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Efficient and not Efficient way of Repairing Damage

Program of Cellphones

A Researcher Paper Presented to the Senior High School Department

Carlos F. Gonzales High School

In Partial Fulfillment of

Requirements for Practical Research II

Frances John M. Balmeo

Brilliant D.C. Gonzales

Renz Arel D. Macalinao

Jedrick D.V. Morales

John Leo P. Morte

Ronald M. Rivas

September, 2017
APPROVAL SHEET

This research proposal, entitled EFFICIENT AND NOT

EFFICIENT WAY OF REPAIRING DAMAGE PROGRAM OF

CELLPHONE, prepared and submitted by France John M. Balmeo,

Brilliant D.C. Gonzales, Renz Arel D. Macalinao, Jedrick D.V.

Morales,John Leo P. Morte, Ronald M. Rivas in partial fulfillment of the

requirements for the subject, Practical Research II, has been examined

and is recommended for acceptance and approval for oral examination

Erncef Borromeo

Adviser

Approved by the committee on oral examination with a grade of

__________ on September 18, 2017

Panel Panel

Accepted in partial fulfillment of the requirements for the subject

Practical research 1
TABLE OF CONTENTS
Chapter Page
CHAPTER 1: THE PROBLEM AND ITS SETTINGS1
Introduction
Statement of the Problem...
Significance of the Study...
Scope and Delimitation.
CHAPTER 2: REVIEW OF RELATED LITERATURE
Synthesis of the Related Literature..
Definition of Terms..
CHAPTER 3: METHODS.
Research design...
Research Locale..
Participants.
Research Instruments.
Data Collection Procedure.
Data Analysis Procedure
References.
Appendix A: Interview Questionaire..
CHAPTER 1

THE PROBLEM AND ITS SETTINGS

INTRODUCTION:

Cellphones sometimes had certain issues that makes it uneasy to use or sometimes

completely damages its software and hardware. Hardware damages are somehow easier to repair

because its just all about replacing the damaged part. In the other hand, software repair is more

complicated than hardware repair because of the processes needed to repair it.

Repairing system or software damages gives advantages on the cellphone user that

wanted his devise to be repaired because he could spend less money on cellphone repair than

replacing the whole cellphone. But this could also be harmful for him because this might cause

some system bugs or even system failure because of not very effective way of system

programing used to repair the cellphone unit.


STATEMENT OF THE PROBLEM

The study aims to know the efficient and not efficient way of repairing damage program

of cellphone.

1. What is the common way of repairing damage program of cellphone?

2. What are the strategies in repairing damage program of cellphone?

3. What is the efficient and not efficient way of repairing cellphone?

SIGIFICANCE OF THE STUDY

The study is all about how to know the proper way of repairing a cellphone. The study

will aim to know, what are the efficient and not efficient way of repairing cellphone to help the

other users of cellphone to identify what is the efficient way of repairing cellphone.

This study progresses for the individual:

Cellphone user: They will know if the technician is doing his/her job correctly.

Technician: They will know how to correctly install a new program of a cellphone.

Researcher: They will know how the technician repair the cellphone program in efficient and not

efficient way.
SCOPE AND DELIMITATION

The study will also focus to identify the efficient and not efficient way of repairing

damage program of cellphone. This is limited only for the technician and cellphone user in a

survey questionnaire. The Study will conduct in Bulak San Ildefonso Bulacan where the

participants are five (5) skilled technicians.


CHAPTER II

In universities and collegesaround the world, it is generallyacknowledged that computers

are essential for 21st century students. Six years ago, Prensky (2005) suggested it is time to

thinkcell phones as computers. Moreover, the description ofword cell phonesitself seems

vague. Some studies referredit as cell phones while others as mobile phones or smart phones.

Boggs and Kennedy (2010) identified cell phones as one of the four types of mobile devices: cell

phones, smart phones, portable media players, and tablet computers. Forthis study, cell

phoneswasused to comprise not only cell phones but also mobile phones andsmart phones. As

of June 2010, more than 292 million Americans were wireless subscribers with a penetration rate

of 93% of total U.S. population (CTIA, 2011). Since wireless communications are ubiquitous,

cell phones are widely owned by U.S. adults(Davids, Forrest, & Pata, 2010). Adult students and

instructorsuse cell phones such as iPhones, BlackBerrysand Droidsat home and at work. Boggs

and Kennedy (2010) found cell phone was the most preferred mobile device among

undergraduate students. This finding was supported by the fact that more than 94% of todays

college students owncell phones (Burns & Lohenry, 2010).Although cell phones are the most

preferred mobile devicesof college students and its ownership among them are widespread, cell

phones in generalare still underappreciated in the college settings. Cell phones are powerful little

handheld computers (Eifler, 2009; Prensky, 2005).Cell phones are getting more powerfulwith

enhancedfeatures, increased hardware and software supports, lowered subscription fees, and

abundance ofmobileapplicationsfor learning. Lindquist et al. (2007) posited that cell phones

features such as Short Messaging Service (SMS)and Multimedia Messaging Service (MMS)are

robust, simple, affordable, and familiar to students. In studies oncell phones for teaching college

students, the findings supported itsuse in theclassroom and for student-faculty


interaction(Markett et al., 2006; Milrad & Spikol, 2007; Trotter, 2009). This led us to

ponderwhether cell phones arejust a distraction or a great learning Tool for college students. The

questions we asked as we tried to find answers in the literature were: why cell phones are still not

considered for college classrooms? Why cell phones are still not acknowledgedas other

technologies to teach? Are cell phones onlya distraction to college students learning? Howthe

use of cellphones inclassroomimpacts students learning? Do cell phones provide advantage over

otherlearning tools? These questions seem to emerge quite often among many educators and

studentsalike. The purpose of the studytherefore was to explore literature concerning how

collegestudents viewed the use of cell phones for learning and communication.

The role of technology in the classroom has no doubt been a contentious issue since the

first Roman student brought an abacus to his Grammaticus (Maclean, 2010).Thesame is

happening with cell phones;some considering it as a great learning tool while most viewingit as a

source of distractionand cheating. Yeshi and Aagard (2011) found that thesupports for cell phone

use are more widespread in the literaturethan many educators thinkotherwise. The rapid

proliferation of cellphones presented an opportunity to develop newinteractive classroom

systemsto enhance students learning experience(Scornavacca, Huff,& Marshall, 2009). In

addition, the use o fcell phones as an interactive tool requires minimal technical and financial

supportin the college settings: amajority of the students possess the needed hardware and

software and communication occurs via existing cell phone networks (Markett et al., 2006).

Moreover, cell phones can be a great learning tool like other communication and computing

devices (Librero,Ramos, Ranga, Trinona, & Lambert, 2007). There are many proper uses of cell

phonessuch as enhancing class projects, studying for tests, and getting instructors help after

school with toughassignments (Docksai, 2009). In a study on collegeclassroom of more than


100students, Scornavacca, Huff, and Marshall (2009) foundthe use of cell phonesin the

classroom provided apositiveexperience to the instructor by increasingthe quality and quantity of

student feedback inthe class. Studies have used SMS andMMS for students interactivity in the

classroom via polling and feedback (Lindquist et al., 2007; Markett et al., 2006; Cobb et al.,

2010), and beyond the classroom for after-class discussion (Markett et al., 2006). SMS and MMS

werefound to encourage shy, non-participatory or self-conscious students to

participate;increasedlearner-content interaction, promotedclassroom accountability, and

encouragedstudent interaction (Graham et al., 2007; Markett et al., 2006;Patry, 2009). Some

benefits identifiedwith cell phone learning were: great forpeopleon the move, anytime anywhere

access to learning content, enhance interaction between and among students and instructors,

enhance student-centered learning, provides media-rich environment, reduce cultural and

communication barriers, and facilitates collaboration (Corbeil & Valdes-Corbeil, 2007).

Moreover, cell phone learning can also lead to a more sophisticated useof technology

Mobile phones may be categorized as common communication medium for almost 31%

of the global population uses them (Motorola, 2006). Townsend (2002) mentions that the

diffusion of the mobile phone was among the fastest of any technology in history. Such a rapidly

evolving and wide spread communication technology and medium has important social contexts

and implications. Aoki and Downes (2004) noted that mobile phone usage in social contexts has

been a less studied area when compared to the research on the engineering and policy aspects of

mobile technologies. McGuigan (2005) pointed out that it is quite difficult to find critical

research which looks into the cultural value and social purpose of mobile phones. Only recently,

research has been published on how people use mobile phones in their daily life. However, a

majority of these studies have focused on studying populations within a relatively homogeneous
culture. Weilenmann, A., & Larsson, C. (2001) conducted field studies of public use of mobile

phones among teenagers in Sweden. Their study shed light on how the mobile phone has come to

be used as a tool for local social interaction, rather than merely as a device for communication

with dislocated others. Their observations pointed towards the collaborative nature of mobile

phone use. The researchers examined how phones were shared and how their field data could be

4 of use when designing new mobile technology and services for the youth.Katz (1997) explored

the possible effects of wireless communication on peoples lives. He identified several levels of

effects of such a technology. The firstorder effects are direct effects that are immediately

perceived by users, they include uncertainty reduction, personal security, and personal

efficiency. The secondorder effects are indirect effects which represent the experiences or

feelings that people have or may observe in others, they include tighter coupling of domestic

production, information immediacy, and contactability. The thirdorder effects are the least

direct effects that are observed not by users of the technology but by outside observers who study

the effects of the technology on the society in general, they include social interaction, social

control, and innovative uses or unanticipated usage. Mobile phones are redefining and blurring

the line between public and private spaces. Cooper (2002) mentioned that people in public space

may be unexpectedly exposed to one side of a twoparty private interaction, which can be

frustrating with speculations about the missing side of the interaction. Fortunati (2002) noted that

mobile phones favored the progressive encroachment of intimacy in the public sphere. Palen,

Salzman and Youngs (2000) have looked into this issue and the perception of mobile phone

usage in the public. They studied the behavior of 5 new mobile users over a period of six weeks

after acquisition of phones. Using interviews and voicemail, their study noted that patterns of

mobile phone usage varied over time and there was significant deviation between the user
predicted usage to their actual usage. The researchers also studied how the perception of mobile

phone usage in public contexts varied over the duration of the study. Initially, the perception was

overwhelmingly negative. However, they noted that new users over a period of time became

more accepting of the use of mobile phones in public places. Their study found people initially

adopted cell phones for safety/security and business or jobrelated reasons instead of social

reasons. However, nearly all subjects in their study reported the use of their cell phones for social

interactions had grown over a period of time. These interactions may not even be the traditional

voice based interaction. Puro (2002) noted that Finland has one of highest mobile phone

densities in the world, reaching over 90% of the people under 30 years of age. Taylor and Harper

(2001) noted that young people use text messaging on mobile phones as forms of gifts to cement

social relationships. Aoki and Downes (2004) focused on the behavioral and psychological

aspects of cell phone usage among college students. They tried to find the reasons behind why a

technology is adopted in a particular way. They identified several attitudinal factors based on the

exploratory study including, necessity in 6 modern times, cost efficiency when compared to

landline phone, safety or security, and dependency. The study also endeavored to look at the

motivational and behavioral characteristics of mobile phone usage. The authors tried to combine

their results and the result of previous research to find the trends in usage by the youth, why

college students in the US use the cell phone, what they think of the technology, and how they

use it (p. 352). The motivational themes identified by the study include personal safety,

financial incentive, information access, social interaction, parental contacts, time

management/coordination, dependency, image, and privacy management. The results of the

focus group interviews indicated five distinct user groups in terms of their attitudes toward their

cell phone usage and in terms of the levels of integrating cell phones into their lives.
Worldwide technology and its changes play a major role in each individuals life. The

current trend of the society is to adopt every change in the field of communication technology.

The mobile phones are boon of this century. Mobile phone is considered as an important

communication tool and became the integral part of the society, it is not only a communication

device but it also a necessary social accessory. People are increasingly using mobile phones

rather than the fixed telephones. The cell phone today is a lifeline for many. It is estimated that

around 4.5 billion people use the cell phone worldwide. And it comes as no surprise that a huge

chunk of this quantity consists of the youth. The cell phone is more of a necessity for them than a

luxury. Umpteen number of surveys conducted on the youth worldwide have figured out that

they consider cell phones an integral part of survival and some have even gone to the extent of

saying that they would rather go without food for a day than without their cell phones. With

constant texting, calling, listening to music, playing phone games or simply fiddling with the

phone being such an integral part of their lifestyles, it is little wonder that not having it

aroundstrikes them with paranoia. According to Telecom Regulatory Authority of India, there

are about 929.37 million mobile phone subscribers in India making it the worlds second-largest

cell phone usingdeveloping country in the month of May, 2012 (TRAI, 2012) [53]. Motorola,

Nokia, Samsung, Sony Ericsson etc. are the popular mobile phone brands in Indian market luring

their customers by introducing latest mobile phones at regular intervals (Singla, 2010) [46].There

has been quite an enormous amount of popularity of cellular phones in younger generation

within a short span of time (Hakoama & Hakoyama, 2011) [17]. Youth is more inclined towards

using mobile phones for activities other than communication than older generation (Mackay &

Weidlich, 2007) [30] because in adolescence stage, people are more susceptible to changing

fashion trends and style, building them more Tech savvy which creates certain behavioral
disorders. On the contrary, administrators and teachers frequently consider the use of cell phones

by students at schools, restraining them from their education and this arises as hurdles in their

education (Johnson & Kritsonis, 2007) [23]. Moreover, mobile phones have aided in

smoothening the progress of social release of youngsters from parental authority (Ling, 2004).

But, their parents often have more sense of security when their children travel independently

outside their home along with their phones (Baron, 2010) [7]. The Orissa government

(September 16 2008) announced that it has banned the use of mobile phones in college

campuses. The mobile phones are found to be a disturbing element in college campus.

Therefore, we have banned it in the campus,said higher education minister Samir Dey, adding

that the order would be implemented in both government and non- government colleges across

the state. In the first instance of its kind in the country, Gujarat Government has banned use of

mobile phones in schools and colleges, saying it was affecting educational activities in the

institutes. A resolution to this effect was passed by the state education department on Saturday

2008. Teenagers who excessively use their cell phone are more prone to disrupted sleep,

restlessness, stress and fatigue. 58% of Asians, which includes Indians, have comprised to use

mobile phones when travelling by air. According to the survey they have also found that Indians

are the "most social" with 69% most likely to use their phones in cinema halls/ movie theatres,

21% use it in a place of worship,and 79% while attending a wedding ceremony. 25% of users

across the markets surveyed have said they used mobile phones in the meetings, 80% of Asians

use a mobile phone while eating. With so many utility applications being made available on

mobile phones, be it to surf the internet or to pay bills, this dependency on mobile phones is

escalating at a greater pace.Subba, et al.(2013) [50]explored the ringxiety (Phantom ringing) and

other perceived effects, as well as the pattern of the mobile phone usage among college students
in South India, Mangalore, and they found that mostly, the person whom they talked to on their

phones were parents for 220 (51%) of the students. 150 (48%) talked for less than half hour in a

day and 137 (41%) were high volume message users. Ringxiety were more likely to use their

phones at restricted place like class rooms (99%) and libraries (60.3%).Cagan, et al.(2014)

[12]stated that daily cellular phone use has increased the level of addiction. It has been

established that there is a negative correlation between addiction to cellular phone and

academicsuccess and also a positive correlation between addiction to cellular phone and the level

of depression.

Adolescents consider the mobile phone as important in their lives: girls more than boys

(Oksman, 2006) [34]. According to previous studies, boys and girls respond differently to SMS,

the latter using it more than the former (Rautiainen 2002; APS 2004; [58]MACRO 2004; Haste

2005) [38, 31, 18]. Only one study contradicts these findings (Sze & Hock 2004). Researches

explain how the mobile phone levels the gender differences between boys and girls precisely by

giving rise to gendered sub-cultures; so that while girls use it primarily asa tool for

communication and maintenance of peer-groups and contacts, and social aspects (such as design,

ringtone, and colour), boys use it more for its own sake, exploring its features, and as a toy; this

difference in use balancing out the amount of use among both groups (Lobet-Maris 2002;

Rautiainen 2001; [61, 60]Skog 2002) [47]. Devis, et al. (2009) [15]concluded that boys spend

more time on using mobile phones than girls and also adolescents consume more time on using

mobile phones on weekend than on casual weekend day. Turner et al. (2008) [55]suggest that

"user personality and individual attributes such as age and gender were found to be differentially

associated with some aspects of phone-related behaviors" Billieux et al. (2008) [10]tested gender

differences in both teams of impulsion and problematic mobile phone use among the young. The
results showed that men use their mobile phones more frequently in dangerous situations

whereas women are more dependent on them. The results on impulsion showed that men exhibit

significantly higher levels of sensation seeking and lower levels of perseverance, while women

reveal significantly ~72~ higher levels of urgency. Assessing the pathological Internet and cell

phone use among 337 Spanish college students, Jenaro et al. (2007) [22]found that high cell-

phone use is associated to being female, and having high anxiety and insomnia. Walsh et al.

(2011) [56]found that gender was associated with mobile phone involvement but not frequency

of use. Howell et al. (2008) [19]investigated gender differences related to their mobile phones

and users perception and attitude towards their use in public and private places. They concluded

that while females perceived the service very positively, there was a persistent trend for males to

dislike the service, regardless of location.

Researchers have explored the distracting effects of cell phones in classrooms using

surveys. Many students admit to using cell phones for social networking purposes in the

classroom (Bayer, Klein, & Rubinstein, 2009; Besser, 2007; Kennedy & Smith, 2010;

Rubinkam, 2010). Some studies documented perceptions of distraction from phone ringing

(Campbell, 2006) and from texting or sending instant messages during a class or study session

(Besser, 2007; Kennedy & Smith, 2010; Levine, Waite, & Bowman, 2007). These studies

employed survey responses to evaluate effects.

The typical measurement scales for such reports are quantitatively weak. For example, Besser

(2007) and Kennedy and Smith (2010) measured student perceptions of the effects of cell phone

use on class performance using statements with which respondents either agreed or disagreed.

Besser's statement was about texting drawing attention away from class, and Kennedy and

Smith's statement was about these activities helping class performance. These nominal
measurements do not provide information about the quantity of expected information loss. Other

researchers (Campbell, 2006; Levin, Waite, & Bowman, 2007) have expanded the number of

response options. For example, Campbell (2006) used a 5-point Likert scale ranging from

strongly agree to strongly disagree to evaluate student attitudes about the disruptive effects of

ringing phones. Although these scales increase response variability, there is no clear relationship

between level of agreement with a statement such as "when a mobile phone rings during class, it

is a serious distraction" and any quantity of information loss.

The absence of clarity about the expected size of the effect presents additional interpretive

problems. Some researchers have found a difference between expressed attitudes about phone

risks and actual behavior. An American Automobile Association Foundation for Traffic Safety

(2008) survey showed that drivers viewed cell phone use as a serious safety risk. Nevertheless,

46% of those claiming that such use was an "extremely serious risk" still reported using their

phones while driving within 30 days prior to the interview.

Androulidakis ; G. Kandus (2011) correlated the brand of mobile phone to users security

practices,. Users show different behavior in an array of characteristics, according to the brand of

the mobile phone they are using. As such, there is a categorization of areas, different for each br

and, where users are clearly lacking security mind, possibly due to lack of awareness. Such a

categorization can help phone manufacturers enhance their mobile phones in regards to security,

preferably transparently for the user. Tajzadeh Namin A. A. ; Rahmani Vahid ; Tajzadeh Namin

Aidin (2012)analysed that the process of deciding over (choosing) a brand may be influenced by

situation and content. The findings suggest a significant relationship between the variables

brand attitude, corporateattitude,and product (cell phone) choice. In addition, no

significant relationship was found between individual decision making processes (independent or
mediated) and product choice.Serkan Aydin, Gkhan zer, mer Arasil, (2005) had focused on

to measure the effects of customer satisfaction and trust on customer loyalty, and the direct and

indirect effect of switching cost on customer loyalty. The findings of this study show that the

switching cost factor directly affects loyalty, and has a moderator effect on both customer

satisfaction and trust Jonathan, Lee ,Janghyuk, Lee and Lawrence, Feick, (2001 analysed that

moderating role of switching costs in the customer satisfactionloyalty link; and to identify

customer segments and to retain them. Thus the purposes of this paper are: to examine the

moderating role of switching costs in the customer satisfactionloyalty link; and to identify

customer segments and then analyze the heterogeneity in the satisfactionloyalty link among the

different segments. An empirical example based on the mobile phone service market in France

indicates support for the moderating role of switching costs. Managerial implications of the

results are discussed. TheDream Catchers Group(2008)investigated if demographic variablesor if

telephone features included on phones students already owned were predictive of young

consumers' perceptions of bundled features. In addition, this study set out to determine if there

were any significant differences in students' perceptions of bundled features across demographic

variables (rural vis-a-vis HBCU, gender,grade level, cellular telephone brand, major, and age).

Aoki and Downes (2004) focused on the behavioral and psychological aspects of cell

phone usage among college students. They tried to find the reasons behind why a technology is

adopted in a particular way. They identified several attitudinal factors based on the exploratory

study including, necessity in modern times, cost efficiency when compared to landline phone,

safety or security, and dependency. The study also endeavored to look at the motivational and

behavioral characteristics of mobile phone usage. The authors tried to combine their results and

the result of previous research to find the trends in usage by the youth, why college students in
the US use the cell phone, what they think of the technology, and how they use it. The

motivational themes identified by the study include personal safety, financial incentive,

information access, social interaction, parental contacts, time management/coordination,

dependency, image, and privacy management. The results of the focus group interviews

indicated five distinct user groups in terms of their attitudes toward their cell phone usage and in

terms of the levels of integrating cell phones into their lives. Aoki and Downes (2002)

enumerate the groups as the cost conscious group, safety/security conscious, dependent,

sophisticated, and practical users. The cost conscious users believe that a mobile phone helps

them save money. The safety/security conscious users are cognizant of their own security and

having a cell phone gives them a feeling of security. The dependent user is a person who is

reliant on his/her phone and feels disconnected to the world without one. The sophisticated users

have had their phones for the longest time and feel it is absolutely a necessity for functioning in

the world. The practical user believes a mobile phone gives cost saving, safety benefits, and time

efficiency. This study serves as a valuable guideline on how questionnaires focusing on mobile

phone use may be designed by using focus interviews.

Of particular interest within the Life Course Theory is the concept of a trajectory or a

path of different roles an individual takes through life(Elder, Johnson and Crosnoe 2003:8).

Transitions are the changes in life along a trajectory, and attending college can be considered one

of these transitions (Pallas 2003). One focus in this study will be on how the technology of

mobile phones mediates the transition intocollege. Young adults going away to college

experience both personal and family level transitions because they relate to and interact with

their families differently due to distance, time constraints, and other issues. From Life Course

Theory, this study will look at how the technology of mobile phones influences this particular
family stage. In all likelihood, the use of communication technology, like mobile phones,will

blur this transition somewhat due to college students maintaining frequent contact with their

families. There are three underlying principles of Life Course Theory that are particularly

important to this study. One is the Principle of Time and Place, which states that The life

course of individuals is embedded and shaped by the historical times and places they experience

over their lifetime (Elder, Johnson and Crosnoe 2003:12). This principle is relevant when

looking at age differences of mobile phone users, since the technology is new and changes

rapidly. Second is the Principle of Timing, which states that, The developmental antecedent and

consequence of life transitions, events, and behavioral 6patterns vary according to their timing in

a persons life (Elder, Johnson and Crosnoe 2003:12). This principle is important to keep in

mind when looking at how individuals use the technology differently, depending on where they

are in the college transition. Third is the Principle of Linked Lives, where Lives are lived

interdependently and

Socio historic influences are expressed through this network of shared relationships (Elder,

Johnson and Crosnoe 2003:13). This principle is valuable to keep in mind since the college

transition is not just happening to college students but also to those associated with college

students like families and friends. The second idea used from Life Course Theory is the life stage

Arnett (2000) calls Emerging Adulthood. Arnett argues that in most Western countries there is

an extended period between adolescence and early adulthood in which individuals experience

some elements of both life stages. This period is highly associated with college attendance, and

About one third of emerging adults go to college after high school and spend the next several

years in some combination of independent living and continued reliance on adults (Arnett

2000:471). Arnett (2000) also makes the point that this is a rather recent phenomenon primarily
seen in industrial or postindustrial societies but is spreading due to globalization. Based on

Arnetts (2000) insight, it is likely that communication technology, such mobile phones, acts to

strengthen this trend in the life course, as emerging adults are able to interact with their families

easily yet still maintain a level of autonomy.

Vipan Bansal and Bindu Bansal (2013)[1]Have studied the Customer satisfaction of

mobile phone service users operating in Malwa Punjab This paper is used to trace the reason for

purchasing mobile phones and usages of mobile phone applications. This study revealed that

SMS is the most widely used Valued Added Service. The results revealed that most of the

respondents were satisfied with their current service provider show maximum willingness for

shifting to Airtel. Dr. T. N. R. kavitha and Mr. R. Mohana Sundaram (2014) [2] their study

entitled A Study on Customer Satisfaction towards Samsung Mobile Phone in Erode City. This

paper carried out with an objective to determine the consumer preference and satisfaction. This

paper concentrated on one particular mobile phone brand called Samsung and its price, quality,

colour, and satisfaction level. Uchin Lee, et al.[3]have studied the negative aspects of smarphone

overuse on young adults, such as sleep deprivation and attention deficits, are being increasingly

recognized recently. This emerging issue motivated us to analyse the usage pattern related to

smartphone overuse. The paper is also analysed the usage data of identify between group usage

differences, which range from the overall usage patterns to app-specific usage pattern.
CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the method that will use in this study and clarifies according to its use. It

covers the Method of Research, Population, Sample Size, and Sampling Technique,

Description of the Respondents, Research Instrument, Data Gathering Procedures and

Statistical Treatment

Methods of Research

The content we provide is global, and covers all the financial data you need for your

quantitative research to take an idea from idea generation, to back-testing and analysis, and then

on to production. Beyond economic and financial data, however, we give you access to breaking

news, environmental, social and governance performance, and corporate guidance.

Quantitative methods emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys,

or by manipulating pre-existing statistical data using computational techniques. Quantitative

research focuses on gathering numerical data and generalizing it across groups of people or to

explain a particular phenomenon.

In natural sciences and social sciences, quantitative research is the systematic empirical

investigation of observable phenomena via statistical, mathematical or computational techniques.

The objective of quantitative research is to develop and employ mathematical models, theories

and hypotheses pertaining to phenomena. The process of measurement is central to quantitative


research because it provides the fundamental connection between empirical observation and

mathematical expression of quantitative relationships.

Population, Sample size and Sampling Technique

Description of Respondents

In this research the respondents are from Bulak, San Ildefonso, Bulacan and the main

respondents are the technician in cellphone shop with high skill and have enough experience in

terms of repairing damage program of cellphones. The age gap will range in 20 to 40 years old.

Research Instrument

The study was primarily utilize as specific survey questionnaire. The survey

questionnaire as the primary instrument in gathering data. The researcher asked permission to

look the answers of the problem and looking some documents gathered, the research critically

analyze and evaluate the data, to determine reliability and to determine the true meaning and

value of the data.

The researcher were conducted a questionnaire where the participants are assigned to

answer the question that were created by the researcher. It is a way for the researcher to analyze

a certain data. The data that gathered will analyze and evaluate with comprehension about the

study.
Data Gathering Procedure

The researcher of the study follow some procedures in order for them to achieve the

general problem of this work. First they prepared a survey questionnaires for their participants

that covered all the variables included in their statement of the problem. The researchers present

it to their advisers and asked for her approval before they were finally able to reproduce enough

copies of the survey questionnaire intended for respondents to answer.