Chapter 1

INTRODUCTION

This chapter presents the problem and its setting. It includes the background of the

study, the statement of the problem, hypothesis, significance of the study, and scope and

delimitation of the study.

Background of the Study

An attitude pertains to set of emotions, beliefs, and behaviors toward an object,

thing, or event. Attitudes can have a powerful influence on behavior and are often the result

of experience (Cherry, 2019). Social norms can also influence an individual or a group of

people on how they act and behave. The attitude towards school and learning is interpreted

as beliefs and thoughts about school and learning.

Mobile phones have been a major part in our communication systems especially in

schools. Due to the device being small and convenient, majority of the students bring their

mobile phones with them to school despite having guidelines in using mobile phones

(Goodman, 2019). In a work place, employees are banned from using mobile phones if

they are to be distracted from business tasks. Companies have guidelines for employees’

proper use of mobile phones for them to be productive in the work place and take advantage

of the benefits of mobile phones while lessening distractions (“Betterteam.” 2019).

Similarly, due to this device being the cause of distraction, schools are also implementing

guidelines on the proper use of mobile phones during class hours and within the vicinity of
the campus. However, despite having restrictions of mobile phone use in school, a study

on digital distractions in classrooms shows that students spend 20.9% of their class time

on using mobile phones for personal use (McCoy, 2016).

According to Mupinga (2017), some school policies become useless and unrealistic

because they are not very detailed. Teachers who were part of the study felt that their school

policies were outdated and not easy to enforce. These regulations result to the confusion

on how instructors and students deal with smartphones within the school premises. After

conducting a survey, the questions which asked if students were aware of the school’s cell

phone policy got the highest percentage of both agreement and disagreement. Eleven out

of twelve questions reported a higher average of agreement while the exception was the

question that asked if students felt that they could use their cell phones at any time.

Additional studies should be made to explore the perception of students, currently

enrolled in secondary school courses, on the cell phone use for teaching and as a learning

tool within the classroom. Cell phones can be used as a learning tool for knowledge

construction if educators teach students how to use phones appropriately (Thaden, 2011).

The researchers conducted this study to observe if being aware of the educational use of

mobile phones helps provide a positive influence in their attitude towards the school’s

policy and might as well help in improving the policy.

Statement of the Problem

This study aims to determine the awareness of students regarding the use of

mobile phones for learning and its relationship to their attitude towards the school policy

on mobile phones. Specifically, it will answer the following questions:

 1. What is the profile of the respondents in terms of their awareness towards the

use of mobile phones for learning?

2. What is the profile of the respondents in terms of their attitude towards the

school policy on mobile phones?

3. Is there a significant relationship between awareness towards the use of

mobile phones for learning and attitude towards the school policy on mobile

phones?

Research Hypotheses

1. There is no significant relationship between the awareness of the students on

the use of mobile phones for learning their attitude towards the policy.

2. There is no significant difference in the hoarding tendency of adolescents

when gender as a moderating variable is considered.

3. None of the independent variables and moderator variables significantly

predict the attitude of the participants towards the mobile phone policy.

Significance of the Study

The result of this study is significant and will be of great benefit to the following:

Students: The findings will be a great help to understand how awareness affects

their attitude towards the policy, so that they may be able to know how being aware of the

educational uses of mobile phones can help them in their academics. This will also lead

them to fully understand the school guidelines on mobile phone use.

 Parents: The result of this study will provide further knowledge about the

performance of their children. The parents could also use the findings of the study as a

basis for their own regulations which will take place at home. It will lead the parents on

how to properly supervise their children about their attitude especially while inside the

school premises.

School Administration: The outcome will be a guide-line for the policy on how

they can make the policy more effective. The findings of this study will help them enhance

the school regulations.

School Counselor: The result of this study will help the counselor on properly

guiding the students in following the said policy. The school counselor can be more

efficient on consulting not only students but also the faculty and the administrations on

future problems concerning the attitudes of the students after finding the conclusion of this

study.

Teachers: The significance of this study for the teachers is for them to come up

with different ways on how to deal with the students towards their attitude while inside the

school grounds. Thus, this will help the teachers to think of an effective teaching method

considering the knowledge and awareness the students have regarding the policy.

Scope and Delimitation

The present study determined the relationship of the awareness on the use of mobile

phones for learning to attitude towards the mobile phone policy to develop the existing

policy on the use of mobile phones.

 This study only considered age and gender as moderating variables. Moreover, this

study covers the entire population of Adventist University of the Philippines Academy.

However, there are some students who were not present during the time of data gathering.

Thus, limiting the capacity of the researchers to conduct the desired sampling method.

Parents’ accounts or accounts of the respondent’s guardians are not explored and

incorporated in the study. Moreover, due to limited time-frame, the respondents’ history of

mobile phone confiscation has not been recognized. The study relied on the genuineness

and integrity of the respondents. All questions during the distributions of the questionnaires

were entertained.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present theoretical and conceptual

framework to fully understand the research to be done and lastly the definition of terms for

better comprehension of the study

Attitude

The results of the study “Attitudes of Youths Towards Mobile Phone Use”

conducted by Ozluk in 2012 implies that there is a growing attachment of mobile phones

by young generation nowadays. It was shown that majority of the students actively utilize

all the functions of their mobile phones with the function of messaging as the most

dominant. The study concluded that the students consider mobile phones as important

because the device serves as a tool for connecting with friends.

In the study “The Effects of Cell Phone Use on the Study Habits of University of

Zimbabwe First Year Faculty of Arts Students” by Kahari (2013), the results showed that

mobile phones are important devices for studying. Furthermore, the study revealed that

students have the tendency to abuse the uses of mobile phones but are beneficial for

learning. The attitude and use pattern of a student affects the outcome of whether mobile

phones are more of a tool for study, or a source of distraction.

Al-Emran and Salloum (2017) suggested to investigate the students’ attitude

towards the utilization of mobile technologies. Their surveyed literature revealed the
students’ lack of studying in their use of mobile phones. The results imply that schools

should emphasize the use of mobile phones for learning.

The study of O’Bannon and Thomas (2015) focused on what percentage the

teachers support their students on using their phones as well as how they see the use of

cellular phones for educational purposes. Almost half of the respondents (45%) support the

use of cellphones and more than half of them (65%) did otherwise. Teachers acknowledged

the usefulness of cellular phones but identified the barriers of the use of cellphones in class;

they perceived cheating, disruptions, cyberbullying, and accessing inappropriate content.

Attitudes are now important in every way. It may be in applying to a company or

it can help you to be more influential to others. It is learned from a long period of time or

during childhood from the parents in how they raised their child whether good or worse.

Having permanent attitude that we have, it is still our power to choose and respond a

certain situation. In gaining success 88% of attitude are needed and only 12% for

education (San Pascual, 2015).

Attitude can be understood as the factor that shapes our goals. It also corresponds

to how to perceive, view and approach the different aspects of life. Attitudes speak of an

individual's personality. Constructive or right attitudes make a strong and commendable

personality, while destructive or wrong attitudes make a weak and deplorable personality.

Attitudes make us work purposefully with endurance. Though there are obstacles in every

walk of life, the right attitude prepares a man to take them up as challenges and move

persistently forward tackling them with patience and perseverance. If the right attitude is

missing, then life appears to be a burden and every small challenge or difficulty shall

make an individual weak and complaining (Naranayanan, 2015).

Awareness

In the book Aware: The Science and Practice of Presence, the author mentioned

that when the cultivation of the capacity for being aware strengthens the mind and enhances

the quality of life. Being aware causes the linkages among the different regions of the brain

to grow and further strengthening the brain’s ability to regulate emotion, attention,

behavior, and thought. The author expressed that being aware can also bring a sense of

meaning and connection to everyday experiences.

Tie Fatt Hee, 2016, “Awareness of Issues Related to Rights of Students”. This study

aimed to examine the extent of awareness of students of the issues regarding their rights.

Hee (2016) discovered a problem with regards to the students’ understanding of school

rules and regulations. According to Hee (2016), the vagueness and lack of information

hinders the students from understanding the rules and regulations of the school. This study

did not specify to which level of students were the surveys distributed. However, it appears

to be conducted on secondary schools. The findings of the study showed that the level of

awareness of the students concerning issues related to their rights as students is adequate.

According to Fakokunde’s “Secondary school students’ awareness and use of

mobile phones for academic purpose”, 2017, it was revealed from the data gathered that

majority of the respondents are aware of the educational use of smartphones. This implies

that majority of the high school students are aware of the various ways through which they

can make use of their cellular phones for learning purposes. Therefore, the high level of

indiscipline and poor academic performance of the students cannot be attributed to their

lack of awareness of how their mobile phones could be used as a tool for learning.
 The study of O’Bannon and Thomas (2015) focused on what percentage the

teachers support their students on using their phones as well as how they see the use of

cellular phones for educational purposes. Almost half of the respondents (45%) support

the use of cellphones and more than half of them (65%) did otherwise. Teachers

acknowledged the usefulness of cellular phones but identified the barriers of the use of

cellphones in class: cheating, disruptions, cyberbullying, and accessing inappropriate

content.

Theoretical Framework

The researchers adapted the Theory of Planned Behavior (TPB) by Icek Ajzen

(1985, 1987). The theory generally states that (1) the attitude towards act or behavior, (2)

social or subjective norm, and (3) perceived behavioral control are the best predictors in

forming a behavioral intention which leads to a display of behavior.

The attitude towards act or behavior pertains to the degree to which a person has

positive or negative feelings regarding the behavior of interest.

The social or subjective norm pertains to the belief about whether peers will

perform the behavior and vice versa. It refers to a person’s perception regarding the social

environment the surrounds the behavior.

The perceived behavioral control pertains to the individual’s perception of the

degree of difficulty of the behavior (Ajzen, 1991). It is affected by the amount of resources

and confidence of the individual (Ajzen, 1985; Hartwick & Barki, 1994; Lee & Kozar,

2005).
 The behavioral intention represents a person’s motivation in the view of his or her

decision to act a certain behavior (Conner & Armitage, 1998). The stronger the intention

is, the more likely the behavior will be performed.

Figure 1. Graphic Model of Theory of Planned Behavior

Conceptual Framework

Using the illustration of the Theoretical Framework, it can be asserted that the

reasons why some students violate the guidelines of mobile phone use are mainly because

the guidelines have a negative perception from students, other peers have a negative

attitude towards the guidelines, and that the students do not believe they can be able to fully

obey the guidelines.

Following this line of thought, if AUP Academy succeeds in creating a positive

environment surrounding the guidelines on mobile phone use, improve the existing policy,

and create opportunities in which the entire school can be able to contribute in developing
the guidelines on mobile phone use, they will be able to ensure a well-integrated use of

modern technology to aid in learning, thus providing more quality learning.

Gender, Age

Awareness of Attitude
the Students Policy
towards cell
to the cell Enhancement
phone policy
phone policy

Figure 2. Graphic Model of Conceptual Framework

Research Paradigm

Awareness Attitude

Age

Gender

Figure 3. Graphic Model of Research Paradigm

Definition of Terms

Awareness. This refers to the knowledge of students regarding the educational use

of mobile phones.

Attitude. This refers to an enduring disposition in which students consistently

respond in a certain manner to the various aspects of school rules. This only covers the

behavioral and affective component of attitude.

Discipline. This refers to the means by which school staff maintain order and

regulate the behaviors of students, involving rules that govern goal orientation and behavior

inside and outside the institution, including the socialization processes that happen in the

school.

Effectiveness. It pertains to the capability of producing desired results. When

something is deemed effective, it means it has an intended or expected outcome, or

produces a deep, vivid impression.

Evaluation. It pertains to judge the value of condition regarding to the guidelines

which are implemented in the schools. The researchers will use this to know if the no

cellphone policy should be removed or improved. A type of descriptive research which

will serve as the basis of the study.

Gadgets. These are often small mechanical or electronic devices that the students

are prohibited to use as a result of the no cell phone policy.

Learning. This refers to the acquisition of knowledge for the use in class reports,

class discussions, and requirements

 No Cellphone Policy. This refers to the prohibition on students in using cellphones

in the classroom. The school implemented this policy in accordance to avoid unnecessary

distractions to students. Also, it will help them to focus more in studying.

Policy Enhancement. This refers to the improvement of the policy for the better

attitude of the students towards it.

Regulations. These are usually more official than rules because they are drawn up

by the school board. They are definite set of standards that must be adhered to at all cost.

Standards that cannot change, must not change, and will be followed or else there will be

consequences, legal or otherwise. Regulations differ with rules in that rules can be altered

from time to time upon complaint and review. Some can be bent or broken without any

real consequences to follow.

Rules. It is one of a set of explicit or understood regulations or principles governing

conduct or procedure within a particular area, in this context, a school.

Senior High School Students. These pertains to the respondents of the study. They

will be evaluated about the school guidelines, if they are in favor in the no cellphone policy

or not. The answers of the Senior High School students will help to conclude the findings.
 Chapter 3

METHODOLOGY

This chapter describes the adopted research design, the population and sampling

techniques, research instruments, data gathering procedures and general overview of each

of the statistical treatment that will be used in analyzing the collected data

Research Design

Descriptive – correlational research design was used in this study. According to

Shuttleworth (2008) descriptive research design is a scientific method concerns observing

and describing the behavior of a subject. Descriptive design was used in the study to

describe, analyze and interpret quantitative data that determined the profile of the

respondents in terms of their attitude towards policy regarding the use of mobile phones

and their awareness towards policy regarding the use of mobile phones which can be used

to enhance the effectiveness of the policy. Correlational research design was used to find

the relationship between the awareness of students on cellphone policy and their attitude.

Population and Sampling Technique

The respondents of the study were students from Adventist University of the

Philippines Academy enrolled during second semester of school year 2018 – 2019.

Systematic sampling was used in the study. Using Slovin’s formula, 274 samples were

recommended out of a population of 870 students, excluding students who were

homeschooled. The sample size was divided to 22, the total number of sections in the

Academy. In each section, 13 students will answer the questionnaire. The number of

students in each class will be divided to 13, to get the sampling interval.

Demographic Profiles

The respondents’ demographic profiles were included as moderator variables to the

cognitive development, which included age and gender.

Age. Table 1 presents the distribution of the respondents’ age groups. Among the 274

respondents, majority of them were 16 to 17 years of age with N = 98 (35.8%). Figure 4 is

a visual representation of the distribution of respondents’ age.

Table 1

Distribution of the Respondents According to Age

Demographic Frequency Percentage

Age 13 and below 36 13.1%

14-15 73 26.6%

16-17 98 35.8%

18 and above 66 24.1%

Table 1 shows that majority of the respondents were 16 to 17 years old with N = 98

(35.8%).
 Age

13 and below 14-15 16-17 18+

Figure 4. Distribution of the respondents by age.

Gender. Table 2 presents the distribution of respondents by gender. Among the

274 respondents, majority of them were male with N = 146 (53.3%) and female

respondents with N = 128 (46.7%). Figure 5 is a visual representation of the distribution of

the respondents’ gender.

Table 2

Distribution of Respondents According to Gender

Demographic Frequency Percentage

Gender Male 146 53.3%
Female 128 46.7%
 Gender

47% Male
53%
Female

Figure 5. Distribution of the Respondents by Gender.

Research Instrumentation

In this study, questionnaires and validated research instruments were utilized. The

self-constructed questionnaire used Likert Scale to measure attitude of the students

regarding the policy. With this scale, respondents are asked to rate items on a level of

agreement. The highest rating is 5 and lowest rating is 1. If the rating is 5, the students are

very aware of the policy and if the rating is 1 the students are not aware of the policy and

still needs to be oriented. Open-ended questions on the over-all rating of the awareness of

students were devised to enhance the result of the quantitative data. The researchers

validated the questionnaire from three (3) research experts.

 Awareness Questionnaire. This test measured the respondents’ level of awareness

regarding the use of mobile phones for learning. This questionnaire used dichotomous

variables with only ‘Yes’ or ‘No’ answers. The researchers adopted 10 out of 15 questions

on awareness from the study by Jubril Fakokunde in 2017 titled ‘Secondary Schools

Students’ Awareness of Educational Benefits of Mobile Phones and the Use’. While there

were minor modifications in some of the questions, the construct of the majority of the

questions were retained.

Attitude Questionnaire. The researchers made a self-constructed questionnaire on

the attitude of students on the use of mobile phones. The questionnaire consisted of 10

items (7 items of behavioral component and 3 items of affective component). The

questionnaire was then validated by 3 research experts.

Table 3 shows the scoring rubric for Attitude Questionnaire and the corresponding

verbal interpretation.

Table 3

Scoring and Verbal Interpretation for Awareness Questionnaire

Name of Rating Range Scaled Response Verbal Interpretation

Instrument

Attitude Questionnaire 5 4.50 – 5.00 Always Very Good

4 3.50 – 4.49 Often Good
3 2.50 – 3.49 Sometimes Uncertain
2 1.50 – 2.49 Seldom Poor
1 1.00 – 1.49 Never Very Poor
_______________________________________________________________________
 Reliability. Both of the two 10-item questionnaires underwent a separate reliability

analysis using SPSS and are found to have moderate and high internal consistency,

respectively, through Cronbach’s alpha (Awareness = 0.762, Attitude = 0.659) as shown

in Table 3.

Table 3

Reliability of Awareness and Attitude

Variables No. of Items Cronbach’s Alpha

Awareness 10 0.762
Attitude 10 0.659

Data Gathering Procedure

A letter of request to conduct a study in Adventist University of the Philippines

Academy was secured from the Practical Research 2 teacher and was handed to the

principal of AUP Academy. The letter was approved by the principal and it was then

presented to the advisers and subject teachers of the respondents. After the letter was

approved by the advisers and subject teachers, the researchers started to conduct the study.

The researchers followed the recommended number of samples using Slovin’s formula.

Each of the 22 sections, a total of 286 students, were given 13 questionnaires, all of which

were distributed systematically according to the section’s alphabetical list of names.

However, there are students who were absent during the span of the data gathering. The

researchers then relayed the questionnaires of those absent students to other students

randomly. A total of three (3) school days were spent on data gathering. After all of the

questionnaires were collected, the researchers filtered and discarded the remaining 12
questionnaires to follow the recommended number of samples according to Slovin’s

formula, for a total of 274 questionnaires. The researchers then started encoding the data

in SPSS.

Data Analysis

The data collected were tabulated in SPSS version 21 to obtain the necessary

statistical treatment for interpretation. Descriptive statistics of frequency and mean will

be applied to get the profile of the respondents in terms of their attitude and their

awareness towards the policy regarding the use of mobile phones. Content analysis will

be used to analyze the data from open-ended questions. The researchers used the Point-

Biserial Correlation to correlate the dichotomous Awareness Questionnaire and the

continuous Attitude Questionnaire.

 Chapter 4

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of the data as well as the

findings that determined the sensitivity of vegetarians to respond towards medication. The

results and discussion are presented according to the sequence of research questions.

Profile of the Respondents in Terms of their Awareness Towards the Use of Mobile

Phones for Learning

Table 5

Analysis of the respondents’ awareness of the use of mobile phones for learning

Item No. Items Yes (%) No (%)

1. Mobile phones can be used to take photos of 264(96.0) 10(4.0)

objects, places or events relevant to our school

lessons.

2. Mobile phones can be used to take notes in the 220(80.0) 54(20.0)

classroom.

3. Relevant learning materials can be retrieved from 257(94.0) 17(6.0)

the internet through mobile phones.

4. Lessons delivered by teachers can be recorded 178(65.0) 96(35.0)

using mobile phones.

5. We can discuss group assignment and other school 231(84.0) 43(16.0)

work with our classmates through mobile phone.

6. We can use our mobile phones to listen to online 219(80.0) 55(20.0)

lessons.

7. We can save relevant information pertaining to 256(93.0) 18(7.0)

our school work on our mobile phone.

8. The alarm in our mobile phone can be used to 188(69.0) 86(31.0)

guide us in our school activities.

9. Mobile phone can be used as calculator in our 180(66.0) 94(34.0)

school work.

10. We can use online and offline dictionary through our 256(93.0) 18(7.0)

mobile phone.

Overall Mean 225(82.0) 49(18.0)

Table 5 shows the analysis of students’ awareness of the policy for educational

purposes. Majority of the respondents agreed that mobile phones can be used to take photos

of objects, places, or events relevant to our school lessons with N = 264 (96%). It can be

safely assumed that the respondents are aware that their mobile phones can be used as a

visual aid for learning.

 According to a study in 2018, entitled “Influence of Visual Aids in Strengthening

the Learning Process”, visual aids help eliminate the communication gap between students

and teachers. Furthermore, students can be more interactive in the class when there are

visual aids involved. This signifies the importance of mobile phones as a visual aid for

students.

Profile of the Respondents in Terms of Their Attitude Towards Mobile Phone Policy

Table 6

Mean and Standard Deviation Showing the Respondents’ Attitude Towards the Mobile

Phone Policy

Item No. Items Mean SD Qualitative

D Descriptor

1 I use my phone during class hours to reply to 2.4 1.16 Seldom

chats in messenger.

2 I do not utilize my phone during class hours 3.36 1.2 Sometimes

for research.

3 I use my phone to take photos and videos 3.3 1.32 Sometimes

to post on social media sites.

4 I use my phone secretly to play games during 1.85 1.18 Seldom

class hours.

5 I do not keep my phone inside my bag 3.47 1.28 Sometimes

during class hours.

6 I use my phone even if the teacher does not allow it. 3.6 1.19 Seldom

7 I use my phone to listen to music to relax 2.18 1.32 Seldom

 myself during class hours.

8 I feel like the policy is unfair to students. 2.71 1.21 Sometimes

9 I feel like the policy is preventing me from 2.60 1.25 Sometimes

improving academically.

10 The policy makes no sense to me. 2.38 1.35 Seldom

Overall Mean and Standard Deviation 2.79 0.62 Uncertain

Table 6 presents the respondents’ attitude profile. According to the data, the

respondents seldom use their mobile phones without their teachers’ approval (M = 3.6, SD

= 1.19). This implies that the respondents are obedient when it comes to the use of mobile

phones. The data showed that the respondents’ overall attitude towards the mobile phone

policy is uncertain. This signifies that the students do not have a pattern of behavioral

conduct.

According to a study by Ofori et. al (2018) entitled “The Effects of Indiscipline on

Academic Performance of Junior High School Students in the Fanteakwa District of

Ghana,” disobedience of students leads to exposure to social vices and violence and can

also ensue school drop-out. The study also concluded that students’ disobedience affects

their emotional development. This emphasizes the need of students to have a proper

discipline with regards to school rules.

One of the most important factors for survival is attitude. One’s perspective and

coping ability will have a significant effect in performance and handling rejection (San

Pascual, 2015). It is very important for students to be able to form a proper attitude. This

expresses the need for schools to have efficient policies that will meet the needs of the

students, particularly in creating a positive attitude towards school rules.

Relationship Between Awareness on the Use of Mobile Phones for Learning and

Attitude of the Respondents

Table 7 shows that the respondents’ awareness on the educational use of mobile

phones (r = -0.325, Sig. = 0.000) has a moderate negative relationship with attitude

towards the mobile phone policy. This implies that the more the students are aware of the

educational use of mobile phones, the less they are to respect the mobile phone policy.

This also indicates that the null hypotheses will be rejected.

Table 7

Relationship of Awareness on the Use of Mobile Phones for Learning and Attitude on the
Mobile Phone Policy

_______________________________________________________________________
__________________________r_________Sig.__________Qualitative Descriptor____

Attitude -0.325 0.000 Significant

_______________________________________________________________________
In a study by Simba (2016), it was concluded that discipline has a moderate positive

relationship and causes the difference in academic performance of students in public

primary schools. The study emphasizes the need to enhance the level of discipline in

schools.

Significant Difference in the Respondents’ Attitude towards the Mobile Phone Policy

when their Gender is Considered

The table below shows that there are no significant differences when the

moderating variable, gender, is considered (Sig. 2-tailed = 0.596, 0.594).

Table 8

Difference in Attitude Towards the Mobile Phone Policy with Regards to Gender
 Mean SD T value Sig. (2-tailed) Descriptive

Sex Female 2.77 0.60 -0.533 0.594 Not

Significant

Male 2.81 0.63 -0.531 0.596 Not

Significant
 Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of finding, conclusions and recommendation based on

the result of the study supported by the data gathered through their answer.

Summary of Findings

This study aims to determine whether students’ awareness on the educational use

of mobile phones affects their attitude towards the mobile.

The result shows that majority of the respondents are highly aware of the

educational uses of mobile phones, particularly for taking pictures of things relevant in

their studies. Moreover, the attitude of the respondents towards the mobile phone policy

has been measured based on the behavioral and affective component of attitude. It was

revealed that the respondents have a moderate level of attitude, indicating an uncertain

pattern of behavior towards the mobile phone policy.

3. There is no relation between awareness and attitude towards mobile phone

policy. The study resulted that awareness has no connection to students’ attitude in mobile

phone usage.

4. In Chapter 2, it is said that students benefit from the utilities of the mobile phones. One

question that has the highest result says that students use their phones more often in

classrooms for educational purposes

Conclusion

No Cell phone Policy is really against to students especially this generation, but this is

implemented for them to be more focused on their study. This policy will prevent them

from any distractions such as playing online games At school, using their phone while

discussion, etc. to help students to be more knowledgeable and active at school. Almost all

of the respondents are aware of the cell phones policy inside and outside the classroom

however, some are still not aware on using their phones. Having the high rate of

respondents who are aware on using their phones, their attitude are opposite of their

awareness.

Recommendations

Schools should further evaluate their students’ profile in terms of what causes them

to misbehave.

Students. We recommend that the students who follow the regulations should influence

other students who don’t follow. Also, Instead of using their phone for entertainment

purposes and communicating with their peers through different social media sites, we

recommend them to entertain their selves by chatting with their friends in real life.

Parents. We recommend the parents to brief their children that phones must be used

only for academic purposes when inside the school grounds and during class hours. Also,

we would like to advise them to check on their children after school hours to avoid any
thought in their child’s mind to use their phone to communicate other people with their

phones.

School Administration. We recommend that the regulation about mobile phones to be

enhanced by allowing students to use their phones for academic purposes because despite

of the current restriction of its use, students use their phones for easier access to the internet

for educational purposes.

School Counselor. We recommend that the school counselor should guide the students

of the academy to use their phones only for academic purposes while inside the campus

grounds during class hours.

Teachers. We recommend the teachers to allow the students to use their phones but

only for educational purposes. And encourage students to do more physical activities with

their peers by giving seatworks which can be done in pairs with sometimes not allowing

the use of cellular phones.