LIVED-EXPERIENCES OF SENIOR HIGH STUDENTS TOWARDS MOBILE PHONE

USAGE

A Research
Presented to the Faculty
of the Senior High School Department
University of Cebu- Main Campus
Cebu City

In Partial Fulfillment of the Requirements

For the Grade 11 Senior High Students
Of Second Semester S.Y 2020-2021
In Practical Research 1

AUSTRIA, ABEGIEL
BAJENTING, MARRIELLE
BOLO, KRYSTAL CATHERINE
BUGTAY, GLADYS ANN
JURADO, JANREY
MAROLLANO, MARY FROLYNE
NOCURA, MELJANE
ONAYAN, CHESKA SEAN
VILLAMOR, NATASHA KATE

11 HUMSS 2A
MAY 2021
 TABLE OF CONTENTS

Page

Title Page i

Table of Contents ii

List of Figures iv

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Rationale 1

Theoretical Background 3

Related Literature 5

Related Studies 8

Theoretical Framework 12

Statement of the Problem 13

Significance of the Study 13

Scope and Delimitation 14

Research Design 15

Research Locale 15

Research Informants 15

Research Instruments 16

Data Gathering Procedure 16

Data Analysis Procedure 17

Definition of Terms 18

Chapter 2: PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Positive Experiences of Mobile Phone Usage 20

 Negative Experiences of Mobile Phone Usage 23

Coping Mechanisms of Mobile Phone Usage 27

Chapter 3: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary of Findings 30

Conclusion 31

Recommendations 31

REFERENCES 33

APPENDICES

Appendix A: Transmittal Letter 44

Appendix B: Informed Consent 46

Appendix C: Research Locale 48

Appendix D: Research Instrument 49

Appendix E: Transcriptions 50

Appendix F: Coding Table 55

Appendix G: Documentation 66

CURRICULUM VITAE 68
 List of Figures

Table Title Page Number

1. The Theoretical and Conceptual Framework 12

 1

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION

Rationale

As the mobile phone pursues its quick evolution in this day and age, it contributes to student

learning and enhanced learning outcomes. Students may encounter different experiences; it can be positive

and negative experiences and need rapid change to cope with their problems and studies. According to the

Pew Research Center (2010), mobile phones are excusable. Teenagers say mobile phones make their lives

more efficient and more convenient. As mobile phones have become more obtainable, they are

progressively owned and used by students. Further, when mobile phones are becoming more filled with

features ranging from video capturing and uploading, music playback, and internet access, students have

an ever-increasing repertoire to usage. Indeed, in the modern era where mobile devices are not only used

for chatting and calling, they can still browse the Internet and everything it has to offer. Mobile phone usage

impacted the attitudes, core values, and lived experiences of the people. University students are using

mobile phones as part of their lives (Salehan & Negahban, 2013).

The study is intended to be managed at the University of Cebu-Main Campus Senior High School

Department; however, the school currently has an online course that has affected the research procedures,

the study will be conducted virtually. Students at the University of Cebu are highly influenced by mobile

phones, which could help our study identify students' different experiences and effects towards mobile

phone usage. Mobile phones are not a device anymore; they are unified as part of our lives. The research is

being held at the students' homes as they are currently taking online courses. Furthermore, the researchers

will be questioning the informants effectively by having a virtual interview to know their different

approaches and experiences concerning mobile phone usage.

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A mobile phone is essentially a device that can send and receive calls over a radio connection when

roaming around a large geographic region (Pew Research Center, 2010). As mobile phone technology

continues to evolve rapidly, the system seems to contribute to student learning and improve academic

success. A mobile phone is a wireless gadget that students commonly use for educational purposes,

communication, and entertainment since it is a handheld device. A mobile phone has enhanced features

such as making phone calls, sending text messages, and internet access. Through mobile phones, students

will be able to adhere to their different social lives and personal experiences.

A current college study found out that 95% of students are using mobile phones to class every day,

92% use their phones for chatting during class hours, and 10% confessed that they were using mobile

phones during an exam on at least one occasion (Tindell & Bohlander, 2012). If used for recreation rather

than school, mobile phones may interrupt students studying and focusing in academic environments (Levine

et al., 2007). As the mobile phone is becoming an essential part of everyone's life, it is also becoming a

cause of serious issues for individuals and organizations (Salehan & Negahban, 2013). Consequently, too

much use of mobile phones gravely affects a student's academic performance. Hence, students must educate

and be aware of the possible consequences.

The purpose of this study is to distinguish the different experiences of students amid mobile phone

usage. It can be substantial research wherein students will be knowledgeable of the possible challenges they

may encounter. Besides, it will also point out the significance of mobile phones in other fields such as

student's educational outcomes and internet-based communication.

The study's overall purpose is to identify and examine the influence of mobile phones on students'

daily lives. Thus, students will be well-informed about the outcomes of using mobile phones as their tool

for educational purposes, communicating with peers, and entertainment. The students will also know how

to cope with such complicated situations or their own negative experiences using mobile phones.
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Theoretical Background

This study was anchored on one leading theory and two supporting theories: A Politeness Theory

by Brown and Levinson (1987), Uses and Gratification Theory by Blumler and Katz (1974), and Mobile

Interface Theory by Farman (2007).

A Politeness Theory. The Politeness Theory was proposed by Brown and Levinson (1987), which

centered on the notion of politeness interpreted to correct an affront to a person's self-esteem by effectively

claiming positive social values in social interactions. This theory offered a methodology for analyzing

focus-group transcripts in which college students explained their understandings of mobile phone usage

and responses to friend's usage. Findings have shown that this context inherits a face that is threatening in

both positive and negative terms. A cheerful look refers to the cognitive, while a negative face pertains to

someone's freedom to act. Consequently, participants stated that they often used hybrid politeness tactics

to deal with positive and negative face threats. However, they also use bald-on-record and going off-record

strategies and do not participate in face-threatening actions.

The Politeness Theory maintains the universality of the positive and negative face of an individual

in all cultures. This theory is resourceful to the study because it enables to creation maximally comfortable

environment for communication and examines how the use of different strategies influences one’s

perceptions of relational appropriateness, social appropriateness, immediacy, attentiveness, and politeness.

Uses and Gratification Theory. Uses and Gratification Theory was made up by Blumler and Katz

(1974), who examined the complex forces that influenced and challenged socio-cultural values among

young people. It is the framework used to explore the data. It is a way of looking at why and how people

deliberately search out relevant media to meet their needs. Uses and Gratification Theory is a public-

centered approach to understanding mass communication. In the first place, several significant findings

indicate that the family influences the tendency to own a mobile phone. Parents gave their children mobile

phones either as birthday gifts or after performing well or passing their final Junior School Examination.

Second, almost all respondents saw mobile phones as the most helpful communication devices for
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contacting their friends and families. Third, two critical factors for student's ownership of mobile phones

include safety and emergency services. Lastly, mobile phones are also perceived as a status symbol.

This theory investigated the extent to which mobile phones have been used and their implications

for youth in society. It also explained how valuable a mobile phone is. The Uses and Gratification Theory

helped the researcher know the impact of the media on people and how people use the media for their own

needs and be satisfied when their needs are met. In other words, it can say that the theory argued about what

people do rather than what the media does to people.

Mobile Interface Theory. The Mobile Interface Theory by Farman (2007) looks at how mobile

phones are used in daily life and what part they play in creating embodied spaces. This methodology is

based on phenomenology and post-structuralism, and it seeks out meaningful intersections between these

theories to inform an analysis of bodies, spaces, and mobile phones.

This theory conducted by Jason Harman is transforming students’ daily lives. The theory was used

to illustrate how mobile phones' global adoption leads to a re-examination of critical ideas about what it

means to live in people's daily lives. The Mobile Interface Theory relates to the study as it is a significant

step towards a fuller understanding of the social consequences of mobile phones.

The theories mentioned above are all relevant to the study as it assists the researchers with a clearer

understanding of the research problem. The theories are interconnected because they enable researchers to

be more credible and well-founded in determining the outcome of the analysis. All in all, these theories

help generate an accurate interpretation of the interview.

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Related Literature

This part presents previous studies done relevant to the concept of the research. It also gives some

study and information to provide enough background, essential for the study's accomplishments. The

literature review in this section recapitulates numerous studies relevant to students using mobile phones as

their tool for educational purposes, entertainment, communication, and the benefits and drawbacks of

mobile phone usage.

For Educational Purposes. Education is now moving towards using more technologies in schools,

starting from primary to university level. Lan and Sie (2010) illustrated mobile learning as a learning

paradigm that encourages learners to access instructional resources from anywhere and through mobile

phones. Mobile phones have the advantages of being compact and adaptable. As a result, mobile phones

can be very appealing and functional to learners in education. Mobile phones provide various applications

that can help students learn fast and understand the discussions effectively, including available tools like

Word, Excel, and PowerPoint and other applications including language learning and mathematical

problem-solving software (Mtega et al., 2012).

These tools are being used in improving the overall learning outcomes of students. They use mobile

phones to answer questions, study the topic, take down notes, learn and interact. Also, with the help of

mobile phones, students can take pictures of their lessons, especially if the teacher or professor has a lengthy

discussion which they can still look back and study at any time.

Woodcock et al. (2012) stated that different areas of students' everyday life would improve by using

mobile phones as students start using this technology to expand their academic knowledge. Mobile phones

are used in the sense of learning that may also enable students to be mindful of the opportunities they might

get and provide, such as studying everywhere and at any moment and inspiring students to take part in

learning experiences. A mobile phone can open up and enhance the student's expectations, especially in

their academic field. For instance, modern mobile phones supply students with instant, easy access to many

of the same training-enhancing features as an Internet-based connection, such as online storage, file sharing,
 6

and the interplay between the professors or teachers and fellow students (Bull & McCormick, 2012; Tao &

Yeh, 2013).

According to Kurzweil (2014), "mobile phones are misnamed; they should be called gateways to

human knowledge." Mobile phones can be a viable instructive instrument. Educating and learning can be

made simpler if they are utilized cleverly. For example, a student can download and access educational

applications to their phones. The apps can offer assistance to teachers' inventive ways to educate and make

lessons more fascinating. It is very advantageous, especially at this moment, all the schools have an online

course. Mobile phone usage has also been discussed in other areas, such as improving academic success in

distance learning. Additionally, students who wisely use mobile phones for educational purposes will

positively affect their educational performances.

For Entertainment. Anyone can perceive the entertaining section of mobile phones. In conformity

with Media Mark Research and Intelligence (2016), consumers said they spend about 22% of their time on

their mobile phones playing games, watching videos, listening to music, and browsing the web. Gaming

apps have been one of the primary entertainment attributes on mobile phones, and this may decisively be

troublesome in terms of perils, interdict, and conditional use by a minority of individuals.

As stated by Saga (2017), students claimed that mobile games might be used to learn new things

while interacting with others and belong to a virtual community. Mobile gaming is quite defamed at times

because of the degree of brutality in certain games and the amount of time it claims should be spent rightly

to make more effective use of it. Some advantages of gaming may comprise: it has educational applications,

increases visual processing of information, and teaches problem-solving skills. A student must create a

peaceful atmosphere for entertaining to make their lives enjoyable and feel inspired even at home. Games

can be fun and a means of relaxing. Companies have answered feedbacks and made games more physical

or much more social through the Internet.

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For Communication. It showed that there is usually a sentimental in using a mobile phone as a

communication (Skog, 2002). No other recent device has become so intimate to mobile phones when it

comes to connectivity. Understanding the interaction between students and their mobile phones further

shows the types of mobile contact that students use to establish and sustain relationships. Mobile phones

used by peers may be a means to make and maintain social relations. It is feasible to strengthen the ties of

a peer group without being physically involved, thus barring others. Mobile phones make a direct

contribution to the ongoing growth of relations.

Stald (2008) suggested, "mobile phone is a key for internet-based communication among students,

they must maintain the core values between the peers." According to Ling (2008), a mobile phone is a

functional device that will help students interact with their loved ones via the Internet. It raises the question

of whether internal contact is always direct communication.

Society is revolving around the mobile phone world. Distinctly it can be seen that people are

contributing and wasting most of their time on the screen chatting and catching up on social media than

interacting with their companions and families. Even though the application of mobile phones increments

the capacity to connect with social mates effectively and unreservedly, it postures peril in the relationship

between humans. Though people can form bunches of companions and communicate through different

social stages, verbal communication is needed.

Benefits and Drawbacks of Mobile Phone Usage. The mobile phone has left the younger

generation so busy with its new enhanced innovation that it has become a trademark to this modern era

(Skierkowski & Wood, 2011). This situation can be observed clearly as the technology-savvy generation

is so dependable on the advanced touchscreen device where just by a touch of the application on a mobile

phone can be accessed at any time by using an internet connection. Besides, the mobile phone had nearly

changed the sense of interaction between human beings with this progress innovation. The worldwide used

mobile phone such as a smartphone to influence the individuals and social orders in different shapes because

it is employed in different settings such as for learning, working, and communication. The mobile phone
 8

has made life more convenient by providing various features that allow users to manage most of their daily

life work with the touch of a button. It allows users to interact with their peers quickly and access a range

of knowledge across online services.

Sarwar and Soomro (2013) stated that mobile phone usage in education makes it possible for

society to access multiple learning resources and create options for students to pursue their education by

distance learning. In contrast to the research of Froese et al. (2012), presented that the use of mobile phones

deflected students from learning processes, and they feel that their educational learning is interrupted during

texting or chatting.

Mobile phone usage has been associated with a diversity of behavioral and mental problems. The

relationship that young people today have with their mobile phones has prompted them to feel that they

cannot live without their presence. In consonance with Elder (2013), students who used mobile phones

during the discussion had a lower score and had difficulty retrieving much information from the lecture

than students who listened attentively and actively.

Hanson et al. (2011) mentioned that students choose to use social media, chatting, and web

browsing in the library rather than doing their assignments and finding resources. Furthermore, the social

engagement between individuals is jeopardized with its unique application by limiting their face-to-face

interaction and develop more chat room communication. There may be a lack of real-life social contact

that leads to the creation of relationship problems and intervention in student academic performance (Kuss

& Griffiths, 2011).

Related Studies
The evolution and improvement of technology are rapidly increasing, causing people to change

their way of learning in life. Schools and universities have been gradually shifting and integrating mobile

phones into their educational materials to enhance students' educational performance. While there are some

gains to using these devices, there are also some drawbacks to using these approaches.
 9

Pulliam (2017) conducted a study titled "Effect of student classroom cell phone usage on teachers,"

which examined that mobile phone usage can harm both students and teachers. This study also seeks the

effectiveness of the students towards mobile phone usage within the classroom as an aspect in reduced

educational perceptions of the quality of learning and teaching in academic settings. It also discusses the

belief in "multi-tasking" and how distraction can affect cognitive processes.

The study's findings provide the hypothesis of both party groups involving mobile phones in class.

This study also presented solutions or ideas of the advantages and disadvantages of using mobile phones

for educational purposes. This study conducted by Pulliam (2017) is related to the current study; it tackles

mobile phone usage on students and teachers in educational learning and its consequences. Besides, it also

aims to expand or widen the knowledge and significance of mobile phone usage.

Another study entitled, "Mobile device use instrument learning process," conducted by Ali (2017),

inspected the use of mobile phones by students and how it can be applied to learning. It also considered

how learning tools can be modified to enhance students' learning and whether integrating mobile phones

into teaching methods can be beneficial. Thus, it can be seen that mobile phones being used to guide and

improve students' educational outcomes to a certain level.

The study's findings stated that some students are already using mobile phones to aid their learning

to some degree and that some potential ways to assist the learning processes have been discovered. It also

stated that both students and teachers relied on the convenience of using mobile phones to perform academic

requirements. This study is related to the current study as it evaluates and demonstrates how mobile phones

profoundly impact students, teachers, and others. It also discusses how students and teachers can use mobile

phones and diversify everyone's teaching and learning capabilities.

Nwosu (2014) conducted a study titled "Positively Perceived Impacts of Cellular Phones on

Nigerian Society," analyzed the impact of mobile phones on Nigerian society. It reviewed how users of this
 10

technology view development in security and well-being, satisfaction, and presumed connectivity. It is also

considered to see if this technology does have a positive or negative effect on Nigerian society.

The study's findings on mobile phone usage underprivileged customers outnumbered over-served

customers. Mobile phone usage had also been associated with certain perceived benefits in terms of

consumer protection and well-being. This study is related to the current study as it discusses how this

technology influences individuals. It also describes the significant impact of digital technologies on users'

physical and social well-being.

Akanferi et al. (2014) conducted a study titled, "An Empirical Study on Mobile Phone usage among

Young Adults in Ghana: From the Viewpoint of University Students," investigating mobile phone usage

among adolescents in Ghana's tertiary educational institutions. This study aims to find out how young adults

in the university community behave towards mobile phone usage. It examined how mobile phones influence

interpersonal contacts and etiquette. It also determined the selected handset range and its cost and the

reasons for purchasing decision, the most widespread uses of mobile phones, and monthly spending in

terms of demographics and age.

The study's findings were concluded that the vast majority of young adults use mobile phones but

do not have access to home-based phones. It has also seen the most widely accepted mobile phones among

young adults and which gender spends the most money on mobile phones every month. This study is related

to the current study as it emphasizes mobile phones amongst young adults and their academic and non-

academic impacts.

Farrah and Abu-Dawood (2018) conducted a study titled "Using Mobile Phone Application in

Teaching and Learning Process," in which mobile phone apps in teaching and learning processes are

investigated. The study aims to determine the benefits, drawbacks, and solutions associated with mobile

phone applications. It also identifies students' and instructors' attitudes about using a mobile phone

application in the classroom.

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Its findings stated that learners could have a broader scope for the learning process by using mobile

applications and technology infrastructure. It also shows that most students prefer mobile phone learning

due to its ease and versatility of accessibility and that it may significantly impact the student's academic

performance. This study had a link to the current study since it explains where mobile phones can enhance

students' academic performance and the benefits of using this technology in academic processes.
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Theoretical Framework
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THE PROBLEM
Statement of the Problem

The study's overall purpose is to explore the lived experiences of Senior High Students towards

mobile phone usage at the University of Cebu- Main Campus, Senior High School Department during the

academic year 2020-2021.

Specifically, it will answer the following:

1. What are the positive experiences of informants towards mobile phone usage?

2. What are the negative experiences of informants towards mobile phone usage?

3. How did the informants cope with the negative experiences encountered?

Significance of the Study

The findings and results of this research will provide a deeper understanding of the experiences

of a student. Furthermore, this study is purposive to benefit the following:

The students will have more knowledge about their experiences while using mobile phones and help

them be more innovative in dealing with the negative experiences they meet.

The parents will understand their child better, thus creating a connection between the two of them.

The teachers will understand their student's side and broaden their insights on how to react to their

student's mobile phone usage.

The researchers will be more knowledgeable about the personal experiences of a student towards

mobile phone usage.

The future researchers will have a broader perspective in their studies on the future.
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Scope and Delimitation

The study focused on the evaluation of experiences of grade 11 and 12 students towards mobile

phone usage. The data collected will be conducted to the informants of the University of Cebu- Main

Campus, Senior High School Department, and school year 2020-2021. The other informants who do not

fall as a part of the University of Cebu- Main Campus Senior High School Department are not within this

research range. Thus, the study is only limited to bonafide students of the University of Cebu- Main

Campus, Senior High School Department.

The study will be done virtually, as they are currently amid a pandemic. The researchers will ask

all the questions related to the study to the informants during the virtual interview; by this strategy, the

researchers will know the informants' experiences in the University of Cebu- Main Campus Senior High

School Department towards the minor variable of the study.

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RESEARCH METHODOLOGY
This section discusses the nature of the research methods used by the researchers. It describes the

informants, locale, instruments, and procedures on how the data was gathered and analyzed.

Research Design

The researchers used phenomenological design in the study. This design focuses on obtaining

descriptions of the informants' lived experiences either in writing or through interviews. This study analyzes

the meaning behind these experiences for each informant rather than generalizing to a more significant

population (Donalek, 2004).

Research Locale

The study was anchored in Cebu City, the country's oldest city, also known as "The Queen City

of the South." Cebu City is the regional center with a land area of 10,500.44 km² (4, 054.24 sq mi) and 6,

041, 903. An online class is electronically supported learning that relies on the Internet for teacher and

student interaction. At this time, most of the students engaged in online classes for it is the convenient way

to pursue academic learning, especially in a crisis. In agreement with the situation, the informants were

questioned via virtual interview. The tools required for this kind of meeting typically include a computer

with a built-in or external video camera, microphone, a reliable internet connection, and headphones if

desired. The researchers chose this way of implementation considering that the pandemic is still present

nowadays and to secure the safety of the researchers and informants.

Research Informants

The informants were composed of Senior High School students enrolled at the University of Cebu-

Main Campus Senior High School Department. They will satisfactorily provide the information needed in

this study since they are sectioned based on their Mobile Phone Usage. To validate informants’

qualifications in our study, the informants must certify to the following conditions:

1. The informant must have his/her own mobile phone.

2. The informant must have an age limit of 16-19 years old.

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3. The informant must use a mobile phone for at least 10-12 hours per day.

4. The informant must be an active user of mobile phone for more than 2 years.

5. The informant must be a student in University of Cebu Main Campus Senior High School

Department.

The researchers used purposive sampling to identify and select the informants. In this method, the

researchers rely on his or her judgment in selecting the informants (Foley, 2018).

Research Instruments

The researchers applied a validated interview guide. The interview guide is a set of questions

related to the study that the researchers will use to ask the informants during the virtual interview. The

interview guide is composed of two sections. General Profile of the interviewee, where the name,

sectioning, and strand will be provided in the first section. Interview questions, which will be answered by

the informants, in the second section. The interview guide contains four questions that aim to accumulate

the actual experiences of the informants. The questions are as follows:

1. What are your positive experiences of using mobile phones in your everyday life?

2. What are your negative experiences of using mobile phones in your everyday life?

3. How did you cope with the negative experiences encountered?

In answering the interview guide, the informants are obliged to evaluate the accuracy of their

answers to obtain factual data. Thus, the researchers must have audio records to acquire applicable and

accurate data from the study's informants.

Data Gathering Procedure

The research approval form made by the researchers approved that they were able to administer

their study. After selecting the practical questions that the informants should answer, the researchers should

secure a transmittal letter to the principal to obtain permission to conduct the virtual interview.

Subsequently, the researchers will select students who will qualify to be the informants. Thus, the
 17

researchers must transcribe and analyze the recorded data. The data gathered will be kept among the

researchers and informants to guarantee confidentiality.

Data Analysis Procedure

The study used thematic analysis in interpreting the data gathered. According to Caulfield (2019),

thematic analysis is a procedure of analyzing and interpreting qualitative research. It is typically applied to

a group of text, such as interviews transcript. There are various approaches in conducting thematic analysis,

but the most common form follows a six-step process.

In the first step, the researchers should familiarize the data gathered. It is essential to scan the data

that researchers gathered. The second step is coding. In this step, the researchers will be highlighting the

vital text. It allows the researchers to have an overview of the main parts. The third step is generating

themes. Themes are generally broader than codes. Researchers want to create potential themes that tell the

researchers something helpful about the data gathered. By the fourth step, it is reviewing themes. The

researchers have to ensure that the theme is a valuable and accurate representation of the data gathered. In

the fifth step, researchers will define and name the themes. Defining themes involves formulating what

researchers mean by each theme and figuring out how it helps them understand the data for the last step,

writing up or analyzing the data. Like all academic texts, writing up a thematic analysis requires an

introduction to establish our research question, aims, and approach.

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Definition of Terms
A reference is needed to understand this study better; these essential terms shall be defined

conceptually and operationally as used in this study.

Mobile Phone allows users to call, text, email, video conference, microblog, interact on social

networks, surf the web, watch and share videos and pictures, play video games, and use a wide range of

other technologies software-driven applications (Lepp et al., 2014).

Lived-Experiences refers to a representation of the experiences and choices of students in using

mobile phones and the knowledge that they can gain from these experiences and choices.
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CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows and presents the results acquired from the informants, which analyzes the major

and minor variables of the study and interprets the data gathered.

Positive Experiences of Mobile Phone Usage

I. Availability of Mobile Phone Features

A. Mobile Communication

B. Mobile Entertainment

C. Mobile Learning

Negative Experiences of Mobile Phone Usage

II. Academic Concern

A. Procrastination

B. Poor Internet Connection

III. Health Problem

A. Sickness

IV. Problematic Smartphone Use

A. Uncontrollable Usage of Mobile Phone

Coping Mechanisms of Mobile Phone Usage

V. Proper Time Management

A. Prioritization
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B. Screen Time Limit

VI. Perform Physical Activity

A. Active Living

The researchers were able to extract a total of six themes from the data obtained. The theme for the

positive experiences: (1) Availability of Mobile Phone Features; for the negative experiences: (2) Academic

Concern, (3) Health Problem, & (4) Problematic Smartphone Use; for the coping mechanisms: (5) Proper

Time Management & (6) Perform Physical Activity. Each theme is supported by 1-3 sub-themes, which is

apparent in the 15 informants of the study.

Presentation of Themes

Positive Experiences of Mobile Phone Usage

I. Availability of Mobile Phone Features

Availability of mobile phone features is the quality of being used in terms of communication,

entertainment, and learning. Mobile phones and their features have become a central part of a person's life.

They use mobile phones to keep in touch with peers and relatives. It is also helpful in coordinating virtual

gatherings and schedules. As boredom strikes, mobile phones can be an alternative source of entertainment.

In terms of the learning approach, mobile phones can be a relevant tool for online learning. Browsing in

websites, surfing the internet, and sharing stories and photos are also applicable in mobile phone features

(Lenhart et al., 2010). Newer mobile phone developments and features are now starting to deliver the

opportunity for rich digital experiences and location-specific resources (Naismith et al., 2004).

A. Mobile Communication

Mobile Communication uses devices to communicate with other people in various places without

the utilization of face-to-face interaction. Mobile Communications has been the quickest disseminated

technology in world history (Arminen, 2007). Mobile communication makes their lives more accessible,
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and it saves time and effort. Mobile communication has influenced the world in several positive ways. It is

substantial for communication to connect with peers and relatives who live far away through texts, chats,

and voice calls (Lengacher, 2021). As one of the informants said:

“Mobile phones can also help us stay connected to our family and
relatives, to our friends that are far away from us.” (Line 1036-1036 of
Informant #14)

As the informant stated above, mobile phones are significant in communicating with their loved

ones who live far away from them. According to Katz (2008), mobile communication is the most successful

new technology globally; it becomes omnipresent that everyone in this world can use. They are living in a

world where communication through modern technology is almost required. People are texting, emailing,

and calling for them to communicate (Stewart, 2013). With this helpful feature of mobile phones,

maintaining and securing connections between people despite the long-distance is no longer a hindrance.

B. Mobile Entertainment
Mobile Entertainment provides various activities that a user can do. It is associated with a mobile

electronic tool such as a mobile phone and gives pleasure and enjoyment to the user. It is currently

considered as a contemporary method of entertaining oneself during one spare time. Several people will

use mobile phones for work purposes while most of them will use them for entertainment. Kaufman (2005)

stated that it is now possible to listen to music, play games, and watch videos. These ways tend to entertain

people in their leisure time (Lepp, 2014). As one of the informants said:

“Kuan… nang malingaw sad kos akong mga makit-an panagsa mutan-
aw kog mga video…nya maka inspire nako,or magkatawa ko nya ma lip-
-- (choppy) sakto na kaayo…ana.” (Line 435-436 of Informant #7)

As the informant stated above, mobile entertainment brought pleasure through watching

inspirational and funny videos. Mobile Entertainment covers various features that allow people to get rid

of and escape busy schedules and other factors. Kaya and Argan (2015) stated that entertainment is

amusement. Its motive is to create a relaxing and delightful way to get away from the stresses of life
 22

temporarily. Mobile entertainment encompasses a variety of enjoyable resources. It is the way to restore

some energy through laughter and happy feelings (Mckee et al., 2014).

C. Mobile Learning

Mobile learning is how students gain new knowledge, skills, and experiences through

mobile phones. Students who have mobile phones desire to use these devices in mobile learning for their

personal needs (Sharples et al., 2009). McQuiggan et al. (2015) defined mobile learning as instant and

accessible, anywhere and anytime learning, which helps students to create greater knowledge, satisfy their

curiosity, and enrich their experiences. Masiu & Chukwuere (2018) stated that the mobile phone has also

made students’ lives easier; they can easily access their school information and educational tools on the

gadget through electronic learning (e-learning) and mobile learning (m-learning). As one of the informants

said:

“And it also helps me in my studies like there are a different kind of

educational apps in which I can use to take notes and to keep up with my
assignments, quizzes, or even grade especially now that we are on new
normal (line 190-193 of Informant #3)

As the informant said, using a mobile phone makes things convenient and more manageable for

her to access different mobile learning tools, such as various school applications that she can use to take

notes and keep up with her homework and quizzes. A mobile phone gives her vast support in her academic

learning. The positive factor for learning through mobile phones would be the ease and flexibility offered

by mobile learning (Valk et al., 2010). Mobile learning also provides students with an opportunity to change

the existing learning strategies to give them a much flexible approach to manage their learning experiences

(Al-Hunaiyyan et al., 2018).

 23

Negative Experiences of Mobile Phone Usage

II. Academic Concern

An academic concern may arise due to mobile phone addiction, where students choose to utilize

their mobile phones instead of engaging and doing their assignments. The academic concern is a learning

problem that is more profoundly embedded in behavior problems when fears of their learning facility impair

a student's cognitive abilities, whether logical or not, feeling frustrated by their job, or social barriers

between themselves and their peers and teachers (Pam, 2013). It also has a significant impact on students,

causing them to experience trauma, depression, and personal and family issues. According to Good

Therapy (2019), academic concerns may harm a student's progress in school, but they are also likely to

impact other aspects of life significantly, causing excessive stress and interfering with home, work, and fun.

A. Procrastination

Procrastination is setting aside the things that the person needs to accomplish in time. Balkis et al.

(2017) explained that procrastination lowers self-esteem by interfering with academic performance. Steel

(2007) revealed that procrastination is the unnecessary delay of any decided task or activity by students

who do not consider the multifaceted negative consequences of their actions. It usually occurs when a

student tends to do other unnecessary things like using mobile phones rather than the task that the student

is supposed to be doing. As one of the informants said:

“Negative things that umm phones can contribute guro para nako kay
mas ma co- procrastinate ko kay if ever naa koy buhatunon kay I would
easily get distracted sa akong phone especially if mu bagting ang
notification kay I would check it immediately and so delay ang mga
buhatunon and as mag kuan sa mag procrastinate ko.” (Line 1126-1129
of informant #15)

As the informant stated above, what makes him procrastinate is his mobile phone that every time he

receives a single notification, he would check it immediately, which causes the delay of the things that need

to be done. Findings indicate that students are affected negatively by their mobile phones to a large degree
 24

because their attention is diverted to chatting, music, and other activities while their academic activities are

ignored and left to suffer (Soyemi, 2015). This problem is related to mobile phone usage being

uncontrollable or unnecessary, which affects everyday life. It is a maladaptive behavior of intentionally

deferring tasks and assignments that impact students' learning and achievement needs at all levels (Steel,

2007).

B. Poor Internet Connection

Poor internet connection is one of the issues that students face nowadays. It can affect their studies,

and they might miss out on essential details or lose direct contact with schools and teachers. The failure to

complete homework is one of the most severe issues students with poor internet connections face (Lynch,

2017). Students who do not have accessible Internet connectivity or rely solely on a mobile phone for access

fall half a grade point behind those who do, and this disparity has long-term consequences (Hampton, 2020).

One of the challenges that hinder students from participating in virtual class is having a poor internet

connection. As one of the informants said:

“Ang negative nako sa kay kaning sa signal jud. Signal, unstable

connection siya usahay. Mao nang dili kaayo ko kasulod sa klase kay
mag agad man kos wifi gud or kuan… usahay mag pa load nalang gy ko,
nya hinay gihapon.” (Line 557-559 of Informant #8)

It stated that the negative challenge he experienced was having a poor internet connection which

could affect his studies, and he sometimes could not attend the virtual class due to this problem. Bauer

(2020) stated it is incorrect to assume that because most students have a smartphone, they have sufficient

access, and it turns out that this is not the case. Those with only mobile phone access fare no better than

those with no Internet access at all. It depicts various issues that teachers and students faced and the

advantages they gained from using blended learning in the language classroom despite poor internet

connectivity (Husniyah, 2018).

 25

III. Health Problem

A health problem is the adverse effects of mobile phone usage among students. The development

of mobile phones and their rapid increase in users have raised concerns about health risks, including

radiation (Ahamed et al., 2008). Mobile phones are utilized for calling, sending text messages, listening to

music, playing games, watching videos; thereby, exposure to electromagnetic waves to different body parts

is evident. Its long-term adverse effects were being ignored (Awadalla, 2013).

A. Sickness

Sickness is a condition of being unwell, which students commonly experience after excessive use

of mobile phones. Continuous usage of mobile phones was thought to be responsible for this outcome.

Acharya et al. (2013) observed the health effects of mobile phones among students, including redness in

their eyes due to continuous mobile usage. Symptoms of headaches are increasingly reported as common

pain syndrome mobile users experienced (Wang et al.,2017). There is uncertainty that mobile phones' low

levels of radiation exposure can cause illnesses such as headaches and eye pain. As one of the informants

said:
“Kuan usahay too much (audio screeching) too much glare on the screen
(audio screeching) on our phone are (audio screeching) usahay kay
magsakit akong mata maglabad akong ulo due to radiation.” (line 1063-
1065 of Informant 15)

The informant stated above shows the possible risk to the eye and increased risk of a headache to

regular mobile users. The extensive exposure to radiation, which includes the high intensity of brightness

from the mobile phone, is one of the most likely reasons for eye strain and headache (Nath, 2018). Eye

strain is evident from long hours of focusing on the screen and continuous texting and playing mobile

games. Some people feel headaches, and some hypersensitive people feel sick when the mobile phone is

turned on (Chauhan, 2002). Students experienced illnesses such as eye strain and headache from excessive

exposure to mobile phones.

 26

IV. Problematic Smartphone Use

Problematic smartphone use is described as the inability of an individual to control their mobile

phone usage. This behavior usually leads to negative consequences in their everyday life. Despite its

absolute advantages, problematic smartphone use emphasized that the usage of mobile phones reduces

attentional capacities (Billieux, 2012). This behavior does not refer to "addictive" as the core symptoms

because it is vastly different from classically recognized and defined addictions such as substance-use

disorders. However, in some instances, it is apparent that unrestricted use of mobile phones can be

problematic, with more significant or more frequent use creating higher functional impairments (Lin et al.,

2013).

A. Uncontrollable Usage of Mobile Phone

The uncontrollable usage of mobile phones is the unregulated usage and over-dependent attitude

of students on these devices. It interferes with other activities in daily life and alters the rules for

interpersonal relationships. Individuals who spent long hours on the phone might change or behave

differently than usual (Kubey et al., 2001). It not only limits an individual but also affects the work

performance of an individual. They tend to increase the time they spent on mobile phones and eliminate the

set schedule. (Young, 2008). As one of the informants said:

“So sa negative effects that mobile phone has brought me is addiction,

like when I start using my phone I cannot control myself kana galing
masugdan na nako kay murag dli nako ganahan mu hunong sige nalang
kog kanang kupot sa cellphone dli nako mulihok sa mga buhatunon sa
balay.” (Line 1056-1059 of Informant #14)

As the informant stated above, uncontrollable usage of a mobile phone caused her to delay all of

the house chores she was assigned to do because she was dependent on her phone. It shows that distractions

caused by the uncontrollable usage of mobile phones affect the informants' performance in their daily lives.

The results revealed that some of the students surfing the internet for personal purposes during working

hours end up working late to finish their work (Landers & Lounsbury, 2004). Excessive mobile phone usage
 27

will cause the delay of work accomplished. Rather than enhancing the productivity of people, mobile

phones tend to reduce the potential of a person to work on something (Young, 2010).

Coping Mechanisms of Mobile Phone Usage

V. Proper Time Management

Proper time management is described as the decision-making process that structures, protects, and

changes a person's time in response to changing environmental circumstances. According to Cyril (2015),

good time management allows an individual to live a happy and stress-free life. Time management relies

on splitting the necessary time for a task to not be tired after a long of the day. Frederick Winslow Taylor

developed the idea of time management for early motion and time studies of students and employees to

reduce unproductive job activities and time-wasting (Razali et al., 2018).

A. Prioritization

Prioritization is the process of condensing an extensive list of actions into a smaller and more

manageable list, which aids in determining what will help or hinder the achievement of a target. As a

decision-making challenge, prioritization must deal with the ambiguity of human judgment (Voola & Babu,

2013). Prioritization comes into play as many tasks must be completed, and it is virtually impossible to

complete all of them due to limited resources. Various aspects of functionality are taken into accounts, such

as value, risk, expense, and others (Berander &Andrews, 2005). Prioritization as setting a schedule is a

decision-making challenge that everybody faces daily. As one of the informants said:

" I set a schedule like 7-8 is for this particular subject, and then 8-9 is
another subject so that dili lang schoolwork or homework
akong mabuhat but also household chores. "(Line 215-217 of Informant
#3)

As the informant stated above, she set aside a separate time for each subject or task, allowing her

to focus one at a time and do something other than academic-related tasks, giving her more manageable

productivity in the day. Claessens et al. (2007) stated that prioritization of tasks and events, delegation,
 28

proper meeting scheduling, and preparation for occupational and personal life are all influential time

management variables. Prioritization decisions include weighing the pros and cons of various alternatives.

Prioritization has a wide range of uses and can be used in almost every real-world scenario, from basic day-

to-day tasks to complex marketing strategy assessment (Voola & Babu, 2013).

B. Screen Time Limit

Screen time limit refers to the limitations of tasks performed in front of a screen, such as utilizing

a mobile phone, watching television, working on a computer, or playing video games. Efficient strategies

included limiting access to mobile phones through screen monitors, programs that use mobile phones as an

incentive for physical activity, and behavioral measures such as target setting and developing screen time

schedules (Biddle et al.2014). Jiang (2018) stated that, surprisingly, adolescents who show concern about

screen time are more likely to claim they set screen time limits than those who do not. They set limits on

that activity at least often. As one of the informants said:

"Kuan sometimes you need to know your limitations umm when and
when not to use your phone and kuan always remember nga kuan too
much can kill you. " (line 847-848 of Informant #11)

As the informant stated above, it is necessary to know the limitations of mobile phone usage;

otherwise, they may have significant consequences. Nagata et al. (2020) stated that excessive screen time

is linked to inadequate sleep and increases the risk of depression, anxiety, suicide, and inattention in

children and adolescents. As a result, close attention and great efforts are needed to resolve these issues

timely under the influence of mobile phone usages, such as screen time limit, providing more opportunities

for physical activity, recommendations to restrict screen exposure, and maintaining a daily sleeping pattern

among school-aged children and adolescents (Guo et al., 2020).

VI. Perform Physical Activity

Performing physical activity can help students reduce and control mobile phone usage and prevent

its harmful effects like health problems. It has been statistically established that daily physical activity or
 29

exercise is correlated with health benefits; however, a sedentary lifestyle slows them down, even in healthy

individuals (Barkley et al., 2016). Doing the daily physical activity in students' weekly routine will make a

significant difference in their health. Moving more would provide them with higher stamina, more minor

discomfort, a lower risk of chronic conditions such as obesity, heart problems, a healthy weight, and more

excellent sleep quality (Steven et al., 2011). Thus, it is a crucial activity to avert health problems and achieve

a good quality of life.

A. Active Living

Active living is a process of life that values and incorporates physical activity into daily living.

People will be more active at work, school, home, and in their spare time. According to Active Aging

Canada (2019), active living is defined by the World Health Organization "as an approach to life in which

physical, social, mental, emotional and spiritual activities are valued and are appreciated and incorporated

into everyday life." Active living contributes to good fitness, which is one part of general well-being. The

word applies to the condition of their physical body and how well it functions. Sallis et al. (2006) stated

that active living includes exercise, outdoor sports, household, and workplace activities. As one of the

informants said:

“So the way I cope with doing other things that keep me active in the real
world. Something that is not related form using phones like doing
household chores, watching- washing dishes, then playing sports like
sports badminton. So mao rana sya akong coping strategies.” (Informant
14, line 1068- 1071)

As the informant stated above, to have an active living in everyday life and manage mobile phones,

she utilizes and executes physical activities as her coping strategies. Being involved, or engaged in active

living, has been reliably related to decreased mobile phone use and enhanced well-being (Biddle & Asare,

2011). Thus, it is vital to ensure one's health by leading an active lifestyle. McDermott (2016) reported that

active living is one of the most significant aspects of a healthier life. Active living is essential for students

who used mobile phones every day and those experiencing adverse effects from excessive mobile phone

usage such as health problems.

 30

CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter sums up the overall results of the examined qualitative data, which experienced sets

of analysis and interference, thereby resulting in conclusions on the answers in response to the general and

specific problems and offering recommendations based on the prominent findings of the study.

Summary of Findings

Based on the acquired and analyzed data from the informants, the researchers determined students'

positive experiences towards mobile phone usage, the negative experiences they have encountered, and the

coping mechanisms they had applied in different situations.

Students' positive experiences towards mobile phone usage are the availability of mobile phone

features. They utilize it in terms of communication, entertainment, and learning. They can communicate

with their peers, friends, and relatives who live far away through text, chat, and voice calls for mobile

communication. Also, mobile entertainment is a source of their pleasure and enjoyment during leisure time.

Moreover, mobile learning enables them to modify their current learning methods, giving them a much

more idea of sustainability to maintain their learning experiences.

The negative experiences they have encountered on mobile phone usage were procrastination and

a poor internet connection, leading to academic concerns. These academic issues can affect their overall

academic performance and have a significant physical and mental impact on their lives. They have also

endured health issues such as eye strain and headaches due to their prolonged use of mobile phones.

Furthermore, the encounters lead to uncontrollable mobile phone use, which creates disturbances and

lowers the informants' efficiency.

The coping mechanisms they had applied to the various negative experiences encountered are

through proper time management in which they prioritize the essential tasks that need to be done

consecutively. Besides, they applied a screen time limit that helps them control and restrict their mobile
 31

phones. In addition, performing physical activity such as executing an exercise, doing household chores,

and playing sports lead them to have an active living which reduces adverse effects from excessive usage

of mobile phones like health problems that could affect their well-being.

Conclusion

Based on the findings, the lived experiences of senior high students towards mobile phones have

an essential part of everyone's lives. It is essential in adapting to modern society because they are studying

the quickest and most efficient methods to find solutions to their problems. It helps them use their creative

skills to develop innovative ideas and enhance their learning experiences. Nevertheless, mobile phones have

brought problems with their academic performance, well-being, and daily routine. Instead of doing their

tasks on time, they choose to utilize their mobile phones throughout the day. Even though students' negative

experiences with mobile phones manage to overcome, they discover coping strategies such as proper time

management and engaging in physical activities to maintain a high quality of life.

Recommendations

Based on the findings and conclusion, the following are recommended:

1. Students may install Screen Time Tracker & Limit App Usage. It is a great app to download. It is

self- control, efficiency, and phone addiction controller software that allows the users to monitor

the amount of time they expend on their mobile phones and helps them concentrate by limiting the

number of apps they can use. It can set app use limits and receive notifications when those limits

are exceeded. It can also view the user's usage details and statistics on their usage history. It is very

effective because users can learn how to limit their use of mobile phones and assist users in keeping

track of their daily routine.

2. Mobile phone usage can be minimized by making a planner in the user's daily routine. Planners can

help an individual to plan their tasks throughout the day and boost someone's productivity. Also,

planning can help them to focus on their studies and duties at home. This way, mobile phone users
 32

will connect with their family and socialize with other people once again without worrying about

getting addicted to their mobile phones due to planning that they have practiced upon themselves.

3. Set aside phone-free time each day. Students and their parents can have a contract or family phone

pledge regarding not using their phones at mealtimes, charging their phones outside their rooms,

and taking a phone-free weekend or vacation on a date of their choice. It is possible to enhance

one’s quality of life if students and parents work together.

4. Put mobile phones inside the cabinet when going to sleep. There is a high risk of health hazards

whenever individuals put their mobile phones beside them. However, it may reduce the chances of

health risk from its radiation if they will apply this recommendation.
 33

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APPENDICES
Appendix A

Transmittal Letter
University of Cebu – Pri
Senior High school Department
J. Alcantara St., Cebu City

March 22, 2021

DR. ABELARDO T. TEJO JR.

Senior High School Principal
University of Cebu – Pri
J. Alcantara St. Cebu City

MS. MARY JOY HERNANDO, MST, LPT

Research Adviser
University of Cebu – Pri
J. Alcantara St. Cebu City

Sir/Madam:

Good day!

The undersigned, a Grade 11 Senior High School student from Humanities and Social Sciences (HUMSS)
strand who is acting as the group representative and is currently working on their research entitled “Lived-
Experiences of Senior High Students towards Mobile Phone Usage". This study when finished will serve
as partial fulfillment of the requirements for the subject Practical Research 1.

This study aims to examine the lived experiences of Senior High Students towards mobile phone
usage at the University of Cebu- Main Campus, Senior High School Department during the
academic year 2020-2021. Through this study, the students will be more aware of the possible
experiences they may encounter in using mobile phones in everyday life.

In line with this, I humbly ask your permission to administer the interview tools needed for this
qualitative study, the informants will be the student of the University of Cebu- Main Campus,
Senior High School Department.

I’m looking forward to your approving response about this matter. Thank you very much for your
support.
 45

Sincerely yours,

JANREY B. JURADO
Research Group Representative

Noted:

MARY JOY HERNANDO, MST, LPT DR. ABELARDO T. TEJO

JR.
Research Adviser Senior High School Principal
 46

Appendix B

INFORMED CONSENT

Title of the Study: Lived Experiences of Senior High Students towards Mobile Phone Usage
Purpose of the Research
This study aims to investigate the lived experiences of Senior High Students towards Mobile Phone
Usage in University of Cebu – Main Campus, Senior High School Department, on matters about
how they handled their situations.
Risks and Discomforts
There are no foreseen risks but a little discomfort because of the topic’s sensitivity.
Benefits of the Research and Benefits to You
The present study will provide us a clearer understanding of the mobile phone users’ experiences
and coping mechanisms.
Voluntary Participation
Your participation in this study is completely voluntary and you may choose to stop participating
at any time. Your decision not to volunteer will not influence the nature of your relationship to the
researchers and the University.
Withdrawal from the Study
You can stop participating in the study at any time, for any reason, if you so decide. Your decision
to stop participating will not affect your relationship with the researcher, University of Cebu, or
other groups associated with this project. If you withdraw from the study, all associated data
collected will be immediately destroyed whenever possible.
Permission to Record Interview
As neophyte researchers, it will be best if we could get all the responses in verbatim for thorough
analysis and interpretation of the qualitative data. Thus, it will also make a smooth flow of the
interview and have lesser interruptions while the interview is ongoing.
Confidentiality
Audio recorder will be used to ensure accuracy and fidelity of the responses given. Any
information obtained from you will remain highly confidential and will be used for research related
purposes.
 47

Contact Information
Researcher (Representative): Janrey Jurado
Email: [email protected]
Contact Number: 09682024502

Signature
By signing below, you are granting your voluntary assent to participate in the above-described
research study.
Please be aware that signing this assent form is not sufficient to participate in this research study.
You must ALSO have a parent/guardian sign the parental consent form and return to the researcher.
Full Name: ______________________
Signature: _______________________
Date: ______________________
 48

Appendix C

Research Locale

Cebu City, Philippines

 49

Appendix D

Research Instrument

Interview Guide

Title of the Study: Lived-Experiences of Senior High Students towards

Mobile Phone Usage

Name of Participant:

Gender: _____________ Age: _____ Contact Info.: ____________________

I. Inclusion Criteria
1. The informant must have his/her own mobile phone.
2. The informant must have an age limit of 16-19 years old.
3. The informant must use a mobile phone for at least 10-12 hours per day.
4. The informant must be an active user of mobile phone for more than 2 years.
5. The informant must be a student in University of Cebu Main Campus Senior High
School Department

II. Research Questions

A. Positive Experiences towards Mobile Phone Usage

a. What are your positive experiences of using mobile phones in everyday life?
(Unsa ang imong mga positibo nga kaagi sa paggamit sa mga mobile phone sa imong adlaw-
adlaw nga kinabuhi? )

b. Are there any other positive experiences that you can recall?
(Naa pa bay laing mga positibong kaagi nga imong mahinumdoman?)

B. Negative Experiences towards Mobile Phone Usage

a. What are your negative experiences of using mobile phones in everyday life?
(Unsa ang imong mga negatibo nga kaagi sa paggamit sa mga mobile
phone sa imong adlaw-adlaw nga kinabuhi?)
b. Are there any other negative experiences that you can recall?
(Naa pa bay laing mga negatibong kaagi nga imong mahinumdoman?)

C. Coping Mechanisms

a. How did you cope with the negative experiences encountered?

(Giunsa nimo pagsugakod sa mga negatibo o dili maayo nga kaagi
na imong nasugatan?)
 50

Appendix E

Transcriptions

Informant #3

1. Interviewer: so, Good afternoon miss shantale! so, how are you today?
2. Informant 3: I’m fine I guess
3. Interviewer: okay, that’s good to hear. so, nakakaon raba ka?
4. Informant 3: Yeah
5. Interviewer: okay so, first and foremost thank you for accepting our request as one of the
6. interviewees and dako najud kaayo imong natabang namo para sa among study which
7. is the Lived-Experiences of Senior High School… Students toward Mobile Phone Usage,
8. and don’t worry kay sayon rajud kaayo akong mga questions and you can also speak
9. any language rajud kung asa ka mas comfortable. so, unsa man..nga language imong
10. kuanon..gamiton?
11. Informant 3: pwede..kuan….English og bisaya?
12. Interviewer: oh sige pwede ra....so,.. let- first let me introduce myself. I’m Krystal
13. Catherine Mae C. Bolo from 11 HUMSS 2A together with my companions..
14. Companion #1: Hi ako diay si Marrielle Bajenting and I will be the one na mag record sa
15. interview karon para sa atoang documentation
16. Companion #2: Hi ako diay si Meljane Nocura and ako ang mag take down notes sa
17. answers
18. Interviewer: so.. and now it’s your turn.. kindly introduce yourself, your age og unsa nga
19. strand imong gikuha
20. Informant 3: okay so, I am Shantale Carylle Emphasis.. 17 years old and *prolonged*
21. from Grade 11 STEM 8A
22. Interviewer: okay.. so *prolonged* .. mangutana lang ko mag gamit ba kag mobile
23. phones at least 10-12 hours sa usa ka adlaw?
24. Informant 3: ohhh
25. Interviewer: so,, active sad ba ka sa pag gamit sa mobile phone for at least 1 year?
26. Informant 3: ohhh
27. Interviewer: so, magsugod nakog ask nimo sa mga.. questions para sa interview,
28. then...let’s start with the first question…. so, what are your positive experiences of using
29. mobile phones in everyday life?
30. Informant 3: positive experiences is that… using mobile phone is I am able to stay
31. connected with friends and.. relatives like I can.. I can call them or even text them and it
32. also help me in my studies like there are different kind of educational apps in which I can
33. use to.. take notes and to keep up with my assignments, quizzes, or even grade
34. especially now that we are on… new normal and that I am able to stay connected with
35. the...political economic or even social issues that is now affecting the world. but the- my
36. most favorite part in using mobile phone is that I am able to.. read different kind of
37. stories from my favorite app.
38. Interviewer: so, niingon man ka educational noh? In what way man, unsa man nga….
39. kuan….
40. Informant 3: For example is kanang… For example is… word, like mga different educ
41. app nga magamit nako para sa pag take down og notes or.. or kana.. or
42. mga… like PowerPoints…
 51

43. Interviewer: so.. sa tanan nimong gipang mention, naa paba kay lain madungag ato?
44. Informant 3: ohh, it also help me.. to record lecture… para dili-wala koy ma missed..
45. nga important points
46. Interviewer: okay, so ganiha naa man tas positive experiences so ari napud tas negative.
47. so unsa man imong mga negatibo nga kaagi sa paggamit sa mga mobile phones sa
48. imong adlaw-adlaw nga kinabuhi?
49. Informant 3: Bast- negative experiences kay basta mag start nako og gamit og
50. cellphone is dili nako makabuhat og mga household chores and di sad ko ka focus…
51. basta naay mga homeworks or exams
52. Interviewer: so, … are there any negative experiences that you can recall?
53. Informant 3: None.
54. Interviewer: so, last question is.. how did you cope with the negative experiences
55. encountered?
56. Informant 3: Time management- time management my time for example is I set a
57. schedule like 7-8 is for this particular subject and then 8-9 is another subject so that.. dili
58. lang.. schoolwork or homework akong mabuhat but also household chores.
59. Interviewer: Yes, so.. Marielle and Miss Meljane naa paba moy lain nga question-follow
60. up questions?
61. Companion #1: wala ra
62. Interviewer: so, … Thank you for your time Miss Shantale and may God bless you
63. Informant 3: Thank you.

Informant #9

64. Interviewer: Good morning ma’am.

65. Companion #1: Good morning ma’am.
66. Companion #2: Good morning ma’am.
67. Informant 9: Good morning.
68. Interviewer: Hinay imo connection ma’am?
69. Informant 9: Hinay, kadungog ramo?
70. Interviewer: Oh madungog ra ma’am, loud and clear.
71. Informant 9: Putol-putol?
72. Companion #1: Hinay ra imo tingog gamay ma’am, dili siya putol-putol pero hinay imo tingog.
73. Companion #2: Okay rana ma’am, laban rana siya ma’am.
74. Informant 9: Kana?
75. Interviewer: Okay ra ma’am. Start nata ma’am? Okay ra ma’am?
76. Informant 9: Yes.
77. Interviewer: So, first and foremost ma’am noh thank you for accepting our invitation uhm dako
78. kay ni siyag tabang ma’am paras among study and among study diay ma’am is all about Lived-
79. Experiences of Senior High Students towards Mobile Phone Usage. Let me introduce myself first,
80. my name is Abegiel Austria from 11 HUMSS 2A together with my companions.
81. Companion #1: Cheska Sean D. Onayan.
82. Companion #2: and Natasha Kate Villamor.
83. Interviewer: uhm ma’am unsa man imo prefer na language ma’am? Mag Bisaya ta or English?
84. Informant 9: Pwede ra both.
85. Interviewer: Okay, sige ma’am. Pwede nimo introduce imo self ma’am like simple lang ma’am
86. name, age, strand.
 52

87. Informant 9: Good morning. I am Ladylyn Lozano, 17 years old from 11 ABM 2A.
88. Inteviewer: So before ta sa atong mga major nga pangutana ma’am is naa koy mga minor lang sa
89. nga pangutana ma’am, naa kay imohang kaugalingog mobile phone ma’am?
90. Informant 9: Uhm wala, akong phone kay kanang kuan sha ba murag nag lag siya nya kanang
91. gubaon nagud.
92. Interviewer: Sige maam. Maka consume ba kag 10-12 hours sa pag gamit ug mobile phone?
93. Informant 9: Yes, more than 12 hours.
94. Interviewer: Uhm more than. Last maam, user pa ka sa mobile phone, active user ba ka sa
95. mobile phone ma’am for the past 2 years or 1 year?
96. Informant 9: Yes miss.
97. Interviewer: Thank you ma’am, so ari natas atong mga major na mga pangutana ma’am sa.
98. What are your positive experiences in using mobile phone in your daily lives? So unsa man
99. imong mga kanang positive experiences ma’am sa pag gamit ug mobile phone.
100. Informant 9: Akong mga positive experiences akong na encounter kanang mas dali jud ang
101. iyang communication like updated sa mga mahitabo sayun ra ang communication kay lage naay
102. phone nya maka contact ko sa lain then sa online class updated ko sa mga activites sa mga
103. buhatonon ana.
104. Interviewer: Naghisgut man kag communication ma’am sa, what application man ma’am mostly
105. imong gigamit for communicating?
106. Informant 9: Messenger.
107. Interviewer: Messenger, wala naba kay ikadungag ma’am sa imong mga positive experiences?
108. Informant 9: Wala na miss.
109. Interviewer: So ari nata sa negative experiences ma’am sa so what are your negative
110. experiences in using mobile phone ma’am? Unsa man imo mga negative nga na experience.
111. Informant 9: Akong mga negative ng ana experience kay kanang kuan when it comes sa mga
112. pt’s ing’ana kay dili kay siya convenient for examples mga activities, for example mga
113. coding’coding kanang mag lisod kag edit ing’ana ang isa sad kay daotan kog mata so magsakit
114. akong mata if mag tutok pag ayo sa ing’ana kanang gadgets ug pc ug sa phone.
115. Interviewer: So wala naba kay lain ma recall ma’am nga negative experiences nimo?
116. Informant 9: Wala na.
117. Interviewer: So ari nata sa last question ma’am sa, naghisgut ka ma’am nga daot kag mata
118. ma’am so what is your coping mechanisms ma’am sa katong mga negative experiences nimo in
119. using mobile phones ma’am?
120. Informant 9: Akong kuan kay mag limit kog gamit sa phone sa pc then mag gamit kog eye
121. glasses para proctection sa mata..
122. Interviewer: Naghisgut sad ka mag time limit ka ma’am sa so mostly ma’am pila hours ma’am or
123. pila ka minutes ang imong limit sa pag gamit ug phone ma’am?
124. Informant 9: Basta naay klase straight jud siya 12 hours then basta padung na hapon ara pako
125. time nga mag pahuway sa mata ana nya inig ka gabie magbalik kog kuan sa mga activities ana.
126. Interviewer: Wala naba kay lain coping mechanism ma’am? Wala nakay laing ikapuno?
127. Informant 9: Wala na ma’am.
128. Interviewer: Thank you kaayo ma’am sa pag hatag ug time sa among interview ma’am nya
129. pwede mi magpa documentation ma’am?
130. Informant 9: Yes miss. Open na ang cam?
131. Interviewer: Okay ra ma’am, okay rasad dili.
132. Interviewer: Cheska.
133. Companion #1: Okay. 1 2 3 (taking screenshot) last one 1 2 3 okay mana okay na.
 53

134. Interviewer: Thank you kaayo ma’am ha and lastly ma’am pwede ko mangayo sa imong contact
135. number?
136. Informant 9: Yes miss, e type lang nako?
137. Interviewer: Pwede ra nimo e direct naang ni Cheska ma’am.
138. Informant 9: Okay, thank you.
139. Interviewer: Thank you sad kaayo ma’am god bless.
140. Companion #1: Thank you ma’am.
141. Companion #2: Thank you ma’am.

Informant #12

142. Interviewer: Good morning sir.

143. Informant 12: Hello, good morning.
144. Interviewer: So first of all sir, ganahan diay ko magpa salamat nimo sa imong pag accept sa among
145. invitation to be our informant for our study kay dako na jud kaayo siyag tabang og contribution sa
146. among study which is about the " Lived-experiences of Senior High Students towards Mobile Phone
147. Usage." So umm ako diay si Janrey Jurado from 11 HUMSS 2A and I am together with my
148. groupmates, Ms. Mary Frolayne Marollano and Ms. Gladys Ann Bugtay. Umm so before sir, pwede
149. nimo i introduce imong self sir?
150. Informant 12: Ah yes, I am John Lewis Bazar ahh studying the same school as you are, UC. I am a
151. grade 12 umm STEM 4A student.
152. Interviewer: Ummn your age sir?
153. Informant 12: Umm yeah I am still 17 years old and yes that's all.
154. Interviewer: Okay sir, so before ta mo proceed sa atoang tulo ka main questions sir kay pwede ko
155. mangutana sir, if mo gamit ba ka og mobile phone for at least 10-12 hours per day?
156. Informant 12: Yes, more or less.
157. Interviewer: Ahh okay sir, umm user ba ka sa mobile phone sir for at least a year or more than a
158. year?
159. Informant 12: Umm yes, I have been using my smartphone since I was grade 7 although not the
160. same phone but still a smartphone.
161. Interviewer: Yeah, okay sir thank you. So in answering our questions sir kay you can use any
162. language kung asa lang ka comfortable mo gamit para magka sinabtanay lang jud ta sir.
163. Informant 12: Okay, thank you.
164. Interviewer: Yes sir, so our first question is, what are your positive experiences in using mobile
165. phone in your everyday life? Unsa kaha ang mga positibo nga kaagi nimo sir sa paggamit og mobile
166. phone sa imong pang adlaw-adlaw?
167. Informant 12: So since we are talking about everyday life, we know that ahh nag eskwela man ta
168. and we have our academic new normal so it greatly help us ahh communicate with my
169. classmates and also with my friends in my province in Bohol since I am originally from Bohol, also
170. during a collaborative task in umm in school when our teachers give us task that needs collaboration,
171. our phones greatly help us in doing what we are supposed to do without compromising the group's
172. cooperation so we used platforms such as google meet and zoom etc. so we can do our collaborative
173. task umm in a social aspect we also used our phones to bring us news so we become more socially
174. aware umm this is for our individual lives and it serves us our instrument and completing certain
175. school task that need recording and multi-tasking and etc. So especially in performance task noh
176. kanang mag vlogging vlogging, ahh yeah that's all.
 54

177. Interviewer: Okay sir, sa katong mga natubag nimo sir naa pa ba kay ika dungag sir?
178. Informant 12: Ahh also when I.... ahh we all have our stress days man noh in this new normal so it
179. helps me cope up with my stress through scrolling in facebook and umm binge watching ahh funny
180. videos, memes and etc. so yeah that's how I cope up with stress.
181. Interviewer: Okay sir, thank you. Diba sir if naay positive naa man jud nay negative so my second
182. question sir is, what are your negative experiences in using mobile phone in everyday life?
183. Informant 12: Well, it is inevitable nga with comes with positive umm positive effects naa pud nay
184. negative effects ang smartphones. So one of it is that it disconnects us in our personal world, we tend
185. to forget our personal relationships and focus on this our social relationships which ummm our
186. focus are kanang naay... we tend to divert our focus ba kung unsay mas importante unta and also I
187. am very ahhh kanang naay suspect kaayo ko ani, excessive usage resulting the eyesight deterioration
188. so usahay kanang naay dili man jud malikayan nga more than 10 hours per day ta mo gamit sa phone
189. since naa man ta sa new normal and yeah it leads us to some negative effects in our body so mao
190. rato.
191. Interviewer: Okay sir, diba naa man kay giingon ganiha nga negative effects sa atong body, pwede
192. nimo i specify?
192. Informant 12: Ahh specific, for example sitting on... ahh no this is not for smartphone this is for
193. computers. Ahh yeah my my my eyesight ay ahh... I have kanang naay I have... ah kanang naay.
194. unsay tawag ani, ahh naa koy na spot nga difference sa akong eyesight sauna og karon.
195. Interviewer: Naa pa ba kay ika dungag sa imong tubag sir?
196. Informant 12: I think that's all.
197. Interviewer: Yeah, thank you sir. For our last question sir kay, how did you cope with the negative
198. experiences encountered?
199. Informant 12: Well, I personally I do time management I practice time management, I tried to limit
200. my phone usage ahhh and schedule phone unrelated activities so it will reduce my time ahh focusing
201. on my phone.
202. Interviewer: Sa katong giingon nimo sir nga kuan limit sa phone usage in what sense or in what way
203. nimo siya i limit?
204. Informant 12: Well, I.. well there are certain times nga for example asynchronous activities man jud
205. noh and ahhh I tried to limit my... I mean I tried to limit my phone usage by sleeping ba ron or umm
206. relaxing ba and yeah kanang I'm trying to go outside go for a walk ing ana.
207. Interviewer: Naa pa ba kay lain ika dungag sir?
208. Informant 12: I think that's all. Yeah.
209. Interviewer: Yes sir, thank you so much sir sa paghatag sa imong time para sa among interview I
210. know busy pud ka naa sad kay lain schedule pero gihatagan jud gihapon mi nimo og time so thank
211. you kaayo sir and God bless.
212. Informant 12: Yes, I am glad I helped.
213. Interviewer: Thank you sir, goodbye.
214. Informant 12: Thank you.
 55

Appendix F

Coding Table

POSITIVE EXPERIENCES

Formulated Formulated
Informant Significant Statement Meaning / Sub- Theme / Major
Theme Theme
para sad maka
communicate ko sa akong
mga friends and fam— Communicate with Mobile
1 uhm relatives (line number family and friends Communication
37)

Ku—kuan kanang
malingaw ko everytime na
mag kuan kanang mag use
2 ko ug phone kay kanang
dili man gud kayko hilig Mobile
mo sturya diri sa amo-a Source of pleasure Entertainment
niya murag kanang akong
kalingawan kay ang akong
phone ra.. ana.. (line
number 129-131)

Positive experiences is that Availability

using mobile phone is I am of Mobile
able to stay connected with Phone
friends and relatives like I Maintaining social Mobile Features
can.. I can call them or relationship Communication
even text them.
(line number 189-190)

3
and it also help me in my
studies like there are
different kind of
educational apps in which I
can use to take notes and to Aid students’ Mobile Learning
keep up with my academic learning
assignments, quizzes, or
even grade especially now
that we are on new normal
(line number 190-193)
 56

Kuan, sa pagskwela gamit

siya kay pwede man ka
dira mag search sa imong
mga assignments or sa mga Search for Mobile Learning
activities, mga ing ana. educational
(line number 251-252) information
4
Then gamit sad siya sa
communications sa imong
mga loved ones. (line Access to Mobile
number 252-253) communication Communication

Kuan, dali maka

communicate sa other Easy to Mobile
5 people. (line number 306) communicate with Communication
other people
Searching in web, nya Availability
making my life easier in of Mobile
searching for my academic Access to online Mobile Learning Phone
purposes. Online class learning Features
6 raba ta ron so useful sya.
(line number 373-375)

For communicating sad

diay sa akong mga relatives Communicate with Mobile
nga naa sa layu nya sa relatives and peers Communication
friends sad.
(line number 377-378)
Kuan… nang malingaw
sad kos akong mga makit-
an panagsa mutan-aw kog
mga video…nya maka Give enjoyment Mobile
inspire nako,or magkatawa Entertainment
7 ko nya ma lip--- (choppy)
sakto na kaayo…ana.
(line number 435-436)
Uhm, kuan mga positive
nako nga nagamit sa kay
kuan search sa mga uh,
8 kuan kailangan nakong Academic Mobile Learning
kuanon sa buhaton sa PT, Information
like example mag search
ko anong kuana, topica nya
ako ra e kuan.(line number
539-541)
 57

sayun ra ang
communication kay lage
naay phone nya maka To contact people Mobile
contact ko sa lain (line Communication
9 number 655-656)
kuan naka help siya nako
through pareha ron atong
gibuhat karon kanang nag
10 meet ta through technology Communicate with Mobile
then sa atong online class other people Communication
then makatabang siya mag
communicate with other
people (line number 734-
736)
it is my source of
entertainment umm kanang
mo gamit kog phone
11 kanang kuan like mag kuan Source of Mobile Availability
ko there are times nga amusement Entertainment of Mobile
maguol jud baya ta like Phone
maguol ta then usahay kay Features
mentally unstable so
kanang umm usa sa
magpawala ana kay sa
paggmit jud og you know
mobile phones (line
number 817-820)
when our teachers give us
task that needs
collaboration, our phones
12 greatly help us in doing
what we are supposed to do Collaborative Mobile Learning
without compromising the Learning
group's cooperation so we
used platforms such as
google meet and zoom etc.
so we can do our
collaborative task (line
number 884-888)
Umm sa amidst sa atong
pandemic of education
karun, we use mobile Support online Mobile Learning
13 phones as on- atong online learning
schooling (line number
956-957)
 58

and through
communication sa atong
mga loved ones nga wala Connect with Mobile
nato na interact physically. loved ones Communication
(line number 957-958

Mobile phones can also

help us stay connected to
our family and relatives, to Stay connected to Mobile
14 our friends that are far social relationships Communication Availability
away from us of Mobile
(line number 1035-1036) Phone
Features
it makes, makes things
more convenient and easier
kay I can access different
15 umm or data kanang mga
different sources online in
just a click like mga Access to online Mobile Learning
kailangan mahibaw an kay sources
I can easily know things
with the help of my mobile
phone (line number 1113-
1116)
 59

NEGATIVE EXPERIENCES

Formulated Formulated
Informant Significant Statement Meaning / Sub- Theme / Major
Theme Theme
Una kay ang distraction
and... uhm.... kanang.. oo
niya kanang sa ka distract
nako kay like di nako Distract from doing Procrastination
1 kahimo sa mga pt’s kay di tasks
na nako siya mabuhi-an
(line number 48-49) Academic
Concern
Kuan siya kanang.. kanang
naay time na kanang dili
nako mabuhat akong
2 buhatunon kay sige rakog Inability to do a Procrastination
cellphone (line number 142- task
143)

akong buhatunon kay sige

rakog cellphone then...
makadaot pud siya sa mata Harmful to Sickness Health
(line number 143) eyesight Problem

di sad ko ka focus basta nay

mga homeworks or exams Loss of
(line number 209-210) responsibilities and Procrastination Academic
3 concentration Concern

Tungod sa kanang sigeg

gamit sa mga cellphone like
4 8 hours, pareha gani sa Can cause head Sickness
giingon nimo kay maka pain
cause siyag labad sa ulo.
(line number 259-260) Health
Problem

5 Ang kana jud magsakit ang

mata tungod tinutok sa Experience eye Sickness
cellphone. (line number pain
323)
 60

NIya dili na makabuhat sa

buhatonon kay mag atubang Make a person Procrastination
nalang pirmi. (line number procrastinate
323-324) Academic
Concern
Kuan miss kanang lag kayo
tungod sa internet Internet lag Poor Internet
connection Connection
6 (line number 386)

ma adik kog gamit sa social

media…mga devices nya di
7 nako maka..maka-bantay sa
akong paligid Uncontrollable Problematic
ana kay…so maka-adik usage of mobile Smartphone
panagsa. phone Use
(line number 451-452)

Ang negative nako sa kay

kaning sa signal jud. Signal,
8 unstable connection Poor Signal Poor Internet Academic
siya usahay. Mao nang dili Connection Concern
kaayo ko kasulod sa klase
kay mag agad man kos wifi
gud or kuan… usahay mag
pa load nalang gy ko, nya
hinay gihapon. (line number
557-559)
daotan kog mata so magsakit
9 akong mata if mag tutok pag Can cause eye Sickness
ayo sa ing’ana kanang problem
gadgets ug pc ug sa phone.
(line number 667-668)
labi na sa atong mata nay
10 possibility nga dili kayta
makaklaro bitaw kay madaot Reduction in the Sickness Health
ato mata kay sige ug gamit ability to see Problem
mao na siya ako gi consider
nga mga negative
experiences nako towards sa
pag gamit ug mobile phone
(line number 753-755)
11 kuan kanang wala nakoy
enough time to take good Getting sick Sickness
care of my health and with
that kay masakit jud ko
because of (line number
838-840)
 61

excessive usage resulting

the eyesight deterioration so
usahay kanang naay dili man Losing eyesight Sickness Health
12 jud malikayan nga more than flexibility Problem
10 hours per day ta mo
gamit sa phone since naa
man ta sa new normal (line
number 902-904)

Like dili nako mabuhat ang

ako ang daily routine kay Delaying one’s Procrastination Academic
murag ma focus na nako ako daily routine Concern
13 ang self sa mobile surfing
(line number 976-977)

So sa negative effects that

14 mobile phone has brought
me is Addiction, like when I
start using my phone I Uncontrollable Problematic
cannot control myself kana usage of mobile Smartphone
galing masugdan na nako phone Use
kay murag dli nako ganahan
mu hunong side nalang kog
kanang kupot sa cellphone
dli nako mulihok sa mga
buhayunon sa balay.
(line number 1056 - 1059)
15 kuan usahay too much
(audio screeching) too much
glare on the screen (audio
screeching) on our phone are Appearance of Sickness Health
(audio screeching) usahay visual and mental Problem
kay magsakit akong mata fatigue
maglabad akong ulo due to
radiation. (line number
1063-1065)
negative things that umm
phones can contribute guro
para nako kay mas ma co- Cause task Procrastination Academic
procastinate ko kay if ever interruption and Concern
naa koy buhatunon kay I delay
would easily get distracted
sa akong phone especially if
mu bagting ang notification
kay I would check it
immediately and so delay
ang mga buhatunon and as
mag kuan sa mag
procastinate ko.
(line number 1126-1129)
 62

COPING MECHANISMS
Formulated Formulated
Informant Significant Statement Meaning / Sub- Theme / Major
Theme Theme
1 ako siya i-lowbat daan usa
ko magbuhat sa akong mga..
uh.. buhatunon para dili jud
ko makahikap sa ‘kong Manage the usage Prioritization
cellphone. (line number 58- of phone
59)

Kuan ako na i-limit akong

self sa paggamit sa akong
phone like kung (line Limiting oneself Screen Time
2 number 146) Limit

Time management-time Proper Time

management my time for Management
example is I set a schedule
like 7-8 is for this particular Setting a schedule Prioritization
3 subject and then 8-9 is
another subject so that dili
lang schoolwork or
homework akong mabuhat
but also household chores
(line number 215-217)
Kuan, I minimize ang pag
gamit sa cellphone para di
na mo labad ang ulo niya Use the time Prioritization
4 kung unsay suguon sa blocking method
parents nimo kay imong
unahon before ka mag
cellphone, I prioritize nimo.
(line number 265-266)
 63

Unya naa na koy time

management kung kanus a
5 ko muhunong og gamit og Managing time in Prioritization
kung kanus a ko mag gamit using mobile
og phone para dili kayo ma phone
stress akong mata og ulo.
(line number 337-339)

Ahh kuan restarting my Proper Time

phone, nya papahuwayon Take a break in Prioritization Management
6 sa sya. using mobile
(line number 390) phone

Panagsa kay… muhunong

jud ko. Kanang dili ko mag
7 gamit sa device panagsa sa Lessen the usage Prioritization
usa jud ka adlaw. (chuckle) of mobile phone
(line number 455-457)
dili nalang nako kuanon ba,
balikon ba. Dapat nalang
mag usab nako ba… di na Limit the usage of Screen Time
8 kayo ko mo gamit sa akong mobile phone Limit
cellphone kuan I limit nako
siya sa paggamit (line
number 571-572)

Akong kuan kay mag limit

9 kog gamit sa phone Set limits Screen Time
(line number 674-675) Limit
 64

Balance ra siya sa pag gamit

ing’ana akong pag kuan para
maka cope up ko sa mga Have balance in Prioritization
negative nga experiences using of mobile
10 towards sa pag gamit ani phone
balance lang jud siya dili kay
kuan bitaw maabtan kag
kadlawn ug gamit balance
lang. (line number 765-767)
kuan sometimes you need to
know your limitations umm Know limits in Screen Time
11 when and when not to use using mobile Limit
your phone and kuan always phone
remember nga kuan too
much can kill you (line
number 847-848)
dili jud nindot nga ma
sobraan ka so sometimes kay Manage time Prioritization
kanang learn to manage your effectively
time well (line number 849-
850)
Well, I personally I do time Proper Time
management I practice time Management
management and schedule Organizing a Prioritization
12 phone unrelated activities so schedule
it will reduce my time ahh
focusing on my phone. (line
number 915-917)
E minimize nalang jud ang
pag gamit sa sa mobile
13 phone like e schedule nalang
nako what time ko mo gamit
ani ma minimize nalang sad Prioritizing one’s Prioritization
nako para mabuhat nalang responsibilities
sad nako ang other
responsibilities nako ari sa
balay and for myself pud
para dili kay ma addict sa
mobile phones. (line number
989-991)
 65

So the way I cope with doing

other things that keep me
active in the real world.
Something that is not related
14 form using phones like doing Active living Perform
household chores, watching- Physical
washing dishes then playing Activity
sports like sports badminton.
So mao rana sya akong
coping strategies. (line
number 1068- 1071)
Umm mag ku- umm I try to
use my smartphone I try to
15 limit myself to using
smartphones at a specific Limit the usage of Screen Time Proper Time
time of the day para umm mobile phone Limit Management
para ahh para ma control
nako. (line number 1141-
1142)
distracting myself from other
activities. So if dli mag
tabang nila on module kay
mag exercise ko kay I have Active living Perform
an ongoing diet pud so mag Physical
exercise ko to distract myself Activity
from smart- using my
smartphone or any gadgets
as a whole.
(line number 1152-1154)
 66

Appendix G

Documentation
67
 68

CURRICULUM VITAE

Janrey B. Jurado

St. Lawrence Laguardia Lahug, Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Lahug Elementary School

Gorordo Ave, Cebu City, 6000 Cebu

(2010-2016)
 69

CURRICULUM VITAE

Abegiel Austria

Nazareth, Buhisan Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Balirong Elementary School

Balirong Naga Cebu

(2010-2012)

Tisa II Elementary School

F Llamas, Cebu City

(2012-2016)
 70

CURRICULUM VITAE

Marrielle Bajenting

435- I Locunta St. Sambag 1 Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: City Central Elementary School

P. Del Rosario St. Cebu City

(2010-2016)
 71

CURRICULUM VITAE

Krystal Catherine Mae Bolo

Z3 271 Mohon Talisay City Cebu

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Divino Amore Academy

Lower Mohon Talisay City Cebu

(2016-2020)

Elementary School: Mohon Elementary School

Mohon, Talisay City, Cebu

(2010-2016)
 72

CURRICULUM VITAE

Gladys Ann Bugtay

46- D. P. Del. Rosario. EXT, Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: University of Cebu-Main Campus

Sanciangko St. Cebu City

(2016-2020)

Elementary School: City Central School

P. Del Rosario Ext. C. C.

(2010-2016)
 73

CURRICULUM VITAE

Mary Frolyne Marollano

Tisa Hills, Felina Village, Tisa, Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Tisa II Elementary School

F. Llamas St., Tisa, Cebu City

(2010-2016)
 74

CURRICULUM VITAE

Meljane Nocura

Lower Laguerta Lahug Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Lahug Elementary School

Gorordo Ave, Cebu City, 6000 Cebu

(2010-2016)
 75

CURRICULUM VITAE

Cheska Sean Onayan

Mother of Perpetual Help Street, Hipodromo, Cebu City, Cebu

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Hipodromo Elementary School

Hipodromo, Cebu City

(2010-2016)
 76

CURRICULUM VITAE

Natasha Kate Villamor

Sitio Kalumboyan Buhisan, Cebu City

[email protected]

____________________________________________________________________

EDUCATION

Senior High School: University of Cebu-Main Campus

J. Alcantara Street, Sambag 1, Cebu City

(2020-Present)

Junior High School: Abellana National High School

Osmeña Blvd, Cebu City, Cebu

(2016-2020)

Elementary School: Punta Princesa Elementary School

Tres de Abril St., Cebu City, Cebu

(2010-2016)