Personal Digital Assistant and High School Students

STHE EFFECTS OF CELL PHONE AND SMARTPHONE IN THE ACADEMIC PERFORMANCE OF THE SELECTED FOURTH YEAR HIGH SCHOOL STUDENTS OF MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL (MOGCHS)

By

JAN MICHAEL AMPER
SYMOON JUGAO
KISTOFFER JAN LIAO
SEALTIEL MELENDEZ

Submitted to the

DEPARTMENT OF DEVELOPMENT COMMUNICATION
COLLEGE OF AGRICULTURE
XAVIER UNIVERSITY

In Partial fulfilment of the requirements

For the degree of

BACHELOR OF SCIENCE IN DEVELOPMENT COMMUNICATION

March 2013

CHAPTER I. INTRODUCTION

Mobile phones nowadays had massively changed from its calling and texting feature to its more advance applications and features such as cameras, internet connection, games and more applications that can be possibly installed into it as technology evolves. At the present it is also used as a personal assistant that gives information, communication and entertainment. It also had become a necessity to the world that some people can’t live comfortably without it. It also gives us security while we are away from our family and love ones by keeping us in touch while at distances. Adults use it as an advantage to help make their job more fast and efficient. At the present mobile phones are not only for adults but also for teenagers. According to The statistics nearly 80 percent of teenagers in the world own a mobile phone; some of them use it almost every day to the point that they use it during classes. The question is how does it affect their academic standing can it be an advantage to their studies?
Cell phone or smart phone whatever type there is always a possibility that these communication technology can affect the academic performance of fourth year high school students. The study will determine the effect of both type of mobile phone a cell phone and smart phone affecting the academic performance in school and how does it influence them in their studies. Also this will expose that mobile phone usage for students has a two different views whether an advantage or disadvantage that will affect their performance in school. Mobile phones today are affordable that even a student can posses provided by parents, though it differs in the price and quality of brands still it is the same.
Mobile phone usage for high school students had really changed the way of education whether positive and negative. That is why the research study will determine the use of mobile phones to a quantity of users and their quality of influence in the mobile phone technology. A. Rationale
The purpose of this research is to examine the difference of having a Cell phone and a Smartphone referred to fourth year high school students in MOGCHS if it affects their academic performance in school. In this study, the students will only focus as to whether the type of mobile phone they are using has an impact to their academic performance. Mobile phones are convenient in terms of connecting to friends and family as well as updates from school events as well as instant learning from the internet. But however it also has the possibility to affect their performance in school.
Difference between Cell phone & Smart phone:
A “Mobile phone” is often called a “Cellular phone or cell phone”. This device is connected to a wireless communication network, through radio waves or satellite transmissions. Most mobile phones provides Call or voice communications, Text or Short Message Service (SMS), Multimedia Message Service (MMS), and newer phones may also provide Internet services such as Web browsing like GPRS or WAP, instant messaging capabilities and e-mail.
A Smart phone however is considered to be a blend of the traditional PDA (Personal Digital Assistant) and cellular phone, with a larger focus on the cellular phone part. This type of device adds more mobile phone capabilities with many features of a handheld computer or PDA. Smartphone allows user to save information, e-mail, installs programs, and at same time using a mobile phone in one device. A Smartphone’s features are usually more in line towards a mobile phone options than the PDA-like features. There is none manufacturing standard for what defines a Smartphone, any mobile device that has more than basic cell phone capabilities can actually be placed to be as Smartphone. Beal (2010) Let’s look to the deeper side of mobile phone usage, aside from call and sending SMS. Before, mobile phones only have few applications like clocks, calendars games, but as years pass the evolution of mobile phone also changes from just typical Cell phone and now in the present is Smart phone with much more applications and internet capabilities compared before. According to Shaw (2005) cell phones are now so small that students can use them secretly in class, particularly text messaging and video games. Should a phone ring in class, the entire classroom is disrupted--and teachers report that many students will answer the call. In addition for Wright (n.d.), children, teens and even young adults are prone to distraction with cell phones. In the classroom and out of school, cell phones provide students an instant network of communication and entertainment. Inside the classroom, students are distracted from the lessons to text, play games and, if they are very daring, call other people. Cell phone ringers, alarms and ring tones disrupt the flow of lessons and the attention of every student in the room and the teacher.
As for Barack (2013) just as many high school teachers are becoming comfortable with incorporating smart phones and other digital devices into classrooms to aid with learning, a new study finds that a majority of high school students are already using cell phones in class—to text, send emails, and browse social media sites.
So mobile phones have different specification in terms of use. However the only major reason of the technology is to mobilize our connection of communication to our family, friends, and people that is mainly part of our lives while we are in distances. But somehow when it comes to school matter it is a different story.

B. Statement of the Problem
Research problem
The study aims to know the effect of the two different type of mobile phone to the academic performance of the selected fourth year high school students in Misamis Oriental General Comprehensive High School (MOGCHS), Cagayan de Oro City.
Specific Problems: 1. What are the socio demographic characteristic of the selected fourth year high school students of Misamis Oriental General Comprehensive High School (MOGCHS)? 2. How many selected fourth year high school students uses cell phone and smart phone? 3. What is the class performance of a student that uses smart phone from a student that uses cell phone? 4. What are the advantage and disadvantages of using cell phone and smart phone? C. Objectives of the study
Main Objective: To determine the effect of both type of mobile phone as to whether a Cell phone and Smartphone can affect to their academic performance in school. In connection, we would like to find out, why do these different kinds of mobile phones affect their academic performance and how does it influence them in their studies.
Specific Objectives: 1. To identify the socio demographic characteristic of the selected fourth year high school students of MOGCHS. 2. To determine the number of selected fourth year high school students who uses cell phone and Smartphone 3. To compare the class performance of a student that uses smart phone and a student that uses cell phone 4. To identify the advantage & disadvantages of using these type of mobile phone.

D. conceptual framework
In this study the independent variable will focus on the socio demographic characteristic of the selected fourth year high school students in Misamis Oriental General Comprehensive High school, the type of mobile phone so that we will easily determine what they posses to easily separate the information and also the pre-class standing or the first quarter grades of the selected students. The extraneous variable is just additional information to know what other possible cause that students can use their mobile phones inside the class room. The study will depend on the second quarter which is our basis in determining the final output of the study.

Figure1. Relationship between variables
Extraneous
-Time: Length of usage in mobile phone.
- Seat place inside the class room.
-monitoring of advisor
- Number of friends in school
-way how teachers educate
-extracurricular activities

Independent Variable
- Demographic social characteristic of 4th year high school in Misamis Oriental General Comprehensive High School (MOGCHS) - Type of Mobile phone (Cell phone/ Smartphone)
- Pre-class standing from class adviser (1st quarter)

Dependent Variable
-Class performance (Second quarter)

E. Theoretical Foundation
Uses and Gratifications Theory
Thomas E. Ruggiero

According to uses and gratification theory, it is not so people make use of the media for their specific needs. This theory can be said to have a user/audience-centered approach. Even for communication (say inter-personal) people refer to the media for the topic they discuss with themselves. They gain more knowledge and that is knowledge is got by using media for reference. There are several needs and gratification for people they are categorized into five categories. * Cognitive needs * Affective needs * Personal Integrative needs * Social Integrative needs * Tension free needs

Cognitive needs: * People use media for acquiring knowledge, information etc., Among the audience some of them have intellectual needs to acquire knowledge this is not common to all only certain people have their need, each person have a different need for e.g. quiz programs on TV, in order to acquire knowledge and information you will watch news to satisfy the need, search engines in the internet, they make use of these to gain more knowledge. Particularly for the internet search engine they can browse for any topic under the run with no time restriction.
Affective needs: * It includes all kinds of emotions, pleasure and other moods of the people. People use media like television to satisfy their emotional needs * The best example is people watch serials and if there is any emotional or sad scene means people used to cry.
Personal Integrative needs: * This is the self-esteem need. People use media to reassure their status, gain credibility and stabilize. so people watch TV and assure themselves that they have a status in society for e.g. people get to improve their status by watching media advertisements like jewellery ad , furniture’s ad and buy products, so the people change their life style and media helps them to do so.
Social Integrative needs: * It encompasses the need to socialize with family, friends and relations in the society. For social interaction now a day’s people do not seems to have social gathering in weekend, instead they do such social interaction using media like the social networking sites like twitter, facebook, instagram etc to satisfy their need. * Another example is you may not watch the particular serial regularly but because your friend watching, you also start watching so that you have common topics for discussion.
Tension free needs: * People sometimes use the media as a means of escapism and to relieve from tension

Blumler (1979) identified three primary social origins of media gratifications: normative influences, socially distributed life changes, and the subjective reaction of the individual to the social situation.
In our study, both cell phone and Smartphone have their effects on our respondents and having cell phone or Smartphone is not a specific need for a High school student. Having a Smart phone is an opportunity to gain more knowledge through its uses according to its application but in the sense that it is still a mobile phone there are still things that meet the needs of the other aspects of their living through the Smartphone.

Writing Process In the student’s academic performance we base it from those High school students who use smart phones and just cell phones. Their performance in school may be affected from their gadgets it may be a positive one or negative effect in their performance. When all is said in done, there is a consensus that existing and emerging digital technologies have the potential to expand the reach of current educational tools (p. 365), we can just collect that the utilization of phone innovation and computerized units when all is said in done will press on to enter the instruction field Wood et al. (2012) report that. As in their investigation of expanding intuitiveness between the educator and understudies, students in a roundabout way expand their dialect symbolizations abilities by layering informative content not by basically utilizing normal content informing, however by overhauling and altering sentences to express thoughts all the more viably, giving underpin that the utilization of mobile phone engineering can have a positive impact on person attainment,Milrad and Spikol (2007).
Nonetheless, weigh in on the utilization of the mobile phone as a preoccupation and that “if students are spending time texting, they are not paying attention in class” (p. 2) at that point one can contend that mobile phones are negatively affecting the students in their studies that may cause to failure or they will be tempted to cheat, Tilley and Bohlander (2012).

In our research, we compare smart phones from just ordinary call and text cell phones, Both of them have different side of negative and positive effects they might not have same level of destruction and improvements but it changes their performance the way they dwell in their habit concerning in their phones. The purpose of cell phones why they are made is for our easy communication which is essential to us in this generation but concerning to the youth today it is now an entertainment which leads to new applications that makes their life easier. The cell phone has penetrated almost every facet of today’s society, in fact it is “fast becoming an integral part of people’s everyday lives” (Robertson &Hagevik, 2008). With the movability and adaptability of the phone, its reception is developing at an enormous rate. The smart phone is set to outnumber computers by 2014 at which point in time they are expected to reach 30% of the cell phone market (Cockrane& Bateman, 2010) and over 75% of high school students, one third of elementary and middle school own and use a cell phone (Robertson &Hagevik, 2008, p. 2).

Smart phones and cell phones provide the “ability to customize ring tones, skins, photos, songs, to interact via voice and text” and are “being seen as an extension of one’s personality” (Robertson &Hagevik, 2008, p. 1), and teens say “I love it” or “I can’t live without it”, further emphasizing the thought that the phone is not only a trendy adornment, yet the feeling that it without a doubt is a growth of oneself, an excuse for why phones are so widespread in school settings, and why they are straightforwardly and by implication impacting education.

According to the International Telecommunications Union (Key statistical highlights: ITU data release June 2012) Total mobile‐cellular subscriptions reached almost 6 billion by end 2011, corresponding to a global penetration of 86%. Growth was driven by developing countries, which accounted for more than 80% of the 660 million new mobile‐cellular subscriptions added in 2011. By end 2011, there were more than 1 billion mobile‐broadband subscriptions worldwide. It will just take a small percentage among the high school students who doesn’t have cell phones and most of them have used cell phones already.
The field of education has always been influenced by technology, either training exclusively through it or making use of it to enhance and re-enforce what is taught in the classroom (Sanberg, Maris & De Geus, 2010, p. 1334). Since many school districts have no set protocols or policies in place to integrate this new technology into the existing infrastructure and pedagogy of the education system, they have created policies that ban the use of cell phones in the classroom (Diamantes, 2010, Kiedrowski, Smale&Gounko, 2009).
In this research the connectivity of the high school students in the cell phones brings difference in their performance and the way they handle their studies, In sum the students are liable also for their responsibilities concerning to their mobile phones especially when engaging in the performance of their studies.

F. Significance of the study
The research study is concerned on the academic performance of fourth year high school students that possess a cell phone or smart phones. It is important these days because it emphasizes the effects of mobile phones. The research is important to all educators as well as parents so that they will know how to guide or asses their students and children also this will serve as an eye opener to them. Mobile phones are affordable thou it varies on the brand it still have the same purpose. This study will determine the difference of the academic performance of students that posses a cell phone and a smart phone.
The study is important for fourth year high school students to assess their capabilities and to be competent in the changing world especially when they will face the new chapter in their education that is in college that leads to their dreams. They should know how to balance their studies and manage the usage of the technology in a way that would help them. Also this research study will benefit the teachers so that they will be aware and assess their students in their academic performance knowing the threats of cellular phones inside the class room. When this study will reach its conclusion this will help parents to be more aware and conscious on handing their children’s mobile phones that may affect the academic performance of their children a lot and most of all this will massively benefit the fourth year high school students in their academic performance, knowing that there are some factors of mobile phone that may affect their learning.

G. Scope and limitations The study will only focus on the comparison of the academic performance of the selected fourth year high school students in Misamis Oriental General Comprehensive High School (MOGCHS) as to whether what type of mobile phone they are using addressed to cell phones and smart phones. The respondents will be exclusive only to Misamis Oriental General Comprehensive High School (MOGCHS) students in the school year 2013 - 2014. Only fourth year level students from Misamis Oriental General Comprehensive High School (MOGCHS) will be selected. We have decided to choose this school for the study because there is much bigger ratio of students and greater number of students using Cell phones and Smartphone. The study does not cover any other school in the city.

H. Operational definition of terms
Mobile phone - An electronic telecommunications device, often referred to as a cellular phone or cellphone. Other definition a portable telephone that works by means of a cellular radio system
Cell phone - This device is connected to a wireless communication network, through radio waves or satellite transmissions. This provides calls, Text (SMS), Multimedia Message Service (MMS), and newer cell phones may also provide Internet services.
Smartphones – a combination of the traditional PDA and cellular phone, with a larger focus on the cellular phone part. This type of handheld device adds mobile phone capabilities with more frequent features of a handheld computer or PDA. Smartphone allows users to save information, e-mail, installs programs, and at same time using a mobile phone in one device. A Smartphone’s features are usually more oriented towards mobile phone options than the PDA-like features.
PDA - Short for personal digital assistant, this is the name given to small handheld devices that combine computing, telephone/fax, Internet and networking features. A typical PDA can function as a cellular phone, fax sender, Web browser and personal organizer.
SMS – Short Message Sevice, commonly referred as “Text Messages”
MMS – “Multi Media Service”
MOGCHS - Misamis Oriental General Comprehensive High School in Cagayan de Oro City.

CHAPTER II. REVIEW OF RELATED LITERATURE

The technology we have today is a big help to those who are taking up their studies, the advances in mobile technologies have brought additional opportunities in the new era of mobile learning, making it possible and easy to enrich the learning experiences of individual learners. The opportunities offered by the most recent mobile technology, in the development of mobile phones present new opportunities and new challenges to educational systems, Eteokleous and Ktoridou (2009). For information investigation the study by Eteokleous and Ktoridou (2009) utilized the chi-square (x2), the non-parametric statistics test trying for the dispersion of scores opposite the aggregations. The principle target of the present study is to evaluate the effect of versatile telephones on students‟ training, and give guidelines furthermore proposals for schools to achieve portable studying on facilities with capacities furnished by students‟ versatile telephones. According to Ward and Caverly (2009), with the 3G web-fit versatile telephones, there are over 60 000 applications (programming provisions) for 3G versatile telephones. These applications are swearing to be part of instructive growth. Apparatuses similar to the blackberry for instance permit individuals to peruse and send messages and read and upgrade an imparted logbook. Understudies have an extensive variety of interest for self-conglomeration. Their prerequisites are: to revisit classes, meet course deadlines, overhaul for exams and operate bunch and distinctive activities.
They can operate their self-conglomeration with the abilities of the cellular telephone, as portable studying is ending up being more suitable for understudies, and electrifying by way of the models of the item. This studying nature effortlessly improves shared picking up for both teachers what's more scholars. Today the gadgets are straightforwardly utilized as a major aspect of classroom actions to advertise new routines for educating and studying.
According to Thornton and Houser (2005) Japanese school students saw esteem in accepting English lessons sent as quick messages to their versatile telephones. Scholars reported that the utilization of quick messages for educating and studying throughout class was an adequate besides productive method of furnishing assist in massive address lobbies for communication between the two gatherings included. Teachers can utilize versatile telephones with the end goal of enlightening and picking up by utilizing tests, in-class tests, address plans, lesson material and notes, and supplying online curricula (Eteokleous and Ktoridou 2009).

The theory of consumer behaviour:
The change in consumers’ items and aids inclination and their diverse ways of acquiring produce the investigation of buyer conduct. The investigation of shopper conduct points at having learning on how buyers will carry on in the future, particularly subsequently of encounter and learning impacting their getting choices (Lamb, Hair, McDaniel, Boshoff and Terblanche, 2008).
Distinct variables affecting customer getting choice: The aforementioned are elements for example discernment, inspiration, picking up, qualities, convictions, and state of mind, emotional disposition, self notion and lifestyle.
They are the first major aggregation of elements that impact customer choices to purchase or not to purchase. They have an influential impact on buyers by way of notice and post purchase conduct (Lamb et al., 2008).
Social elements affecting buyer acquiring choice: According to Lamb et al., (2008) the aforementioned are outer ecological elements existing from face to face times between the purchaser and the social framework. They are the second above all paramount aggregation of elements impacting choice making incorporating all impacts on acquiring conduct.
The aforementioned social elements influencing consumers’ choice to purchase or not to purchase are social class; reference bunches, feeling pioneers, society, subcultures and family essence cycle.
Buy scenario impacting purchaser purchasing choices: during that timeframe of procurement single person purchaser conduct is impacted by the existing buy conditions. The three conditions that play a major part in purchasing are: 1. the explanation behind purchasing, 2. the time of acquiring and 3. the physical surroundings influencing purchasing (Lamb et al., 2008).
SMS Communication
According to Nonyongo, Mabusela, and Monene (2005), universities before were using the post to deliver and conduct learning for distance learning students, communications which at time got lost or took a long time to reach students. The mobile phones these days are very useful and it is a major thing that is utilized as an instrument for sending information for distance learning between the students and schools. In the Nonyongo et al., (2005) study, sought students endorsed the utilization of SMS communication between them and the school. The utilization of SMS communication effectively blankets country and remote people from casual settlements with constrained mechanical framework. This profits both the school and the students as to the expense adequacy of their training and picking up methodologies, and limits the gap between the student and the school.
Effects on Students According to Schreiner (2005), that along with their books and school supplies, many students makes their daily trip to school with their trusty mobile phone. These pocket-sized tools can do anything from make a standard phone call to surf the web. The presence of cell phones presents a host of options and challenges for today's students. Mobile phones can be a helpful academic tool, or a hurtful academic disruption depending upon the attitude and use pattern of the student owner.
According to Soskil, M. (2012) that there are 5 reasons to allow students to use cell phone in the class. 1. If we are preparing our students for life after school, we should allow them to use the tools they will be using when they get there. How many jobs can you think of right now where a smart phone is not beneficial? Mechanics order parts on their phone, engineers view blueprints, doctors calculate dosages, and grocers check inventory. The list is endless. By the time our students enter their professions the need to utilize mobile technology will be even stronger. Not preparing our students for that world is negligent. 2. In a time when schools are facing tightening budgets, using technology that is readily available is logical. How many schools point to a lack of funds as a reason they are not doing more with technology? We can go a long way towards solving that problem by using technology that is available for free and probably in a majority of HS students' pockets. 3. Mobile devices are great for teaching 21st century skills. If you want kids to learn to collaborate, what better tool can you use than a phone? Videoconferencing with people all over the world becomes easy.
One of the main arguments against student phone use is that kids might cheat. My response is that tests that are so lacking in rigor that students can look up answers on a phone or get them from another student are lousy and outdated in a world where information is free and easy. We need to get used to the fact that kids don't need to know "stuff" nearly as much as they need to learn to use that "stuff." Tests of recall don't prepare our students for the world ahead. Kids know this - it's why they think school is irrelevant. Kids working together to find solutions to problems (collaboration) should be encouraged, not labeled as "cheating." Policies that ban cell phones because students might text each other are short-sighted. As Kevin Honeycutt is fond of saying, "Students used to pass notes on paper. We never banned paper." 4. Double standards are not OK. I know of several districts where administrators come into classrooms with iPhones and/or iPads to take notes on teacher observations. Yet, in these same classrooms students are not allowed to use mobile devices. The message this sends to students is totally unacceptable. These are great tools. Kids know it. Let them use them. 5. We need to teach kids responsible ways to use technology. Keeping them "safe" by refusing to expose them to technology is irresponsible on our part. Students are using cell phones whether we ban them in school or not. They are communicating, sending pictures to each other, using social media and social networking, and consuming information. We need to be teaching them how to do this while protecting themselves from both mistakes they might make that will follow them for decades and others who want to do them harm. The dangers and pitfalls of using mobile devices aren't going away. Isn't it our responsibility to teach our students to be safe?
Bringing a cell phone to class usually starts a debate between teacher and student. Most teachers completely ban them. They are often regarded as distractions from learning. There are several issues concerning mobile learning like social media, Internet filtering, safety laws, teaching techniques, school policies, etc. Looking at mobile devices in a positive light, they can facilitate student learning inside the four walls of the classroom. Students communicate with each other and with the teachers; they learn facts and information; and they can also create projects using smart phones. They also used smart phones as tool for education. However, for many educators, mobile devices are not welcome inside the ideal classroom (Meadows, A. 2013). Mobile phones nowadays are addressed as smart phone as they offer more advanced connectivity and computing ability than a normal cell phone. The term smart phone refers to a programmable mobile phone that offers advanced capabilities and features that help individuals in their daily work and personal life (Euromonitor, 2010).
Nowadays the most active user of mobile phones are the students, most of them are using it for communication purposes. Mobile phones today can easily access the internet, with a load or Wi-Fi connection and this device could be the effective tool for learning where students can use it as their notes but also it can be a massive destruction to the student’s education.
In this chapter, it shows the technology that we are taken up today and also the behavior of the consumer towards the constant change of the technology where cell phones and smart phones belong. The usage of SMS communication is also entangled here and the effects to the students as a whole of cell phones and smart phones.

CHAPTER III. METHODOLOGY OF THE STUDY

The purpose of this study is to compare both type mobile phones which are the Cell phone and Smart phone as to whether it affects the academic performance of fourth year high school students in Misamis Oriental General Comprehensive High School (MOGCHS).
The four purposes of this chapter are to (1) describe the research methodology of this study, (2) explain the sample selection, (3) describe the procedure used in designing the instrument and collecting the data, and (4) provide an explanation of the statistical procedures used to analyze the data.

A. Research Design
In our study we will use both quantitative and qualitative approach where we will measure the number of users that use cell phones and smart phone to easily separate the number of users of cellular phone and smart phone and easily differentiate the effects of both mobile phones to the selected fourth year high school students. In this case we will determine that mobile phones of either way of its type can affect students in their studies in school. This however will be through a descriptive study that includes surveys and information from the respondents as well as the academic performance from the class adviser so that the study will know that it affects the academic performance of the respondents.

B. Research locale
We will conduct our study in a specific public school in Cagayan de Oro City. The selected school is the Misamis Oriental General Comprehensive High School (MOGCHS). The study chose this place because it has the largest number of high school students which has the total number of 9,086 high school students and 2,400 students in it are fourth year compared to other schools in Cagayan de Oro City. This exact location will be a great place to conduct the survey of the study. The place has a diverse class of students, making sure that the selection of students has the two classifications of mobile phones.

C. Respondents
The respondents will be the selected fourth year high school students of Misamis Oriental General Comprehensive High School (MOGCHS). Aside from being accessible this is also an assurance that the place of the study will have a lot of respondents for there are 2,400 total number of fourth year high school students. The study will choose selected fourth year high school students as respondents because it is very essential that they should be prepared to enter college, wherein the standard of learning is high school.

D. Sampling Method The total population of fourth year high school students in Misamis Oriental General Comprehensive High school is about 2,400 students within 39 sections. The study will conduct a cluster sampling to group the individuals in their respective class section in fourth year level and then followed by the simple random sampling to easily select which of the 39 sections will be used as samples. We used this sampling method because the study cannot control all population and the research study is limited to a short time, this is to avoid delay of computation. This is also an advantage that the selected students do possess the expected material in the study.

E. Research Instrument The instrument of this study will be a descriptive survey, so that through this we will get the information from the respondents for the study. There will be a set of questions that the respondents will have to answer by selecting the best answer that fits them if their answers aren’t in the questionnaire they could provide.

F. Data Gathering Procedure
The process of gathering our data is through questions more like a survey that will easily be answered by the selected respondents also we will ask the adviser of the selected fourth year high school students of their first quarter grades and the second quarter grades. After they answer it and gather the grades from the adviser then the study is ready for the analysis.

G. Data Analysis The data analysis consisted of examining the surveys for corrections completeness, encrypting and keying the data into a statistic. All incomplete surveys will discarded from the analysis. Descriptive statistics will be constructed to display results with respect to each of the research questions.