CHAPTER 1

INTRODUCTION

1.1. Background and rationale

Mobile phones have really become a huge part of students'

everyday lives. At Libertad National High School, most Grade 11

students rely on their phones to chat with friends, scroll through social

media, play games, or even tackle school assignments. Although

smartphones can be beneficial for learning, such as when searching for

information or accessing online materials, they can also lead to

distractions. If students spend too much time on their phones, it could

impact their focus, time management, and even their grades.

Research has shown a slight negative association between

smartphone addiction and academic performance. For instance, a

significant study involving about 150,000 college students found a

correlation of around –0.12, indicating that higher phone addiction often

means lower academic results (Roberts, Yaya, & Manolis, 2014). Other

studies have discovered that using phones during class or multitasking

can result in poor concentration, reduced memory retention, and lower

test scores (Kuznekoff & Titsworth, 2013; Harvard GSE, 2022).

In the Philippines, excessive phone use among high school

students has been linked to increased stress, diminished motivation,

and poorer academic outcomes. A 2021 study by David, Pila, and

Tolentino examined over 3,300 Filipino high school students and found

that patterns of smartphone use, along with factors such as

nomophobia (fear of being without a phone) and smartphone addiction,

were
significant predictors of lower perceived academic performance (David,

Pila, & Tolentino, 2021).

Grade 11 is a crucial year for students, as it sets the stage for their

final year in high school and their future in college or careers. However,

spending too much time on mobile phones, especially for non-

educational purposes, can hinder studying and completing schoolwork.

Therefore, our research is aimed at understanding how mobile phone

use impacts the academic performance of Grade 11 students in

Libertad National High School. This study also hopes to encourage

healthier and more responsible phone habits among students.

1.2. Statement of the problem

This study seeks to investigate the relationship between mobile

phone usage and the academic performance of Grade 11 students in

Libertad National High School. While phones can serve as useful

educational tools, they can also distract students and potentially

negatively affect their academic performance.

The study aims to answer the following questions:

1. How many hours do Grade 11 students spend on their phones

each day?

2. What activities do they mainly engage in on their phones (such

as social media, gaming, studying, etc.)?

3. Is there a significant difference in academic performance

between

4. students who frequently use their phones and those who don’t?

2
 5. How does phone use during study time affect their concentration

and ability to complete assignments?

6. What recommendations do students, teachers, and parents

have for managing phone use to enhance academic

performance?

7. What is the impact of mobile phone usage and academic

performance among Grade 11 students in Libertad National

High School?

1.3. Objectives of the study

1.3.1. General objective:

To understand how mobile phone usage influences the academic

performance of Grade 11 students at Libertad National High School.

1.3.2. Specific objectives:

1. To analyze the impact of mobile phone usage and academic

performance among Grade 11 students in Libertad National

High School.

2. To identify the most common activities they engage in on their

phones, such as social media, gaming, chatting, watching

videos, or studying.

3. To compare the academic performance between students who

often use their phones and those who don’t.

4. To assess how phone usage while studying impacts students'

focus and their ability to complete assignments.

5. To gather insights from students, teachers, and parents on

3
 managing phone usage more effectively.

6. To examine the effect of late-night phone usage on students’

sleep quality and academic performance.

1.4. Scope and limitations of the study

This study focused on the mobile phone usage and its impact on

the academic performance of the Grade 11 students in Libertad

National High School for the school year 2025–2026. The respondents

of the study were 100 Grade 11 students who were randomly selected

from different sections to fairly represent the population of the grade

level. The study examined the number of hours students spent using

their mobile phones and the common activities they engaged in such

as browsing social media, playing games, chatting, watching videos,

and studying. It further investigated how these habits influenced their

academic performance, particularly in terms of their focus and

concentration during lessons, participation in class discussions,

completion of school requirements, and results in quizzes and

examinations. The study was conducted during the first semester,

second grading period, to provide a clearer picture of students’ mobile

phone practices and their relationship to academic outcomes within a

specific timeframe. The scope of this research was limited only to

Grade 11 students of Libertad National High School and did not include

other grade levels or schools. Furthermore, it focused only on

academic performance and did not consider other possible effects of

mobile phone usage such as emotional well-being, health-related

issues, or behavioral changes.

4
1.5. Significance of the study

This research is significant as it can aid various groups in

understanding how mobile phone use impacts students' academic

performance:

For Students. It encourages them to reflect on their own phone habits

and adopt more responsible usage.

For Teachers. It may provide insights on reducing distractions in class

and fostering better study practices (Kuznekoff & Titsworth, 2013).

For Parents. It can help them establish more effective rules regarding

screen time at home and understand how excessive smartphone use

can affect learning (David, Pila, & Tolentino, 2021).

For School Leaders and Policymakers. It offers valuable information

to inform the development of school policies or programs that balance

technology use with effective learning.

1.6. Definition of terms

Academic Performance refers to how well students achieve in their

grades and manage their time, focus, and task completion.

Concentration refers to the ability to maintain focus on schoolwork

without getting distracted.

Gaming refers to playing games on phones, whether they are simple

or complex.

5
Grade 11 Students are students in the second year of Senior High

School, usually aged 16–17.

Mobile Phone Usage refers to the duration of time and types of

activities students engage in on their phones.

Responsible Usage refers to using phones thoughtfully in a way that

enhances learning and limits distractions.

Social Media refers to online platforms like TikTok, Facebook, and

Instagram that enable students to connect, share, and consume

content.

Study Time refers to the period during which students engage in

homework, lesson reviews, and test preparations.

6
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Mobile phones are now a regular part of students’ daily lives. They

are used for communication, entertainment, research, and even as

study tools. Because of this, many researchers have studied how

mobile phone usage affects the academic performance of students.

Some results show that phones can support learning, while others

prove that they can be a major source of distraction when not used

responsibly. This section reviews both local and international studies

that are connected to the present research on Grade 11 students of

Libertad National High School.

In the Philippines, Buctot, Kim, and Kim (2021) examined the

relationship between patterns of smartphone use, nomophobia, and

perceived academic performance among high school students. The

findings revealed that those who frequently used their phones for non-

academic activities, such as gaming and social media, reported lower

levels of academic performance. The study emphasized that too much

focus on mobile phones often leads to less time spent on academic

work, which affects concentration and grades.

Furthermore, Dalope and Woods (2021) also conducted a study on

Filipino senior high school students, focusing on how mobile phone use

during study hours affects school performance. They found that

overuse of mobile phones often resulted in procrastination, incomplete

schoolwork, and poor study habits. However, they also pointed out

7
that when phones were used moderately and for academic purposes,

they provided access to useful educational materials and made

communication with teachers easier.

Another study by Buctot, Kim, and Kim (2020) explored the

connection between smartphone addiction and lifestyle profiles among

junior and senior high school students in the Philippines. Their findings

showed that students who were heavy users of mobile phones

experienced greater difficulties in time management, higher stress

levels, and weaker academic focus. This suggests that mobile phone

usage does not only affect academic results but also shapes how

students handle responsibilities and manage their daily routines.

Moreover, Adriano (2019) studied mobile phone dependency

among Filipino college students and discovered that students who

were highly dependent on their phones were more likely to be

distracted during study hours. These students often used their phones

late at night, which affected their sleep schedule and made them less

productive in school. The study concluded that mobile phone

dependency is strongly related to lower academic performance.

Finally, Garcia and Geronimo (2022) investigated how mobile

phone usage affects classroom engagement among high school

students in the Philippines. They found that constant checking of social

networking apps during class distracted students from lessons and

reduced their participation in discussions. The study highlighted that

8
even when teachers were delivering lessons, many students were

tempted to use their phones, leading to weaker academic focus.

International research also supports these findings. Samaha and

Hawi (2016) in Lebanon examined smartphone addiction, stress, and

academic performance among university students. Their study showed

that students with higher levels of phone addiction had higher stress

and lower grades. The researchers emphasized that schools and

universities should help students learn how to control their phone use

during study time to reduce distractions.

Similarly, Lepp, Barkley, and Karpinski (2014) in the United States

studied the relationship between total daily cell phone use and GPA

among college students. They discovered that heavy phone users had

lower GPAs compared to students who used their phones less. In

addition, the study revealed that excessive use of mobile phones often

caused students to multitask, which reduced their ability to study

effectively.

In Europe, Kates, Wu, and Coryn (2018) investigated the effects of

simply having a smartphone nearby during study tasks. They found

that even when phones were not actively used, their presence reduced

students’ memory recall and focus. This study revealed that the

distraction caused by mobile phones goes beyond usage—it can also

affect concentration just by being within reach.

In South Korea, Lee, Kim, and Lee (2017) examined mobile

phone usage among high school students and its link to academic

9
achievement. Their findings showed that students who engaged more

in mobile gaming and social networking performed worse academically

compared to those who used their phones mainly for school-related

purposes. The study recommended that students manage their time

wisely to avoid wasting too much on non-academic phone activities.

Lastly, van der Schuur, Baumgartner, Sumter, and Valkenburg

(2015) in the Netherlands analyzed the effects of media multitasking,

including mobile phone use, on academic performance. They

discovered that students who frequently switched between studying

and checking their phones had weaker comprehension and lower

grades. This study emphasized that multitasking divides attention and

makes it harder for students to retain information.

Taken together, these local and international studies highlight both

the positive and negative effects of mobile phone usage among

students. They show that mobile phones can support learning when

used responsibly for research and communication, but can also harm

academic performance when they are overused for entertainment and

social media. Furthermore, they confirm that issues such as distraction,

time management, stress, and reduced concentration are common

across different contexts.

Overall, these studies provide a strong foundation for the present

research on Grade 11 students at Libertad National High School. Just

like in the reviewed studies, this research will investigate how much

time students spend on their phones, what activities they engage in,

10
and how these habits affect their academic performance in terms of

class participation, assignments, and test results. By connecting these

findings to the local setting of Libertad National High School, this study

aims to give a clearer understanding of the role mobile phones play in

the lives of senior high school students. Thus, these studies serve as a

basis and inspiration for the present research.

11
 CHAPTER 3
THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1. Theoretical framework

This study is anchored on three modern theories that explain the

possible effects of mobile phone usage on the academic performance

of students. These theories are important because they provide a

deeper understanding of why students rely heavily on their phones,

how excessive use can interfere with their focus, and how these

patterns of behavior may influence their school performance. By

grounding the study in these theories, the research gains a clearer

direction in analyzing the connection between mobile phone usage and

the academic experiences of Grade 11 students at Libertad National

High School.

The first is the Self-Determination Theory by Deci and Ryan (2000).

According to this theory, human motivation is driven by three basic

needs: autonomy (the need to have control over one’s choices),

competence (the need to feel capable and successful), and

relatedness (the need to connect with others). In the context of mobile

phone use, students often fulfill these needs through activities such as

chatting with friends, playing online games, or browsing social media.

While these behaviors satisfy personal desires, they may also distract

from academic responsibilities. Furthermore, when the motivation for

entertainment outweighs the motivation for schoolwork, students are

12
more likely to prioritize phone activities over studying or completing

assignments. This theory is important because it explains why students

continuously return to their phones even when they know it may harm

their academic performance.

The second is the Media Multitasking Theory by Ophir, Nass, and

Wagner (2009). Based on this theory, people who engage in multiple

media activities at the same time, such as studying while scrolling

through TikTok or messaging, struggle with maintaining focus and

retaining information. According to Ophir and his colleagues, frequent

switching of attention creates cognitive overload, making it harder for

the brain to process information effectively. For students, this means

that using mobile phones during study sessions weakens their

concentration, reduces memory retention, and lowers the quality of

their schoolwork. Moreover, this theory directly supports the concern of

this study since many Grade 11 students may attempt to juggle

academic tasks with constant phone usage, leading to poor

performance in class participation, assignments, and tests.

The third is the Conservation of Resources (COR) Theory by

Hobfoll (2001). According to this theory, individuals have limited

resources such as time, energy, and attention, and they strive to

protect and manage these resources. However, when resources are

overused in one area, less is available for other important tasks. In the

case of students, spending long hour on mobile phones, whether for

gaming, social media, or late-night chatting, consumes much of their

time and energy, leaving fewer resources for studying, preparing for

13
exams, or resting. Furthermore, constant phone use may drain their

mental energy, which could result in weaker academic performance

and reduced classroom engagement. This theory is very relevant to

this research since it highlights how the overuse of mobile phones can

lead to a loss of resources that are essential for academic success.

Taken together, these three theories provide a strong foundation

for understanding the relationship between mobile phone usage and

academic performance. The Self-Determination Theory explains why

students are motivated to use their phones, the Media Multitasking

Theory shows how divided attention affects concentration and learning,

and the Conservation of Resources Theory highlights how excessive

phone use consumes the time and energy students need for

academics. By using these theories as a guide, this study examines

not only how much time Grade 11 students spend on their phones but

also how these habits connect to their overall performance in class

participation, assignments, and examinations. These theories therefore

provide a solid basis for exploring the role of mobile phone usage in the

academic lives of students at Libertad National High School.

3.2. Conceptual framework

Figure 1 shows the relationship of the independent variable (Mobile

Phone Usage) and the dependent variable with is the academic

performance.

Mobile Phone Usage Academic Performance

14
Fig.1. Conceptual framework of the stu

CHAPTER 4
RESEARCH METHODOLOGY

4.1. Research design

This study used a descriptive-correlational research design to

examine the relationship between mobile phone usage and the

academic performance of Grade 11 students at Libertad National High

School. The descriptive part of the study focused on identifying and

describing how often students use their mobile phones and what

activities they usually do with them. The correlational part, on the other

hand, aimed to find out whether there is a connection between how

much students use their phones and how well they perform in their

studies. This design was chosen because it helps the researchers

gather factual information about the current situation of students and

determine if one variable (mobile phone usage) has a relationship with

another (academic performance). Through this design, the researchers

were able to collect numerical data, analyze patterns, and interpret

whether frequent use of mobile phones affects students’ grades, focus,

and productivity in school.

4.2. Subjects of the study

The subjects of this study were 100 Grade 11 students from

Libertad National High School. They came from three different strands,

namely HUMSS A, HUMSS B, and TVL-HE. These students were

15
chosen because they represent a diverse group of senior high school

learners who differ in study habits, learning styles, and daily phone

usage. Grade 11 students were selected as the focus of this study

since they are in a crucial stage of adapting to the academic demands

of senior high school while also being highly engaged with mobile

phones for both educational and personal use. Their experiences

provide valuable insights into how mobile phone usage influences

academic performance, classroom focus, and study efficiency. By

including students from various strands, the study was able to gather a

complete and balanced understanding of how mobile phone usage

affects academic performance among senior high school students at

Libertad National High School.

4.3. Data gathering procedure

Before conducting the research, the researchers wrote a formal

letter to the school principal and class advisers asking for permission to

carry out the study. Once approval was granted, the researchers

personally distributed the survey questionnaires to the selected

respondents during their free time to avoid interrupting classes. Before

answering, the purpose of the study was clearly explained to the

students, and they were assured that all their answers would be kept

confidential and used only for research purposes. The respondents

were given enough time to read and answer each question honestly.

After all the questionnaires were completed, the researchers collected

them, checked for completeness, and organized the responses

carefully. The data gathering process was completed within one week

16
during the second grading period of the school year 2025–2026. This

step-by-step process ensured that the information collected was

accurate, reliable, and ready for analysis. A map of Libertad National

High School will be used to show the location and distribution of

respondent

17
Fig.2. Map showing the location of Libertad National High School,
Poblacion, Libertad Misamis Oriental

4.4. Instruments used in the study

The main instrument used in this study was a survey questionnaire

that the researchers created to collect data about the mobile phone

usage and academic performance of Grade 11 students at Libertad

National High School. The questionnaire was made simple and easy to

understand so that students could answer it clearly and honestly. It was

checked and approved by the research adviser to make sure that all

questions were related to the study’s objectives. The questionnaire had

two parts. The first part asked for the respondent’s basic information

such as name (optional), age, gender, and strand. The second part

contained ten questions that focused on how often students use their

phones, what activities they do on them, and how these habits affect

their studies, focus, and sleep. It also included questions about how

students respond to advice from teachers or parents about managing

their phone use. Each question had choices that helped students pick

the answer that best described their situation. The survey was

distributed personally by the researchers to 100 Grade 11 students

from HUMSS A, HUMSS B, and TVL-HE during their free time. The

purpose of the study was explained clearly, and the students were

assured that their answers would be kept confidential and used only for

research.

18
4.5. Data analysis

The data gathered from the survey questionnaires were collected,

organized, and analyzed to determine how mobile phone usage affects

the academic performance of Grade 11 students at Libertad National

High School. The researchers used simple descriptive statistics such

as frequency, percentage, and mean to summarize the responses of

100 students. Each item in the questionnaire was tallied, and the

number of responses for each choice was converted into percentages.

The mean was also computed to find the overall level of mobile phone

usage and academic performance.

The formulas used were:

f
Percentage = × 100
N

Where:

f = frequency of each response

N = total number of respondents

The mean was also computed using this formula:

Mean =
∑X
N

19
 CHAPTER 5
RESULTS AND DISCUSSIONS

5.1. The number of hours Grade 11 students spend on their

phones each day

Table 1. Time Spent on Phones Per Day

Time Spent on TVL-HE HUMSS A HUMSS B Total

Phones Per Day

Less than 1 Hour 4 2 3 9

1 to 3 Hours 12 14 18 44
4 to 6 Hours 7 11 12 30
More than 6 Hours 5 9 10 24

The survey results indicate that 44 students (44%) spend 1 to 3

hours per day on their phones, the largest group. This is followed by 30

students (30%) who use their phones for 4 to 6 hours, and 24 students

(24%) who use them for more than 6 hours. Only 9 students (9%)

manage to keep usage under an hour. These figures show that a

significant portion of students are moderate to heavy users. According

to Buctot, Kim, and Kim (2021), high levels of smartphone use,

particularly for non-academic activities, are associated with lower

academic performance. The smaller group with minimal phone use

may have more time for studying and rest, which can positively impact

academic outcomes.

20
5.2. The main activities students engage in while using their

phones

Table 2. Main Activity on Phone

Main Activity on
TVL-HE HUMSS A HUMSS B Total
Phone
Social Media 8 13 17 38

Gaming 4 5 14 23

Chatting/Messaging 8 9 19 36

Watching Videos 7 16 7 30

Studying Research 3 14 14 31

The most common activities among students are social media

(38%), chatting or messaging (36%), and watching videos (30%). While

31 students (31%) use their phones for studying or research, they

remain in the minority. This reflects findings by Buctot, Kim, and Kim

(2021), who reported that academic performance declines when

smartphone use is dominated by entertainment rather than educational

purposes. Similarly, Adriano (2019) emphasized that entertainment

use, especially at night, reduces time for learning and rest.

5.3. The difference in academic performance between students

who
frequently use their phones and those who don’t

Table 3. Perceived Impact of Phone Use

Perceived Impact TVL-HE HUMSS A HUMSS B Total
of Phone Use
Improves 7 11 8 26
Performance
No difference 7 8 9 24
Slightly lowers my 11 14 18 43
performance
Greatly lowers my 2 3 1 6

21
 performance

A total of 49 students (49%) feel that phone use lowers their

academic performance (43 slightly, 6 greatly). In contrast, 26 students

(26%) believe it improves performance, and 24 students (24%) see no

impact. These findings align with Buctot, Kim, and Kim (2021), who

found that smartphone addiction and non-academic use reduce

perceived academic ability. Similarly, David, Pila, and Tolentino (2021)

showed that smartphone addiction and nomophobia negatively

influence academic outcomes among Filipino students.

5.4. The effects of phone use during study time on concentration

and assignment completion

Table 4. Effect on Concentration During Study

Effect on
Concentration TVL-HE HUMSS A HUMSS B Total
During Study
Improve Focus 3 8 7 18
No effect 4 3 3 10
Sometimes 21 22 22 65
distracts
Greatly distracts 0 3 3 6

65 students (65%) said phone use sometimes distracts them while

studying, and 6 students (6%) said it greatly distracts them. Only 18

students (18%) felt that phones improve their focus, and 10 students

(10%) reported no effect. These findings support Dalope and Woods

(2021), who found that phone use during study time often leads to poor

concentration and procrastination. Likewise, Garcia and Geronimo

(2022) observed decreased classroom engagement when students

were distracted by social media and messaging apps.

Table 5. Assignment Completion While Using Phone

22
 Assignment
Completion TVL-HE HUMSS A HUMSS B Total
While Using
Phone
Always 2 2 10 14
Often 5 11 10 26
Sometimes 21 20 18 59
Never 0 0 2 2

Regarding assignment completion, 59 students (59%) said they

sometimes complete assignments when using phones, 26 (26%) said

often, 14 (14%) said always, and 2 (2%) said never. These results

reflect the same concerns raised by Dalope and Woods (2021), who

emphasized how excessive phone use can interfere with productivity.

Garcia and Geronimo (2022) also found that distractions from digital

devices reduce the quality and consistency of academic task

completion.

5.5. The recommendations given by students, teachers, and

parents to improve academic performance by managing
phone use

Table 6. Frequency of Advice from Adults

Frequency of
Advice from TVL-HE HUMSS A HUMSS B Total
Adults
Always 19 13 22 54
Often 1 1 3 5
Sometimes 8 15 11 34
Never 0 2 0 2

Table 7. Helpfulness of Advice or Rules

Helpfulness of TVL-HE HUMSS A HUMSS B Total

Advice or Rules
Very helpful 14 23 25 62

23
 Somewhat helpful 13 22 10 45
Not helpful 0 1 1 2

54 students (54%) always receive advice from adults about

managing phone use, 34 (34%) sometimes do, 5 (5%) often do, and

only 2 (2%) never receive any advice. Most students—62 (62%)—

found the advice to be very helpful, 45 (45%) found it somewhat

helpful, and only 2 (2%) said it was not helpful. These findings reinforce

the conclusions of Buctot, Kim, and Kim (2021), who emphasized the

role of family and teacher support in reducing smartphone addiction.

Similarly, David, Pila, and Tolentino (2021) highlighted that adult

interventions play a key role in guiding students toward healthier phone

habits and better academic performance.

5.6. The impact of late-night phone usage on students’ sleep and

academic performance

Table 8. Late-Night Use Frequency

Late-Night
Phone Use TVL-HE HUMSS A HUMSS B Total
Frequency
Never 4 1 0 5
Rarely 4 6 9 19
Sometimes 19 13 20 52
Often 1 11 7 19

Table 9. Effect on Sleep Quality

Effect on sleep
quality TVL-HE HUMSS A HUMSS B Total

No effect 2 6 3 11
Sometimes 21 17 24 62
affects sleep
Often affects 2 5 5 12
sleep
Always affects 2 8 4 14
sleep
24
 52 students (52%) said they sometimes use their phones late at

night, and 19 (19%) said they often do. Only 5 (5%) never use their

phones at night. In terms of sleep impact, 62 students (62%) said

phone use sometimes affects their sleep, 12 (12%) said it often does,

and 14 (14%) said it always does. These results support the findings of

Adriano (2019), who observed that nighttime smartphone use causes

poor sleep, leading to fatigue and reduced academic performance.

Likewise, Buctot, Kim, and Kim (2021) included “nomophobia” and

nighttime usage as contributors to poor sleep and concentration issues,

both of which are reflected in the survey results from this study.

25
 CHAPTER 6
SUMMARY AND CONCLUSION

1. This study focused on examining the effects of mobile phone

usage on the academic performance of Grade 11 students from

TVL-HE, HUMSS A, and HUMSS B at [Your School Name]. The

primary goal was to explore how the frequency, duration, and

type of mobile phone use influenced their study habits,

concentration, sleep quality, and perceived academic outcomes.

The study was grounded in existing literature, including works by

Buctot, Kim, and Kim (2021), Adriano (2019), and David, Pila,

and Tolentino (2021), who emphasized that smartphone use—

especially for non-academic purposes—can negatively impact

student performance. The data was collected through a survey

questionnaire with structured and relevant questions related to

the objectives of the research.

2. Results showed that mobile phone usage is a common part of

students’ daily lives, with 44 out of 100 respondents reporting

that they use their phones between 1 to 3 hours per day.

26
 Additionally, 30 students reported 4 to 6 hours of daily use, and

24 students reported more than 6 hours. Only 9 students stated

they use their phones for less than an hour daily. These figures

suggest that a majority of students fall within moderate to high

levels of phone use, which may affect the time they allocate for

studying, resting, or other academic-related tasks.

3. Results revealed that the most frequent activities students

engaged in while using their phones were related to

entertainment and communication. Specifically, 38 students

mainly used their phones for social media, 36 for chatting or

messaging, and 30 for watching videos. In contrast, only 31

students reported using their phones primarily for studying or

academic research. These findings highlight that while some

students do take advantage of their phones for educational

purposes, a larger portion are focused on activities that are

more likely to distract them from their academic responsibilities.

This supports Buctot, Kim, and Kim’s (2021) claim that non-

academic use of smartphones can reduce productivity and

hinder academic focus.

4. Results showed that nearly half of the respondents believed

their academic performance was negatively affected by mobile

phone use. Specifically, 43 students said it slightly lowers their

performance, and 6 said it greatly lowers it. In contrast, only 26

students believed it improved their performance, and 24 felt it

27
 had no impact. These self-assessments indicate that a

significant number of students are aware of the possible

negative effects of their phone usage. The perception of lowered

performance aligns with David, Pila, and Tolentino’s (2021)

research on nomophobia and digital dependency, which points

to increased screen time as a contributor to reduced academic

outcomes.

5. Results revealed that phone usage during study time had a clear

effect on students’ concentration. A total of 65 students said

using their phones while studying sometimes distracts them,

while 6 said it often distracts them. Only 18 students reported

improved focus, and 10 said there was no effect. Regarding

assignment completion, 59 students stated they only sometimes

complete tasks while using phones, 26 said they often do, and

only 14 said they always do. These findings reflect what Dalope

and Woods (2021) noted about the impact of digital distractions:

students may feel productive while multitasking with their

phones, but their output and quality of focus often decrease.

6. Results showed that late-night phone usage is also a

contributing factor to poor academic performance. The survey

revealed that 52 students sometimes use their phones late at

night, while 19 often do. Only 5 students reported never using

their phones at night. Regarding sleep quality, 62 students said

phone use sometimes affects their sleep, 12 said it often does,

28
 and 14 stated it always affects their sleep. Poor sleep can cause

lack of energy, poor concentration in class, and incomplete

assignments. These outcomes are consistent with Adriano’s

(2019) findings, which emphasized that night-time phone usage

reduces students’ rest and mental alertness, negatively

influencing their learning ability the following day.

7. Results revealed that while phone usage can be harmful,

guidance and intervention from teachers and adults play a

helpful role. A total of 54 students said they always receive

advice on managing their phone usage, and 34 sometimes do.

Only 2 said they never receive advice. When asked how helpful

this advice is, 62 students responded that it is very helpful, while

45 said it is somewhat helpful. This aligns with Buctot, Kim, and

Kim (2021), who emphasized the positive impact of structured

guidance in reducing the negative effects of excessive phone

use. This also highlights the importance of schools and teachers

in promoting digital discipline and balanced use.

8. Results showed that students who are conscious of their phone

usage and receive frequent advice or apply rules tend to

manage their time better. Students who mainly use phones for

studying or who limit their late-night phone habits appear to

experience fewer distractions and report better concentration.

These behaviors contribute positively to their academic

performance. On the other hand, students who overuse phones

29
 for entertainment, especially during study time or before sleep,

experience lowered productivity, sleep deprivation, and more

academic struggles.

9. Therefore, the study concludes that while mobile phones are

important tools for communication and even for studying, their

misuse, especially for social media, gaming, and entertainment,

can significantly affect students’ academic performance. Proper

usage, time management, and guidance from adults can help

reduce negative impacts. It is important for students to be aware

of how their mobile habits influence their schoolwork, and for

schools to implement programs or policies that encourage

responsible digital behavior. Promoting balance and discipline in

phone usage is essential for improving students' focus,

academic engagement, and overall performance.

30
 LITERATURE CITED

Adrianao, R. (2019). Mobile phone dependency and its effect on

academic performance among Filipino college students. Philippine
Journal of Educational Research, 12(1), 45-58.

Buctot, M. D., Kim, H., & Kim, J. (2020). Smartphone addiction and
lifestyle profiles among junior and senior high school students in the
Philippines. International Journal of Mental Health and Addiction, 18(3),
760–772. [Link]

Buctot, M. D., Kim, H., & Kim, J. (2021). Patterns of smartphone use,
nomophobia, and perceived academic performance among Filipino
high school students. Asian Journal of Psychiatry, 61, 102683.
[Link]

Dalope, A., & Woods, M. (2021). The impact of mobile phone use
during study hours on school performance of Filipino senior high school
students. Philippine Educational Review, 15(2), 112-129.

David, C., Pila, A., & Tolentino, R. (2021). Smartphone addiction,

nomophobia, and academic performance among Filipino high school
students. Journal of Educational Psychology and Research, 13(4), 210-
225.

Garcia, L., & Geronimo, F. (2022). Effects of mobile phone usage on

classroom engagement among high school students in the Philippines.
Philippine Journal of Education, 18(1), 33-47.

Harvard Graduate School of Education. (2022). The impact of mobile

phone use on student learning and classroom engagement. Retrieved
from [Link]

31
Kates, A., Wu, M., & Coryn, C. (2018). The effect of the presence of
smartphones on memory recall and focus in students. Computers in
Human Behavior, 86, 82–87. [Link]

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone

usage on student learning. Communication Education, 62(3), 233–252.
[Link]

Lee, J., Kim, M., & Lee, H. (2017). Mobile phone usage patterns and
academic achievement among Korean high school students. Journal of
Educational Technology, 14(2), 67-79.

Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship

between cell phone use, academic performance, anxiety, and
satisfaction with life in college students. Computers in Human
Behavior, 31, 343–350. [Link]

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media
multitaskers. Proceedings of the National Academy of Sciences,
106(37), 15583–15587. [Link]

Roberts, J. A., Yaya, L. H., & Manolis, C. (2014). The invisible

addiction: Cell-phone activities and addiction among male and female
college students. Journal of Behavioral Addictions, 3(4), 254-265.
[Link]

Samaha, M., & Hawi, N. S. (2016). Relationships among smartphone

addiction, stress, and academic performance. Computers in Human
Behavior, 57, 321–325. [Link]

van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., &

Valkenburg, P. M. (2015). The consequences of media multitasking for
youth: A review. Computers in Human Behavior, 53, 204–215.
[Link]

32
Appendix 1. Letter of request to the principal of Libertad National
High School to conduct the study

33
 Republic of the Philippines
Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL

OCTOBER 6, 2025
ANALIZA N. CHU
Secondary School Principal I
Libertad National High School

Dear Ma’am Chu,

Good day!

The researchers, respectfully request your permission to conduct a survey

entitled “The Impact of Mobile Phone Usage on the Academic
Performance Among Grade 11 Students in Libertad National High
School.”

The survey will be conducted among selected students from Grade 11

HUMSS A, HUMSS B and TVL-HE. All information gathered will be treated
with confidentiality and used only for academic purposes.

Thank you for your support and positive response.

Respectfully yours,

KEISHA NAILAH S. GILE

ANGELEAH Y. BACAN
Researchers

Noted by:

GLADEN SHELLEY A. BILLIONES

Practical Research 2, Adviser, Grade 12 HUMSS B

Approved by:

ANALIZA N. CHU
Secondary School Principal I

Appendix 2. Letter of request to the adviser of Grade 11 HUMSS A

of Libertad National High School to conduct the
study

34
 Republic of the Philippines
Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL

OCTOBER 6, 2025
MENCHILOU D. DENIHAY
Grade 11 HUMSS A, Adviser

Dear Ma’am/Sir,

Good day!

The researchers of Grade 12 HUMSS A students conducting a research

entitled “The Impact of Mobile Phone Usage on the Academic
Performance Among Grade 11 Students in Libertad National High
School.”

The researchers request your approval to conduct a survey with your

Grade 11 HUMSS A students to gather necessary data for the study.

Thank you for your support and positive response.

Respectfully yours,

KEISHA NAILAH S. GILE

ANGELEAH Y. BACAN
Researchers

Noted by:

GLADEN SHELLEY A. BILLIONES

Practical Research 2, Adviser, Grade 12 HUMSS B

Approved by:

MENCHILOU D. DENIHAY
Grade 11 HUMSS A, Adviser

Appendix 3. Letter of request to the adviser of Grade 11 HUMSS B

of Libertad National High School to conduct the study

35
 Republic of the Philippines
Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL

OCTOBER 6, 2025
GLICHELLE MAE B. BUNTAG
Grade 11 HUMSS B, Adviser

Dear Ma’am/Sir,

Good day!

The researchers of Grade 12 HUMSS B students conducting a research

entitled “The Impact of Mobile Phone Usage on the Academic
Performance Among Grade 11 Students in Libertad National High
School.”

The researchers request your approval to conduct a survey with your

Grade 11 HUMSS B students to gather necessary data for the study.

Thank you for your support and positive response.

Respectfully yours,

KEISHA NAILAH S. GILE

ANGELEAH Y. BACAN
Researchers

Noted by:

GLADEN SHELLEY A. BILLIONES

Practical Research 2, Adviser, Grade 12 HUMSS B

Approved by:

GLICHELLE MAE B. BUNTAG

Grade 11 HUMSS B, Adviser

Appendix 4. Letter of request to the adviser of Grade 11 TVL-HE

36
 of Libertad National High School to conduct the
survey

Republic of the Philippines

Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL

OCTOBER 6, 2025
AGAPITO L. ESPINOSA, JR.
Grade 11 TVL-HE, Adviser

Dear Ma’am/Sir,

Good day!

The researchers of Grade 12 HUMSS B students conducting a research

entitled “The Impact of Mobile Phone Usage on the Academic
Performance Among Grade 11 Students in Libertad National High
School.”

The researchers request your approval to conduct a survey with your

Grade 11 TVL-HE students to gather necessary data for the study.

Thank you for your support and positive response.

Respectfully yours,

KEISHA NAILAH S. GILE

ANGELEAH Y. BACAN
Researchers

Noted by:

GLADEN SHELLEY A. BILLIONES

Practical Research 2, Adviser, Grade 12 HUMSS B

Approved by:

AGAPITO L. ESPINOSA, JR.

Grade 11 TVL-HE, Adviser

37
Appendix 5. Survey questionnaire

Instructions:

This survey aims to understand how Grade 11 students use their

mobile phones and how it affects their academic performance. Please
answer the questions honestly and choose the option that best
describes your situation. Your responses will be kept confidential and
used only for research purposes. This survey will take just a few
minutes to complete.
Please fill out the following information:

Name (Optional): ___________________________

Age: __________

Gender:
Male
Female
Prefer not to say

Strand: __________

1. How many hours do you spend on your mobile phone each day?
 Less than 1 hour
 1 to 3 hours
 4 to 6 hours
 More than 6 hours
2. What activity do you spend the most time doing on your phone?
 Social media
 Gaming
 Chatting/Messaging
 Watching videos
 Studying/Research
3. How often do you use your phone during study time?
 Always
 Often
 Sometimes
 Never
4. When you use your phone while studying, how does it affect your
concentration?
 It improves my focus
 No effect on my focus
 Sometimes distracts me
 Often distracts me
5. How often do you complete your assignments on time when you
use your phone during study?
 Always
 Often
 Sometimes

38
  Never
Appendix 5. Survey questionnaire (continued)

6. Compared to when you use your phone less, how does heavy
phone use affect your academic performance?
 Improves my performance
 No difference
 Slightly lowers my performance
 Greatly lowers my performance
7. How often do you use your phone late at night?
 Never
 Rarely
 Sometimes
 Often
8. How does using your phone late at night affect your sleep?
 No effect
 Sometimes affects sleep
 Often affects sleep
 Always affects sleep
9. How often do teachers or parents advise you to manage your
phone use?
 Always
 Often
 Sometimes
 Never
10. How helpful do you find these advice or rules in managing your
phone use for better school performance?
 Very helpful
 Somewhat helpful
 Not helpful
 No advice given

39
Appendix 6. Documentation of the study (HUMSS A)

40
Appendix 7. Documentation of the study (HUMSS B)

41
Appendix 8. Documentation of the study (TVL-HE)

42