1

Chapter I
The Problem and Its Background

1.1 Background of the Study

Nowadays, students are more driven towards using a mobile

phone for every purpose. A smartphone they call it. The world is at the

fingertips and a student can get access to any information from

anywhere. This reduces the chance of visiting a library and searching

for the data. A mobile phone hence can be used for a number of such

purposes. What makes the information easily available is mobile

applications Every mobile app has a unique feature which offers its own

set of services. Learning is a continuous process and the focus has now

completely shifted to eLearning. Due to the mobile phones and the

various feature-oriented applications, students can learn at their pace

and take their time at understanding things, as everything is just a click

away. Roy (2017)

Using mobile applications has corresponding advantages like

new learning methods wherein there are fun games available that

indulge the students into a healthy thought process and help them

understand things from a different perspective. Also, E-book and online

1
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study, this is where library apps and book search apps come into the

picture. These applications make it easy for the students to search the

appropriate study material in the mobile application. It keeps them

closer to the study material and helps them in segregating their studying

materials over the web.

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1.2 Research Framework

Independent Variable Dependent

Variable

1. Participant’s profile
Advantage of
 Name
Mobile applications
 Sex
for Senior High
 Grade level
students.
 Age

2. How Mobile

applications help them

in their everyday life as

students.

Figure 1

Research Framework

Perception of Selected Senior High School Students on the Use of

Mobile Applications to Enhance Classroom Learning

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1.3 Research Paradigm

OUTPUT

The study
INPUT OUTCOME about Mobile

Profile of the Applications

PROCESS -Having
students in will help us
insights and
Gathering
the following to have
understandin
data through
variables ideas or
g on how
-Survey knowledge
-Senior High mobile
Questionnaire regarding the
School applications
benefits of it
students help.
when it
comes to the
students.

Figure 2

Research Paradigm

Perception of Selected Senior High School Students on the Use of

Mobile Applications to Enhance Classroom Learning

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1.4 Statement of the Problem

The study Seeks to find out the following specific questions.

1.What is the demographic profile of the participants with respect
to the following

1.1 Sex
1.2 Strand
1.3 Age

2. What is the perceptions of the student participants of using mobile

application+ with regards to the following:

2.1 Advantages

2.2 Disadvantages

3.What Mobile Applications to enhance classroom learning?

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1.5 Alternative Hypothesis

The perception of mobile application to the students of STEM and ABM
strand in Grade 12 is greater than 90% that has big influence to enhance
classroom learning.

1.6 Objectives

The aim of this study is to determine the Perception of Selected Senior High

Students on the use of Mobile Applications to Enhance Classroom Learning.

1. A mobile application provides a platform to companies by which they can

get engaged with their customers in real-time.

2. To improve the acknowledgement of the students about on the effects of

Mobile Application in school.

3. To study the relationship between persevering use of mobile application

and its effect on memory and intelligence.

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1.7 Scope and Limitation

This study is limited and conducted in the senior high school

students in Highway Hills Integrated School and the relation to their

strand. This study compile with the researchers started November 14

2019, up to February 28 2020. Senior High School Students of Highway

Hills Integrated School are the respondents of this research. This

research is all about Perception of Selected Senior High School

Students on the use of mobile application to enhance classroom

learning.

1.8 Significance of the Study

This study is important for the following reasons:

1. For the school administration to help them what is needed to

improve so that student can avoid some problems and improve plans.

2. For the parents this will give information to the parent on that they

need the phone for the academic performance in school. In addiction

this study will serve as an eye opener to the parents, hence, they can

guide properly their children.

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3. For the teacher the study could help teachers to be aware on how

the mobile application work. It will serve as a tool to guide them in

proper teaching.

4. For the students the study will help the students open their minds.

They will become knowledgeable about the perception of selected

senior high school student on the use of mobile application to enhance

classroom learning.
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1.9 Definition of Terms

1.9.1 Social media - are interactive computer-mediated technologies that

facilitate the creation or sharing of information, ideas, career interests and

other forms of expression via virtual communities and networks.

1.9.2 Communication - a process by which information is exchanged

between individuals through a common system of symbols, signs, or behavior.

1.9.3 Technology - the application of scientific knowledge to the practical

aims of human life or, as it is sometimes phrased, to the change and

manipulation of the human environment.

1.9.4 Internet - a global computer network providing a variety of information

and communication facilities, consisting of interconnected networks using

standardized communication protocols.

1.9.5 Smart phones - are a class of mobile phones and of multi-purpose

mobile computing devices.

1.9.6 Data - a term used to describe any data transmitted over the Internet

wirelessly by the device.

1.9.7 Feature - the structure, form, or appearance especially of a person.

How to use feature in a sentence.

1.9.8 Service - is consumed at the point of sale. Services are one of the two

key components of economics, the other being goods.

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1.9.9 Application - also referred to as an application program or application

software, is a computer software package that performs a specific function

directly for an end user or, in some cases, for another application.

1.9.10 Documents - a piece of written, printed, or electronic matter that

provides information or evidence or that serves as an official record.

CHAPTER II
REVIEW RELATED LITERATURE AND STUDIES
This study presents the related literature on the perception of selected

senior high students on the use of mobile application to enhance classroom

learning

2.1 FOREIGN LITERATURE AND STUDIES

2.1.1 Foreign Literature

In Botswana the higher secondary school results have been declining

over the years and academic experts suggest that the most appropriate way

to overcome this economic educational crisis is to intelligently adopt mobile

technologies into the classroom and access their impact on learning

(Networked Society Report 2013). Digital mobile devices have been evolving

at as weft pace, and the educational society needs time to assimilate and

evaluate the possibilities and potential of digital mobile devices in education

(Gawelek et al. 2011; Weider 2011; Vazquez-Cano 2012; Katz 2013;

Vázquez-Cano 2014).

There are several web technology applications which come with mobile

devices which can be used in the field of education for example: WhatsApp

Facebook, twitter and Instagram (Higgins and Mercier 2013).

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As mobile technology devices become more prevalent and affordable,

using wireless technology can dramatically improve learning and bring digital

content to students more easily than desktop computers. Students love

mobile technology and use it regularly in their personal lives, mobile

technology forms part of their lifestyle. Given the constraint of mobile phone

restriction by teachers, while parents provide students with mobile phones,

the study sought to examine students’ perceptions on the effects of students’

access to mobile phones on their learning performance. Even with the

potential negative consequences, it is important to consider the use of mobile

phones as potential learning tools because the devices do not permanently

depend one electricity connection, are easy to maintain, easy to use audio

and text interfaces, affordable and accessible (Maharaj et al. 2015; Elder et al.

2010).

The increase in the adoption and acceptance of M-learning (mobile

device learning) in all countries are not the same, especially in developing

countries, due to availability of infrastructure of mobile technology, the level of

awareness of M-learning, and the expertise in the field of M-learning, and the

willingness of the students to implement and use M-learning (Ngole et al.

2013).

Hashim and colleagues (2011) introduced a Java m-learning

application tool to review and revise course materials. This application can be

used either on-line or off-line. The on-line feature helped users to access

learning material through a certain URL, while the off-line feature helped

users to access learning content via the application, which had been installed

on their mobile devices. This application mainly focused on three subject

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areas: science, English, and mathematics. Learners could use the application

to review course materials before exams or quizzes.

2.1.2 Foreign Studies

The mobile Internet has, according to Jin and Yan [30], distinct

features, namely, convenience, portability, immediacy, orientation, accuracy,

and sensitivity, which makes it much different from the desktop Internet. Jin

and Yan [30] maintain that the effect of mobile learning is good as all students

improve. On the other hand, some teachers as well as parents still resist to

mobile learning as they do not understand it. Moreover, the teacher needs to

invest a lot of time, and students lack self-confidence to ask questions [30].

Jamaldeen et al. [19] consider mobile learning to be one of the major

developing areas in education. They tested a mobile-based learning

application, and they claim that the users showed positive attitudes towards

m-learning and found it useful. On the other hand, their findings suggest that

m-learning would be more effective as a supporting medium of learning rather

than as the primary medium (Jamaldeen et al., 2018). Çelik and Yavuz [23]

maintain that mobile apps help integrate smartphones into radically changing

education, which is now more individualized, ubiquitous, learner-centered,

and even uncontrolled. The authors studied the effectiveness of mobile apps
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in vocabulary instruction, both contextual and literal. They conclude that

mobile apps are effective in language learning, but they warn that their

implementation must be done in a guided and controlled way as some apps

are not designed by experts. Kuimova et al. [2] view m-learning as an

important step forward and a valuable support to traditional learning. Their

paper looks into the benefits and challenges of m-learning. According to these

authors, m-learning enhances cognitive activity, encourages the learner’s

independence, helps individualize learning, and increases the learner’s

motivation. On the other hand, among its downsides are, e.g., small screens,

potential external interference, a highly addictive as well as distractive nature,

or the fact that some teachers are difficult to convince about m-learning’s

potential. Kuimova et al. [2] conducted research into using WhatsApp for

learning English, and they conclude that mobile phones can be used for

learning as students usually take a positive stance with regard to m-learning.

Awada [20] also looked into the effectiveness of WhatsApp in language

teaching and claims that teaching writing skills by means of WhatsApp was

more effective than through regular instruction. Moreover, it increased the

learners’ levels of motivation. The author states that the WhatsApp tool

creates a positive social environment, encouraging a sense of belonging to a

community or a team with other learners as well as the teacher. It also

reduces anxiety. Therefore, the utilization of mobile devices in education

should be seen as vital. Andujar [26] claims that WhatsApp with its mobile

instant messaging shows the potential to improve the student’s writing skills in

the second language and activate their involvement. In addition, WhatsApp

seems to be accepted among students.

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Khansarian-Dehkordi and Ameri- Golestan [21] examined the way

mobile learning influences both acquisition and retention of vocabulary and

concluded that even though the traditional method brings benefits, the results

of those who used mobile phones or tablet PCs with a social networking

application Line were significantly better, and these students themselves

noticed their improvement. Nonetheless, the authors emphasize that

technology cannot replace the physical classroom. Mobile devices should

rather be used to encourage learners to interact with each other in the virtual

world and create a fun environment for mutual learning. Zhang [31] studied

the effect of an app called English Fun Dubbing (EFD). The author claims that

EFD supports the student’s language learning autonomy by providing them

with an opportunity to practice by themselves at their own pace. Zhang [31]

concluded that a reasonable choice of a suitable application not only

enhances learning but also makes students use mobile devices in more

reasonable ways than they usually do. According to Klimova [3], research

indicates that mobile apps help develop all language skills, primarily retaining

new vocabulary, and the use of these apps also increases students’

motivation to study. Using the apps also boosts confidence, class

participation, and students’ tendency to use mobile devices in education [3].

Gamlo [24] emphasizes the importance of motivation to learn English. The

author believes in using mobile game-based language learning. Nevertheless,

the apps should be selected based on students’ interests, needs and level.

Hwang et al. [28] conducted research into using video clips with either full

captions, i.e., showing all the words in the same language as the audio

output; partial captions, i.e., showing only key words in the same language; or

partial captions with subtitles, i.e., key words in the language of audio output
 15

(captions) and their translations (subtitles) into the language of the students.

Concerning learning motivation, the students learning with full captions

showed significantly higher motivation than those learning with partial

captions and subtitles. The authors also deem it important to differentiate

between active-style and reflective-style students. The latter prefer learning by

thinking to learning by interacting with videos. Naderi and Akrami [29]

investigated the effect of reading comprehension instruction by means of

Telegram (Messenger) groups. According to these authors, online instruction

has become popular, and their results suggest that students prefer the mobile

phone as the best tool for reading short texts. Similarly, Aghajani [27] looked

into the influence of m-learning on cooperative learning (two or more people

learning together) and compared face-to-face instruction of English writing

with that by means of Telegram. They conclude that Telegram makes the

learning environment more meaningful and it helps improve students’ writing

performance. In addition, Telegram, as the authors claim, actively encourages

a cooperative environment and increases motivation. Leis et al. [4] focus

mainly on the effects that using smartphones in class has on students’

autonomy, by which is meant their study outside the classroom. Their findings

show that students encouraged to use smartphones in class tend to study

more outside the classroom and are more autonomous learners than those

who are restricted from using smartphones in class. Therefore, the authors

strongly advise teachers to allow their students to use smartphones for

language learning in class. Hao et al. [22] studied how m-learning may benefit

weak students of English as a foreign language. They contend that low-

achieving students, often marginalized in class, may regain the sense of

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accomplishment with the help of effective mobile technology applications.

Similarly, most other students also improve.

2.2 LOCAL LITERATURE AND STUDIES

2.2.1 Local Literature

  Sanchez Mira (2016), Technological advances had greatly changed

the education landscape in that teaching is no longer confined to the

traditional face-to-face delivery of lessons. Now, students can also learn

outside the classroom via the Internet. Through the convergence of traditional

and modern methods, students get to experience the best of both worlds –

they can be tutored in school and get additional lessons through the Web.
 17

 Nikki Natividad (2016), Any experienced teacher can tell you that no

two people learn the same way. There are visual learners, auditory learners,

read-write learners, and kinesthetic learners. And because all these types of

learners are mixed in one classroom, teachers need to be able to find ways to

accommodate these disparities.This not only diversifies the learning

experience for learners, especially those with short attention spans, but it also

keeps them on their toes. Technology also makes access to learning tools

easier. Teachers can make use of course management tools like Canvas to

upload and organize resources such as syllabi, assignments, or readings.

Teachers can even choose to share their presentations or record their

lectures. While this might seem a little generous on the teacher’s part,

studies show that sharing recorded lectures doesn’t negatively affect

attendance. Learners appreciate the opportunity to review lectures at their

own pace.

Lazarro and Mandela (2004) focuses on the study of English as a

language of communication in Philippines. They argue that Filipinos lack

proficiency in English language and have therefore lost valuable opportunities

in development of education because of lack of proficiency in English

language. The lack of linguistic abilities in English could also hamper the use

of technology in Philippines.This study is specific to Philippines but does not

address the issue of use of technology in Filipino class rooms and resulting

unintended consequences of use of technology in teaching and learning.

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2.2.2 Local Studies

Mobile learning revolutionized the traditional way of classroom learning

(Vinu, Sherimon & Krishnan, 2011), for both formal and informal contexts

(Martí and Ferrer, 2012). El-Hussein and Cronje (2010) defined mobile

learning as “any type of learning that takes place in learning environments

and spaces that take account of the mobility of technology, mobility of

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learners and mobility of learning”. Students have a high level of acceptance of

mobile learning that can be explained by their position as digital natives.

Digital natives are generation of people who were born during or after the rise

of digital technologies (Prensky, 2001). Mobile learning is viewed positively by

students in terms of accessing information quickly, communicating and

collaborating, introducing a variety of ways to learn, and situated learning like

game-based learning (Gikas & Grant, 2013). Students in higher education

have a high level of personal innovation and mobile readiness (Jazihan

Mahat, Ahmad Fauzi Mohd Ayub, & Su Luan, 2012). In fact, many mobile

applications are targeted primarily at students. Mobile technologies involve

applications that students use semi-independently in a classroom or after-

school setting to supplement or enhance teacher-led instruction. Mobile

learning requires a technology that can build and deploy applications. Mobile

technology devices range from basic mobile phones to tablet PCs, and

include PDAs, MP3 players, memory sticks, e-readers, and smartphones

(UNESCO, 2011). Mobile technologies refer to a combination of hardware,

operating systems, networking and software, including content, learning

platforms, and applications. Further, a mobile application, referred to as an

app, is a software application designed to run on Smartphones, tablet

computers and other mobile devices. They are available through application

distribution platforms, which are typically operated by the owner of the mobile

operating system, such as the Apple App Store, Google Play, Windows

Phone Marketplace and BlackBerry App World. Some apps are free, while

others are not. Usually, they are downloaded from the platform to a target

device, such as an iPhone, BlackBerry, Android phone or Windows Phone 7,

but sometimes they can be downloaded to less mobile computers, such as

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laptops or desktops (Siegler, 2008). Although there are many mobile apps

available in the market, there is no app that is specifically designed for

teacher educators who are Filipinos. It is in this context that a research project

on the development of a mobile classroom manager is submitted and

approved by the Philippine’s Commission on Higher Education through

Philippine Higher Education Research Network (Marcial, 2014).The proposed

mobile app is called m-APP, and it will contain several features that will

integrate some of the related features found from the existing mobile apps in

the market like classroom management, attendance checking and scores

recording. On top of these features, the proposed mobile app will be unique

because it will include a vocabulary of terms for teacher education and

training as handy and quick guide for teachers in the education program. This

innovation is aimed to support the teaching instructions of Filipino teacher

educators. This paper examines the acceptability of the proposed mobile

learning tool among teacher educators in the four provinces in Central

Visayas, Philippines. Specifically, it investigates the perceived usefulness and

perceived ease of use of the proposed mobile classroom manager among the

teacher educators in Central Visayas, Philippines. It also explains the

relationships between the respondent’s demographic profile such as sex, age,

status, institution, number of years in teaching, highest educational attainment

and the acceptability of mobile classroom manager. Likewise, it also shows

the relationship between the respondent’s technology ownership of a desktop,

Smartphone, tablet, and a laptop and a mobile classroom manager.

Moreover, the paper also presents the relationship between Internet

accessibility and perceptions towards a mobile classroom learning.

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2.3 SYNTHESIS/RELEVANCE TO THE PRESENT STUDY

The Studies and Literature that the researchers bring are a useful

device to complete the study. The foreign and local literature along with the

study is somehow associated with each other and is extremely beneficial in

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solving the dilemma of this research which is determine the perception of

selected senior high students on the use of mobile application to enhance

classroom learning.

The foreign literature is focused on mobile devices which can be used

in the field of education because this is the most appropriate way to overcome

this economic educational crisis is to intelligently adopt mobile technologies

into the classroom and access their impact on learning. While the local

Literature is focused through the convergence of traditional and modern

methods, students get to experience the best of both worlds – they can be

tutored in school and get additional lessons through the Web.

Chapter 3
METHODOLOGY

3.1 Research Method and Research Design Used

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Research Method 

Quantitative Research was used in the study and all use a standard

format of generating a hypothesis to be proved or disproved. This

hypothesis must be provable and is the basis around which the whole

study is designed. 

Research Design

Descriptive research design was adopted in this study. This method

enables the researchers to interpret the theoretical meaning of the findings

and hypothesis development for further studies. Specifically, the

researchers utilized a questionnaire type of descriptive research method

which enables the researchers to gather information from the respondents

without the respondents having any difficulties in answering the questions

required for the researchers to have information regarding the Perception

of Selected Senior High Students on the Use of Mobile Application to

Enhance Classroom Learning.

3.2 Population and Sampling

Population
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The population of this study consists of Selected Senior High School

Students where the Academic Track with the Science, Technology,

Engineering and Mathematics (STEM) Strand and Accountancy, Business

Management (ABM) Strand where chosen for the population of the total

number of population of the Selected Senior High School Students from

Highway Hills Integrated School (HHIS) consists of 98 students.

Sampling

Using purposive sampling where the sample size is computed using

Slovin’s Formula based on the population given the computed sample size

is 79 students.

3.3 Respondents / Participants of the Study

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Our participants of respondents are Science, Technology, Engineering

and Mathematics (STEM) and Accountancy, Business and Management

(ABM) Strand in Grade 12 surveyed as follows:

TABLE 1

Population and Sampling List

GRADE
LEVEL/ FREQUENCY PERCENTAGE SAMPLE
SEX
STRAND/ (f) (%) SIZE
SECTION
12- M 13 13% 10
STEM(A) F 12 12% 9

12-STEM M 13 13% 10
(B) F 12 12% 9

TOTAL 50
OF STEM
12- ABM M 18 18% 14
(A) F 6 6% 5
12-ABM M 13 13% 10
(B) F 11 11% 9

TOTAL 48
OF ABM
GRAND 98 100% 79
TOTAL

3.4 Research Instruments

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The collection of data was one of the format steps in research

conducted. The data was achieved through the use of tools and

techniques. The techniques used in the research were discussed in this

chapter.

3.4 Data Gathering Procedures

Copies of the "survey questionnaires" that we, that research have

prepared using " 4 point-likert-scale" were distributed accordingly to the

participants, accounting, business and management (ABM) and science,

technology, engineer and mathematics (STEM) student conducted by the

researchers.

3.5 Statistical Treatment of Data

The Statistical Tools used in this study are the following:

1. Generally, the Slovin’s Formula (stated below) is used to get the

sample size. But, Stratified Stratified Random Sampling is used in this

study because Slovin’s Formula was assumed to be already obsolete.

Slovin’s Formula.
Formula: n = ____N____ where: N – Population
1 + Ne2 1 – Constant
e – error of margin
n = ______98_______ = 78.71 or 79 student respondents
1 + (98) (0.05)2
The sampling method used is Stratified Random Sampling.
 27

Where the researcher acknowledges the percentage of each

characteristics as it contributes to the population. Generally, you get 1 st

the Male and the Female respondents per class. Get the percentage.

Refer to the table for the required sample size based on 5% margin of

error and finally total required sample.

2. 4–Point Likert Scale. A “Four (4)–Point Likert Scale” was used to

determine the student respondents’/participants’ perceptions. Its

interpretation is shown below:

Scale Numerical Value Descriptive Value Symbol

4 3.50 – 4.00 Strongly Agree SA
3 2.50 – 3.49 Agree A
2 1.50 – 2.49 Disagree D
1 1.00 – 1.49 Strongly Disagree SD

3. Frequency (ƒ). This was used to get the actual count of a tally.

4. Percentage. This was used to get the highest number by percent of

importance of an item.

5. Rank- is the data transformation in which numerical or ordinal values

are replaced by their rank where the data are sorted accordingly.