Chapter 1

Swipe to Success or Failure? The Correlation Between Smartphone Dependency and

Academic Performance of Senior High School Students in AMACC Cotabato

Background of the Study

In today’s fast-paced digital era, smartphones have become an essential part of everyday
life, especially for students who use them for communication, entertainment, research, and online
learning. The advancement of technology has made it easier for learners to stay connected,
access digital materials, and collaborate virtually. Senior High School students, having grown up
in a technology-driven generation, are among the most frequent smartphone users. For students
of AMA Computer College (AMACC) Cotabato, smartphones are a common academic tool used
for taking notes, researching information, communicating with peers, and submitting school
requirements. However, alongside their benefits, smartphones also bring challenges such as
distraction, procrastination, and reduced focus, which may lead to lower academic performance.
Several studies have explored this issue, revealing mixed findings. Lepp, Barkley, and Karpinski
(2015) found that high smartphone use was related to poor academic outcomes, while Samaha
and Hawi (2016) observed that smartphone addiction increased stress and lowered academic
achievement. Conversely, Chen and Yan (2016) argued that moderate smartphone use could
improve learning efficiency by providing easier access to study materials. In the Philippines,
Esteban et al. (2018) reported that excessive social media use lowered students’ GPA, Reyes and
Dizon (2020) found that prolonged use led to procrastination, and Cruz (2019) noted that
smartphone-dependent students had less study time. Similarly, Mendoza (2021) revealed that
late-night smartphone use caused sleep problems and lower grades among Davao students.
Despite these studies, there remains limited research on how smartphone dependency affects
students in AMACC Cotabato, where teachers have observed students losing focus, submitting
tasks late, and being absent due to excessive phone use. These mixed outcomes reflect the dual
role of smartphones—helpful learning tools when used wisely but harmful when they cause
dependency. Hence, this study aims to determine the correlation between smartphone
dependency and the academic performance of Senior High School students in AMACC
Cotabato. Specifically, it seeks to identify students’ smartphone usage patterns, assess how
smartphone dependency influences their study habits, and examine its relationship with academic
performance measured by grades, attendance, and participation. Through these objectives, the
study intends to fill the research gap by providing localized data that reflects the experiences of
AMACC Cotabato students and by offering insights that can guide teachers, parents, and
administrators in promoting responsible smartphone use that enhances rather than hinders
academic success.
Definition of Terms
Smartphone Dependency
The high reliance of students on smartphones for daily tasks, which may include academic and
non-academic activities.
Academic Performance
Measurable outcomes of students’ learning reflected in grades, attendance, and participation.
Study Habits
The routines and practices students use for reviewing lessons, managing time, and completing
academic tasks.
Social Media Influence
The impact of social media apps (e.g., Facebook, TikTok, Instagram) on students’ study time and
focus.
Distraction
The diversion of attention from schoolwork to non-academic smartphone activities such as
gaming, browsing, or video streaming.
Coping Strategies
The actions or methods students use to manage smartphone use and maintain balance with
academic responsibilities.

Statement of the Problem

This study aims to determine the correlation between smartphone dependency and the academic
performance of Senior High School students in AMACC Cotabato. Specifically, it seeks to
answer the following questions:
1. What are the patterns and purposes of smartphone usage among Senior High School
students in AMACC Cotabato?
2. How does smartphone dependency influence students’ study habits and time
management?
3. How does smartphone dependency affect students’ academic performance in terms of
grades, attendance, and class participation?
4. Is there a significant correlation between smartphone dependency and students’ study
habits?
 5. Is there a significant correlation between smartphone dependency and academic
performance?
6. What measures or strategies do students apply to balance smartphone use with their
academic responsibilities?

Scope and Limitation

This study focuses on determining the correlation between smartphone dependency and
the academic performance of Senior High School students at AMA Computer College (AMACC)
Cotabato during the school year 2025–2026. It will examine the extent of smartphone
dependency based on time spent, purpose of use (academic versus non-academic), and level of
reliance. Academic performance will be measured using students’ grades, attendance, and class
participation. The respondents are all enrolled Grade 11 and Grade 12 Senior High School
students of AMACC Cotabato, chosen because they represent one of the most active age groups
in smartphone usage and are at a crucial stage in their academic development. The target
population includes all Senior High students, and the sampling frame will be based on class lists
by strand and section. From this, a total of 200 respondents will be selected through stratified
random sampling proportional to strand size. The study will follow this schedule: instrument
validation in Month 1, data collection in Months 2 and 3, and data analysis and reporting in
Months 4 and 5. College students are excluded from the scope, as the research specifically
focuses on the unique academic challenges and behaviors of Senior High School learners.

Significance of the Study

This study is significant because it explores the growing issue of smartphone dependency
and its possible impact on the academic performance of Senior High School students in AMACC
Cotabato. As smartphones continue to play a major role in students’ academic and personal lives,
understanding how dependency affects learning outcomes can help educators, parents, and
learners themselves develop better approaches to balance technology use and academic
responsibilities. The findings of this research will provide valuable insights that can guide the
creation of strategies, programs, and interventions aimed at promoting responsible smartphone
usage and improving students’ academic success.
Students – will become aware of the positive and negative effects of smartphone dependency
and learn strategies to manage their smartphone use to improve academic performance.
Teachers – may use the findings to design better teaching strategies and integrate smartphones
into learning in more productive ways.
Parents – will gain insight into their children’s smartphone habits and learn how to provide
guidance and boundaries that support academic success.
School Administrators – can use the study as a basis for programs and policies that promote
responsible smartphone use among students.

Chapter 2
Review Related Literature

In the modern digital era, smartphones have become an essential part of students’ everyday
lives, serving as both beneficial educational tools and potential sources of distraction. As
learning aids, these devices grant immediate access to knowledge, online learning systems, and
communication networks. However, their extensive use also raises important concerns regarding
dependency, attention span, and academic success. Furthermore, existing research indicates that
smartphone dependence is a complex phenomenon that interconnects with cognitive focus, sleep
quality, and emotional wellbeing, making its impact on academic performance both intricate and
multifaceted.

Moreover, several contemporary studies have sought to define and evaluate smartphone
dependency among students. Bajamal et al. (2023) explored the smartphone usage patterns of
nursing students and discovered that frequent use—especially for non-academic purposes—
could negatively influence educational engagement. Similarly, Leow et al. (2023) conducted a
meta-analysis indicating that increased smartphone dependence is closely associated with
concentration loss and sleep difficulties. In addition, Chakraborty et al. (2024) designed the
Smartphone Pervasiveness Scale (SPS-A) to assess the degree of dependence based on screen
time and its interference with daily life. In the Philippine context, Buctot et al. (2020, 2021)
reported that smartphone addiction and nomophobia were highly prevalent among adolescents,
linking these conditions with unhealthy habits and diminished academic achievement.
Altogether, these findings suggest that smartphone dependency is both quantifiable and globally
pervasive, although its academic effects differ across various cultural settings.
 Furthermore, the issue of attention and distraction has received significant attention in
scholarly discussions. Pérez-Juárez et al. (2024) emphasized that digital interruptions severely
hinder focus, particularly in laboratory environments. Likewise, Lukose and Agbeyangi (2025)
observed that while social media occasionally aids research and collaboration, it more often
diverts students from completing academic tasks effectively. Additionally, Amez and Baert
(2020) demonstrated that consistent smartphone use tends to lower academic performance, and
their previous longitudinal study (Amez et al., 2019) reaffirmed these long-term detrimental
effects. Similarly, Sunday (2021) verified this connection through a meta-analysis that associated
smartphone addiction with reduced academic outcomes. Meanwhile, Wang (2022) noted that
frequent smartphone use among younger learners could distort their sense of engagement with
schoolwork. In a related Philippine study, Magbunag et al. (2023) found that excessive phone
usage among senior high school students in Tacurong weakened their study habits and decreased
motivation. Taken together, these studies clearly indicate that distractions caused by
notifications, games, and social media consistently disrupt academic focus and performance.

In addition to distraction, another recurring theme in the literature involves the relationship
between smartphone use, sleep quality, and academic achievement. Wong et al. (2024)
synthesized numerous meta-analyses and concluded that nighttime smartphone use substantially
contributes to poor sleep hygiene, which subsequently affects students’ learning ability and
mental health. Correspondingly, Lin and Zhou (2022) discovered that bedtime phone usage leads
to sleep deprivation and nomophobia, which indirectly lowers academic performance, though
physical activity may reduce some of these effects. Similarly, Rathakrishnan et al. (2021)
identified sleep quality as a crucial mediator linking smartphone addiction to poor grades. Uzun
et al. (2024) and Sohn et al. (2021) further revealed that students who rely heavily on
smartphones often experience shorter and lower-quality sleep, reducing their ability to
concentrate and perform well academically. Likewise, Zhu et al. (2024) found that regular
physical exercise helps alleviate the negative impact of excessive phone use on sleep, while Li et
al. (2025) and Islam (2025) determined that emotional stress mediates the connection between
smartphone dependency and disrupted sleep. Locally, Dominado (2024) and Fernandez (2024)
highlighted that highly dependent students tend to experience anxiety, restlessness, and
interrupted sleep, which diminish their participation and focus in class. Consequently, these
findings affirm that poor sleep is a major factor linking smartphone dependency to weaker
academic outcomes.
 Beyond sleep and attention, many researchers have examined the psychological consequences
of smartphone dependency. Nikolic et al. (2023) identified a strong correlation between
smartphone addiction and heightened levels of depression, anxiety, and stress, especially among
medical students with extended screen exposure. Similarly, Kumar (2025) pointed out that
excessive phone usage reduces sleep quality while increasing emotional strain. In addition, Amin
et al. (2024) observed that Sudanese students suffering from smartphone addiction reported
greater emotional distress and diminished life satisfaction. Supporting this, Chen et al. (2021)
explained that persuasive app designs intensify user dependency by manipulating engagement
mechanisms. Likewise, Katevas et al. (2018) emphasized that nightly use, rather than daytime
use, is a stronger predictor of poor well-being. Moreover, Mac Cárthaigh (2020) found that
problematic smartphone use contributes substantially to sleep disturbances and declining
psychological health. In the Philippine setting, Ortiz (2023) noted that junior high students
experienced increased stress and distraction due to mobile phone dependence, though they also
recognized some academic advantages. Similarly, Baco et al. (2023) confirmed that excessive
phone use among college students correlates with ineffective study habits and reduced focus.
Therefore, these findings underscore that smartphone dependency not only hinders cognitive
efficiency but also affects emotional stability and mental well-being.

On a larger scale, scholars have also explored social and policy-based responses to
smartphone dependency. Reuters (2025) reported that implementing smartphone bans in Dutch
schools resulted in improved concentration and interaction in classrooms, although overall
academic improvements were modest. Conversely, a University of Birmingham (2025) study
argued that bans alone are insufficient to enhance learning, recommending digital literacy and
behavioral education instead. Additionally, Fluid Focus (2025) projected that today’s youth
might spend as many as 25 years of their lives on screens, potentially leading to reduced
attention spans and learning efficiency. In the Philippines, Tague et al. (2024) confirmed a
significant link between smartphone usage and academic outcomes among high school students,
indicating that even moderate use can influence learning behaviors. Altogether, these studies
highlight the necessity for balanced educational policies that encourage responsible digital usage
rather than complete prohibition.

Collectively, the reviewed literature from 2020 to 2025 demonstrates that excessive
smartphone usage adversely affects academic performance through mechanisms such as
distraction, sleep disruption, and emotional distress. Moreover, both global and local evidence
reveal that smartphone dependency is widespread among adolescents, with addiction rates
ranging between 30% and 60% and sleep-related issues affecting more than half of young users.
Despite the growing evidence, limited studies have explored this phenomenon within AMACC
Cotabato. Considering that smartphones play a crucial role in students’ social and academic
routines, this study aims to address this research gap by examining how smartphone dependency
influences study habits and academic achievement among Senior High School students at
AMACC Cotabato.

Chapter 3
Research Methodology

This chapter presents the research methodology employed in the study entitled “Swipe to
Success or Failure? The Correlation Between Smartphone Dependency and Academic
Performance of Senior High School Students in AMACC Cotabato.” It discusses the research
design, population and sampling, research instruments, data collection procedure, and data
analysis techniques. The methodology outlines the systematic approach used to ensure that the
data gathered are valid, reliable, and appropriate in addressing the research objectives. By clearly
describing the processes involved, this chapter provides transparency and replicability, allowing
other researchers to evaluate the rigor of the study and, if desired, reproduce it in similar
contexts.

Research design
This study employed a correlational quantitative research design to determine the
relationship between smartphone dependency and the academic performance of Senior High
School students in AMACC Cotabato.
This design is appropriate because it allows the researcher to measure and analyze
statistical associations between the independent and dependent variables without manipulating
them.
 The independent variable is smartphone dependency (measured through indicators such
as time spent, purpose of use, and reliance), while the dependent variable is students’ academic
performance (measured through grades, attendance, and class participation).

Population and Sampling

The population of the study consisted of Grade 11 and Grade 12 Stem students enrolled
in AMACC Senior High School during the academic year 2024-2025. A total of 172 students
formed the sampling frame. Using Slovene’s formula at a 5% margin of error, a sample size of
120 students was determined. The study employed a stratified random sampling technique to
ensure representation across different strands.

Research Instruments
The main instrument used in this study was a structured survey questionnaire developed
by the researchers to gather data on smartphone dependency and academic performance among
Senior High School students of AMACC Cotabato. The questionnaire was based on the research
objectives and previous studies related to smartphone use, study habits, and academic outcomes.

The survey consisted of four parts:

Part I – Profile of Respondents.
Collected demographic data such as grade level, strand, gender, and average grade. These details
helped classify respondents and compare results across groups.
Part II – Smartphone Usage.
Assessed students’ patterns and levels of smartphone use, including daily usage hours, purpose,
and dependency. Statements such as “I find it hard to focus on schoolwork because of my phone”
were rated using a five-point Likert scale (5–Strongly Agree to 1–Strongly Disagree).
Part III – Study Habits and Academic Performance.
Measured how smartphone use affects students’ study habits, time management, and academic
performance through self-reported grades, attendance, and participation.
Part IV – Coping Strategies.
Identified actions students take to manage smartphone use, such as setting limits or turning off
notifications while studying.
The Instrument was validated by two faculty members that specializes in education to ensure
clarity and relevance.
The validated questionnaire served as the primary data-gathering tool, providing quantitative
information to determine the correlation between smartphone dependency and academic
performance.

Data Gathering Procedure

Before the actual data collection, the researchers sought approval from the research adviser and
the school administration of AMACC Cotabato to conduct the study among Senior High School
students. After receiving permission, the researchers coordinated with selected teachers to
schedule the administration of the survey during students’ vacant periods to avoid disrupting
classes.
Prior to answering, the purpose of the study was clearly explained to the respondents,
emphasizing that participation was voluntary and that their responses would be treated with strict
confidentiality. The respondents were also assured that the data gathered would be used solely
for academic purposes.
The researchers then distributed the validated survey questionnaires to the 120 selected
participants based on the stratified random sampling procedure. Each respondent was given
sufficient time to answer all items honestly and accurately. The researchers supervised the
process to ensure proper completion and to address any clarifications.
After completion, all questionnaires were collected, checked for completeness, and organized for
data encoding and analysis. The gathered responses were then tallied and processed using
statistical tools to determine the correlation between smartphone dependency and academic
performance.

Data Analysis
After collecting the completed survey questionnaires, the data were carefully checked, tallied,
and encoded for statistical treatment. The analysis aimed to describe the students’ level of
smartphone dependency and its possible influence on their academic performance.
Descriptive statistics such as frequency, percentage, and mean were used to summarize and
interpret the data. These tools helped in determining the patterns of smartphone usage, levels of
dependency, and students’ study habits and academic performance. The Likert scale results were
interpreted to identify whether students had high, moderate, or low levels of smartphone
dependency.
All gathered data were analyzed and presented in tables to ensure clarity, accuracy, and reliability
in addressing the research objectives.

Ethical Considerations
Ethical standards were strictly observed throughout the conduct of this study. Before data
collection, the researchers obtained approval from the research adviser and the school
administration of AMACC Cotabato. Permission was also sought from the participating students,
and their involvement was entirely voluntary.
Respondents were informed about the purpose of the study, and their right to withdraw from
participation at any time without penalty was emphasized. They were assured that all information
provided would be treated with strict confidentiality and used only for academic purposes. No
identifying details such as names or student numbers were required in the questionnaire to
maintain anonymity.
The researchers ensured that the study adhered to the principles of respect, Integrity, and
confidentiality, upholding ethical research practices throughout the process.