to school
( ) communication (texting, calling, email)
( ) social networking (facebook, twitter, Instagram)
9. Have any of your teachers ever been distracted by a student using a smartphone
while they were teaching? ( ) yes ( ) no
If yes, how did the teacher handle?
( ) ignore the student and continue teaching
( ) stare at student
( ) make a general comment about your cell phone policy to the entire class
( ) dock the student’s participation grades
( ) tell the student to put her or his phone away
( ) ignore the student but discuss her/his phone use after class
( ) ask the student to leave the classroom
( ) confiscate the student’s phone
( ) Others, specify here: ____________________________________
10. Approximately how many hours do you spend per day using your smartphone?
___________ hours per day
Never Rarely Occasion Frequently Very

ally Frequently
72
A. Classroom Learning
Page
Interest and Readiness to Learn

I make myself prepared for the subject.
I listen attentively to the lecture of my
teacher.
I actively participate in the discussion,
answering exercises and/or clarifying things
I did not understand.
I get good grades on tests, quizzes,
assignments and projects.
I get frustrated when the discussion is
interrupted
Attention and Concentration
I am distracted when I use smartphone in the
classroom
I find disturbance from smartphone use
during class time
I find loss of concentration during class time
I have difficulty attending to a lecture or
task for any length of time
I can bring all my energy into focus during
class time
B. Use of Smartphone to Support To a To a To Some To a Great To a Very
Learning Very Slight Extent Extent Great
Slight Extent Extent
Extent
I use my smartphone to access to the internet
for research and referencing
I use my smartphone to record lectures
I use my smartphone to deliver materials
I use my smartphone to access online
dictionary and thesaurus
I use my smartphone to educational apps
I use my smartphone to create short videos
I use my smartphone for online discussion
forums
I use my smartphone to download ebooks to
help me in my lessons
I use my smartphone to take a picture of the
day’s assignment scribbled on a whiteboard
I use my smartphone to keep track of
schedules and dates
C. Impact of Smartphone Use in Strongly Disagree Neither Agree Strongly
73
Classroom to Learning Disagree Agree nor Agree

Disagree
Page
Using smartphone by taking slide pictures
rather than notetaking negatively affects
ability to comprehend the lesson
I have difficulty comprehending the lesson
because I am focused on using my
smartphone
I believe smartphone use has affected my
academic performance negatively
I find my grades decreased when using
smartphones especially during class time
Motivated me for class participation and
discussion
I feel more interested and ready to learn
when I am using my smartphone in
classroom.
I feel that smartphone use is a distraction to
my academic learning activities
I easily get distracted when I use
smartphone in classroom.
My learning skills improved with the use of
smartphone.
I cultivated my innovative thinking when I
used my smartphone.
74
Page
JOURNAL FORMAT FOR
PUBLICATION
75
Page
Title of the Research Paper
Author 1 (First Name, Middle Initial, Last Name)
<Affiliation>
<email address of corresponding author>
Abstract
The abstract should be one paragraph of about 150-200 words. It should have the following structure: an
opening sentence that sets the question/problem that you address and is comprehensible to the general
reader, background content specific to this study, methodology, results, and a concluding sentence. It should
be one paragraph only. Use MS Word, Times New Roman typeface, 11 point font size, single space. Leave
a single space between sentences.
Keywords: Keyword 1, keyword 2, keyword 3-5 only Subheading 2

Lorem ipsum dolor sit amet, consectetur
This is the text of your manuscript. Place the adipiscing elit. Quisque tempus ultricies mi,
introduction, background of the study, and gravida venenatis lorem fermentum at. Proin
aims/research questions of the study in this first tristique, nisi et molestie pulvinar, tellus augue
section. Try to stay within 10 pages but can extend viverra turpis, ut efficitur lorem arcu eget erat.
up to 15 pages including figures, tables and Proin facilisis, arcu ut viverra euismod, justo sem
references. ullamcorper justo, eget laoreet justo velit placerat
lorem. Nunc erat massa, sodales id dui quis, tempor
Methodology luctus urna. Maecenas hendrerit, augue sodales
All descriptions of materials and methods aliquam lacinia, elit dui suscipit diam, ac tincidunt
should be discussed here. It should be broken up massa dui non arcu. Nam vel lorem elit. Ut dictum,
into sections, each with a short subheading. ex eu aliquet elementum, nibh nisi egestas urna,
non facilisis mi tellus sit amet augue. Morbi
ultricies nisl risus, eget consectetur diam eleifend
Subheading 1
et. Maecenas pellentesque in arcu aliquam
commodo.
adipiscing elit. Quisque tempus ultricies mi,
gravida venenatis lorem fermentum at. Proin
tristique, nisi et molestie pulvinar, tellus augue Results and Discussion
viverra turpis, ut efficitur lorem arcu eget erat. Present your significant findings here.
Proin facilisis, arcu ut viverra euismod, justo sem Include a discussion that elaborates on their
ullamcorper justo, eget laoreet justo velit placerat implications. There should be a paragraph outlining
lorem. Nunc erat massa, sodales id dui quis, tempor the limitations of your results and interpretation, as
luctus urna. Maecenas hendrerit, augue sodales well as a discussion of the steps that need to be
aliquam lacinia, elit dui suscipit diam, ac tincidunt taken for the findings to be applied. Figures and
massa dui non arcu. Nam vel lorem elit. Ut dictum, tables should be presented using APA format,
ex eu aliquet elementum, nibh nisi egestas urna, ideally in editable form and not in image form.
non facilisis mi tellus sit amet augue. Morbi References should be cited according to APA
ultricies nisl risus, eget consectetur diam eleifend guidelines.
76

commodo.
Page
Subheading 1 eleifend et. Maecenas pellentesque in arcu aliquam
Lorem ipsum dolor sit amet, consectetur commodo.
tristique, nisi et molestie pulvinar, tellus augue
viverra turpis, ut efficitur lorem arcu eget erat.
Proin facilisis, arcu ut viverra euismod, justo sem
ullamcorper justo, eget laoreet justo velit placerat
luctus urna. Maecenas hendrerit, augue sodales
aliquam lacinia, elit dui suscipit diam, ac tincidunt
massa dui non arcu. Nam vel lorem elit. Ut dictum,
ex eu aliquet elementum, nibh nisi egestas urna,
commodo.
Subheading 2
commodo.
Conclusions and Recommendations

77
ultricies nisl risus, eget consectetur diam

Page
References
Author, A. (Year Published). Title of journal article. Name of Journal, Volume(issue), pages. doi
or Retrieved from (URL)
Author, A. (Year Published). Title of book. City, State/Publication Place: Publisher.
78

Page
General Guidelines to be remembered:
Abstract:
  Type: Use MS Word; Times New Roman; 11 point; single space

  Title: Should be bold. Only Nouns, Pronouns, Verbs, Adjectives, and Adverbs are to be capitalized.
 Author: The author(s)’ name should be bold with the format: First Name, Middle Initial (if
 applicable), Last Name. One author’s name only per line as in the example.
 Abstract: Limit the abstract to 150-200 words only. Do not italicize the abstract except for special
words such as names of plants, animals or microbes; their names appear in italics by convention. Latin words
 commonly are italicized too.
 Keywords: Keywords should be limited to only five words or short phrases and should be written in
italics as in the above examples.
Full Paper:
  Type: Use MS Word; Times New Roman; 11 point; single space

  Title: Should be bold. Only Nouns, Pronouns, Verbs, Adjectives, and Adverbs are to be capitalized
  First Section: introduction, background of the study, and aims/research questions of the study 
  Pages: Limited to 10-15 pages including all figures, tables and references
References and Citations: Should follow the APA format. For questions, you may refer to
http://www.apastyle.org/
79
Page
SAMPLE JOURNAL FORMAT FOR
PUBLICATION
80
Page
Smartphone Usage and Academic Performance of College Students
Julie Joy R. Lacificar, RN, MSN

snowflakesjhoie@gmail.com
Abstract
There are varied views about smartphones weighed benefits and deemed disadvantages to academic performance. The
researcher would like to break in the barrier between this prevalent yet still perplexing matter. This study described the
relationship of smartphone usage and academic performance of college students in a faith-based institution. A descriptive
correlational design was used to purposively sampled 75 students. Of the 75, 51% have high grade point average and 47%
were using smartphone for an average of 5-8 hours per day. Students claimed they need smartphones in classroom primarily
to provide additional resources for research work. However, they only use smartphone moderately to support their classroom
learning. This study ascertained that most of the teachers were distracted when students use smartphones in the classroom.
Nevertheless, the use of smartphone in the classroom has neither negative nor positive impact to student’s learning. The
study revealed no significant relationship between extent of smartphone use to support classroom learning and academic
performance, between classroom learning and academic performance and between impact of smartphone use in classroom
to learning and academic performance. However, this study showed a moderate, negative, significant relationship between
hours spent in using smartphone per day and academic performance. This implies that the more time is spent in using
smartphone, the lower the academic performance. Therefore, there is a need to regulate if not totally prohibit the use of
smartphone in the classroom. Nonetheless, students must be encouraged to minimize the total number of hours spent in
smartphone use per day.
Keywords: Smartphone usage, academic performance
The predicament the teachers face in colleges According to the article written by Schreiner
and universities regarding the student’s use of (2018), along with their books and school supplies, most
smartphones during class time is one common issue that high school and college students - and many younger
puts an emphasis on learning against the students make their daily trip to school with their trusty
communication, gathering information, seeking smartphone. Smartphones connect students to one
entertainment, and social networking culture and habits another, to educational resources, and to a potential host
of students. Smartphones are nowadays student’s new of distractions. The presence of smartphones presents
best friend. They stay connected from the moment they both opportunities and challenges for today's students.
rise until they fall asleep. They are their constant Smartphones can be a helpful academic tool, or a hurtful
companion and source of information. In fact, Womack academic disruption depending upon the attitude and use
& McNamara (2017) said, over 95% of undergraduate pattern of the students and the policies of the schools
students own smartphones. they attend.
As observed, most students bring smartphones Smartphone has fundamentally affected everyone’s
in the classroom and use them whenever there is accessibility, safety and security, coordination of social
opportunity. Despite its usefulness, since they have and business activities, and use of public places. It has
become a very important part of student’s daily lives and become part of everyone’s culture. However, the
are considered a basic necessity as it is a very vital negative effects of smart phone usage in the classroom
medium of communication, for most teachers, they are on academic performance have been demonstrated
almost always a distraction. In fact, banning or across several studies. Ng, Hassan, Mohammad Nor, &
unbanning smartphone usage in classroom and related Andul Malek (2017) found out that the more students
learning activities became an issue of concern to most utilized their smartphones for university learning
students since they always vindicate they need activities, the lower their cumulative grade point.
81
smartphones for learning purposes and teachers would Furthermore, Murai (2015) said that excessive use of
say it is always a distraction. mobile phones causes students to fare poorly in
Page
elementary, junior high and high school, not only

because it makes them lose their concentration due to a Methodology
lack of sleep, but also because it apparently
compromises what they have studied. On the contrary, Research Design
Johnson (2013) found out that smartphones in class have Being aware of the primary objective of this study, the
been more popular amongst teens as they provide descriptive correlational design was used. It sought to
assistance and improving academic performance. describe the selected demographic characteristics and
While there is still ongoing contested discussion and/or discover relationships between smartphone use in the
debate if there is a need to prohibit the use of classroom among undergraduate students and their
smartphones in the classroom or not, the researcher academic performance. According to (Polit & Beck,
would like to break in a barrier between this prevalent 2008), a correlation is an interaction or association
yet still perplexing matter. There are varied views about between two variables, that is, a tendency for variation
smartphones weighed benefits and deemed in one variable to be related to variation in another.
disadvantages to academic performance. Thus, the
researcher would like to discover relationship of Participants of the Study
smartphone usage to academic performance of The study consisted of seventy-five (75) students from
undergraduate students. freshmen to senior students from different courses
This study aimed to identify relationship between enrolled at Central Philippine Adventist College, who
smartphone usage and academic performance of owns smartphones. The participants were enrolled in the
undergraduate students in a selected faith-based Summer of 2018 and whose grade point averages were
institution. Specifically, it aims to answer the following taken last Second Semester of Academic Year 2017-
questions: 2018.
1. What is the profile characteristics of the
participants in terms of:
a. Grade Point Average Sampling Technique
b. Hours spent in using smartphone per The researcher used purposive sampling. The researcher
day consciously selected subjects to include in the study.
2. How is smartphone used in the classroom? Those selected by the researcher are information rich
3. What are the reasons of students about allowing cases or from which a lot can be learned.
smartphone usage during class time?
4. What is the extent students’ use their Instrumentation
smartphones to support their classroom The researcher used a self-constructed
learning? questionnaire that underwent validity and reliability
5. What is the impact of smartphone use in testing. In the design of the questionnaire, there were
classroom to student’s learning? two parts: Part I to contain the participant’s demographic
6. Is there a significant relationship between the profile such as name, age, sex, course and grade point
extent of students’ use of smartphone to support average. Part II contained questions about general
their classroom learning and academic smartphone usage in the classroom, classroom learning,
performance of college students? use of smartphone to support learning, and impact of
7. Is there a significant relationship between hours smartphone use to classroom learning and academic
spent in using smartphone per day and academic performance. To ensure the validity of the questionnaire,
performance of college students? Good and Scates validity test was used after presenting
8. Is there a significant relationship between the questionnaire to identified experts. The validity test
classroom learning in terms of interest and overall score was 5.00 which shows that the instrument
readiness and academic performance? is highly valid. To establish the reliability of the
9. Is there a significant relationship between instrument, the researchers used the Internal Consistency
classroom learning in terms of attention and Method specifically Cronbach’s Alpha. After the face
concentration and academic performance? and content validity, pilot study was conducted to 38
10. Is there a significant relationship between nursing students. The value obtained for r was 0.87
82
impact of smartphone use in classroom to which indicated high correlation. For the purposes of
learning and academic performance? this study, the 0.70 limit was used to test the reliability
Page
coefficient (Fraenkel, 2003).

Results and Discussion during class time. 30.7% of the participants said they
were not allowed to use smartphones in class, 62.7%
Profile of the Participants said they are sometimes allowed to use and only 6.7%
said they are always allowed to use their smartphone in
The study participants had high GPA (3.01 and class. When asked about their opinion if students should
above) which accounts to 51% of the total number, 33% be allowed to use smartphones during class time, 24%
had middle GPA (2.51-3.00) and 16% had low GPA said no, 8% said students should be allowed always and
(2.50 and below). In terms of hours spent using majority or 68% said students should sometimes be
smartphone per day, 33% were using smartphone for allowed to use smartphone during class time but not all
less than 5 hours, 47% were using smartphone for an the time. Looking into the typical status of their
average of 5-8 hours and 20% were using smartphone smartphone during class time, 54.7% said it was turned
for more than 8 hours per day. on but put away, 17.3% said it was turned off, 12% turns
The findings below show that majority of the their smartphone on and periodically check it, 9.3%
participants had high grade point average (GPA) which turns their smartphone on and regularly check it and
means that they perform well in their classes. In terms 6.7% said it was on and they regularly check it when
of the number of hours spent using smartphone per day, they notice a notification. When asked what is their
most of the participants were using their smartphone for topmost routine activity when using smartphone inside
the average of 5 to 8 hours and only 20% were using the the classroom, more than half or 56% said they research
device for more than 8 hours. This result is similar to the on things related to school, 20% engaged in social
recent statistics reported by statista showing the amount networking sites, 10.7% were using it for
of time spent on daily smartphone usage in 2017, that as communication, 6.7% were researching on things not
of that time, almost half of the respondents spent five or related to school, 5.3% were playing and 1.3% was
more hours on their smartphones daily. surfing the internet. When asked if any of their teachers
ever been distracted by a student using a smartphone
Table 1 while they were teaching, 62% said yes and 18% said
Profile of the Participants no. Further, when distracted, 33.6% said teachers usually
_____________________________________________ tell the student to put her or his phone away, 25.5%
Category Variable Frequency Percentage make a general comment about your cell phone policy to
_____________________________________________ the entire class, 12.1% ignore the student and continue
Grade Point teaching, 10.3% only stares at the student, 7.5% ignore
Low GPA (2.50 and Below) 12 16.0% the student but discuss her/his phone use after class,
Middle GPA (2.51-3.0) 25 33 7.5% confiscates the students phone, 2.8% ask the
High GPA (3.01 and Above) 38 51.0% students to leave the classroom and 0.9% dock the
student’s participation grades.
Average Hours Spent Using Smartphone per day The findings show that most of the participants brought
Below 5 hours 25 33% smartphone to class always since most of them said
5 – 8 hours 35 47% bringing smartphones to class is sometimes prohibited
More than 8 hours 15 20% but not all the time. Most of the participants said they
TOTAL PARTICIPANTS 75 100% use smartphones during class time and claimed they are
allowed to use smartphone sometimes during class time.
Use of Smartphone in the Classroom This means that there is no hard rule in prohibiting the
students to bring and use their smartphones during class
The result in table 2 shows that 12% of the participants time. The behavior of the participants regarding the use
do not bring smartphone in class, 30% bring it of smartphone during class time suggests that they are
sometimes and 48% said they always bring their not giving much attention to their device when most of
smartphones. 37.3% of the participants said bringing the participants said their smartphone are often turned on
smartphone is not prohibited in their class, 54.7% said it but put away or even turned off. In the event they use
is sometimes prohibited in class and 8% said it is always their smartphones in class, the great number of the
83
prohibited in class. When asked if they use smartphone participants said they were using the gadget for research
during class time, 29.3% said no, 61.3% used sometimes related to school although engaging in social networking
Page
and 9.3% said they are always using their smartphone such as facebook, twitter, instagram comes next and
communication such as texting, calling and emailing. On and I periodically check it 9 12.0
This means that most of the participants are taking their On and I regularly check it 7 9.3
class seriously and they are using their smartphones to On and I regularly check it
support their learning. The above result also found out when I notice a notification 5 6.7
that most of the teachers were distracted when a student
uses a smartphone while they were teaching. Teachers What is your topmost routine activity when using a
handled the situation by mostly asking the students to smartphone inside the classroom?
put their phone away, and make a general comment Research things related to school 42 56.0
about your cell phone policy to the entire class. While Social networking (TIF) 15 20.0
others ignored the student and continue teaching and Communication (texting, calling, email)
talks to students after class and some would tend to stare 8 10.7
to students, some confiscated the smartphone and few Research things unrelated to school 5 6.7
sent the students out of the classroom, and would dock Games 4 5.3
the participation grades of students. This means that Surfing the internet 1 1.3
mostly teachers handled the situation in a lenient manner
and few made a more stringent manner of correction. Have any of your teachers ever been distracted by a
student using a smartphone while they were teaching?
Table 2 Yes 62 82.7
Use of Smartphone in the Classroom No 13 17.3
____________________________________________
Item Frequency Percentage How did the teacher handle?
Do you bring smartphone to class?
Yes, always 36 48 Tell the student to put her or his phone away
Yes, sometimes 30 30 36 33.6
No 9 12 Make a general comment about your cell
phone policy to the entire class 27 25.2
Is bringing smartphone prohibited in your class? Ignore the student and continue teaching
Yes, sometimes 41 54.7 13 12.1
No 28 37.3 Stare at student 11 10.3
Yes, always 6 8.0 Ignore the student but discuss her/his
phone use after class 8 7.5
Do you use smartphone during class time? Confiscate the student’s phone 8 7.5
Yes, sometimes 41 61.3 Ask the student to leave the classroom 3 2.8
No 22 29.3 Dock the student’s participation grades 1 0.9
Yes, always 7 9.3 ____________________________________________
Are you allowed to use smartphones in your class? Reasons of Students about Allowing Smartphone
Yes, sometimes 47 62.7 Usage During Class Time
No 23 30.7
Yes, always 5 6.7 Table 3 shows the reasons of students about
allowing smartphone use during class time, 29.1% said it
Do you think students should be allowed to use gives additional resources, 22.5% claimed it is helpful in
smartphones during class time? their research work, 15.4% believed it provides
Yes, sometimes 51 68 supplemental teaching tool for them, 13.7% used
No 18 24 smartphone to record their assignment and organize their
Yes, always 6 8.0 schedule properly, 8.2% said it can provide interactive
activities, and 5.5% said they can learn at their own pace
When you are in class, what is the typical status of your and another 5.5% believed it motivates them to learn.
84
phone? According to Ishtiaque (2017), there are some positive

Turned on but put away 41 54.7 effects of technology in our educational system. It can
Page
Turned off 13 17.3 be used as educational tool in the classroom such that it
can provide supplemental teaching tools like interactive It provides supplemental
presentations, video clips and graphics and other audio teaching tool 28 15.4
visual elements. It can motivate students to learn I can record my assignment
because many are stimulated and are apt to learn when and organize my schedule properly 25 13.7
It is helpful in my research works 41 22.5
they can interact with hands-on learning tools. It can
_____________________________________________
also help students learn at their own pace and prepare
children for the future.
Extent Students’ Use Smartphones to Support
Moller (2012) said cell phones should be allowed in
Classroom Learning
classrooms because they’re a useful resource and tool
for the on-the-go student. Many students use their cell
The result in table 5displays that students used their
phones to record assignments and organize their days or
smartphone greatly to access the internet for research
weekends; this is very helpful in an educational setting.
and referencing, to access online dictionary and
The upside to having your planner on your phone is that
thesaurus, for educational applications, to take a picture
you always have your phone, whereas we have all seen
of the day’s assignment scribbled on a whiteboard, and
people forget their planners. A study by scientists in
to keep track of schedules and dates. They used their
Georgia showed that the effect of using a cell phone as a
smartphones moderately to record lectures, to deliver
resource in the classroom and comes out with a positive
materials, to create short videos, for online discussion
result. People who were allowed to use their phones as a
forums, and use slightly to download ebooks to help
planner were more likely to record it and complete it
them in their lessons. The participants had an overall
than someone who was not. Texting a question to a
mean of 3.15 which means the participants used their
teacher because you’re embarrassed to raise your hand
smartphones moderately to support their classroom
and stop the flow of the class may soon to be the future
learning.
in classrooms. In a trial in Europe at the University of
It is also important to note that while much
Hertfordshire, London, UK, people were able to text in a
research has been focused on the negative effects of
question they had about the lecture onto the class
smartphone, positive effects have also been measured.
computer, then it would flash on the screen. Completely
According to a recent study conducted by Pearson
anonymous, the student feels less “stupid” but still can
Education, 82% of high school students use mobile
have a question answered.
devices regularly. While there is a valid case to be
Finally, Moller (2012) said cell phones are a
argued by parents and educators that cell phones are
great resource in the classroom. There are many helpful
disruptive to the learning environment and can lead to
research applications, such as the dictionaries and
negative behaviors such as cheating on exams, cell
translators. Also, you can easily look up an uncertain
phones can certainly enrich and become a useful
fact by Googling it on a smartphone. With the
educational tool in supplementing teaching instruction
dictionary application, a portable dictionary is available
(Poll, 2015). Tindell & Bohlander (2012) said that this
right at your fingertips and would improve the spelling technology when used for educational purposes has the
on handwritten documents. The translator application
potential to revitalize student learning as it offers a more
makes it easy for students to look up words in different
engaging and interactive way of learning but may also
languages, and with some applications, hear the word
cause students to perform worse academically. However,
aloud. If everyone with a smartphone had the dictionary
students tend to take for granted the opportunity to use
or translator application there would be no need to
their smartphones for learning purposes.
purchase a class set of dictionaries.
Table 4: Criteria in Interpreting the Extent Students’ Use their
Table 3 Smartphones to Support their Classroom Learning
Reasons of Students about Allowing Smartphone Usage Response Description Verbal Mean
during Class Time Interpretation Interval
___________________________________________ 1 To a Very Slight Used Very 1.00-1.49
Extent(VSLE) Slightly
Reasons Frequency Percentage
2 To a Slight Used Slightly 1.50-2.49
I can learn at my own pace 10 5.5
85
Extent(SLE)
It can provide interactive activities 15 8.2 3 To Some Used 2.50-3.49
It gives additional resources 53 29.1
Page
Extent(SE) Moderately
It motivates me to learn 10 5.5
4 To a Great Used Greatly 3.50-4.49 The findings in Table 7 shows the overall mean
Extent(GE) of 2.93 which means that the impact of smartphone
5 To a Very Great Used Very 4.50-5.00
Extent(VGE) Greatly
smartphone use in classroom is neutral of neither agree
nor disagree.
Table 5 In the study by Shooraibi and Gilavand (2017)
Extent of Students’ Use of Smartphones to Support their regarding the use of smartphones for learning purposes
Classroom Learning found out that there was a positive correlation between
Item 1 2 3 4 5 Mean Interp. the use of smartphones for general purposes and the use
VSE SLE SE GE VGE of them for learning purposes. They concluded that the
I use my 4 3 18 29 21 3.80 GE
use of smartphones for learning purposes or combining
smartphone o
access to the traditional educational approaches and e-teaching
Internet for methods, including smartphones, can provide students
research and
referencing
with more diverse learning opportunities.
I use my 7 14 23 18 13 3.21 SE On the contrary, Allen (2017) in her article said
smartphone to that in one study that followed the impact of schools
record lectures banning mobile phones found that mobile phones can
I use my 8 10 24 20 13 3.27 SE
smartphone to have a negative impact on learning through
deliver distraction and that their removal from the classroom
materials can yield an improvement in student performance,
I use my 7 5 11 29 23 3.75 GE
smartphone to especially for the most vulnerable. In a tertiary setting,
access online Kuznekoff and Titsworth found that students who did
dictionary and not use smartphones while participating in a lecture
thesaurus
I use my 5 4 18 24 24 3.77 GE wrote 62 per cent more information in their notes and
smartphone to were able to recall more information than their phone-
educational using counterparts. Students who did not use their
apps
I use my 17 16 23 11 8 2.69 SE mobile phones, or used them for class-related content,
smartphone to earned higher grades and scored higher on information
create short recall than students who used their phone for unrelated
videos
I use my 16 18 22 12 7 2.49 SLE purposes. With two opposing views, the result of the
smartphone for study determined that smartphone use in classroom
online neither gave a positive or negative impact to student’s
discussion
forums learning.
I use my 25 14 17 12 7 3.83 GE
smartphone to Table 6: Criteria in Interpreting Impact of Smartphone
download e
books to help Use in Classroom to Student’s Learning
me in my Response Description Verbal Mean
lessons Interpretation Interval
I use my 4 4 19 22 26 3.43 SE
smartphones to
1 Strongly Negative 1.00-2.32
take a picture Disagree (SD) Impact
of the day’s 2 Disagree (D) Neutral 2.33-3.66
assignment to 3 Neither Agree Positive Impact 3.67-5.00
scribble on a
whiteboard
nor Disagree
I use my 7 7 22 25 14 3.29 SE (NAD)
smartphones to 4 Agree (A)
keep track of 5 Strongly Agree
the schedules
and dates (A)
Overall 3.15 SE
Impact of smartphone use in classroom to student’s

86
learning
Page
Table 7: Relationship Between Extent of Smartphone Use in
Impact of Smartphone Use in Classroom to Learning the Classroom to Support Classroom Learning and
Academic Performance of Undergraduate Students
SD D NAD A SA
Using smartphone 10 14 16 24 11 3.16 Neither
Table 8 result reveals no significant relationship between
by taking slide Agree or smartphone use in the classroom and academic
pictures rather Disagree performance of undergraduate students because the
than note taking
negatively affects
result showed a p value greater than 0.05. This means
ability to that the use of smartphone in the classroom to support
comprehend the learning had no significant influence on the academic
lesson
I have difficulty 18 16 233 16 2 2.57 Disagree
performance of undergraduate students as measured by
comprehending the grade point average. Therefore, the null hypothesis is
the lesson accepted.
because I am
focused on using
my smartphone Table 8
I believe 15 16 23 20 1 2.68 Neither Relationship between extent of smartphone use in the
smartphone use Agree or
has affected my Disagree
classroom to support classroom learning and academic
academic performance of undergraduate students
performance
negatively
I find my grades 15 20 19 20 1 2.63 Neither
decreased when Agree or Value
using Disagree
smartphones
especially during Extent of Smartphone
class time
Use in the Classroom to -.149 .203
Motivated me for 11 18 25 19 2 2.77 Neither
class participation Agree or Support Learning
and discussion Disagree and
I feel more 6 15 29 22 3 3.01 Neither
interested and Agree or
ready to learn Disagree
when I am using
my smartphone in
alpha = .05
classroom.
I feel that 9 18 29 17 2 2.80 Neither Relationship between Hours Spent in Using
smartphone use is Agree or
a distraction to Disagree
Smartphone per day and Academic Performance of
my academic Undergraduate Students
learning activities
I easily get 8 17 27 19 4 2.92 Neither The findings in table 9 tells a moderate,
distracted when I Agree or
use smartphone in Disagree negative, significant relationship between hours spent
classroom. using smartphone per day and academic performance of
My learning skills 2 5 40 19 9 3.37 Neither undergraduate students because the p- value is less than
improved with Agree or
the use of Disagree 0.01 level of significance. The variation in the dependent
smartphone. variable (academic performance) can be explained by
I cultivated my 2 9 30 26 8 3.39 Agree the independent variable (the hours spent in using
innovative
thinking when I smartphone) by 9.36% only. The strength of the
used my relationship is quite moderate. This means that the hours
smartphone. spent using smartphone per day moderately affect the
Overall 2.93 Neither
Agree or academic performance of undergraduate students in
Disagree terms of grade point average. The participants who used
their smartphone to an average of 5-8 hours or even less
87
had high GPA while those who used their smartphone to

more than 8 hours per day had low GPA. Thus, the more
Page
hours is spent by students using their smartphones per

day the lower their grade point average and the lesser Relationship between Classroom Learning and
they use their smartphone per day the higher their grade Academic Performance of Undergraduate Students
point average.
The result is similar to the multiple studies widely Table 10 findings show that there is no
conducted and investigated. Kibona & Mgaya (2015 significant relationship between classroom learning in
concluded that the impact of smartphone on the terms of interest and readiness to learn and attention and
academic performance of higher learning students has concentration and academic performance of
revealed a negative results or progression on student’s undergraduate students at p value of .224 and .548
performance academically. Similarly, Lepp, Barkley, & respectively. This means that academic performance is
Karpinski (2015) concluded in their study that increase not significantly dependent on student’s classroom
cell phone use was associated with decreased academic learning specifically on students’ interest and readiness
performance. In another study by Ng and colleagues to learn and their attention and concentration.
(2017), they found out that the more students utilized The above result is consistent with the study
their smartphone for university learning activities, the findings done by Li and Yang (2016) about effects of
lower their cumulative grade point average. Further, in learning styles and interest on concentration and
the most recent study conducted by Felisoni and Godoi achievement of student in mobile learning which
(2018) about an experiment on cell phone usage and concluded that learning styles, interest and concentration
academic performance, evidence showed that excessive of students do not yield interaction effects on the
cellphone usage might be harming student’s academic achievement of students. In another study
performance. Their analysis yielded a significant conducted by Adolfo, et.al. (2012), they found out that
negative relationship between total time spent using there is no significant correlation between the student’s
smartphones and academic performance, after performance in the attention test and their GPA. Thus
controlling for known predictors of performance such as classroom learning is not a significant determiner of
self-efficacy and past academic results. Each 100 min student’s academic performance. Thus, the null
spent using the device on average per day corresponded hypothesis is accepted.
to a reduction in a student's position at the school's
ranking of 6.3 points, in a range from 0 to nearly 100. Table 10
Moreover, when they considered usage during class time Relationship between classroom learning and academic
only (as opposed to during free time and weekends), the performance of undergraduate students
effect was almost twice as high. The magnitude of the
effect found is alarming. Thus, this study brings new Variables Pearson’s r p-value
evidence of the potential harm of excessive smartphone Value
use and should be useful for educators and other
academic stakeholders interested in the subject of the
Classroom Learning -.142
impact of technology on students' performance. Thus,
C. Interest and .224
the null hypothesis is rejected.
Readiness to Learn
and Academic .132 .548
Table 9
Performance
Relationship between hours spent in using smartphone
per day and grade point average of undergraduate D. Attention and
students Concentration
And Academic
Variables Pearson’s r p-value Coefficient of Performance
Value Determination alpha = .05
𝑟2
Relationship between Impact of Smartphone Use in
Hours Spent in Using
Smartphones
the Classroom to Learning and Academic
-.306 .008* 9.36%
and Performance of Undergraduate Students
88
Grade Point Average

Table 11 findings reveal that there is no significant
Page
*Significant at 0.01 L relationship between impact of smartphone use in the

classroom to learning and academic performance of Most of the teachers were distracted when a
undergraduate students with the p value of .746. This student is using a smartphone while they were teaching.
means that the impacts of smartphone use in the Teachers handled the situation by mostly asking the
classroom to learning do not significantly affect students to put their phone away, and make a general
academic performance of the students. Thus, the null comment about your cell phone policy to the entire
hypothesis is accepted. class. While others ignored the student and continue
teaching and talks to students after class and would tend
Table 11 to stare to students, some confiscated the smartphone
Relationship between impact of smartphone use in the and some sent the students out of the classroom, and
classroom to learning and academic performance of would dock the participation grades of students. This
undergraduate students means that mostly teachers handled the situation in a
lenient manner and few made a more stringent manner
Variables Pearson’s r p-value of correction.
value The reasons of students about allowing
Impact of Smartphone smartphone usage during class time are primary to
Use in the Classroom to .038 .746 provide additional resources for their research work and
Learning as a supplemental teaching tool for them. It also helps
record their assignment and organize their schedule
and
properly, provide interactive activities, and it can
motivate them to learn as they learn at their own pace.
However, despite the above reasons, the study found out
alpha = .05 that the participants used their smartphones moderately
to support their classroom learning.
This study showed no significant relationship
Conclusion and Recommendations between smartphone use in the classroom and academic
performance of undergraduate students. There is also no
Based on the findings of the study, the following significant relationship between the impact of
conclusions were drawn. smartphone use to classroom learning and academic
More than half or 51% of the participants had performance. This means that the use of smartphone in
high GPA (3.01 and above) and 16% had low GPA (2.50 the classroom do not significantly affect the academic
and below). 33% of the participants were using their performance of undergraduate students in terms of grade
smartphone for less than 5 hours, 47% were using their point average.
smartphone for an average of 5-8 hours and 20% were However, the result further showed a moderate,
using smartphone for more than 8 hours per day. negative, significant relationship between hours spent
In terms of how smartphone is used in the using smartphone per day and academic performance of
classroom, 30% of the participants brought smartphone undergraduate students at p value of 0.01 level of
to class always and 48% claimed they do not bring their significance. This means that the hours spent using
smartphone all the time. This means that there is no hard smartphone per day moderately affect the academic
rule in prohibiting the students to bring and use their performance of undergraduate students in terms of grade
smartphones during class time. The behavior of the point average. The participants who used their
participants regarding the use of smartphone during class smartphone to an average of 5-8 hours or even less thus,
time suggests that they are not giving much attention to
their device when most of the participants said their they had high GPA while those who used their
smartphone are often turned on but put away or even smartphone to more than 8 hours per day had low GPA.
turned off. In the event they use their smartphones in Thus, the more students use their smartphones per day
class, majority of the participants said they were using the lower their grade point average and the lesser they
the gadget for research related to school. This means that use their smartphone per day the higher their grade point
most of the participants are taking their class seriously average.
89
and they are using their smartphones to support their This study concludes that while there is no
learning. significant relationship between use of smartphone in the
Page
classroom, proper regulation of smartphone use must be

implemented such that students can still focus on
lectures and discussions. Students may be allowed to
bring their smartphones but they will use it as necessary
and to be determined by the teacher, since most of
teachers are distracted when students are using
smartphones during lecture time. Also the hours spent by
students using their smartphones must be greatly
regulated because it significantly affects their academic
performance.
Recommendations
With the above findings, the researcher recommends that

the school Administrators must improve school policy
regarding the use of smartphone in the classroom and
faculty to be able to set consistent and proper guidelines
for students to properly use their smartphones as a
learning device and improve instructional lesson
strategies.
Parents must be aware of their roles and
responsibilities in providing and guiding the students to
give their quality time and learn the values of self-
realization and help their students regulate use of
smartphone per day.
Students must learn to control their time in using
their smartphone device, must be responsible to use
smartphone and should use smartphones mostly to
support learning.
For future researches, the researcher
recommends to conduct further study on bigger group of
students in other colleges or universities, further explore
the effects of using smartphone to classroom learning
and further study on the effects of smartphone use to
teachers teaching performance.
90
Page
References
Adolfo, A., Aves, M., Belonguel, S., Diapana, A., Engkong, R. (2012). The relationship between IQ, attention and
academic performance. Retrieved from https://www.scribd.com
Allen, K. (2017). Mobile phones in the classroom: a helpful or harmful hindrance? Retrieved from
https://psychlopaedia.org/learning-and-development/mobile-phones-in-the-classroom-a-helpful-or-
harmful-hindrance/
Arefin, S., Islam, R., Mustafi, M. A., & Afrin, S. &. (2017). Impact of smartphone addiction on academic performance of
business students: a cAse study. Independent Journal of Management & Production, 8(3), 969-970.
doi:10.14807/ijmp.v8i3.629
Bjornsen, C. &. (2015). Relations between college students' cell phone use during class and grades. Researchgate.
Boumosleh, J., & Jaalouk, D. (2017). Smartphone addiction among university students and its relationship with academic
performance. Global Journal of Health Sciences, 48-59.
Brooks, C. (2016). ECAR Study of undergraduate students and information technology. EDUCAUSE, 3-28.
Davis, Ziff LLC. (2018). PCMag Digital Group. Retrieved from PC Magazine Web site:
https://www.pcmag.com/encyclopedia/term/51537/smartphone
Drago, E. (2015). The effect of technology on face to face communciation . The Elon Journal of Undergraduate Research
in Communications, 12-19.
Elder, A. (2013). College students' cell phone use, beliefs, and effects on their learning. College Student Journal, 585-592.
Felisoni, D., & Godoi, A. (2018) Cellphone usage and academic performance: an experiment. Computers and Education,
175-187.Retrieved https://www.sciencedirect.com
Gingerrich, A., & Lineweaver, T. (2014). Texting in class: Emprical evidence that text messaging during class disrupts
comprehension. Teaching Psychology, 44-51.
Ishtiaque, A. (2017). ASCD Edge . Retrieved from ASCD Edge Web site: http://edge.ascd.org/blogpost/some-positive-
effects-of-technology-in-our-education-system
Johnson, R. (2013, May 31). Smartphones and their positive impact on academic performance.
Johnson, S., & Radhakrishnan, N. (2016, November 4). Academic use of smartphones among the students of business
school in UAE. Retrieved from publishingindia.com: http://www.publishingindia.com
Kibona, L., & Mgaya, G. (2015). Smartphones' effects on academic performance of higher learning students. Journal of
Multidisciplinary Engineering Science and Technology, 777-784.
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance
in a sample of US college students . SAGE Open, 1-9.
Li, X., & Yang, X. (2016). Effects of learning styles and interest on concentration and achievement of students in mobile
91
learning. Journal of Educational Computing Research , 922-945.

Page
Moller, K. (2012, April 11). West Linn High School Student Media. Retrieved from WLHS now Web site:
https://wlhsnow.com/opinions
Murai, S. (2015, May 1). The Japan Times. Retrieved from The Japan Times Web site:
https://www.japantimes.co.jp/news/2015/05/01/national/social-issues/overuse-mobile-gadgets-hampers-students-
ability-study-sleep/#.Wrxq1y5ubIU
Ng, S. F., Hassan, N. S., Mohammad Nor, N. H., & Andul Malek, N. A. (2017). The relationship between smartphone use
and academic performance: a case study of students in a malaysian tertiary institution. Malaysian Online Journal
of Educational Technology, V(4), 58-70.
Peyok, L. (2015) Tech trends: favorite devices and services for young and old, http://www.dowitcherdesigns.com/tech-
trends-favorite-devices-and-services-for- young-and-old/
Piero, M. (2017, March 5). Bright Hub. Retrieved from Bright Hub Inc. Web Site: https://www.brighthub.com
Polit, D. F., & Beck, C. T. (2008). Nursing Research: Generating and Assessing Evidence for Nursing Practice.
Philadelphia: Lippincott Williams & Wilkins.
Poll, H. (2015). Pearson student mobile device survey. USA: Pearson Education.
Pulliam, D. (2017). Effect of student classroom cell phone usage on teachers. Western Kentucky University Top Scholar,
1-31.
Roberts, J., Yaya, L., & Manolis, C. (2014). The invisible addiction: cell-phone activities and addiction among male and
female college students. Journal of Behavioral Addictions, 2014; DOI:10.1556/JBA.3.2014.015
Schreiner, E. (2018, February 1). Sciencing. Retrieved from Sciencing Web Site: https://sciencing.com
Shooriabi, M.& Gilavand, A. (2017). Investigating the use of smartphones for learning purposes by iranian dental
students. Researchgate. DOI: 0.5742/MEWFM.2017.93024
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: a
survey of college students. College Teaching.
Williams, E. (2018, February 20). Work Chron. Retrieved from Work Chron Web site: http://work.chron.com/meaning-
academic-performance-17332.html
Womack, J. M., & McNamara, C. L. (2017). Cell phone use and its effects on undergraduate academic performance. The
Kennesaw Journal of Undergraduate Research, 1-9.
https://www.statista.com/statistics/781692/worldwide-daily-time-spent-on-smartphone/ 92
Page
0

Research Technical Format

Uploaded by

Copyright:

Available Formats

Research Technical Format

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research Technical Format

Uploaded by

Copyright:

Available Formats

NURSING RESEARCH

JJLACIFICAR 2019-2020 NURSING RESEARCH 1&2

Central Philippine Adventist College School of Nursing imposes specific requirements

The preferred typeface is Times New Roman with 12 font size.

 Preliminary pages (small letters)

Observe APA (6th edition) format. See sample on page 25.

Observe APA (6th edition) format. See sample on page 26.

SMARTPHONE USAGE AND ACADEMIC PERFORMANCE OF UNDERGRADUATE

TOP, BOTTOM and

A Research Paper Presented to

November 17, 2019

The research paper entitled “SMARTPHONE USAGE AND ACADEMIC

Body: Single space; first line

4 single spaces Preferably, names are aligned

DORIS MAY M. FRASCO, RN, MSN

TABLE OF CONTENTS CONTINUED (flushed to the left)

Chapter IV: Results and Discussion

Extent Students’ Use their Smartphones to Support their 26

Impact of Smartphone Use in Classroom to Student’s Learning 28

Relationship between Extent of Smartphone Use in the Classroom to

Relationship between Hours Spent in Using Smartphone per day

Relationship between Classroom Learning and Academic Performance 33

Relationship between Impact of Smartphone Use in the Classroom to

Chapter V: Summary, Conclusion and Recommendations 35

Spacing: single space

Background of the Study

Statement of the Problem

Scope and Limitations

respondents/participants/subjects and data will be selected/collected and the period of

• Discusses the limitations or constraints of the study

• Discusses the relevance of the study

REVIEW OF RELATED LITERATURE AND STUDIES

• Provides related concepts and studies and discusses their findings

 States the steps in gathering data in paragraph form

RESULTS AND DISCUSSION

(May be presented as separate components or merged depending on the discipline.)

SUMMARY, CONCLUSION AND RECOMMENDATIONS

• Gives an alphabetical listing of sources used and cited in the paper

• Contains information that is non-essential to understanding of the paper but may

A Research Paper Presented to

JULIE JOY R. LACIFICAR

November 17, 2019

This research paper entitled “SMARTPHONE USAGE AND ACADEMIC

SALVACION G. BAN, RN, MSN

MARY JANET L. PINILI, RN, MSN

DORIS MAY M. FRASCO, RN, MSN

possible. To God be all the glory and honor!

Chapter IV: Results and Discussion

Extent Students’ Use their Smartphones to Support their 26

Impact of Smartphone Use in Classroom to Student’s Learning 28

Relationship between Extent of Smartphone Use in the Classroom to

Relationship between Hours Spent in Using Smartphone per day

Relationship between Classroom Learning and Academic Performance 33

Relationship between Impact of Smartphone Use in the Classroom to

Chapter V: Summary, Conclusion and Recommendations 35

1 Profile of the Participants 21

2 Use of Smartphone in the Classroom 23

3 Reasons of Students about Allowing Smartphone

4 Criteria in Interpreting the Extent Students’ 27

5 Extent Student’s Use their Smartphone to Support 27