CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction:

Smartphones have become essential tools in modern education, providing

students with access to vast learning resources and communication platforms.

However, their excessive use can lead to distractions and negatively impact

academic performance (Twenge & Campbell, 2018). Globally, UNESCO (2021)

reports that while technology bridges educational gaps, prolonged screen time is

linked to reduced focus, with students averaging seven non-educational hours

daily on their devices.

In the Philippines, the Department of Education (DepEd, 2023) highlights that

65% of high school students use smartphones during study hours, leading to

lower grades and incomplete assignments. At Bagong Barrio National High

School, this issue is evident among Grade 10 students, where excessive

smartphone use has raised concerns about its effect on academic performance.
Legally, Republic Act No. 10929 promotes responsible use of technology, while

DepEd Order No. 83, s. 2012, emphasizes the need for balance in digital usage.

Additionally, data from the National Telecommunications Commission (2023)

shows 74% of Filipino students are distracted by smartphones during classes,

with 52% reporting a decline in academic performance.

This study uses the Uses and Gratification Theory by Katz et al. (1974) to

examine the relationship between smartphone usage and academic performance

among Grade 10 students at Bagong Barrio National High School, providing

insights to promote responsible smartphone use and enhance learning

outcomes.
Background Of The Study:

The research problem arises from concerns about the increasing use of

smartphones among adolescents and its potential impact on academic

performance. At Bagong Barrio National High School, anecdotal evidence

suggests a link between excessive smartphone use and declining grades among

Grade 10 students. Factors such as high smartphone ownership, decreased

classroom engagement reported by teachers, and a preliminary survey

highlighting non-academic smartphone activities motivated this study.

This research is timely as it addresses a pressing issue in education, given the

pervasive role of technology in students' lives. Grounded in literature on

technology addiction and digital distractions, the study explores the unique

context of Bagong Barrio National High School, considering its urban location,

students' socioeconomic backgrounds, and school policies on technology use. By

examining these dynamics, the study seeks to provide valuable insights into the

relationship between smartphone use and academic performance.

Smartphone usage and its impact on academic performance has been a topic of

interest in several studies. Twenge and Campbell (2018) found that too much

screen time can distract students and lower their academic performance,

although smartphones can be helpful if used correctly. Alavi et al. (2020) also

pointed out this balance, smartphones can offer educational resources, but they

can also be a big source of distraction. Matarboukh et al. (2021) linked

smartphone addiction to higher levels of stress and worse academic results. On

a more positive note, Smith and Aker (2020) found that students who use their

smartphones for educational purposes tend to do better in school.

This study will focus on Grade 10 students at Bagong Barrio National High

School to see how their smartphone habits are affecting their academic

performance. By looking at both the challenges and benefits of smartphone use,

the research aims to better understand how these devices can either help or hurt

students in their learning journey.

The reviewed literature reveals that smartphone usage has both positive and

negative impacts on academic performance. Studies by Twenge and Campbell

(2018) and Alavi et al. (2020) show that excessive screen time can lead to

distractions, lowering academic engagement and performance. However,

smartphones also provide access to educational resources, which can benefit

learning when used appropriately. Matarboukh et al. (2021) and Smith and Aker

(2020) further emphasize the positive effects of smartphones when used for

educational purposes, such as improved academic outcomes, and the negative

effects of smartphone addiction, such as increased stress and lower

performance. Torres et al. (2022) focused on Filipino students and found that

many use smartphones during class, leading to poor academic performance.

This aligns with the current study's focus on Grade 10 students at Bagong Barrio

National High School, offering a local context. Manuel (2023) highlighted gaps in

the implementation of digital responsibility policies in schools, pointing to the

need for better guidelines, which supports the study’s investigation into how

school policies affect smartphone usage.

academic performance, there are inconsistencies in how severe the impact is

and whether smartphones can be beneficial for education. Some studies suggest

minimal effects when smartphones are used for learning, while others report

significant harm from addiction and distractions.

The present study differentiates itself by focusing specifically on Grade 10

students at Bagong Barrio National High School, exploring both the negative and

positive aspects of smartphone use. It also considers the impact of school

policies and digital literacy, areas not fully addressed in previous studies. This

research aims to clarify how smartphone usage patterns affect students'

academic performance in a local context, filling gaps in existing literature.

1. Demographic Profile

1.1 Age

1.2 Sex

1.3 Smartphone Usage (User/Non-user)

2. How the respondents use smartphones academically?

3. Is there a significant relationship between smartphone usage and academic

performance of Grade 10 students at Bagong Barrio National Highschool?

Hypothesis:

Null Hypothesis (H₀): There is no significant relationship between smartphone

usage and academic performance among Grade 10 students at Bagong Barrio

National High School at a 0.05 level of significance.

This study will provide valuable insights into the relationship between

smartphone usage and academic performance, benefiting the following:

Students: Learn to manage smartphone habits for better academic outcomes

and utilize smartphones for educational purposes effectively.

Parents: Gain guidance to promote responsible smartphone use and support

their children’s development.

Teachers: Understand how smartphones influence learning and create strategies

to enhance academic performance.

Future Researchers: Use the study as a basis for exploring related topics in

education and technology.

Scope: This study will focus on Grade 10 students at Bagong Barrio National

High School for the School Year 2024-2025. It will involve a sample of around

250-300 respondents. The research will specifically investigate the relationship

between students' smartphone usage and its direct impact on their academic

performance.

Delimitations: The study will be limited to Grade 10 students only, excluding

parents, teachers, or any other school staff. Also, the research will focus only on

the effects of smartphone usage on academic performance, intentionally

excluding other potential factors such as socio-economic status, or participation

in extracurricular activities.
Theoretical Framework:

Figure 1: Uses and Gratification Theory

According to Uses and Gratification Theory by Katz et al. (1974), people actively

use media, such as smartphones, to satisfy different needs, such as acquiring

information, seeking entertainment, socializing, or expressing themselves. In the

context of students, smartphones are used not only for academic purposes but

also for social media, entertainment, and other personal interests.

Smartphone use significantly impacts students' academic performance, but this

relationship is complex and multifaceted. The features of smartphones

themselves, such as messaging, apps, processing power, and entertainment

options, directly influence students' grades. Educational apps and fast processing

power can aid in learning, enabling students to access information quickly and

study more effectively. However, excessive messaging and entertainment can be

distracting, leading to decreased focus and lower academic performance.

word-of-mouth (EWOM), mediate this relationship. Positive attitudes and

productive use of smartphones can lead to better grades, as students may use

their devices to support their learning. On the other hand, negative attitudes and

misuse, such as spending excessive time on social media or entertainment apps,

have the opposite effect, contributing to a decline in academic performance.

Furthermore, advancements in technology and the potential for smartphone

addiction serve as moderators of this relationship. While technological

advancements can improve learning opportunities, excessive use or addiction to

smartphones can severely disrupt students' academic success. As such, the

effect of smartphones on academic performance depends largely on how

students use them. This highlights the need for mindful and balanced usage, with

students recognizing when their smartphone use is beneficial to their education

and when it becomes a distraction.

This study will explore how the use of smartphones for different purposes affects

students' grades and overall academic performance, emphasizing the importance

of mindful usage in order to achieve academic success.

Our study examines the relationship between accessibility to technology and

academic performance among Grade 10 students.

1. Independent Variable: Accessibility to Technology

This refers to how easily students can access and use technology for educational

purposes. It includes factors such as:

Availability of devices (smartphones, laptops, etc.)

Quality and consistency of internet access

Opportunities for technology use in school and at home

This reflects students' academic outcomes, including:

Grades and test scores

Participation in class activities

Completion of assignments and projects

The framework aims to explore whether access to technology positively or

negatively impacts academic performance, providing insights into how

technology can bridge gaps in education and support effective learning for

students.
Definition Of Terms:

Academic Performance

●​ Conceptual Definition: Refers to the level of achievement or proficiency

students demonstrate in their educational activities, often measured

through grades or other assessment tools.

●​ Operational Definition: In this study, academic performance pertains to

the Grade 10 students’ performance as measured by their reported grades

and responses to the "Academic Performance" section of the survey

instrument.

Demographic Profile

●​ Conceptual Definition: The statistical data that describe the

characteristics of a population, such as age, sex, and other relevant

factors.

●​ Operational Definition: In this study, the demographic profile includes the

age and sex of Grade 10 students as gathered through the first section of

the survey.
Smartphone Usage

●​ Conceptual Definition: Refers to the extent and manner in which

individuals use smartphones for various purposes, including

communication, entertainment, and information retrieval.

●​ Operational Definition: In this study, smartphone usage focuses on how

Grade 10 students use their smartphones, including frequency, purposes,

and user behavior, as determined through survey questions specifically

addressing these aspects.

Uses and Gratifications Theory

●​ Conceptual Definition: A theory developed by Katz et al. (1974) that

explains how people actively use media to fulfill specific needs such as

gaining information, seeking entertainment, or expressing themselves.

●​ Operational Definition: This theory serves as the framework for the

study, guiding the analysis of how Grade 10 students use smartphones to

meet their needs and its possible effects on their academic performance.

●​ Note: The conceptual definition was taken from the original work by Katz

et al. (1974).