The Effect of Mobile Phone and Gadgets on the Academic Performance of
College Students
By:
Renz Regor C. Baronda
Kim C. Amamangpang
Aljon C. Alberto
Jasper Ryan S. Chumacera
Juniel M. Cerilo
Lee Miguel Barda
Kenneth Francisco
Francis Luiz Caramelo
Section G BS CRIMINOLOGY
Date: May 21, 2025
Instructor: PLT Mark Alexis S. Ruita
Table of Contents
Executive Summary ..................................... 1
This study explored the effect of mobile phones and gadgets on the academic
performance of BS Criminology students. Among the 50 students surveyed, a
significant majority—96%—reported using their gadgets for studying purposes.
Additionally, 84% believed that gadgets help them perform better in school.
However, the study also revealed challenges: 60% of students admitted being
distracted while studying due to gadget use, and 70% agreed that excessive
gadget use could negatively impact their academic performance. These findings
align with previous studies that suggest mobile technology can support learning
when used appropriately but may also lead to distraction and reduced focus if
misused (Kumar, 2017; Yang & Lay, 2012). Encouraging responsible use of
gadgets is essential to ensure they contribute positively to students’ academic
outcomes.
Methodology ............................................... 3
Findings/Results ......................................... 4
Discussion .................................................. 5
Conclusion & Recommendations ........... 6
References .................................................. 7
Appendices .................................................. 8
Executive Summary
This study looks at how mobile phones and gadgets affect the school
performance of BS Criminology students. It included 50 students from first to
third year. Results showed that 96% of the students use gadgets for studying,
and 84% believe these devices help them perform better in school. However,
60% said they often get distracted by gadgets, and 70% agree that too much
gadget use may lower their grades. These findings support earlier research that
highlights both the helpful and harmful effects of mobile technology in learning
environments (Kumar, 2017; Yang & Lay, 2012). Students are encouraged to use
gadgets wisely to stay focused and improve their academic performance.
Introduction
Mobile phones and gadgets are a regular part of students’ lives. Aoki and
Downes (2004) explain that mobile phones change how students talk to others
and access information. These tools are important in school for learning and
connecting with classmates and teachers. As Head and Zeng (2012) also noted,
students often choose phones based on features that help in school. This study
wants to understand how these tools help or affect learning.
Methodology
This study used a basic survey method to know how mobile phones and gadgets
affect the academic performance of students in BS Criminology at Sto. Niño
College of Ormoc. The researchers selected 50 students: 10 from first year, 20
from second year, and 20 from third year.
A simple survey was created. It asked about how often students use gadgets,
and whether these help or disturb their studies. The questions were checked by
teachers before use. The survey took place in May 2025.
Students filled out the survey during their free time. Their answers were private.
After collecting the forms, answers were grouped and counted. The results were
studied using simple counting methods.
Findings/Results
Most students said they use gadgets every day for school. They use them for
online classes, doing homework, and looking for answers. Head and Zeng (2012)
found that students pick phone features that help them finish tasks easily. In our
study, some students also said they get distracted when using gadgets too much.
Many students shared that they use phones at night, during breaks, and even
sometimes during class. Ishii (2011) noted that too much use of phones can lead
to bad habits in school. Still, a number of students said that using their gadgets
helped them improve their grades.
Discussion
The study shows that gadgets are both helpful and harmful to students. They
help with schoolwork, but they also distract. This supports the idea of
Ravichandran (2009), who said that teens often face problems from both overuse
and misuse of mobile phones.
Students need to know how to use gadgets wisely. Schools should also teach
about using phones in good ways. This can help students focus more and do
better in school.
Conclusion & Recommendations
This research shows that gadgets are part of student life. They help in learning
but can also cause problems. Students need to balance the use of gadgets to
avoid poor performance. Teachers and schools can support students by giving
advice and setting rules.
The study recommends simple programs or talks in school to teach students how
to use gadgets properly. This will help students become more focused and
responsible.
References
Aoki, K., & Downes, E. J. (2004). An analysis of young people’s use of and
attitudes toward cell phones. Telematics and Informatics, 20(4), 349‐364.
Head, M., & Zeng, N. (2012). Understanding student attitudes of mobile phone
features. Computers in Human Behavior, 28, 2331–2339.
Ishii, K. (2011). Adverse effects of mobile phone use among Japanese
adolescents. Keio Communication Review, 33.
McGuigan, J. (2005). Toward a sociology of the mobile phone. Human
Technology, 1(1).
Ravichandran, S. V. (2009). Mobile phones and teenagers: Impact,
consequences and concerns. Master’s thesis, Unitec Institute of Technology.
Yang, J. J., & Lay, Y. L. (2012). Factors affecting student mobile phone
dependence. World Congress on Engineering and Computer Science, Vol. 2.
Appendices
Appendix A: Sample Survey Questions
1. Do you use your phone or gadget for studying?
2. Do you think gadgets help you do better in school?
3. Do you get distracted by your phone while studying?
4. Have you ever used a gadget during class?
5. Do you believe using gadgets too much can hurt your grades?
Appendix B: Raw Survey Responses
Respond Year Q1 Q2 Q3 Q4 Q5
ent Level
1 First Yes Yes Yes Yes No
Year
2 First Yes No No No Yes
Year
3 First Yes No No Yes Yes
Year
4 First Yes Yes Yes No No
Year
5 First Yes Yes No No Yes
Year
6 First Yes Yes No No Yes
Year
7 First Yes Yes Yes Yes Yes
Year
8 First Yes Yes No Yes No
Year
9 First Yes Yes Yes Yes No
Year
10 First Yes Yes Yes Yes No
Year
11 Second Yes Yes No Yes Yes
Year
12 Second Yes Yes No No No
Year
13 Second Yes Yes Yes No Yes
Year
14 Second Yes No No No No
Year
15 Second Yes Yes Yes Yes No
Year
16 Second Yes Yes Yes Yes Yes
Year
17 Second Yes No Yes Yes Yes
Year
18 Second Yes Yes Yes Yes No
Year
19 Second Yes Yes No No Yes
Year
20 Second Yes Yes No No Yes
Year
21 Second Yes Yes Yes Yes Yes
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22 Second Yes Yes Yes Yes No
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23 Second No Yes No Yes Yes
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24 Second Yes Yes Yes Yes No
Year
25 Second Yes No Yes No Yes
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26 Second Yes Yes Yes Yes Yes
Year
27 Second Yes Yes Yes Yes Yes
Year
28 Second Yes Yes Yes No Yes
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29 Second Yes Yes Yes No No
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30 Second Yes Yes Yes Yes Yes
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31 Third Yes Yes Yes Yes No
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32 Third Yes Yes No Yes Yes
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33 Third No Yes Yes Yes Yes
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34 Third Yes Yes No No Yes
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35 Third Yes Yes Yes No No
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36 Third Yes Yes Yes Yes Yes
Year
37 Third Yes Yes No Yes Yes
Year
38 Third Yes Yes No No Yes
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39 Third Yes Yes No Yes Yes
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40 Third Yes Yes No Yes Yes
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41 Third Yes No Yes No Yes
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42 Third Yes Yes Yes Yes Yes
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43 Third Yes Yes No Yes Yes
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44 Third Yes No Yes No Yes
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45 Third Yes Yes Yes Yes Yes
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46 Third Yes Yes No Yes Yes
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47 Third Yes Yes No No Yes
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48 Third Yes Yes Yes Yes Yes
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49 Third Yes No Yes Yes Yes
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50 Third Yes Yes Yes Yes No
Year
