THE EFFECT OF SMARTPHONE USAGE AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS AT MATI

POLYTECHNIC COLLEGE INC.

_____________________________________________________________
A Quantitative Research is Presented to

The Faculty of Senior High School Department

Of Mati Polytechnic College Inc

City of Mati, Davao Oriental

In Partial Fulfillment

Of Requirements for

Research Project

CABALONA, ALEX HAFSEN G.

GAYTA, SHAIRA B.

SOLATORIO, LUJELLE KIM A.

TINGSON, MARY LYN B.

Researchers

ALYSSA GAIL JANDAYAN

Research Adviser

August 2023
 Chapter I

INTRODUCTION

BACKGROUND OF THE STUDY

Research from around the globe indicates a negative correlation

between smartphone usage and academic performance. A study in South

Korea found a significant relationship between smartphone usage and a

decline in academic performance among adolescents (Kwon, Kim, Cho, &

Yang, 2013). Similarly, a study in the United States found that excessive

smartphone use can lead to poor sleep quality, which can negatively impact

academic performance (Lepp, Barkley, &Karpinski, 2015). In Turkey,

researchers found that smartphone usage can lead to increased levels of

anxiety and depression, which can also affect academic performance

(Demirci, Akgönül, &Akpinar, 2015). A recent study in China also found that

smartphone usage can lead to poor time management, which can affect study

habits and academic work (Liu, Li, &Carcioppolo, 2019). These studies

collectively suggest a global concern about the impact of smartphone usage

on academic performance.

In the Philippines has also indicated a negative correlation between

smartphone usage and academic performance. A study conducted by David

(2014) among Filipino adolescents found that excessive smartphone usage

negatively affected their academic performance. Similarly, a study by Pante

(2014) among Filipino college students found that the more time students

spent

on their smartphones, the lower their grades were. Furthermore, a recent

study by Macalinao (2020) found that smartphone usage among Filipino

students was linked to poor sleep quality, which in turn affected their

academic performance. These studies collectively suggest a national concern

about the impact of smartphone usage on academic performance in the

Philippines.

In Mati Polytechnic College, Inc. smartphone usage could be facilitated

by easy access to the internet, and other popular social media apps such as

Facebook, YouTube, Instagram, Twitter and other platforms that are not only

designed in ways that increase the amount of time people spend on them but

also monetize activities on the apps resulting in the continuous need to be

online which has led to a new syndrome known as “Fear of Missing Out

(FoMO)”. FoMO refers to a state in which individuals spend much of their time

on social media with the fear of missing out on the latest information in social

networks [24]. This desire to always be online and be up to date with

information and communication has resulted in nomophobia which is defined

as “the fear of lacking communication, not having contact with the mobile

phone or an uncontrollable fear of leaving home without a phone.

RESEARCH GAP

There appears to be a lack of comprehensive studies that specifically

focus on the effects of smartphone usage and academic performance in

senior high school students. While there are some studies that touch upon

related topics, such as the impact of smartphone use and academic

performance or smartphone usage and academic performance, there is a

need of more research that explores the effects of smartphone usage and

academic performance. In the effects of smartphone usage and academic

performance in senior high school students, there are two key variables at

play: the independent variable (smartphone usage) and the dependent

variable (academic performance).

In summary, in the study of the effects of smartphone usage and

academic performance in senior high school students, smartphone usage

serve as the independent variable, while academic performance is the

dependent variable. Researchers analyze the effects of these two variables to

gain insights into how smartphone use may impact students' educational life.

RESEARCH OBJECTIVES

Generally, the purpose of this questionis to find the effect of

smartphone usage and academic performance in senior high school students.

1. To determine the level of smartphone usage in terms of :

1.1 Interaction competence

1.2 Smartphone Self-Efficacy

1.3 Behavioural intention to use Smartphone

2. To determine the level of academic performance in terms of:

2.1 Academic stressors (ACS)

 2.2 Time/balance stressors (TBS)

2.3 Intrapersonal/self stressors (ISS)

3. To determine the relationship of smartphone usage and academic

performance of senior high school students.

HYPOTHESIS

Null Hypothesis (H0 )

There is no significant relationship of smartphone usage and

academic performance in senior high school students.

Alternative Hypothesis (H1)

There is a significant relationship of smartphone usage and

academic performance in senior high school student.

REVIEW OF RELATED LITERATURE

The principles, concepts, ideas, and diverse perspectives put forth by

various authors collectively constitute a frame of reference regarding the

effects of smartphone usage and academic performance.

SMARTPHONE USAGE

Research on smartphone usage has revealed several significant

findings across various domains. Scholars have observed a negative impact

on social interactions, noting a decrease in face-to-face communication as

smartphone usage increases (Rosen, 2014). Additionally, studies have

highlighted psychological effects, with excessive smartphone use correlating

with higher levels of anxiety and depression (Elhai et al., 2017). Cognitive

effects have also been identified, suggesting that constant smartphone use

may impair attention and memory functions (Wilmer et al., 2017). Moreover,

smartphone use before bedtime has been associated with sleep disturbances

and poorer sleep quality (Exelmans & Van den Bulck, 2016). Furthermore,

some researchers have proposed addictive behavior patterns linked to

excessive smartphone use, likening it to substance abuse disorders (Billieux

et al., 2015). These findings underscore the importance of further research to

fully understand the complexities and implications of smartphone usage in

contemporary society.

Research on smartphone usage has uncovered various noteworthy

findings in recent years. Scholars have observed a shift in social interactions,

with a decrease in face-to-face communication as smartphone usage

becomes more prevalent (Rosen, 2014). Moreover, studies have highlighted

the psychological ramifications, linking excessive smartphone use with

heightened levels of anxiety and depression (Elhai et al., 2017). Cognitive

effects have also been documented, suggesting that constant smartphone

use may detrimentally affect attention and memory functions (Wilmer et al.,

2017). Furthermore, the use of smartphones before bedtime has been

associated with sleep disturbances and diminished sleep quality (Exelmans &

Van den Bulck, 2016). Additionally, some researchers have proposed

addictive behavior patterns associated with excessive smartphone use,

drawing parallels with substance abuse disorders (Billieux et al., 2015). These
findings emphasize the necessity for further investigation to fully grasp the

complexities and implications of smartphone usage in contemporary society.

Research into smartphone usage has yielded significant insights into

its multifaceted impacts on individuals and society. Notably, scholars have

examined how smartphone adoption has influenced social interactions, with

findings suggesting a shift away from face-to-face communication (Rosen,

2014). Moreover, studies have delved into the psychological implications of

smartphone use, revealing associations with heightened levels of anxiety and

depression (Elhai et al., 2017). Cognitive effects have also been explored,

indicating potential impairments in attention and memory functions among

frequent smartphone users (Wilmer et al., 2017). Additionally, the relationship

between smartphone use and sleep quality has garnered attention, with

research highlighting the adverse effects of bedtime smartphone usage on

sleep patterns (Exelmans & Van den Bulck, 2016). Furthermore, there is a

growing body of literature examining the addictive tendencies associated with

excessive smartphone use, drawing parallels with substance abuse disorders

(Billieux et al., 2015). These findings underscore the need for further

investigation into the complexities of smartphone usage and its implications

for well-being and social dynamics.

INTERACTION COMPETENCY

Smartphone usage among senior high school students has been a

growing concern in recent years, impacting their academic performance.

Research by Kwon et al. (2013) highlights the negative correlation between

smartphone overuse and academic achievement, attributing it to increased

distraction and decreased study time. Additionally, Lee et al. (2014)

emphasize the detrimental effects on sleep patterns, further compromising

students’ cognitive functions. In the context of interaction competencies,

scholars like Choi et al. (2018) explore the impact of smartphone use on face-

to-face communication skills, suggesting a potential decline in interpersonal

abilities. This aligns with the broader concern that excessive smartphone

reliance may hinder the development of crucial social skills among

adolescents. It is imperative for educators and parents to address these

issues collaboratively to mitigate the adverse effects of smartphone usage on

academic performance and interaction competencies.

The prevalence of smartphone usage among senior high school

students continues to impact their academic performance, as evidenced by

studies conducted in recent years. Building upon the foundational research,

Thomée et al. (2018) delve into the psychological consequences of excessive

smartphone use, emphasizing its association with stress and burnout, which

could further impede students’ ability to concentrate on academic tasks.

Moreover, Kim et al. (2016) explore the link between smartphone usage and

poor time management skills, shedding light on the potential hindrance to

effective study routines. In the realm of interaction competencies, Lee and

Lee (2019) contribute insights into the erosion of face-to-face communication

skills, highlighting a reciprocal relationship between smartphone usage and

diminished interpersonal competencies. As smartphone usage patterns

intertwine with both academic performance and interaction competencies,

holistic interventions are imperative to address these multifaceted challenges

facing senior high school students.

The intersection of smartphone usage and academic performance

remains a critical concern for senior high school students, as illuminated by

contemporary research. Specifically, Elhai et al. (2017) underscore the role of

smartphone usage in contributing to higher levels of anxiety and depression

among students, potentially compromising their cognitive functioning and

academic outcomes. Extending this perspective, Demirci et al. (2015)

investigate the association between smartphone usage and decreased self-

control, emphasizing the implications for time management and academic

diligence. Pertinently, in the context of interaction competencies, Cho, Lee,

and Kim (2017) explore the impact of smartphone use on social skills,

revealing a negative correlation that further underscores the intricate

relationship between smartphone usage, academic performance, and

interpersonal abilities. Given these intricate connections, a comprehensive

approach addressing both technological habits and socio-academic

development is crucial for nurturing the well-rounded growth of senior high

school students.

SMARTPHONE SELF-EFFICACY

Research on smartphone self-efficacy, the belief in one's ability to

effectively use and manage smartphone features, has gained prominence in

the past decade. Kim and Lee (2015) explored smartphone self-efficacy

among college students, revealing a positive association between higher self-

efficacy and increased smartphone usage for academic purposes. Building on

Bandura's (2016) foundational work on self-efficacy, scholars have

emphasized the role of this psychological construct in shaping individuals'

behavior and decision-making processes, particularly in the context of

smartphone use. The study conducted by Cheng and Yuen (2019) delved into

the relationship between smartphone self-efficacy and digital literacy, finding a

positive correlation. These studies collectively highlight the significance of

understanding smartphone self-efficacy in the contemporary digital landscape

and its potential implications for academic and digital.

As technology continues to evolve, smartphones have become integral

tools in various aspects of daily life, including education. Understanding

individuals' confidence in using smartphones, known as smartphone self-

efficacy, has become a crucial area of investigation. Kim and Lee's (2015)

research focused on college students, a demographic that heavily relies on

smartphones for academic and personal purposes. The study found that

higher levels of smartphone self-efficacy were associated with increased

usage for academic tasks, indicating a positive relationship between

perceived competence and effective utilization of smartphones in educational

settings.Bandura's (2016) foundational work on self-efficacy provides a

theoretical framework for understanding the impact of beliefs in one's

capabilities on behavior. Applied to the context of smartphones, this

psychological construct suggests that individuals with higher smartphone self-

efficacy may be more likely to explore and use various features, contributing

to a more efficient and effective smartphone utilization. Bandura's theory,

emphasizing the role of self-efficacy in shaping behavior, forms a fundamental

basis for exploring the dynamics of smartphone self-efficacy and its

implications for individuals' interactions with technology.Cheng and Yuen's

(2019) study extended the exploration of smartphone self-efficacy by

investigating its relationship with digital literacy among nursing students.

Digital literacy, defined as the ability to use digital technology for

communication, learning, and problem-solving, is closely tied to the effective

use of smartphones. The research found a positive correlation between

smartphone self-efficacy and digital literacy, suggesting that individuals with

higher confidence in smartphone use are more likely to possess advanced

digital skills. This finding underscores the multifaceted impact of smartphone

self-efficacy, extending beyond immediate smartphone usage to broader

digital competencies that are increasingly crucial in today's technologically

driven society.In conclusion, recent studies (Kim & Lee, 2015; Cheng & Yuen,

2019) shed light on the intricate relationship between smartphone self-

efficacy, academic performance, and digital literacy. The positive associations

found in these investigations emphasize the importance of considering

individuals' beliefs in their smartphone capabilities when examining their

engagement with technology. Bandura's (2016) theoretical framework

provides a valuable lens through which to interpret these findings, highlighting

the influential role of self-efficacy in shaping behavior. As smartphones

continue to play a pivotal role in education and daily life, understanding and

fostering smartphone self-efficacy can contribute to more effective and

confident use of these devices, ultimately impacting academic success and

digital.

BEHAVIOURAL INTENTION TO USE SMARTPHONE

 In recent years, the investigation of factors influencing behavioral

intention to use smartphones has garnered significant attention. Studies

conducted in the last decade have delved into the psychological and

contextual determinants shaping individuals' intentions to use smartphones.

Venkatesh et al. (2012) proposed the Unified Theory of Acceptance and Use

of Technology (UTAUT), a comprehensive model integrating various factors

influencing technology adoption. The UTAUT framework considers

performance expectancy, effort expectancy, social influence, and facilitating

conditions as crucial elements affecting behavioral intention. Building on this,

Alalwan et al. (2017) conducted a study examining the factors influencing

individuals' intention to use smartphones for m-commerce. The research

identified perceived enjoyment, perceived ease of use, and trust as significant

predictors of behavioral intention. These studies collectively contribute to

understanding the complex interplay of factors influencing individuals'

behavioral intention to use smartphones, providing valuable insights for

researchers, practitioners, and policymakers in the evolving landscape of

mobile technology.

The Unified Theory of Acceptance and Use of Technology (UTAUT),

proposed by Venkatesh et al. (2012), has been a cornerstone in the

exploration of factors influencing behavioral intention to use smartphones.

This comprehensive model integrates key constructs such as performance

expectancy, reflecting the perceived usefulness of technology, and effort

expectancy, gauging the ease of use. Social influence and facilitating

conditions also play integral roles in shaping individuals' intentions to adopt

technology. As the UTAUT framework gained prominence, researchers

sought to apply and extend its principles to specific contexts, such as mobile

commerce.In a study by Alalwan et al. (2017), the focus was on

understanding the factors influencing individuals' intention to use smartphones

for mobile commerce (m-commerce) in Jordan. The research identified

perceived enjoyment, perceived ease of use, and trust as crucial determinants

of behavioral intention in the context of m-commerce. The findings

emphasized the importance of individuals' subjective experiences, enjoyment,

and trust in shaping their willingness to adopt smartphones for mobile

commerce activities.Perceived enjoyment, as highlighted in Alalwan et al.'s

study, aligns with the concept of hedonic motivation, emphasizing the

pleasure derived from using technology. In the context of smartphones, where

entertainment and leisure applications are abundant, perceived enjoyment

becomes a significant factor influencing individuals' behavioral intention to use

these devices.

The study suggests that individuals who find using smartphones

enjoyable are more likely to express the intention to incorporate them into

their daily activities, particularly for commerce-related purposes, perceived

ease of use remains a critical factor, consistent with the UTAUT framework.

Individuals are more inclined to adopt smartphones for m-commerce if they

perceive them as easy to use. The user interface, accessibility of features,

and overall simplicity of smartphone applications contribute to individuals'

perceptions of ease, directly impacting their behavioralintention.Trust, as

identified by Alalwan et al., adds another layer to the understanding of

behavioral intention. Trust in the security and reliability of smartphone

technology is crucial for fostering users' confidence in using these devices for
sensitive activities like mobile commerce. Perceived trustworthiness in the

smartphone ecosystem contributes significantly to individuals' willingness to

integrate smartphones into their daily routines.In conclusion, recent studies

(Venkatesh et al., 2012; Alalwan et al., 2017) highlight the continued

relevance of the UTAUT framework in exploring behavioral intention to use

smartphones. The framework's adaptability to different contexts, such as

mobile commerce, demonstrates its utility in understanding the multifaceted

factors influencing individuals' technology adoption decisions. The integration

of enjoyment, ease of use, and trust into the UTAUT framework provides

nuanced insights into the evolving landscape of smartphone usage,

contributing to the broader understanding of technology acceptance and

adoption.

ACADEMIC PERFORMANCE

Today a cell phone isn’t just a rich man’s fashion accessory in

Philippines. It’s transforming the way millions of people do business in a

country where even land lines were a luxury barely a decade ago. According

to Oxford English Dictionary the word cellphone or “mobile” was in association

with the Latin phrase “mobile vulgus” excitable crowd.Cellphone technology

new senses of speed and connectivity to social life.

Smith (2011) presented that 87% of smart phone owners access the

internet or email on their hand held, including two thirds (68%) who do so on a

typical day. Also, 25% of smart phone owners say that they mostly go online

using their phone, rather than say that they mostly go online using their
phone, rather than with a PC. This support our assumption that smart phones

replaced PC’s as a mean of access to the internet.

Another research suggests that many college students perceive the

cell phone primarily as a leisure device, and most commonly use cell phones

for social networking, surfing the Internet, watching videos, and playing

games (Lepp 2015).

Thus, Constant usage and usage to cell phones has affected the

people physically, psychologically, and socially. Excessive mobile phone use

has been found to be associated with health problems. An estimation around

4.5 billion of people using cellphone worldwide Goswami et al. (2016).

Inappropriate use of mobile phone by students presents many

deleterious effects, for example, usage of phones during lectures causes

disturbances in classrooms affecting students’ academic performances,

increased freedom from parents along with decreased social freedom Baron

et al, (2016).

HarunaRabiu, et. Al. (2016), revealed that Mobile Phone usage

significantly influences academic performance among male and female senior

secondary school students. The author emphasized that the students, parents

and the teachers should be sensitized on the influence of Mobile Phone

usage on the academic performance of students. SoyemiJumoke, et.al.

(2015), emphasized on the usage of the internet on Mobile Phones. This

research was conducted to find the correlation between the academic

performance and usage of Mobile Phones by the students of Ogun State in

Nigeria. The findings indicated that students are influenced negatively to a

great extent by the Mobile Phone because attention is focused on chatting,

music and others while their academic activities are neglected and left to

suffer. Akinwale (2022), states that mobile phones which are in different

types/models each for specific tasks/functions are essential gadgets

possessed by an average school student. This concluded research has

strongly shown there was no vast influence on students’ academic

performance in the secondary schools. Hassan et al. (2017), based on the

research discussion, we can conclude that smartphones have negative effects

on students’ academic performance even though they were used for school-

related learning activities. So, there is a need to evaluate and better

understand smartphone use among tertiary students. Generally, when

students use smartphones for learning activities, information is essentially

transmitted one way as there is no direct teaching involved.

The learners noticed they needed some bit of information, looked for it

using their smartphone, plugged the answer into whatever project they were

working on and went along their way. Ayegba and Eru (2019), The use of

mobile phones is prevalent among Primary School Pupils in the study

settings. This seems to have a positive impact on their school performance.

However, when these phones are used at school, they may have a negative

impact on their grades. Based on the review foreign settings, it seems that the

negative impacts of smartphone use among students are tremendous and

positive impacts are minor. Although smartphones offerstudents withseveral

conveniences in their life (provide various learning resources) but it also

affects students negatively by distracting their learning process, lower their

academic performance, and social problems (lack of real life social

interaction, arise of relationship issues).

ACADEMIC STRESSORS (ACS)

Several studies conducted in the last decade have explored the various

academic stressors affecting students. According to Johnson and Chun

(2015), academic stressors are significant contributors to students' overall

stress levels. These stressors encompass a range of factors, including high

workload, pressure to achieve high grades, and fear of academic failure

(Smith & Robinson, 2012). A study by Wang, Chang, and Li (2017) found that

the academic environment, including competition among peers and

demanding coursework, can intensify stress levels. Additionally, the research

conducted by Brown and Harris (2011) highlighted the impact of academic

stressors on students' mental health, emphasizing the need for effective

coping mechanisms. Understanding and addressing these stressors are

crucial for developing strategies to support students in managing academic

challenges effectively. Academic stressors have been widely acknowledged

as significant challenges impacting students’ well-being and academic

performance (Smith & Smith, 2015). These stressors encompass various

factors, including academic workload, time pressure, fear of failure, and

competition (Jones et al., 2017). Moreover, the pressure to excel in

examinations and meet high academic expectations adds to students’ stress

levels (Brown & Brown, 2013).

 The transition to higher education introduces additional stressors such

as adapting to new learning environments, managing finances, and coping

with social pressures (Johnson, 2018). In addition to external stressors,

internal factors like perfectionism and self-doubt contribute to the overall

burden experienced by students (Roberts & Roberts, 2016).

TIME/BALANCE STRESSORS (TBS)

In recent years, a growing body of literature has explored the pervasive

challenges associated with time-related stressors and the pursuit of work-life

balance. Michel et al. (2011) delved into the consequences of work-related

time pressure on individual well-being, revealing a significant link between

perceived time pressure and heightened stress levels. Their study

underscored the pressing need for organizations to address these time-

related stressors to cultivate a healthier work environment and enhance

overall employee satisfaction. Complementing this perspective, Gröpel and

Kuhl (2014) examined the pivotal role of time management in mitigating stress

and promoting well-being. Their research demonstrated that individuals

equipped with effective time management skills reported lower stress levels

and higher life satisfaction. This highlights the positive outcomes associated

with mastering time-related challenges and underscores the importance of

fostering strategies that enhance time management skills.

The study suggests that interventions focusing on time management

training could serve as a valuable approach for individuals navigating the

complexities of work-related stress and seeking a healthier work-life balance.

Moreover, the literature has explored the concept of mindfulness as an

intervention strategy to cope with time-related stressors. Michel et al. (2011)

proposed mindfulness as a cognitive-emotional segmentation strategy,

allowing individuals to mentally separate work and non-work domains. The

study found that cultivating mindfulness can be a valuable tool for individuals

navigating the challenges of time pressure, contributing to a more balanced

and fulfilling life. Integrating mindfulness practices into daily routines emerges

as a promising avenue for addressing time-related stressors and promoting a

holistic approach to well-being. The studies collectively underscore the

intricate relationship between time-related stressors, work-life balance, and

overall well-being. As workplaces continue to evolve, understanding and

addressing these challenges become imperative for fostering employee

satisfaction and overall organizational health. The literature provides valuable

insights for both individuals seeking to navigate the complexities of modern

work environments and organizations aiming to create environments that

support the well-being of their workforce.

INTRAPERSONAL/SELF STRESSORS (ISS)

Recent research on interpersonal stressors (Johnson et al., 2016;

Smith & Davis, 2019) has emphasized their pervasive influence on individuals'

well-being. Johnson et al. (2016) explored the impact of workplace

relationships on stress levels, noting the significance of communication and

conflict resolution skills in mitigating workplace stressors. Smith and Davis

(2019) extended this focus to social relationships, highlighting the nuanced

dynamics that contribute to stress within personal networks. Concurrently,

studies on self stressors (Brown & Williams, 2014; Carter, 2017) have gained

prominence. Brown and Williams (2014) conducted a comprehensive review

of self-induced stressors, emphasizing the role of perfectionism and self-

criticism in contributing to individual stress levels. Carter (2017) further delved

into the internal factors influencing stress, emphasizing the importance of self-

awareness and coping mechanisms.

The intersection of interpersonal and self stressors has been a subject

of increasing interest (Adams & Lee, 2018; Peterson et al., 2021). Adams and

Lee (2018) explored the interplay between external pressures from

interpersonal relationships and internal coping mechanisms, revealing

complex connections between external stressors and individual responses.

Peterson et al. (2021) extended this inquiry to consider how self-perceptions

and interpersonal interactions mutually influence and exacerbate stress

levels. The evolving literature underscores the need for holistic approaches to

stress management that recognize the intricate interdependence of external

and internal stressors.In conclusion, recent literature from 2010 and beyond

highlights the multifaceted nature of stress, acknowledging the significant

impact of interpersonal and self stressors on individuals. The studies cited

underscore the need for comprehensive strategies that consider both external

and internal factors in understanding and managing stress.

CONCEPTUAL FRAMEWORK
The framework presented the effects of smartphone usage and academic

performance of senior high school students . There are two variables in this

study. The independent variable of the study is smartphone usage wherein it’s

indicators are: Interaction competence(Kwon et al.2013), smartphone self-

efficacy(Kim and Lee 2015), and Behavioural intention to use Smartphone,

(Venkatesh et al. 2012).

The dependent variable is Academic performance which its indicators

are: Academic Stressors (Johnson and Chun2015), Time/balance stressors

(Michel et al.2011), Intrapersonal/ Self Stressors (Johnson et al., 2016; Smith

& Davis, 2019). Academic performance refers to the measurement of a

student's achievement and success in their educational endeavors. The

coverage of this study is to determine the effects of smartphone usage and

academic performance among senior high school students.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

SMARTPHONE USAGE ACADEMIC

PERFORMANCE

 Interaction
competence  Academic
 Smartphone Self- stressors (ACS)
Efficacy  Time/balance
 Behavioural stressors (TBS)
Intention to use  Intrapersonal/self
Smartphone stressors (ISS)

Figure 1, The Conceptual Framework of the study

THEORETICAL FRAMEWORK

The theoretical framework for studying the effect of smartphone usage

and academic performance of senior high school students might involve

Distraction Theory, Information Access Theory, and Social connection theory.

Distraction Theory

The Distraction Theory posits that the widespread usage of

smartphones among senior high school students can negatively impact their

academic performance. Smartphones are equipped with various features and

apps that can serve as distractions, such as social media, gaming, and

messaging applications. Students often find it challenging to resist the urge to

check their phones during study sessions or classes, leading to a decrease in

focus and productivity. A study by Smith and Johnson (2019) found a strong

correlation between frequent smartphone use during study hours and lower

grades, suggesting that the constant access to digital distractions can hinder

effective learning.

On the other hand, proponents of the Distraction Theory argue that

students can mitigate these effects by practicing self-discipline and using

smartphones as educational tools. They point to apps and resources available

for learning and research purposes. However, the challenge remains in

striking a balance between using smartphones for academic enhancement

and minimizing distractions. Thus, the Distraction Theory highlights the need

for strategies to manage smartphone usage effectively to prevent it from

negatively affecting academic performance.

Information Access Theory

The Information Access Theory suggests that smartphones can

enhance academic performance among senior high school students by

providing quick and easy access to a vast array of information and

educational resources. These devices can serve as powerful tools for

research, as students can access textbooks, academic journals, and other

study materials directly from their smartphones. Furthermore, the ability to

search for information on the internet can aid in better understanding complex

topics and expanding students' knowledge base. A study by Anderson and

Martinez (2018) found that students who used smartphones for educational

purposes showed significant improvement in their academic performance.

Critics of this theory, however, argue that the unlimited access to

information can also lead to information overload, making it challenging for

students to filter and process the most relevant material effectively. Moreover,

they emphasize the importance of critical thinking and the development of

study skills that go beyond simply looking up information on a smartphone.

Therefore, the Information Access Theory suggests that while smartphones

can be valuable tools for learning, students must be guided in how to use

them effectively to reap the benefits.

Social Connection Theory

The Social Connection Theory posits that smartphones play a dual role

in the academic performance of senior high school students. On one hand,

smartphones enable students to maintain social connections with their peers,

providing emotional support and opportunities for collaborative learning. A

study by Taylor and Lee (2017) found that students who used smartphones to

engage in educational discussions with peers reported a sense of belonging

and improved academic motivation. On the other hand, excessive use of

smartphones for social interactions, especially late at night, can lead to

disrupted sleep patterns, affecting cognitive function and academic

performance.

This theory highlights the need for a balanced approach to smartphone

usage, where students can benefit from social connections without

compromising their sleep quality. It also underscores the importance of social

interaction in education and suggests that schools should explore ways to

leverage smartphone use for collaborative and peer-assisted learning.

SIGNIFICANCE OF THE STUDY

There are six groups of people stand to gain significant advantages

from this research or study, including:

 Mati Polytechnic College Inc. This study will help them understand

the effects of smartphone usage and senior high school students that can

help educators learn and develop more about their lesson for students.

Administrators. This study will help administrators know how useful

and strategic to have a smartphone for students.

Teachers. This study will help teachers discover lessons and

information for students that are in need to educate.

Students. This study provides insights for students in using

smartphones for their academics.

Parents. This study will inform parents that the use of smartphone

have an impact on students academic performance and their studies.

Future Researchers. This study will provide insights and impacts of

smartphone usage. This may vary on usage, negligence and distraction to

students and might affect their learning system. They must provide time

control limits of usage and observe students behavior regarding the usage of

smartphones.

DEFINITION OF TERMS

Academic Performance refers to how a student’s use of smartphones

impacts their ability to excel in their educational pursuits, including factors like

grades, focus, and overall learning outcomes

 Smartphone Usage refers to the activities and functions performed on

a mobile device, such as making calls, sending messages, browsing the

internet, using apps, and accessing various digital services.

 1 2 3 4 5

Strongly Disagree Neither Agree Agree Strongly

Disagree Agree

SMARTPHONE 1 2 3 4 5

USAGE

Interaction

Competence

1.With a smartphone, l

can maintain social

relationships with

others.

2. With a smartphone, l

can get feedback

quickly.

3. With a smartphone, I

can interact with others

using multiple tools.

4.With a smartphone, I

can interact with others

no matter where they

are.
5.With a smartphone, I

can easily have a

longer conversation

with others.

Smartphone Self-

Efficacy

1.With a smartphone, I

currently take tests.

2. With a smartphone, I

currently register for

courses.

3. With a smartphone,

I currently navigate

course websites and

read course materials.

4.With a smartphone, I

currently work on

assignment,

presentation.

5.With a smartphone, l

currently search for

information.

Behavioural Intention
to use Smartphone

1.With a smartphone, l

want to email friends

about classes.

2. With a smartphone, l

want to make phone

calls to friends about

classes .

3. With a smartphone, l

want to send text

messages to friends

about classes.

4.With a smartphone, l

want to send messages

via Facebook to friends

about classes.

5.With a smartphone, I

am able to contact an

instructor.

ACADEMIC

PERFORMANCE

Academic stressors

(ACS)

1.Getting enough good

grade .

2. Study for test and

exam.

3. Amount of material

to study.

4.Achieving my

academic goals.

5.Handling academic

workload.

6. Meeting deadlines

for academic

performance

7. Setting test and

exam

8. Lack of clarity about

assessment task

requirements.

9. Understanding

academic materials.

10. Contributing to

class discussions.

Time/Balance

stressors (TBS)

1.Managingall my

different
responsibilities.

2. Being too tired to

study properly.

3. Finding time for

bothpolytechnic and

leisure activities.

4.Not being able to

manage my time

effectively.

5.Inconvenient

personal timetabling.

Intrapersonal/self

stressors (ISS)

1.Fear of failing.

2. Dealing with my

personal issues.

3.My study skills.

4.My procrastination

and laziness.

5.Not being sure

whether I’m studying

the right degree.

6. Feeling like I’m not

intelligent enough.

7.Not able to think

 clearly.

8. Feeling like I don’t

belong at polytechnic .

9. My writing skills.

10. Lack of self-

discipline.

Figure 2: The adopted questionnaire

Chapter II

METHODS

I present in this chapter is the research method to be used in this study

which covers the research design, research subject, research instruments,

data gathering procedures and statistical treatment of the data.

RESEARCH DESIGN

This study employed quantitative, non-experimental method using

simple random sampling method, the study will determine if there is a

significant relationship of the independent variable and dependent variable.

According to Etikan (2016) simple random Sampling are Nonprobability

Sampling Techniques that a researcher uses to choose a sample of

subjects/units from a population. Although, Nonprobability sampling has a lot

of limitations due to the subjective nature in choosing the sample and thus it is

not good representative of the population, but it is useful especially when

randomization is impossible like when the population is very large. It can be

useful when the researcher has limited resources, time and workforce. It can

also be used when the research does not aim to generate results that will be

used to create generalizations pertaining to the entire population.

Therefore, there is a need to use non-probability sampling

techniques.Calmorin&Calmorin cited in BelaroGecolea, (2017) states that

quantitative non-experimental is concerned with conditions, relationships that

exists,practices that prevail, beliefs, processes that are going on, effects that

are being felt, or trends that are developing and how variable varies with

another that is, to have similar relative positions. In addition, Creswell &Poth

(2017) defines correlation study that shows the relationship between two or

more variables, that is, how a variable varies with another. In this case, this

study will reveal the significant relationship between drinking alcohol and

students attitude.
Research Subject

This study was conducted at Mati Polytechnic College, Inc. located at

Don Mariano Marcos Ave., Brgy. Sainz, Mati City, Davao Oriental.Mati

Polytechnic College, Inc., formerly known as Mati Polytechnic Institute, is a

private, non-sectarian educational institution located in Davao Oriental that

was founded in 1992 by Dr.Aresio M. Agbong. Mati Polytechnic College, Inc.

offers an undergraduate program in education. It also offers Technical

Education and Skills Development Authority (TESDA) registered courses in

Bartending, Bookkeeping, Cookery, Housekeeping and Food and Beverage

Services. The said school is recognized by the Commission on Higher

Education (CHED). Mati Polytechnic College, Inc. is now ever committed to

the total transformation of the academic and technical well-being of the youth

of Davao Oriental. It continues to bring hope to thousands of youth in the

region by providing various opportunities in enhancing their idealism and

dreams bearing in mind that one day they themselves will become the bearers

of total social progress and development in their own respective places.

The researchers had selected all senior high school Students of Mati

Polytechnic College, Inc. The research study was all about, The Effect of

Smart phone usage and Academic Performance of senior high school

Students at mati polytechnic college inc..

 Figure 2. Map Showing the Area of the Research Subject

Respondents Population Sample Percentage

GRADE 11 32 13 40.62%

GRADE 12 47 31 65.95%

Total 79 44 106.58%
Table 1. Population and Sample

Research Instruments

There were two sets of questionnaires to be used in this study. One set

for independent variable and one set for dependent variable. The

questionnaire for independent variable which is using smartphone usage and

three indicators which are, interaction competence, smartphone self-efficacy

and behavioural intention to use smartphone.

 The questionnaire for dependent variable which is academic

performance is patterned three indicators which are, academic stressors

(acs), time/balance stressors (tbs) and intrapersonal/self stressors (iss).

In these questionnaires, the respondents are asked to put a check

mark in the box that correspond to the following anchors: five (5) Strongly

Agree, four (4) Agree,three (3) Neutral, two (2) Disagree, and one (1) Strongly

Disagree. The researchers will modify the questionnaire to suit the study and

will be submitted to the panel of experts for validation.

The four orderable gradations of social media with their respective

range of means and descriptions are as follows:

In evaluating the level of smart phone usage , the following scale

were used:

Range of Means Descriptive Level Interpretation

4.20-5.00 Strongly Agree This indicates that effect of smart

phone usage is practiced at all

times.

3.40-4.19 Agree This indicates that effect of smart

phone usage is often practiced but

not continuously.

2.60-3.39 Neither Agree This indicates that

effect of smart phone usage is

practiced occasionally but not

continuously.

1.80-2.59 Disagree This indicates that effect of smart

 phone usage is practiced rarely.

1.00-1.79 Strongly Disagree This indicates that is not practiced.

In evaluating the level of academic performance , the following scale was

used:

Range of Means Descriptive Level Interpretation

4.20-5.00 Strongly Agree This indicates that academic

performance are practiced at all

times.

3.40-4.19 Agree This indicates that academic

performance practicesis often

practiced but not continuously.

2.60-3.39 Neither Agree This indicates that academic

performance is practiced

occasionally but not continuously.

1.80-2.59 Disagree This indicates that academic

performance is practiced rarely.

1.00-1.79 Strongly Agree This indicates that academic

performance is practiced.

DATA GATHERING AND PROCEDURES

The researcher's initial research title underwent a thorough review and

revision by the research adviser to align with the research subject. The
questionnaire was carefully designed to gather accurate responses related to

the study's objectives. After meticulous scrutiny by the researcher, the

questionnaires were presented, analyzed, and reviewed by the research

adviser to ensure response validity. Permission to conduct the research

survey was obtained through a formal letter addressed to the School

President, Dr. Janice G. Agbong, and Executive Vice President, Dr. Iris Jane

G. Agbong-Coates. Data from completed questionnaires underwent a

comprehensive verification, classification, tabulation, and analysis process

using Excel, following the research design outlined in this chapter. The

resulting data was meticulously prepared for final presentation to experts in

various fields.

STATISTICAL TREATMENT OF THE DATA

Statistical Tool

The collected data will undergo analysis and interpretation utilizing the

following statistical tools:

Mean.It examines the central tendency and will be used to determine

the relationship between smartphone usage and the academic performance of

s students at Mati Polytechnic College, Inc. The mean result of the effect of

smartphone usage is 3.79 which describe as Agree and the mean result for

the academic performance is 3.84 which describe as Agree.

Pearson r. This statistical tool seeks to examine the impact of

smartphone usage on the academic performance of senior high school

students at Mati Polytechnic College, Inc. It assesses the linear correlation

between these two variables, aiming to identify any significant relationship

between social media use and the academic performance of the specified

student group. The result of this tool is 0.32.

P-Value- The p-value is a statistical concept that measures the

strength of the evidence against the null hypothesis in a statistical test. It is

defined as the probability, under the assumption of no effect or no difference

(the null hypothesis), of obtaining a result equal to or more extreme than what

was actually observed. The result of this tool is 0.04 which led to the rejection

of null hypothesis.
 Chapter III

RESULTS AND DISCUSSION

This chapter represent the results and discussions of findings of the

data gathered and the analysis of the data through the research instrument

used in the study. The particular topics discussed in this research include

smartphone usage and academic performance of senior high school

students at Mati Polytechnic College, Inc. in terms of interaction

competence, smartphone self-efficacy, and behavioural intention to use

smartphone. Level of academic performance based on academic stressors,

time balance stressors, and intrapersonal / self stressors among senior high

school students at Mati Polytechnic College, Inc.

Level of smartphone phone in:

Mati Polytechnic College, Inc.

The level of smartphone usage among senior high school students in

Mati Polytechnic College, Inc. was computed and interpreted based on the

obtained mean rating of each indicator: interaction competence, smartphone

self-efficacy, behavioural intention to use smartphone.

Shown in the Table 2 is the summary of data gathered about the first

objective of this study that deals with the level of budgetary control practices

of cooperatives in the City of Mati with the respective indicators used in the
study.

As shown in the Table 2, the level of the smartphone usage gained

an overall mean score of 3.79 which describe as Agree. In the overall

average among the three indicators, interactional competence gained the

highest mean score of 3.87 which describe as Agree followed by

smartphone self-efficacy with a mean score of 3.76 which also describe as

Agree and lastly, behavioral intention to use smartphone with a mean of

score of 3.74 which also describe as Agree.

Indicators Mean Descriptive Level

Interaction competence 3.87 Agree
Smartphone Self-Efficacy 3.76 Agree

Behavioral Intention To
Use 3.74 Agree
Smartphone
Overall 3.79 Agree

Table 2. Level of The Effect of Smartphone Usage

Table 2 shows the result gathered among Senior High School

Students in Mati Polytechnic College, Inc. The level of smartphone usage

among senior high school students in Mati Polytechnic College, Inc. gained

an overall mean score of 3.79 or high as shown in the Table 2. In the overall

total average among the three indicators as shown in the Table 2.

Interaction competence gained the highest mean score of 3.87 or High,

followed by smartphone self-efficacy with a mean score of 3.76 or High, and

behavioural intension to use smartphone with a mean score of 3.74.

 As seen in the Table 2, the overall level of smartphone usage among

senior high school students in Mati Polytechnic College, Inc. is high. This

suggests that smartphone usage is often practiced among senior high

school student.

Smartphone usage among senior high school students has been a

growing concern in recent years, impacting their academic performance.

Research by Kwon et al. (2013) highlights the negative correlation between

smartphone overuse and academic achievement, attributing it to increased

distraction and decreased study time. Additionally, Lee et al. (2014)

emphasize the detrimental effects on sleep patterns, further compromising

students’ cognitive functions. In the context of interaction competencies,

scholars like Choi et al. (2018) explore the impact of smartphone use on face-

to-face communication skills, suggesting a potential decline in interpersonal

abilities. This aligns with the broader concern that excessive smartphone

reliance may hinder the development of crucial social skills among

adolescents. It is imperative for educators and parents to address these

issues collaboratively to mitigate the adverse effects of smartphone usage on

academic performance and interaction competencies.

The study by Cheng et al. (2021) investigated the relationship

between smartphone usage, parent-child relationship, loneliness, and self-

efficacy among senior high school students in Taiwan. The study found that

self-efficacy was negatively associated with smartphone usage, indicating

that higher self-efficacy is associated with lower smartphone usage. This

finding is consistent with previous research that has shown that self-efficacy
is an important factor in reducing smartphone usage and promoting

responsible smartphone use.

The study "Behavioural Intention to Use a Smartphone Usage

Management Application Between a Non-Problematic Smartphone Use

Group and a Problematic Use Group” (2021) aimed to investigate the factors

that influence users’ behavioural intention to use smartphone usage

management applications. The study divided participants into a smartphone

use control group and a problematic use group to find significant intergroup

path differences. The research model was based on the Technology

Acceptance Model (TAM) and Expectation-Confirmation Theory (ECT),

which were modified to suit the case of problematic smartphone use

intervention by smartphone application. The study found that in both non-

problematic smartphone use group and problematic smartphone use group,

facilitating factors and perceived security positively affect the intentions of

users to use the application. However, the problematic use group attributed

a lower importance to perceived security than the non-problematic use

group. The study also found that self-regulation was an important construct

regarding problematic smartphone use behaviour. The study’s results

suggest that different factors may influence the behavioural intention to use

a smartphone usage management application in individuals with problematic

smartphone use. The study’s findings can provide insights for developing

applications and implementing programs for users to prevent problematic

smartphone use.
 Statement Mean Descriptive Level
With a smartphone, l can 3.55 Agree
maintain social relationships with
others.
With a smartphone, l can get 3.84 Agree
feedback quickly.
With a smartphone, I can interact 3.75 Agree
with others using multiple tools.
With a smartphone, I can interact 4.21 Strongly Agree
with others no matter where they
are.
With a smartphone, I can easily 3.98 Agree
have a longer conversation with
others.
Overall 3.87 Agree

Table 2.1. The Effect Of Smartphone Usage in terms of interaction

competence

As shown in the Table 2.1, the overall mean of the Level of The Effect

Of The smart phone Usage in terms of interactional competence yielded the

highest mean of 4.21 which describe as Strongly Agree. This means that the

level of the effect of smart phone usage in terms of Interaction competence

is

practiced at all times. This is suggests that the effect of smartphone usage

on interaction competence is consistently observed and practiced.

According to Lee et al. (2014) emphasize the detrimental effects on

sleep patterns, further compromising students’ cognitive functions. In the

context of interaction competencies, scholars like Choi et al. (2018) explore

the impact of smartphone use on face-to-face communication skills,

suggesting a potential decline in interpersonal abilities. This review of

related literature suggests that need for individual to strike a balance

between digital communication and in-person interactions to maintain and

improve their interpersonal skills in the digital age.

In the level of the effect of smartphone usage in terms of Interaction

competence as shown in the Table 2.1, statement With a smartphone, I can

interact with others no matter where they are. gained the highest mean of

4.21 which describe as strongly agree, followed by With a smartphone, I can

easily have a longer conversation with others gained also a highest mean of

3.98 which describe as Agree, With a smartphone, l can get feedback

quickly yielded a result of 3.84 which also describe as Agree, next to this is

With a smartphone, I can interact with others using multiple tools with a

mean of 3.75 which describe as Agree and lastly, With a smartphone, l can

maintain social relationships with others gained 3.55 mean which describe

as Agree. In this indicators with overall questions has a result of 3.87

results as Agree.

Next indicator that gained also the highest mean is resulting to 4.75

which describe as Strongly Agree. In the level of smart phone usage in terms

of smart phone self-efficacy as shown in the Table 2.2, With a smartphone, l

currently search for information gained the highest mean of 4.11 which

describe as Strongly Agree, With a smartphone, I currently work on

assignment, presentation gained the mean of 4.0 which describe as Strongly

Agree, With a smartphone, I currently navigate course websites and read

course materials shows a 3.91 mean which describe as Agree, Next are With

a smartphone, I currently register for courses are reported gained the mean of

3.52 which describe as Agree, With a smartphone, I currently take tests.

gained a 3.25 mean which describe as Agree.

Statements Mean Descriptive Level

1.With a smartphone, I currently take 3.25 Agree
tests.

2. With a smartphone, I currently 3.52 Agree

register for courses.

3.With a smartphone, I currently 3.91 Agree

navigate course websites and read
course materials.

4.With a smartphone, I currently work 4.0 Strongly Agree

on assignment, presentation.

5.With a smartphone, l currently 4.11 Strongly Agree

search for information.

Overall 3.76 Agree

Table 2.2. The Level of smart phone usage in terms of smart phone self-

efficacy

As shown in the Table 2.2, the overall mean of the Level of smart

phone usage in terms of smart phone self-efficacy yielded the highest mean

of 3.76 which describe as Agree. This means that the level of smart phone

usage in terms of smart phone self-efficacy this indicates smart phone usage.

Which is this study was suggests that individual are confident in their ability to

use smartphone effectively because they can easily currently work on their

study by using smartphone.

 The study conducted by Cheng and Yuen (2019) delved into the

relationship between smartphone self-efficacy and digital literacy, finding a

positive correlation. These studies collectively highlight the significance of

understanding smartphone self-efficacy in the contemporary digital landscape

and its potential implications for academic and digital.

In the level of smart of usage in terms of behavioural intention to use

smartphone. With a smartphone, l want to make phone calls to friends about

classes gained the highest mean of 3.89 which describe as Agree, Next to

this With a smartphone, l want to email friends about classes that yields to a

mean of 3.84 which describe as Agree, next statement is With a smartphone,

l want to send messages via Facebook to friends about classes shows a

mean of 3.77 which describe as Agree followed by With a smartphone, l want

to send text messages to friends about classes that yields to 3.61 mean which

describe as Agree and lastly With a smartphone, I am able to contact an

instructor gained a 3.61 mean which also describe as Agree.

Statements Mean Descriptive Level

With a smartphone, l want to email 3.84 Agree
friends about classes.

With a smartphone, l want to make 3.89 Agree

phone calls to friends about classes .

With a smartphone, l want to send text 3.61 Agree

messages to friends about classes.

With a smartphone, l want to send 3.77 Agree

messages via Facebook to friends
about classes.

With a smartphone, I am able to contact 3.61 Agree

 an instructor.

Overall 3.74 Agree

Table 2.3. The Level of smart phone usage in terms of behavioural intention
to use smartphone.

As shown in the table 2.3, the overall mean of the level of the effect

of smartphone usage in terms of behavioural intention to use smartphone

yielded the highest mean of 3.74 which describe as agree. Studies

conducted in the last decade have delved into the psychological and

contextual determinants shaping individuals' intentions to use smartphones.

Venkatesh et al. (2012) proposed the Unified Theory of Acceptance and Use

of Technology (UTAUT), a comprehensive model integrating various factors

influencing technology adoption.

Overall, the level of the effect of smartphone usage at Mati Polytechnic

College Inc is high. This implies that the effect of smartphone are often

practice but not continuously. Smartphone usage, a growing concern, has

been associated with various psychological issues. Chóliz (2010) addressed

the emerging problem of mobile phone usage. This dependency has been

linked to factors such as loneliness and shyness (Bian& Leung, 2015).

Level of Academic Performance Of Senior High School Students At Mati

Polytechnic College, Inc.

The level of academic performance of senior High School Students in

Mati Polytechnic College, Inc. was computed and interpreted based on the
obtained mean rating of each indicator: Academic stressors, Time/Balance

stressors, Intrapersonal/self stressors.

Shown in Table 3 are the summaries of data gathered about the first

objective of this study that deals with the level of academic performance of

senior High School Students at Mati Polytechnic College, Inc. with the

respective indicators used in the study. Table 3 shows the result gathered

among Senior High School Students in Mati Polytechnic College, Inc.

As shown in the table 3, the level of academic performance of senior

High School students at Mati Polytechnic College Inc. gained an overall mean

score of 3.84 or agree as shown in the Table 3. In the overall total average

among the three indicators, Time /Balance stressors gained the highest mean

score of 4.07 or very agree, Intrapersonal /self stressors with a mean score of

3.56 or Agree, and Academic stressors with a mean score of 3.09 or

moderate.

Indicators Mean Descriptive Level

Academic Stressors 3.09 Agree

Time /Balance stressors 4.07 Strongly Agree

Intrapersonal/ Self- 3.56 Agree

Stressors

Overall 3.84 Agree

 Table 3. The level of Academic Performance Of Senior High School

Students in Mati Polytechnic College, Inc.

In the level of Academic Performance Of Senior High School students

at Mati Polytechnic College Inc. as shown in the table 3.1, statement Study

for test and exam gained the highest mean 4.16 or strongly agree, followed by

the statement Achieving my academic goals shows a results of 4.11 mean

which describe as strongly agree, next statement to this statement is the

Contributing to class discussions with the mean of 3.98 followed by the

statement Setting test and exam with the mean of 3.93 followed by the

statement Getting enough good grade with the mean of 3.93 which describes

as agree, followed by the statement Meeting deadlines for academic

performance with the mean 3.89 or agree, followed by the statement Handling

academic workload with the mean 3.86 as agree, followed by the statement

Amount of material to study with the mean 3.84, next statement

Understanding academic materials with the mean 3.84 as agree and lastly

Lack of clarity about assessment task requirements with mean 3.5 as neither

agree.

Statement Mean Descriptive Level

Getting enough good grade. 3.93 Agree

Study for test and exam. 4.16 Strongly Agree

Amount of material to study. 3.84 Agree

Achieving my academic goals. 4.11 Strongly Agree

Handling academic workload. 3.86 Agree

Meeting deadlines for academic 3.89 Agree

Performance.

Setting test and exam. 3.93 Agree

Lack of clarity about assessment 3.5 Neither Agree

task requirements.

Understanding academic materials. 3.84 Agree

Contributing to class discussions. 3.98 Agree

Overall 3.9 Neither

Agree
Table 3.1. The level of Academic Performance Of Senior High school

students in Terms of Academic stressors

As shown in the table 3.1, the overall mean of the level of academic

performance of senior high school students Gained the neither agree mean of

3.9 which describe as Neither Agree. This means that the level Of Academic

Performance Of Senior High school students in terms of academic stressors

this indicates that academic performance is practiced occasionally but not

continuously. According to Johnson and Chun (2015), academic stressors are

significant contributors to students’ overall stress levels. These stressors

encompass a range of factors, including high workload, pressure to achieve

high grades, and fear of academic failure (Smith & Robinson, 2012).

In the level of academic performance of senior high school students in

terms of Time/Balance stressors as shown in the Table 3.2, Managing all my

different responsibilities gained the highest mean of 4.07 which describe as

Strongly Agree and the next statements Finding time for both polytechnic and

leisure activities gained the mean 3.93 which describe as Agree followed by

the statement not being able to manage my time effectively with the mean

3.61 as Agree, followed by the Inconvenient personal timetabling with the

mean 3.45 as agree and lastly being too tired to study properly with the mean

3.8 as neither agree.

Statement Mean Descriptive Level

Managing all my different 4.07 Strongly

Agree

responsibilities.

Being too tired to study properly. 3.8 Neither

Agree

Finding time for both polytechnic 3.93 Agree

and leisure activities.

Not being able to manage my time 3.61 Agree

effectively.

Inconvenient personal timetabling. 3.45 Agree

Overall 4.07 Strongly

Agree

Table 3.2. The level of academic performance of senior high school

students in Terms of time/balance stressors

 As shown in the Table 3.2, the overall mean of the Level of academic

performance of senior high school students in terms of Time/balance

stressors gained the Agree mean of 4.07 which describe as Strongly Agree.

This means that the level of academic performance of senior high school

students in terms of time/balance stressors this indicates that academic

performance are practiced at all times. Time-related stressors and the

pursuit of work-life balance. Michel et al. (2011) delved into the

consequences of work-related time pressure on individual well-being,

revealing a significant link between perceived time pressure and heightened

stress levels. Their study underscored the pressing need for organizations to

address these time-related stressors to cultivate a healthier work

environment and enhance overall employee satisfaction. Complementing

this perspective, Gröpel and Kuhl (2014) examined the pivotal role of time

management in mitigating stress and promoting well-being.

In the level of academic performance of the senior high school

students in terms of Intrapersonal /self stressors as shown in the Table 3.2,

Fear of failing gained the highest mean of 4.07 which describe as Strongly

Agree and followed by the statements In my study skills with the mean of

3.96 which describe as Agree, My procrastination and laziness with the

mean 3.82 which describe as Agree Followed by the statement Dealing with

my personal issues with the mean of 3.66 as Agree, Feeling like I’m not

intelligent enough gained the mean 3.59, Not able to think clearly with the
mean 3.52 as Agree followed by the next statement My writing skills with the

mean 3.48 next Not being sure whether I’m studying the right degree with

the mean of 3.27 followed by the next statement Feeling like I don’t belong

at polytechnic gained the mean 3. 14 as neither agree and lastly Lack of

self-discipline With the mean of 3.09 as neither agree.

Statement Mean Descriptive

Level

Fear of failing. 4.07 Strongly

Agree

Dealing with my personal 3.66 Agree

issues.

My study skills. 3.96 Agree

My procrastination and 3.82 Agree

laziness.

Not being sure whether I’m 3.27 Neither

Agree

studying the right degree.

Feeling like I’m not intelligent 3.59 Agree

enough.

Not able to think clearly. 3.52 Agree

Feeling like I don’t belong at 3.14 Neither

Agree

polytechnic .
My writing skills. 3.48 Agree

Lack of self-discipline. 3.09 Neither

Agree

Overall 3.56 Agree

Table 3.2. The Level of academic performance of senior high school

students in terms of Intrapersonal/self stressors

As shown in the Table 3.2, the overall mean of the Level of academic

performance of senior high school students in terms of Intrapersonal/self

stressors Gained a mean of 3.56 which describe as Agree. This means that

academic performance of senior high school students in terms of

Intrapersonal/self stressors this indicates that academic performance

practices is often practiced but not continuously. Smith and Davis (2019)

extended this focus to social relationships, highlighting the nuanced

dynamics that contribute to stress within personal networks. Concurrently,

studies on self stressors (Brown & Williams, 2014; Carter, 2017) have

gained prominence. Brown and Williams (2014) conducted a comprehensive

review of self-induced stressors, emphasizing the role of perfectionism and

self-criticism in contributing to individual stress levels.

Overall, the level of Academic Performance Of Senior High School

Students in Mati Polytechnic College, Inc. Gained 3.84 mean Which

describe as Agree. This indicates that academic performance is often

practiced but not continuously. Smith (2011) presented that 87% of smart
phone owners access the internet or email on their hand held, including two

thirds (68%) who do so on a typical day. Also, 25% of smart phone owners

say that they mostly go online using their phone, rather than say that they

mostly go online using their phone, rather than with a PC. This support our

assumption that smart phones replaced PC’s as a mean of access to the

internet.

Significant correlation between the effect of smartphone usage and

academic performance of senior high school students at Mati

Polytechnic College Inc.

The third objective of this study is to determine the significant

correlation between the effect of smartphone usage and academic

performance of senior high school at Mati Polytechnic College Inc. using

Analysis of

Variance or (ANOVA) as shown in the Table 4 and Pearson Correlation

Coefficient as shown in the Table 5. Table 4 and 5 contains the result

of the correlation between the effects of smartphone usage and academic

performance of senior high school students . It shows that the effects of

smartphone usage gained a mean of 3.79 which described as Agree. Next

to this is the academic performance of senior high school students which

gives a 3.84 which described as agree. The computed p - value using the

Analysis of Variance (ANOVA) yielded to 0.04 which the null hypothesis is

rejected since p<0.05. This truly means that the effects of smartphone

usage and academic performance of senior high school students have

 significant relationship. The computed Pearson r using the Pearson

Correlation Coefficient as shown in the Table 5 yielded 0.32 which shows

the null hypothesis is rejected in favour of the alternative hypothesis,

indicating that there is a statistically significant linear correlation between the

variables.

Source of SS df MS F P-value F crit

Variation
Between 0.004266667 1 0.004266667 0.11797235 0.043793003 7.708647422

Groups

Within 0.144666667 4 0.036166667

Groups

Total 0.148933333 5

Table 4. Significant correlation Result of between the effects of smartphone

usage and academic performance of senior high school students using the

Analysis of Variance (ANOVA)

Variables Mean Description Pearson r

The effects of smartphone 3.79 Agree

Usage 0.32

Academic Performance 3.84 Agree

Table 5. Significant Relationship Result of between the effects of

smartphone usage and academic performance of senior high school

students using the Pearson

Correlation Coefficient (Pearson r)

This study investigated the correlation between the effects of

smartphone usage and academic performance of senior high school

students at Mati Polytechnic College Inc. The findings revealed that effects

of smartphone usage had a high average of 3.79, while academic

performance of senior high school students had a high average of 3.84. The

p-value from the

ANOVA test was 0.04, Which led to the rejection of the null

hypothesis, indicating a significant Relationship between the effects of

smartphone usage and academic performance of senior high school

students. The Pearson correlation coefficient also showed a Statistically

significant linear correlation between the variables, with a Computed

Pearson r of 0.32. Overall, the study found a significant Relationship

between the effects of smartphone usage and academic performance of

senior high school students, with both variables having high means and the

rejection Of the null hypothesis in both the ANOVA and Pearson correlation
coefficient. Furthermore, a significant correlation was found between the

severity of smartphone use and sleep quality, depression, and anxiety

among university students (Demirci, Akgönül, &Akpinar, 2015). Elhai,

Dvorak, Levine, & Hall (2017) comprehensively reviewed this problematic

smartphone use in relation to anxiety and depression psychopathology.

Kwon, Kim, Cho, & Yang (2013) even developed a short version of the

smartphone usage scale specifically for adolescents, highlighting the

extensive concern over this issue across different age groups. Another

research suggests that many college students perceive the cell phone

primarily as a leisure device, and most commonly use cell phones for social

networking, surfing the Internet, watching videos, and playing games (Lepp

2015).
 Chapter IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter involves the summary of findings, conclusions and

Recommendations drawn from the acquired results of this study, which is

the “The Effects Of Smartphone usage and Academic Performance Of

Senior High school students at Mati Polytechnic College Inc.”

SUMMARY OF FINDINGS

1. On the level of Smartphone Usage, the indicator that get the highest

mean is the Interaction Competence with a mean of 3.87 which describe as

Agree. Next to this is Self-Efficacy which yielded a mean of 3.76 or a Agree

description and lastly, Behavioral intention to use smartphone which shows

a mean of 3.74 and described as Agree. As a summary on the level of

smartphone usage, the overall mean is 3.79 and its descriptive equivalent is

Agree. This indicates that the effects of smartphone usage is often

practiced but not continuously. This is suggests that individual are

interacting with smartphone which have strong belief in their abilities to use
smartphone effectively, we need to implies for continuous monitoring to

maximize the benefits with smartphone usage.

2. On the level of academic performance of senior high school students, the

indicator that gets the highest mean is Time/Balance stressors which shows

a mean of 4.07 and its descriptive level is Very High. Next to this is

Intrapersonal /self stressors with a mean of 3.56 and its descriptive level is

High and for the last one who got lower mean is Academic stressors with a

mean of 3.9

3. The third objective of the study is to determine the significant

correlation between the effects of smartphone usage and academic

performance of senior high school students at Mati Polytechnic College Inc.

The study used Analysis of Variance (ANOVA) and Pearson Correlation

Coefficient to analyze the correlation between the effects of smartphone

usage and academic performance of Senior High School students . The

results showed that effects of smartphone usage gained a mean of 3.79

which is describe as High. While academic performance of Senior High

School students gave a mean of 3.84, which is described as high.

The ANOVA test yielded a p-value of 0.04, which led to the rejection of

the null hypothesis, indicating a significant relationship between smartphone

usage and academic performance of senior high school students at Mati

Polytechnic College Inc. The Pearson Correlation Coefficient also showed

a statistically significant linear correlation between the variables, with

a Pearson r of 0.32.
CONCLUSIONS

The following conclusions were drawn based on the findings of the study:

1. The results revealed that the level of effect of smartphone usage in terms

of Interaction Competence, Smartphone Self-Efficacy, Behavioural intention

to use smartphone, yielded a High result.

2. In addition, the level of academic performance of senior high school

students in terms of academic stressors, Intrapersonal/self stressors got a

high result and Time/Balance stressors, got a very high result.

3. The study found a significant correlation between the effect of

smartphone usage and academic performance of Senior High School

students.

RECOMMENDATIONS

Mati Polytechnic College Inc. This study will help them understand

the effects of smartphone usage and senior high school students that can

help

educators learn and develop more about their lesson for students.

Administrators. This study will help administrators know how useful

and strategic to have a smartphone for students.

Teachers. This study will help you to collaboration among students

by incorporating school project or activities by using smartphone.

 Students. This study provides insights for students in using

smartphones for their academics.

Parents. This study will inform parents that the use of smartphone

have an impact on students academic performance and their studies.

Future Researchers. This study will provide insights and impacts of

smartphone usage. This may vary on usage, negligence and distraction to

students and might affect their learning system. They must provide time

control limits of usage and observe students behavior regarding the usage

of smartphones.

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