Academic performance remains one of the most important indicators of students’
educational success and continues to be a major concern among educators and policymakers
worldwide. In the digital era, the increasing use of smartphones and mobile devices has
introduced both opportunities and challenges to students’ learning experiences. Studies have
shown that excessive smartphone use may lead to distractions, reduced study time, poor
concentration, and lower academic achievement. In United States Joshi et al. (2022) found that
frequent cellphone multitasking during academic activities negatively affects students’ academic
work. Similarly, In the Philippine context, Mushtaq (2024) reported that excessive smartphone
use can disrupt study habits and academic engagement, while Mirafuentes et al. (n.d.)
conducted a study in Panabo City, Davao del Norte, found that mobile phone use significantly
influenced students' academic performance, emphasizing that excessive and non-academic use
contributed to decreased concentration and reduced academic engagement. These findings
indicate that maintaining satisfactory academic performance has become increasingly
challenging as students spend more time on mobile devices.
Academic performance is essential because it reflects students’ mastery of knowledge,
skills, and competencies required for educational advancement and future career opportunities.
Schools and teachers also use students’ academic performance as an indicator of instructional
effectiveness and educational quality. In technology-driven learning environments,
understanding the factors that influence academic performance is crucial for developing
interventions that support student learning. Joshi et al. (2022) highlighted that managing
distractions caused by mobile phone use is important for improving learning efficiency. Mushtaq
(2024) further explained that responsible smartphone habits can help students balance
academic responsibilities and digital engagement, while Zahra et al. (2026) noted that
purposeful academic use of smartphones may enhance learning outcomes when combined with
effective self-regulation. These studies suggest that academic performance remains a critical
educational outcome that requires continuous attention from students, teachers, and
educational institutions.
Several studies have examined the relationship between mobile device use and
academic performance. International evidence indicates that excessive smartphone use,
frequent multitasking, and non-academic mobile phone activities are associated with reduced
concentration and poorer academic outcomes. Joshi et al. (2022) found that students who
frequently switch to their phones during class or study sessions tend to perform less effectively
academically. Mushtaq (2024) also reported that smartphone use may negatively affect study
habits and contribute to distractions while studying. In the Philippine context, a study conducted
among students in Bohol revealed that the influence of mobile phones on academic
performance depends largely on students’ patterns of use rather than the devices themselves,
suggesting that mobile phones can be either beneficial or detrimental depending on how they
are utilized (Parents’ and Students’ Perceptions Toward Mobile Phone Usage and Its Impact on
Academic Performance, 2023). These findings demonstrate that mobile device use is closely
related to students’ academic performance and warrants further investigation.
Although previous studies have explored the relationship between mobile device use
and academic performance among university and senior high school students in different
countries and selected areas in the Philippines, there remains limited published evidence
focusing specifically on senior high school students in the researchers’ target locality. Most
existing studies were conducted in higher education institutions or in schools outside the study
area, making it difficult to generalize their findings to the local context. Differences in
educational environment, access to technology, learning behaviors, and socioeconomic
conditions may influence how mobile device use affects students’ academic performance.
Hence, this study seeks to address this contextual gap by examining the impact of mobile
device use on the academic performance among senior high school students in the selected
locality. The findings may provide empirical evidence that can guide teachers, school
administrators, parents, and future researchers in promoting responsible mobile device use and
improving students’ academic performance.