1

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

MOBILE TECHNOLOGY IN EDUCATION: IT'S INFLUENCE ON THE MOTIVATION

AMONG BEED STUDENTS

A Research Paper Presented to the Faculty and Staff of

Altavas College

Altavas, Aklan

In Partial Fulfillment

Of the Requirements in the Subjects

Research in Teaching

by

Rosalyn S. Lauz

Christine Joyce A. Sucgang

Madelyn S. Pelayo

Wella D. Gurit

BEEd III

March 2022
 2

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

APPROVAL SHEET

This research entitled “ Mobile Technology in Education: It's influents on the Motivation

among BEED Students”, in partial fulfillment of the requirements for Research in

Teaching is hereby recommended for acceptance and approval for oral defense

conducted by:

Rosalyn S. Lauz

Christine Joyce A. Sucgang

Madelyn S. Pelayo

Wella D. Gurit

Approved by the Research Committee:

LINAVILLA P. ARCEÑO, PhD ELLA R. BARTOLOME, MS Crim

(Specialized Expert 1) (Specialized Expert 2)

 3

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

MIKKO JAN D. LOPEZ, EdD

(Research Adviser)

Accepted and approved in partial fulfillment of the requirements for the Senior High

School program of Regional Science High School for Region VI.

_________________ PCOL. GEORBY C. MANUEL, DPA (C)

Date Acting College Administrator

"Mobile Technology in Education: It's influence on the Motivation among BEED

Students”, A Research Paper for Research in Teaching, Altavas College, Altavas Aklan.
 4

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Abstract

This study was conducted to determine the influence of mobile technology on the

motivation of 20 Bachelor of Education students of Altavas College. The researchers

adopted an online survey-questionnaires. Data were gathered and analyzed using

frequency count, percentage, mean and Microsoft Excell. Descriptive analysis were

computed. The results showed that the influence on the motivation in using mobile

technology in education of BEEd students of Altavas College were described as “Highly

Engaged.” This signifies how the respondents being highly engaged by using mobile

technology in their studies. The mobile usage of BEEd students of Altavas College was

described as “Highly Practiced.” This signifies that the respondents are using their

mobile phones most of the time especially when doing their school work.
 5

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Table of Contents

Chapter

Page

1 INTRODUCTION

Background of the Study 1

Conceptual Framework of the Study. 3

Statement of the Problem.

Significance of the Study 5

Definition of Terms 6

Delimitation of the Study 7

2 REVIEW OF RELATED LITERATURE

Mobile Technology in Education 8

Motivation of BEEd Students. 15

Synthesis

21
 6

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

3 RESEARCH DESIGN AND METHODOLOGY

Research Design

22

Methods

23

Data Gathering Instrument

24

Data Gathering Procedure

27

Statistical Data Analysis

28

4 RESULTS AND DISCUSSIONS

Descriptive Data Analyses

29

5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

 7

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Statement of the Problem, Summary, and Findings

32

Conclusion

33

Recommendation

34

REFERENCES

36

APPENDICES

41

List of Tables

Tables

Page
 8

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

1 Distribution of Participants 45

2 Level of Motivation 46

3 Level of Mobile Usage 49

List of Appendices

Appendix

Page

A Communication Letter 42

B Research Instrument 46

C Curriculum Vitae 51
 9

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

List of Figures

Figure

Page

1 A schematic diagram, showing the relationship that

exists between the mobile technology in education

and its influence on the motivation among BEED

students.

2 A conduct of online survey to Bachelor of Elementary

50

Education students of Altavas College.

 10

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Mobile Technology in Education: It's influence on the Motivation among BEED

Students

CHAPTER I

Introduction to the Study

This chapter encompasses four parts: 1) Background of the Study, 2)

Conceptual Framework of the Study, 3) Statement of the Problem, and 4) Significance

of the Study

Background of the Study

Mobile technology is evolving quickly. Mobile technology has enhanced its features from

a basic phone call and texting to GPS navigation, internet searching, gaming, instant
 11

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

messaging applications, etc. The number of mobile cellular network subscribers is

expected to be seven billion in 2016. Also, the number of Internet users is known to

reach 3.2 billion (ICT Facts and Figures, 2015).

It is becoming increasingly prevalent through tablet and portable computers. The rapid

growth of mobile technology and the Internet has made it easier and quicker for users to

access knowledge and information (Macwan, 2017). Mobile technologies transform our

daily lives in ways such as connectivity, communication and cooperation (Sabourin &

Kosturko, 2015). However, it is indicated that mobile learning cannot replace with formal

education but offers

methods to support learning outside of the classroom and brings advantages for

different interactions (Sharples, Taylor & Vavoula, 2010).

Technology has become so much part of our lives in the 21st century that even being

fully literate now includes an aspect of ‘computer literacy’. The latest explosion in this

field is the development of the so-called mobile devices (also referred to as hand-held

devices) such as iPods and smart phones. These mobile devices have become

affordable and hence are within reach of the masses. They have also introduced a

variety of new tools that improve user-friendliness to the extent that they can even

support education. Likewise, developments in wireless communication networks such as

the 3G/data card, data bundles, Bluetooth, Wi-Fi, and general packet radio service

(GPRS) further extend this opportunity for mobile technology users (Tabisa, 2013).
 12

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The extensive use of mobiles suggests that there are strong incentives for people

to persist in using their mobile devices even where usability problems are experienced.

This led us to consider what aspects of using mobile devices might be so motivating for

informal learners.

Motivation is defined as the reasons why you are doing something, or the level of desire

you must do something. A process that initiates, guides, and maintains goal-oriented

behaviors. It is what causes you to act, whether it is getting a glass of water to reduce

thirst or reading a book to gain knowledge.

The first motivational factor is that in the context of informal learning, learners

have control over their own goals and the freedom to define the tasks and activities they

wish to engage in. Second, mobile devices seem to give their users a strong sense of

ownership. Third, many mobile devices also allow users to communicate, thus enabling

and supporting collaborative learning. Fourth, mobile devices are widely used for

entertainment, especially by young people, so it is possible that the emotion and the

excitement generated by this use may be associated with the device—mobiles become

identified as ‘fun’ devices. Fifth, mobile devices enable learners to access resources and

information in the context where they are needed and used, including ‘in the field’ and to

share this information with others. Lastly, the portability of mobile devices can provide

continuity between different settings so that information or resources that have been

captured in one context can be transported to another. These features therefore suggest
 13

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

that using mobiles in informal settings is likely to be highly motivating, but a list of

features alone is not sufficient to account for the motivational process.

It can be concluded that the mobile technology is a useful tool for providing various

sources of communication, information and learning. It is a form of technology that is

mostly used in cellular communication and other related aspects. Education has become

more learner centric as students are given a choice of what device to use and how they

want to use it. Mobile access to course resources enables them to stay on top of things,

get the most of their time, and be more motivated to learn.

Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study. The paradigm presents the

variables that were considered in the study. As conveyed by the figure below, the mobile

technology in education were the independent and its influence on the motivation among

BEED Students was the dependent variables.

Figure 1. A schematic diagram, showing the relationship that exists between the mobile

technology in education and its influence on the motivation among BEED students.
 14

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Independent Variables Dependent Variables

Mobile Technology in Its influence on the

Education motivation of BEED
students.

Statement of the problem

The primary purpose of this study is to describe the use of mobile technology in

education that influence on the motivation among BEED students.

Specifically, the study sought to answer the following questions.

1. What is the use of mobile technology among the BEED students?

2. What is the use of mobile technology that influence the education of BEED students?

Significance of the Study

 15

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

This study is conducted to access information about using mobile technology in

education and how it's influenced the motivation among BEED students that may

beneficial to the following:

Students. This study will give students the idea on how to use mobile technology in

Education, in a good manner.

Teachers. We all know that teachers are the facilitators of learning. This study can

help them to create new techniques in their teachings with regards/by the use of mobile

technology.

Parents. Nowadays, parents and their children cannot understand each other

because of the rapidly changes in our world, most especially in technology. This study

can help parents, in order to understand and to know the needs of their children.

School Administrators and Staff. This study will encourage the administrators on

how they will organize events and other school activities by the use of mobile

technology.

Definition of Terms
 16

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

For a clearer understanding of this study, some terms were defined conceptually and

operationally as follows:

Mobile technology is the technology used for cellular communication. (Wikipedia/Nov.

10,2021)

As used in this study, "mobile technology" referred to as the way of BEED students

motivate their desire to learn with the use of mobile technology. This was studied in

order to know how mobile technology influence the motivation of BEED students to

learn.

Motivation a force or influence that causes someone to do something. ( Merriam

Dictionary Online / November 8, 2021).

As used in this study, "motivation" referred on the inspiration of BEED students to learn

using mobile technology. This was measured through 30-item researcher-made

questionnaire. A 5-point Likert scale was the basis for the responses which are:

"strongly agree" (5) "agree" (4), "uncertain" (3) "disagree" (2), "strongly disagree" (1).

Delimitation of the Study

 17

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

This study is to focus on how mobile technology in education influence the motivation of

BEED students.

There is one material involve in our study which is questionnaire using pen and paper.

This study was confined to getting responses form the BEED students of Altavas

College of the academic year 2021-2022, regardless of their age and gender. But

because of the pandemic we cannot give them the questionnaires personally. So we

came up we the solution that we just send them the questionnaires via Messenger App.

Out of 20 Bachelor of Elementary education students of Altavas College, the researcher

gathered 20 participants which are about 100% of BEED students.

This study considers every aspect of BEED students’ reaction on how mobile technology

influence their motivation to learn. The statistical tools used in the analysis of data were

frequency count, percentage and mean.

 18

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

CHAPTER II

Review of Related Literature

This chapter will bring about the review of related literature of the study "Mobile

Technology in Education‫ ׃‬It’s Influence on the Motivation among BEED Students" and

other studies – both local and international – related to it. This chapter was divided into

three parts: 1) Mobile Technology in Education; 2) Motivation of BEED students; and 3)

Synthesis.

Mobile Technology in Education

 19

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Mobile technology is technology that goes where the user goes. It consists of portable

two-way communications devices, computing devices and the networking technology

that connects them. Currently, mobile technology is typified by internet-enabled devices

like smartphones, tablets and watches. Mobile technology is a form of technology that is

mostly used in cellular communication and other related aspects. It uses a form of

platform whereby many transmitters have the ability to send data at the same time on a

single channel.

Mobile technology is evolving quickly. Mobile technology has enhanced its features from

a basic phone call and texting to GPS navigation, internet searching, gaming, instant

messaging applications, etc. Professionals agree with the trend that computer

technology’s future depends on wireless networking and mobile computing. Mobile

technology is becoming increasingly prevalent through tablet and portable computers.

The rapid growth of mobile technology and the Internet has made it easier and quicker

for users to access knowledge and information (Macwan, 2017).

Today, technology enables forms of communication and collaboration undreamt of in the

past. Students in a classroom in the rural U.S, for example, can learn about the Arctic by

following the expedition of a team of scientists in the region, read scientists’ blog

posting, view photos, e-mail questions to the scientists, and even talk live with the

scientists via videoconference. Students can share what they are learning with students

in other classrooms in other states who are tracking the same expedition. Students can

collaborate on group projects using technology-based tools such as wikis and Google
 20

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

docs. The walls of the classrooms are no longer a barrier as technology enables new

ways of learning, communicating, and working collaboratively (Purdue, 2014).

Technology has impacted almost every aspect of our life today, and education is no

exception. Mobile technologies transform our daily lives in ways such as connectivity,

communication and cooperation (McQuiggan,et al. 2015). Mobile devices (specifically

Smart phones and tablet computers) aim to change the way of learning and teaching

methods innovatively (Kuzu, 2014; Middleton, 2015). Studies on mobile learning focus

on how learners on the move to gain new knowledge, skills and experiences (Sharples

et al., 2009).

According to Mayisela, (2013), mobile technology is increasingly being used to support

blended learning beyond computer centres. It has been considered as a potential

solution to the problem of a shortage of computers for accessing online learning

materials (courseware) in a blended learning course. Mobile technology further

enhanced student-to-student and student-to-lecturer communication by means of social

networks. Technology has become so much part of our lives in the 21st century that

even being fully literate now includes an aspect of ‘computer literacy’. The latest

explosion in this field is the development of the so-called mobile devices (also referred

to as hand-held devices) such as iPods and smart phones. These mobile devices have

become affordable and hence are within reach of the masses. They have also

introduced a variety of new tools that improve user-friendliness to the extent that they

can even support education. Likewise, developments in wireless communication

 21

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

networks such as the 3G/data card, data bundles, Bluetooth, Wi-Fi, and general packet

radio service (GPRS) further extend this opportunity for mobile technology users

(Tabisa, 2013).

According to Aleke & Akaniyere (2015), education (teaching and learning) is simplified

through the use of E-Learning resources. The use of ICT involves effective teaching and

learning with the assistance of computer and other information technology acting as aids

which performs the complementary functions in the teaching and learning environment.

Mobile technologies within the education context can allow students the opportunity to

undertake ‘user-led education,’ constructing knowledge, and collaborating with peers

and learning communities within and beyond the classroom or computer centre

(Cobcroft, et al., 2006). Integrating mobile learning may help overcome concerns with

connectivity and convenience to a great extent. Leveraging on the utilization of mobile

phones, there should be regular capacity-building activities and skills enhancements on

E-Learning System and other related software and tools among the professors, and

students (Caraig, 2020).

As technology and learner needs have changed, flexible learning delivery has evolved.

The Internet provided learners the key to successfully accessing richer Distance

Education learning environments without entering a traditional classroom. Now with

mobile networks, mobile learning provides greater flexibility for the World Campus

Learning Design 5 learner to access course material, engage with the course activities,
 22

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

and interact with the instructor and classmates anywhere, anytime, and on-demand on a

mobile device (Mockus, Dawson, et al., 2011).

Mobile learning means decentralization of information handling because an m-learner

can work with his or her mobile technologies anywhere and anytime (Tella, 2003). For

example, mobile learning could encompass gaining knowledge while doing something

else, such as commuting on public transit, waiting in an airport or at a doctor’s office, or

sitting at a child’s soccer or dance practice, etc. When the two words--mobile and

learning--are blended, it is easy to recognize how this method of course delivery and

interaction is able to more easily fit into the active lifestyles of adult learners and provide

further flexibility for their busy schedules.

The largest category of devices for mobile learning is “feature phones” (Woodill, 2011).

These devices make phone calls, send and receive text messages (SMS), and take

pictures (New Media Consortium; EDUCAUSE Learning Initiative, 2011). Another rapidly

growing category comprises of “smartphones” which run mobile device operating

systems such as iOS, Android, Windows Mobile, Blackberry, Symbian, etc.

Smartphones, in many ways, offer the same functionality as laptop computers, allowing

access to the web, e-mail, documents, office productivity tools, and are currently seen

as the most suitable platform for mobile learning purposes (Woodill, 2011).

Around the globe, mobile learning is emerging as a new way to reach and connect with

students. The trend toward mobile learning is a common thread, with different areas of

the world adopting this method of teaching and learning at different paces, and for
 23

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

different reasons. When comparing mobile learning implementation in the United States

with other countries, two obvious issues dominate. First, use of mobile learning in the

United States seems to be lagging implementation internationally. Second, growth of

mobile learning in the United States is largely tied to the growth of online learning

(Malizia, Shaffer, et al., 2011).

According to a 2008 article by Judy Brown and David Metcalf at The MASIE Center &

The Learning Consortium, the United State has historically been a late adopter of mobile

phone technology in general compared to other counties around the world. Both

developed and underdeveloped countries have migrated sooner to the use of mobile

phones for a variety of reasons. By sheer virtue of being familiar with using mobile

technology, learners have started using their devices to support their course work.

Universities have put that connectivity to good use for learners in those counties where

mobile phones are more likely to be available than landlines. According to Class

Differences: Online Education in the United States, 2010 from the eighth annual Sloan

Survey of Online Learning, online course enrollment in the United States grew by nearly

one million students over a year ago (Allen & Seaman, 2010).

As online instruction grows, so does the use of mobile learning. Online and blended

instruction, both using technology for teaching and learning, are shifting from a model

working only with eLearning to encompassing mobile learning (Caudill, 2007). Research

shows that convenience and flexibility are major contributing factors in the growth of

online learning. When mobile learning is incorporated as a component of online learning,

 24

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

convenience and flexibility for the learner reach optimal levels. Thus, teaching and

learning, like modern media, is becoming more readily available. While growth of mobile

learning is largely tied to the growth of online learning in the United States and other

parts of the Western world, e.g., Europe, that is not the case in developing World

Campus Learning Design 9 countries. The growth of mobile learning is largely tied to the

need for distance education that is not dependent on an Internet connection (Swaggerty,

et al., 2011).

Mobile education is being recommended as the path to follow in distance education for

developing nations and areas such as South Korea, China, other parts of Asia, and

Africa (Motlik, 2008). Internet-based distance education, as Motlik suggests, is not as

good of a fit for many developing nations as a mobile distance education model. While

mobile telephony is more common and accessible, the Internet is not as widely

available, especially in those countries that find most of their populations in rural areas.

The infrastructure of mobile telephony exceeds the penetration of Internet connections.

In Europe, the use of mobile learning has a different face. According to a Norwegian

Knowledge Institute (NKI) study, there are three main approaches to mobile solutions in

education in Europe. The first is to increase flexibility of teaching by providing mobile

resources and developing the learning management system to handle the mobile

content. The second is to increase the quality of the learning experience. This approach

provides students with quizzes and study materials via their mobile device. The third is

for administration purposes (Keegan, Kismihok, et al., 2006).

 25

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The number of mobile cellular network subscribers is expected to be seven billion in

2016. Also, the number of Internet users is known to reach 3.2 billion (ICT Facts and

Figures, 2015). Mobile technologies transform our daily lives in ways such as

connectivity, communication, and cooperation (Sabourin & Kosturko, 2015). However, it

is indicated that mobile learning cannot replace with formal education but offers methods

to support learning outside of the classroom and brings advantages for different

interactions (Sharples, Taylor & Vavoula, 2010).

In conjunction with the use of mobile devices in learning and teaching activities, the term

“Mobile learning” has emerged. There are different definitions of mobile learning in the

literature (Crompton, 2013). According to the Quinn (2000), mobile learning is e-learning

which is performed through mobile devices. The definition of mobile learning varies over

time and affected by emerging technologies. Sabourin and Kosturko (2015) defined

mobile learning as instant and optionally accessible, anywhere, and anytime learning,

which helps us create our knowledge, satisfy our curiosity, collaborate with others and

enrich our experiences.

People in virtual environments and those in real world can connect with each other via

mobile learning (Traxler & Koole, 2014). Moreover, learning communities can be created

among people on the move. Considering these specialties’, mobile learning is at the

forefront as a supportive element of lifelong learning and in-service learning. The

interaction opportunities of mobile learning provide sustainability of education outside of

the classroom (Arnedillo-Sánchez, Milrad, et al., 2009). In this way, mobile devices
 26

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

affect the socio-cultural and cognitive aspects of learning (Pachler, 2009). While

hardware was at the forefront in the past, the design and content of mobile learning are

becoming prominent recently in mobile learning research (Odabasi et al., 2009; Traxler,

2007; Wang, Shen, Novak, & Pan, 2009; Wu et al., 2012).

Rapid development of mobile technologies brings some disadvantages to researchers

and learners as well. Learners devote time to get used to the characteristics of the new

device. Researchers face challenges carrying out longitudinal studies. People, who have

mobile devices, desire to use these devices in mobile learning settings for their personal

needs, which poses challenges to researchers on having control over variables

(Pachler, 2009). Mobile learning is not just e-learning which ends up with the adoption of

e-learning objects to mobile devices. Mobile learning objects should be created on the

basis of mobile design principles. Mobile learning contents should be presented in small

chunks instead of presenting the entire material.

Mobile devices are widely used in the digital age. Social network sites, which are

becoming indispensable with Web 2.0 technologies, facilitate acceptance of mobile

devices by teachers and students. The educational use of mobile devices in and outside

of the classroom helps students develop positive attitudes towards courses (Özdamar

Keskin, 2011). Students' interest and motivation are enhanced by mobile learning

(Ozan, 2013). Moreover, the use of mobile devices in the learning environments

encourages students to participate in learning activities. Therefore, it can be said that

 27

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

mobile devices may become a necessity for students and educators (Yılmaz and

Akpinar, 2011).

Motivation of BEED Students

The importance of student grades and factors can influence their motivation to

learn. If schools can recognize the value of cell phones, opportunities to educate

students on proper usage, responsibility, and ethics will arise. Instead of students

secretly slipping their cell phones from their pockets to text a friend, they could be busy

using the phone to learn, possibly texting discussion questions to a teacher, taking part

in a poll, creating podcasts, or communicating with students from around the world. The

opportunities for cell phones in education are not only countless, but also ignored by

educators worldwide (Buckhold, 2009).

With appropriate education, utilization of mobile phones, its impact on student

achievement can be improved in areas of class participation and test results. Hwang

andChang (2011) and Wolber et al. (2015) further indicate that there is evidence that

student participation and student grades increased in mathematics and, at the same

time, Gromik (2012) contends that through the incorporation of mobile phones in the

classroom, language arts participation increased; on the other hand, it has been

observed that there was no irrefutable evidence presented that general student
 28

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

achievement or grades would improve through the use of mobile phones in education

(Librero et al., 2007).

In the article, "Uses of the Cell Phone for Education in the Philippines and

Mongolia," the authors sees cell phones as ubiquitous among young people because of

their size and low cost (Librero, et al., 2007). A high-end cell phone has the computing

power of a 1990's personal computer (Librero, et al., 2007). In preparing to include cell

phones in education the authors administered a baseline survey of public attitudes, and

focused on student learning preferences, to using cell phones and texting (Librero, et al.,

2007).

It is concluded that most students in state colleges and universities of Caraga

region in the Philippines are likely to use technology in classroom for the purpose of

positive consequences supporting the view that use of technology helps in enhancing

learning related activities in classroom. The excitement of students in involving these

technologies as part of their learning can also cause disruptions inside the classroom

that being considered as negative consequences.

It is concluded that students regard positive consequences of use of technology

to be more than negative consequences. The most observed positive consequences

were instant messaging through chatting, lesson enquiry about assignments, sending

and receiving e-mails, research through surfing the net including data gathering by

downloading files and sharing cultural experiences with others through internet. Among

the negative consequences listed by students were accessing social websites like face
 29

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

book, twitter etc. during classroom, playing games, playing music, answering, and

returning calls and downloading and using copyrighted material.

It is further observed that incidence of positive and negative consequences

varies with the use technology. The ranking of positive and negative consequences

differs in all the three cases of use of technology - computer with internet, laptop with

internet and mobile with internet. From the frequency analysis of positive, negative, and

net consequences of use of technology in classroom it is observed that students are

most likely to have negative consequences using mobile with internet.

Further it is observed that students are likely to use technology in classroom for

the purpose of positive consequences as well as for the negative consequences

supporting the view that use of technology helps in enhancing learning related activities

in classroom but technology may also be used for distracting students from their

learning activities. This study, however, is limited by the fact that results are based on

students‟ perceptions about the use of technology in class room and specific to an

education setting in Philippines.

The use of mobile devices has now become commonplace around the world, with

non-western countries showing the highest rates of current growth. This is despite

known usability issues in using portable devices (for an overview, see Kukulska-Hulme,

2007). Usability problems are linked to small screen size (Waycott, 2004; Corlett et al.,

2006) as well as problems with entering data into the device (SmØrdal & Gregory,
 30

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

2003). The extensive use of mobiles suggests that there are strong incentives for people

to persist in using their mobile devices even where usability problems are experienced.

This led us to consider what aspects of using mobile devices might be so motivating for

informal learners.

The first motivational factor is that in the context of informal learning, learners have

control over their own goals and the freedom to define the tasks and activities they wish

to engage in. The very nature of informal learning means that there is a strong

relationship to learners’ goals and interests, and so intrinsic motivation is likely to be

high.

Second, mobile devices seem to give their users a strong sense of ownership. In

the motivational literature, ownership is often highlighted as a key motivational factor but

can refer to ownership of the learning or of learning products. In the context of mobile

devices, it also refers to physical ownership of the devices and their personal nature.

Mobile devices are much more likely to be viewed as individual personal property than

other kinds of digital tools and resources (Waycott, 2004). A study on the use of tablet

PCs in schools (Twining & Evans, 2005) suggested that ownership was also important in

this more formal context.

Third, many mobile devices also allow users to communicate, thus enabling and

supporting collaborative learning. Crook (2000) has suggested that working with other

people, given the right conditions, is motivating.

 31

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Fourth, mobile devices are widely used for entertainment, especially by young

people, so it is possible that the emotion and the excitement generated by this use may

be associated with the device—mobiles become identified as ‘fun’ devices.

Fifth, mobile devices enable learners to access resources and information in the

context where they are needed and used, including ‘in the field’ and to share this

information with others. For example, the amateur naturalist can access web sites from

their mobile device, which provide identification guides (including audio and video) to

support them in identifying what they see at the point they need this information.

Lastly, the portability of mobile devices can provide continuity between different

settings so that information or resources that have been captured in one context can be

transported to another. Learners can therefore use these devices to support their

informal learning projects over time and in different locations—suiting the episodic

nature of much informal learning, which is carried out in small, distributed chunks

(Vavoula & Sharples, 2002).

These features therefore suggest that using mobiles in informal settings is likely

to be highly motivating, but a list of features alone is not sufficient to account for the

motivational process. Mobile learning, as a new area, is generally under-theorized.

Sharples et al. (2007) have recently proposed a theory of learning for the mobile age,

but while this does emphasize learning as a personally managed lifelong activity there is

little focus on affective issues such as motivation.

 32

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

In Saudi Arabia, Mobile Learning has been encouraged to be used in higher

education institutions because of a set of factors such as the availability of mobile

phones, their ability to motivate students, and the freedom and privacy they provide to

share information. Mobile Learning is defined as E-learning that uses mobile devices

or learning connected to a mobile device, Laouris & Eteokleous (2005). It is mainly

based on mobility of technology, mobility of learners and mobility of learning that

augments the higher educational landscape, (El-Hussein & Cronje 2010).

It is true that mobile phones are mainly used for completely communication

purposes, but fortunately, some people have begun to regard them as a core

pedagogical activity in higher educational institutions, (El-Hussein & Cronje 2010). The

number of those teachers and students who have begun to use them as a teaching

and/or learning tool is growing tremendously. Most students have started overcoming

their difficulties regarding the place and time of lectures via the effective exploitation of

their mobile phones or what has been so called "Mobile Learning". Teachers, on their

turn have started to think seriously of providing their students with the teaching materials

and activities through their mobile phones. Nowadays, Mobile Learning has been widely

accepted by learners. In other words, learning via mobile devices is widely accepted by

the learner community because of its application as well as its philosophy and

standards, (Lan & Huang, 2012 & Little, 2012).

 33

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Synthesis

In the lights of the findings of this study, it can be concluded that the mobile technology

is a useful tool for providing various sources of communication, information and

learning. It is a form of technology that is mostly used in cellular communication and

other related aspects. It uses a form of platform whereby many transmitters have the

ability to send data at the same time on a single channel.

Someone says that mobile technologies transform our daily lives in ways such as

connectivity, communication and cooperation and education is no exception. Mobile

technology is reshaping many different aspects of social, economic, and political life.

Students has the opportunity to express what they liked or disliked about their mobile

learning experience. Most of their responses were positive. Students mentioned that

they always have access to their smartphone, so course materials were handy and

always available. They felt that accessing course material on their mobile device added

flexibility and efficiency to their study time and made it easier to fit studying into busy

schedules.

Education has become more learner centric as students are given a choice of

what device to use and how they want to use it. Mobile access to course resources

enables them to stay on top of things, get the most of their time, and be more motivated

to learn. Educators need to continue to look for new ways to motivate students in order

to maximize their learning, and one way to accomplish this objective may be by
 34

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

delivering the content on devices of their choice. As the technology becomes more

integrated with existing educational applications, mobile learning will no doubt grow in

acceptance, popularity, and sophistication.

CHAPTER III

Research Design and Methodology

 35

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Chapter 3 consists of three parts: 1) Research Design, 2) Methods, and 3) Statistical

Data Analysis Procedure.

Research Design

Descriptive survey research method was the research design used for this study. Survey

research refers to the process of gathering data from a group of people by asking them

questions (Check & Schutt, 2012, p. 160 as cited by Ponto, 2015). This type of design

provides a wide range of ways for recruiting people, gathering data, and using various

instrumentation techniques and is often used to describe and look into human behavior

(Singleton & Straits, 2009 as cited by Ponto, 2015).

A descriptive survey aims to determine the range and distribution of particular social

factors, such as education or training, employment, and location, as well as the

relationship between these qualities and certain behavior patterns or attitudes

(“Descriptive Survey,” 1981). In addition, the main goal of this research design is to

provide information that is significant in resolving local problems from the whole sample

(Salaria, 2012).

The independent variables in this study were mobile technology in education while the

dependent variable was its influence in the motivation of BEED students.

 36

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The statistical tools employed in the analysis of data were the frequency count,

percentage and mean.

Methods

Participants

The population of the education department in Altavas College for the academic year

2021-2022 summed up to 20 from first year to fourth year. Using Slovin's formula and

0.5 or 5% margin error, the respondents of the study resulted in a sample size of 17.

Simple random sampling and stratified proportion sampling were applied to choose final

17 respondents and to give all the elements an opportunity to be included in the sample.

Table 1 shows the distribution of the participants from the Bachelor of Elementary

Education of Altavas College from first year to fourth year.

Table 1. Distribution of participants according from designated year level `

 37

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Designated Year Level N n

1st Year 3 3

2nd Year 6 6

3rd Year 7 4

4th Year 4 4

Grand total 20 17

The respondents were classified according to their sex, age, and year level. The researcher used

purposive sampling will be used in this study. Purposive sampling (also known as judgement,

selective of subjective sampling) is a sampling technique in which researcher relies on his or her on

judgement in choosing members of population to participate in the study. The target number of

respondents was randomly drawn by the researchers and was used as the basis for the final

respondents as shown in Table 2.

Table 2. Distribution of participants according to age and sex.

 38

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Participants f %

Sex

Male 2 10%

Female 18 90%

Total 20 100%

Age

18 - 20 years old 5 30%

21 - 24 years old 12 70%

Total 17 100%

The table 2 above shows the distribution of participants according to their age and sex.

Participant ages from 18-20 years old are a total of 5 respondents while participant ages

from 21-24 years old are a total of 12 which are eighteen females and the rest are males

accordingly. Overall, this shows a total of 17 participants for this study.

Data Gathering Instruments

 39

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The data for the study were collected by combining researcher-made and adapted

and modified questionnaires that were self-administered. The questionnaire was

composed of three (3) parts. Part I, was able to determine the demographic profile of the

respondents. Part II, was the Level of Motivation Test. Part III, was the Level of Mobile

Usage Test.

Demographic Profile Questionnaire. This was used to determine the personal

information and characteristics of the respondents in terms of sex, age, course, and year

level.

Level of Motivation. This was a 15-item checklist questionnaire consisting of

adopted and modified questionnaires from RESEARCH GATE (Mobile Technology in

higher Education). It determined and measured the level of social media usage of BEED

students. The questionnaire was responded using Likert Scale:

Weight Description

1 Strongly Agree

2 Disagree

3 Don't know

4 Agree

The mean was arbitrarily categorized as follows:

 40

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Mean Score Scaling

3.51 - 4.00 Highly Engaged

2.51 - 3.50 Moderately Engage

1.51 - 2.50 Somewhat Disengaged

1.00 - 1.50 Disengaged

Level of Mobile Usage. This was a 15-item checklist questionnaire comprising the

adopted and modified questionnaires from RESEARCH GATE (Mobile Technology in

higher Education). It determined and measured the BEED student's level of learning

habits in terms of how often (strongly disagree, disagree, don't know, agree) they

perform to have an effective learning. The questionnaire was responded using Likert

Scale:

Weight Description

4 Strongly Disagree

3 Disagree

2 Don't Know

1 Agree
 41

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The mean was arbitrarily categorized as follows:

Mean Score Scaling

3.41 – 4.20 Highly practiced

2.61 – 3.40 Moderately practiced

1.81 – 2.60 Low practiced

1.00 – 1.80 Very low practiced

Data Gathering Procedures

After the validation of instrument, the researchers secured a written permit to the Deans

of Altavas College. After given permission, the researchers explained the purpose of the

study to the respondents and then they made sure each participant corresponds to their

predefined criteria. The researchers developed a descriptive survey questionnaire using

suitable questions modified from the influence on the motivation among BEED students.

After the adviser approved the questionnaire, copies were distributed to 20 BEED

students of Altavas College, who were the respondents of the study. Participants were

given 24 hours to answer the questionnaires and the researchers collected the survey

questionnaires the next working day.

 42

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The researchers collected the data by means of survey questionnaire that comprises

their age, gender, and year level. The problems encountered by the correspondents will

be identified through the second part of the survey questionnaire that was given to them.

After the respondents have taken the test, papers were checked, tallied, interpreted, and

analyzed.

Statistical Data Analysis Procedure

The data from the questionnaires were evaluated using the following statistical tools:

Frequency Count (f). This was used to determine the number of times mobile

technology influence the motivation of BEED students.

Percentage (%). This was used to determine the percentage of the survey

responses that existed in the motivation of BEED students. This was utilized to assert a

group of respondents within the data that pertains to a larger group of respondents.

Mean. This was used to determine the numerical average of the motivation of BEED

students of Altavas College with the use of mobile technology.

 43

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

CHAPTER IV

Results and Discussion

Chapter 4 presents the findings of the survey. The data for this descriptive survey

research were obtained through a self-administered questionnaire-checklist composed

of the Level of Motivation Checklist, and the Level of Mobile Usage Checklist. In

analyzing the data, the researchers maximized the use of weighted mean.

Descriptive Data Analyses

Level of Motivation in using Mobile

Technology in Education of the Respondents

Table 3 presents the level of motivation in using mobile technology of the the Bachelor

of Elementary Education of Altavas College. The data in Table 1 shows that the

respondents had a M=3.56 for level of motivation, indicating that they are “highly

engaged” to study by using mobile technology.

 44

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Table 3. Mean Results of the Level of Motivation of Bachelor of Elementary Education

of Altavas college in using Mobile Technology in Education.

Variable. Mean Description

Level of 3.56 Highly

Motivation Engaged

Mean Score Scaling

3.51 - 4.00 Highly Engaged

2.51 - 3.50 Moderately Engaged

1.51 - 2.50 Somewhat Disengaged

1.00 - 1.50 Disengaged

Based on the results, the respondents are “highly engaged" in using mobile technology

in studying their lessons. This shows that the majority of the BEED students are

motivated in using mobile technology with the average motivation score M=13 out of 15

items. The respondents' high correct rate of Motivation about mobile technology stems
 45

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

largely in their exposure to internet and other social media websites that can help them

with their assignments, projects, and lessons.

Another reason could be not only does it help them to be better organize their

assignments, but it also can support their learning. It allows them for quick and easy

feedback from the teacher to that they know what is the activity, project or assignments

that the teacher is obligated them to do.

The findings of this study are consistent with the findings of Kurzweiledu, "learning to

use mobile technology enhances their self-esteem and makes them excited about

coming to school.” According to PBS Learning Media research, 74% of teachers

surveyed responded that using mobile technology in education motivates students to

learn.

Level of Mobile Usage in using Mobile Technology

Of the Respondents

Table 4 presents the level of mobile usage in using mobile technology in education of

the Bachelor of Elementary Education students of Altavas College. The results in Table

2 indicate that the respondents’ level of mobile usage is described as “highly practiced,”

having a M=3.45.
 46

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Table 4. Mean Results of the Level of Mobile Usage of Bachelor of Elementary

Education of Altavas college in using Mobile Technology in Education.

Variable. Mean Description

Level of 3.43 Highly

Mobile Practiced

Usage

Mean Score Scaling

3.41 – 4.20 Highly practiced

2.61 – 3.40 Moderately practiced

1.81 – 2.60 Low practiced

1.00 – 1.80 Very low practiced

The results highlighted a “highly practiced” which signifies that the respondents are

always using their mobiles phones all the time, especially when they are doing school

work for researching. It indicates that they check their social media accounts regularly

so that they are always updated about what is the current trend/news. It also

emphasizes that they are happy when their mobile phones is with them where ever they

go.
 47

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

The results of this study are directly proportional to the 11k RescueTime. A study of 11k

RescueTime users found that people spend around 3 hours and 15 minutes a day on

phones. Let's spread out geographically and look at the amount of time spent by people

from different countries. 2. As per eMarketer, the average US adult spends 3 hours and

43 minutes on their mobile devices

 48

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

CHAPTER V

Summary, Conclusions and Recommendations

Chapter 5 consists of three parts, namely: (1) Statement of the Problem,

Summary, and Findings; (2) Conclusions; and (3) Recommendations.

Statement of the Problem, Summary, and Findings

The primary purpose of this study is to describe the use of mobile technology in

education that influence on the motivation among BEED students.

Specifically, the study sought to answer the following questions.

1. What is the use of mobile technology among the BEED students?

2. What is the use of mobile technology that influence the education of BEED students?

Based on the results gathered and interpreted by the researchers, the following findings

were made:
 49

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

1. The motivation in using mobile technology in education of the Bachelor of Elementary

Education students of Altavas College was described as “Highly Engaged."

2. The mobile usage of Bachelor of Elementary Education students of Altavas College in

using mobile technology was described as “Highly Practiced.”

Conclusion

Based on the findings of the study stated above, the following conclusions were

drawn:

1. The level of influence on the motivation in using mobile technology in education

of Bachelor of Elementary Education of Altavas College was "Highly Practiced" as based

on the overall mean of the 1st year to 4th year students. This indicates that most of the

students are motivated in doing their school work with the help of mobile technology.

Therefore, mobile technology is a big help to the motivation of BEED students and may

lead to getting higher grades, and better performing in their studies.

2. The result "Highly Practiced" on the level of mobile usage among the Bachelor of

Elementary Education students of Altavas College signifies that students were using

their mobile phones most of the time especially when they are doing their school work.

Moreover, this shows that the students are using their mobile phones not only for
 50

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

educational purposes but also for entertainment and also to be always updated in

current news/trends. This may lead to modernize and performing better in their studies.

Recommendations

Based on the findings and conclusions, the following recommendations were

suggested:

1. As the result of this research, it is recommended that students should minimize the

use of mobile technology in education in spite of it being helpful in the motivation of the

students in doing their school work. Mobile phones are still very helpful because it helps

students get a higher grades and performing better in their studies by being a help to do

research online and communicating with the teachers and other students faster. Also

students should encourage and motivate other students to use mobile technology to

help them in their studies and modernize education as the education system itself being

modernized as well.

As for the teachers, it is recommended that they and their co-teachers in other

departments to implement and involve mobile technology more in their classes as it is

 51

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

being an influence on their student's motivation in their studies resulting in performing

better in class and getting higher grades.

To parents, they are encouraged to provide support on their children on using

mobile technology in their studies as it is being an influence to boost their childs'

motivation on studying.

The School and Administrators are encouraged to use mobile technology in

sending information or other things that the teachers and students needed to know so

that they can easily be informed. It is also easier to use mobile technology in sending

information so that they didn't have to use tarpolin or other traditional way of telling

information.

2. It is recommended that students must know that using their mobile phones too

much can damage their eyesight and other problems. They must know that not all of the

things that they see or read on social media and other web sights are true.

As for the teachers, it is recommended that they need to make their students

turn off their phones when they enter their class to avoid disturbance. When needed,

teachers must confiscate their phones especially when they are going to take tests to

avoid cheating.

To parents, they need to observe their children because they are exposed to

different risk’s especially in social media and other websites that are not appropriate for
 52

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

them. They need to guide and make their children understand that not everything they

see or read on the internet are right for them.

To School and Administrators, they are encourage to organize a program to

help the students understand the risks of social media/internet in the life of every

student so that they are aware of the risks that the internet/social media might cause

them.
 53

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

References:

Buckhold, Elizabeth (2009). “Using Cell Phones to Promote Learning and

Motivate Students” https://buckhold.weebly.com/blog/Using-Cell-

Phones-to-Promote-Learning-and-Motivate-Students.

Retrieved on: September 25, 2021

Campbell, Carol (2018). “Mobile Technologies and Mobile Learning: Critical

Issues”. TECHNOLOGY AND THE CURRICULUM: SUMMER 2018

https://techandcurriculum.pressbooks.com/chapter/critical-

issues-with-mobile-technologies/

Retrieved on: September 24, 2021

Caraig, G. A., Iyo, G. N., Kelechi, E. S. & Caraig, M. E. (2021).

“Integration of e-learning system trough mobile technology”.

International Journal of Computing Sciences Research, 5(1), 459-

474. doi: 10.25147/ijcsr.2017.001.1.52 https://stepacademic.net

Retrieved on: September 25, 2021

 54

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Chew,H.E.,Ilavarasan,P.V.&Levy,M.(2012). “Motivation Increases Mobile

Phone "Impact in Microenterprises”. Poverty, Entrepreneurship,

Technology & Innovation, Economic Development

https://files.eric.ed.gov/article/Motivation-

Increases-Mobile-Phone-Impact-in-Microenterprises.

Retrieved on: September 25, 2021

Critical Links (2020), “How can Technology Motivate Students?”

https://www.critical-links.com/2020/08/29/how-

can-technology-can-motivate-students/ and

https://files.eric.ed.gov/fulltext/EJ1174817.pdf

Retrieved on: September 25, 2021

DEMIR, K. & AKPINAR, E. (2018).” The effect of mobile learning

applications on students' academic achievement and attitudes

toward mobile learning´´.

http://dx.doi.org/10.17220/mojet.2018.04.004

Retrieved on: September 24, 2021

Francis, James, (2017). "The Effects Of Technology On Student Motivation

 55

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

And Engagement In Classroom-Based Learning". All theses and

dissertations. 121. https://dune.une.edu/theses/121

Retrieved on: September 25, 2021

Jones, A. & Issroff, K. (2016). “Motivation and Mobile Devices: Exploring

the "Role of Appropriation and Coping Strategies”.

https://www.tandfonline.com/article/motivation-

and-mobile-devices-exploring-the-role-of-appropriation-and-

coping-strategies/ and/in

https://doi.org/10.1080/09687760701673675

Retrieved on: September 24, 2021

Lee, S., Kim, S., & Wang, S.1; Indiana University Purdue University

Indianapolis (IUPUI)2 ;& Hong Kong Baptist University3.

International Journal of Applied Sports Sciences 2017, Vol. 29, No.

2, 115-127. “Motivation Factors Influencing Intention of Mobile

Sports Apps Use by Applying the Unified Theory of Acceptance and

Use of Technology (UTAUT)

https://doi.org/10.24985/ijass.2017.29.2.115

Retrieved on: September 25, 2021

Luís Francisco Mendes Gabriel Pedro, Cláudia Marina Mónica de Oliveira

Barbosa and & Carlos Manuel das Neves Santos (2018). “A critical
 56

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

review of mobile learning integration in formal educational

contexts”. http://creativecommons.org/licenses/by/4.0

Retrieved on: September 24, 2021

Mayisela, T. (2013). “The potential use of mobile technology: enhancing

accessibility and communication in a blended learning course”.

Centre for Learning and Teaching Development, Walter Sisulu

University, South Africa. [email protected]

http://www.sajournalofeducation.co.za

Retrieved on: September 25, 2021

Melchor Gómez-García1, Roberto Soto-Varela 2 , Juan Agustín Morón-

Marchena3 and María José del Pino-Espejo 4 (2020). “Using Mobile

Devices for Educational Purposes in Compulsory Secondary

Education to Improve Student’s Learning Achievements”.

https://www.mdpi.com/2071-1050/12/9/3724/pdf

Retrieved on: September 24, 2021

Mockus, L., Dawson, H., Edel-Malizia, S., Shaffer, D., Jin Sung An, &

Swaggerty, A.(2011). “The Impact of Mobile Access on Motivation:

Distance Education Student Perceptions”

www.learningdesign.psu.edu & www.researchgate.net

Retrieved on: September 25, 2021

 57

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Mohammadi, M., Nouroozi, S., & Maryam Shafiei Sarvestani (2020). “Mobile

Phone Use in Education and Learning by Faculty Members of

Technical-Engineering Groups: Concurrent Mixed Methods Design”

https://www.frontiersin.org/articles/10.3389/feduc.2020.00016/

full#supplementary-material

Retrieved on: September 25, 2021

Musti-Rao, S. & Walker, Z. (2017). “Use of Mobile Technology in the

Classroom”. https://www.council-for-learning-

disabilities.org/infosheets-supporting-translation-of -research-

to-practice.

Retrieved on: September 25, 2021

Purdue Online, “How Has Technology Changed Education?”

https://online.purdue.edu/blog/How-Has-Technology-Changed-Education

Retrieved on: September 25, 2021

Research Gate. Mobile Technology in higher Education - a students perspective.

https://www.google.com.ph/url?sa=i&source=web&cd=&vd

=2ahUKE. wjh-Mey6cf0AhXRslYBHdRuD5QQjhx6BAgBEAI&url=

https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttps%2Fwww.researchgate.net%2Fpublication%2F334494843_O
 58

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

MOBILE_TECHNOLOGY_IN_HIGHER_EDUCATION_A_STUDENTS_PERSPECTIVE_

ON_LEARNING_WITH_MOBILE_COMPUTING_DEVICES&psig=AOvVw2-

HUGyACNrxW6It64QaJjg&ust=1638627425046322.

Retrive on: Dec.3,2021

You-Te Lu, Yi-Hsing Chang & Tien-Wen Sung (2017). “The Relationship

Between Motivation, the Use of Mobile Devices and Satisfaction with Life for Older

Farmers”. http://www.ejmste.com

Retrieved on: September 24, 2021

 59

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

APPENDICES
 60

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

APPENDIX A

Communication Letter
 61

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

March 2, 2022

PCOI. GEORBY C. MANUEL, DPA (C)

Acting College Administrator

Altavas College

Altavas, Aklan

Sir,

Greeting!

On behalf of Group 2 of Bachelor in Elementary Education III we will be

conducting a research study entitled " Mobile Technology in Education" It's influence on

motivation among BEED students" of Altavas College in partial fulfillment in the subject

research in teaching.

In line with this, may we request the approval to allow us to conduct a survey to

all Bachelor in Elementary Education students of Altavas College.

 62

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Rest assured that the data to be gathered will be kept confidential and for

research purposes only.

Your favorable response regarding this request will be highly appreciated.

Respectfully Yours,

ROSALYN S. LAUZ

Lead Researcher

Recommending Approval

Noted:

DR. MIKKO JAN D. LOPEZ ELLA R. BARTOLOME, MS

crim

Research Adviser Acting Dean of Instructor

Approved:

PCOI. GEORBY C. MANUEL, DPA (C)

 63

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Acting College Administrator

Dear Respondent:

Greetings!

We, the bachelor of Education III of Altavas College are currently conducting a

quantitative study entitled “Mobile Technology in Education: It's influents on the

Motivation among BEED Students” in partial fulfillment to Research in Teaching

In this connection, we would like to request you to be one of our respondents in our

study. We hope you can help us by answering our survey questionnaire to be sent to

you online sincerely and truthfully. Rest assured that the obtained information would be

kept confidential and used for research purposes only.

Thank you and God bless!

Very truly yours,

Rosalyn S. Lauz

Christine Joyce A. Sucgang

Madelyn S. Pelayo
 64

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Wella D. Gurit

APPENDIX B

Research Instrument
 65

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

MOBILE TECHNOLOGY IN EDUCATION: IT'S INFLUENCE ON THE MOTIVATION

AMONG BEED STUDENTS

ROSALYN S. LAUZ

CHRISTINE JOYCE A. SUCGANG

MADELYN S. PELAYO

WELLA D. GURIT

Name: ____________________________________________________

Age: ______

Sex: ______

Year Level: _______

 66

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Part I: Level of Motivation

Direction: Please indicate your level of agreement with each of these

statements below. Place an " / " mark in the box of your answer.

1. Mobile technology is
useful tool for my
study.

2.Mobile technology
can offer opportunities
for communication and
team-working.

3. Mobile technology
can help me in finding
resources related to
my study.

4. Mobile technology
can bringmany
opportunities to the
learning process.
 67

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

5. Mobile technology
can help me to access
the course-material
anytime anywhere.

6. Mobile technology
can be easy way to get
feedback and
notifications from my
instructor.

7. Mobile technology
can help me to
exchange the course-
material with my
friends.

8. Mobile Apps cab

help me manage my
study.

9. Mobile technology
can help me to do my
course work.

10. Mobile technology

can help me to
develop my learning
skills.
 68

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

11. Mobile technology

is a tool that can help
me find answers in my
assignments.

12. Mobile technology

is useful not just for my
studies but also in my
daily life.

13. Mobile technology

can make learning
things more fun.

14. Mobile technology

can help me to be
more organize with my
time.

15. Mobile Apps can

be very helpful not just
to my course work but
also can help you
entertain by watching
videos etc.
 69

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Part II: Level of Mobile Usage

Direction: Please indicate your level of agreement with each of these

statements below. Place an " / " mark in the box of your answer.

1. Spending more time in

my mobile phone.

2. I always check my

mobile phone to informed

myself about social

trends/news.

3. I do spend so much

time checking my mobile

phone.

4. I always use my mobile

phone to help me do my

assignments.

5. I regularly check my

gmail, Fb and my other

 70

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

social media accounts in

my mobile phone to be

updated.

6. I spend more on my

mobile phone bill than I

spend on clothing or

food.

7. I do not feel good all

day if I forget my mobile

phone at home.

8. I recharge my mobile

phone everyday.

9. I use my mobile phone

even if I'm riding a motor

cycle.

10. I talk on my mobile

phone even when with

others.
 71

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

11. I use my mobile

phone while my teacher

is talking in front of our

class.

12. I feel happy when I

watch my favorite drama

in my mobile phone every

night.

13. I spend so much time

on my phone that the

back of it is starting to

warm up.

14. I use my phone even

if it's charging.

15. I check my mobile

phone first thing in the

morning.
 72

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

APPENDIX C

Curriculum Vitae
 73

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

ROSALYN LAUZ

Man-up, Altavas, Aklan

[email protected]

09090430255

PERSONAL DATA

Date of Birth: February 23, 2001

Place of Birth: Altavas, Aklan

Age: 21

Sex: Felame

Status: Single

Nationality: Filipino

Height: 5'3"

Weight: 58 kg
 74

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

EDUCATIONAL BACKGROUND

COLLEGE

Altavas College S.Y. 2019-Present

Pob. Altavas, Aklan

SENIOR HIGH SCHOOL

Altavas National SchoolI S.Y. 2016-2019

Man-up, Altavas, Aklan

JUNIOR HIGH SCHOOL

Altavas National School S.Y. 2013-2016

Man-up, Altavas, Aklan

ELEMENTARY

Altavas Elementary School. S.Y. 2008-2013

Altavas, Aklan
 75

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education
 76

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

CHRISTINE JOYCE A. SUCGANG

Pob. Altavas, Aklan

[email protected]

09052230866

PERSONAL DATA

Date of Birth: July 21, 2000

Place of Birth: Batangas, City

Age: 21

Sex: Female

Status: Single

Nationality: Filipino

Height: 5'2"

Weight: 51 kg

EDUCATIONAL BACKGROUND
 77

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

COLLEGE

Altavas College S.Y. 2019-Present

Pob. Altavas, Aklan

SENIOR HIGH SCHOOL

Altavas National SchoolI S.Y. 2016-2019

Man-up, Altavas, Aklan

JUNIOR HIGH SCHOOL

Altavas National School S.Y. 2013-2016

Man-up, Altavas, Aklan

ELEMENTARY

Altaavs Elementary School. S.Y. 2006-2013

Altavas, Aklan
 78

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

MADELYN PELAYO

Talon, Altavas, Aklan

[email protected]

09707870766

PERSONAL DATA

Date of Birth: December 01, 1999

Place of Birth: Talon, Altavas, Aklan

Age: 22

Sex: Female

Status: Single

Nationality: Filipino

Height: 4'11"
 79

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Weight: 47 kg

EDUCATIONAL BACKGROUND

COLLEGE

Altavas College S.Y. 2019-Present

Pob. Altavas, Aklan

SENIOR HIGH SCHOOL

Linayasan National SchooI S.Y. 2015-2018

Linayasan, Altavas, Aklan

JUNIOR HIGH SCHOOL

Linayasan National School S.Y. 2012-2015

Linayasan, Altavas, Aklan

ELEMENTARY

Talon Elementary School S.Y. 2007-2012

Linayasan, Altavas, Aklan

 80

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education
 81

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

WELLA GURIT

Talon, Altavas, Aklan

PERSONAL DATA

Date of Birth: June 10, 1999

Place of Birth:

Age: 23

Sex: Female

Status: Single

Nationality: Filipino

Height: 4'11"

Weight: 52 kg
 82

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

EDUCATIONAL BACKGROUND

COLLEGE

Altavas College S.Y. 2019-Present

Pob. Altavas, Aklan

SENIOR HIGH SCHOOL

Linayasan National SchooI S.Y. 2015-2018

Linayasan, Altavas, Aklan

JUNIOR HIGH SCHOOL

Linayasan National School S.Y. 2012-2015

Linayasan, Altavas, Aklan

ELEMENTARY

Linayasan Elementary School S.Y. 2006-2013

 83

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education

Linayasan, Aklan
 84

ALTAVAS COLLEGE
Altavas, Aklan
Bachelor in Elementary Education