1

Chapter 1

INTRODUCTION

Background of the Study

Mobile learning application (m-learning app) is a software program designed for

mobile devices (smartphones, tablets). These apps can deliver various educational content,

including videos, quizzes, interactive exercises, and simulations, making learning more

accessible and engaging that facilitates the learning and teaching that leads to the widespread

adoption of various educational settings. While these offer potential benefits such as

increased.

By 2016, mobile cellular subscriptions were projected to reach seven billion, while

internet users were estimated at 3.2 billion in 2015. Mobile technology significantly impacts

daily life, enhancing connectivity, communication, and collaboration (Source needed).

Mobile devices, particularly smartphones and tablets, are revolutionizing education, offering

innovative teaching and learning approaches. While not replacing formal education, mobile

learning effectively supplements classroom instruction, providing valuable learning

opportunities outside the classroom and facilitating diverse interactions. The rise of mobile

devices in education has led to the widespread use of the term "mobile learning," although its

definition remains fluid and evolves with technological advancements. Jeya, Amantha,

Kumar., et al., 2020) states that mobile devices have revolutionized teaching and learning by

providing flexible access to online technology.

Mobile technology, such as smartphones and tablets, has significantly improved

access to education (Mukhid, M. P. ,2023). Hence, this approach provides opportunities to

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engage in learning outside the classroom (Tatnall, 2020). The most relevant articles were

considered for review which showed the importance of application development for

organizations. Also, the blended procedure helps the organization to acquire right cellular

technologies which can sync with existing set of operations and can fulfil the operational

need. Bartin et al. (2018) proposed a four stage evaluation framework for mobile ticketing

innovations out in the open travel to enhance their convenience and improve their

adaptability by the potential clients. The last decade has witnessed a drastic change in the

education system around the world as online or digital education has become the norm. A

key player in this revolution is the educational mobile apps which help students in the

learning process. Adeoye and Adeoye (2017) as cited by (Olalere, J. O. 2022) recommended

that lecturers and other academic staff should use electronic media resources in delivering

lectures in order to challenge the confident level of undergraduates in using electronic media.

Learning appears to be simpler as students migrate from the old/traditional mode of learning

to mobile apps.

A study explored mobile phone dependence among Grade 10 students at San Jose

National High School in Talibon, Bohol, Philippines, using a quantitative descriptive design

and a standardized questionnaire by Mukhdoomi et al. (2020). The findings revealed that

students perceive mobile phones as beneficial for academic tasks, enhancing their perceived

utility. The study recommends promoting mobile-friendly educational resources while

raising awareness of the potential risks of excessive mobile phone use. Further research is

needed to fully understand the long-term impact of mobile technology on learning outcomes

and student well-being.

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These findings motivated the researchers to examine the perceived effects of mobile

learning application dependence on student learning outcomes. With the increasing use of

mobile devices, it is essential to assess their influence on education. The shift to online

learning during the COVID-19 pandemic further highlights the need to evaluate the

effectiveness of mobile apps in supporting students. This study will analyze both the benefits

and challenges of mobile learning applications, aiming to enhance educational resources that

engage students and improve learning experiences. Ultimately, the findings will guide

educators and policymakers in refining mobile learning strategies for more effective student

education.

Framework of the Study

This research is grounded in Constructivist Learning Theory by Piaget and Vygotsky,

which emphasizes that learners actively construct knowledge through experience and

interaction. Mobile learning applications align with this theory by providing interactive and

engaging platforms that enable students to explore, collaborate, and develop a deeper

understanding of concepts. These applications serve as digital tools that support self-directed

learning, problem-solving, and critical thinking, allowing students to take an active role in

their education.

However, the study also considers Cognitive Load Theory by Sweller (1988), which

highlights that the human brain has a limited capacity for processing information. While

mobile applications can enhance learning by providing immediate access to educational

content, excessive dependency on them may lead to cognitive overload, where too much

information at once hinders comprehension and retention. This balance between constructive
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engagement and potential cognitive strain is essential in understanding how mobile learning

applications influence student outcomes in STEM education.

Figure 1 depicts the study’s paradigm which is based on an IPO Model.

INPUT PROCESS OUTPUT

Most commonly used Data Gathering Perceived Effects of
Mobile Learning apps Mobile Learning
Data Analysis
Apps Dependency on
Data Interpretation Leaning Outcomes
Benefits of Mobile
Learning Apps

Figure 1. Conceptual Paradigm of the Study

This study is guided by the Input-Process-Output (IPO) model, which illustrates how

mobile learning application dependency affects the learning outcomes of STEM students at

Rosario Integrated School. The input phase involves identifying the most commonly used

mobile learning applications, analyzing their features, and assessing their perceived benefits

in enhancing student learning.

In the process phase, data will be collected through surveys and questionnaires

assessing students’ dependency on mobile learning applications. The analysis will explore

the the benefits and challenges of mobile learning dependency.

The output of the study will determine the effects of mobile learning application

dependency on student learning outcomes. This includes potential positive impacts, such as
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enhanced engagement, accessibility to learning materials, and improved knowledge retention.

However, it will also assess negative effects, such as distractions, over-reliance, and reduced

critical thinking skills.

Statement of the Problem

This study aimed to determine the perceived effects of mobile learning applications

dependency on learning outcomes among STEM students at Rosario Integrated School.

Specifically, it sought answers to the following questions:

1. What are the most commonly used Mobile Learning App among the respondents?

2. What are the benefits of using Mobile Learning Application as perceived by the

respondents?

3. What are the effects of Mobile Learning App dependency to the Learning Outcomes of the

respondents?

Significance of the Study

The findings of this research would benefit the following:

Students. Students will benefit from this study by gaining awareness of how their

dependency on mobile learning applications affects their academic performance. The

research will highlight both the advantages and challenges of using these digital tools,

allowing students to make informed decisions about their study habits. By understanding the

impact of mobile learning applications on their learning outcomes, students can develop

better self-regulation strategies and optimize their use of technology for academic success.
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Teachers. This research will help teachers understand how mobile learning

applications influence student engagement, comprehension, and overall academic

performance. By identifying the most commonly used mobile learning apps and their

perceived benefits, educators can integrate these tools effectively into their teaching

strategies. Additionally, the study’s findings will guide teachers in balancing technology use

in the classroom, ensuring that students maximize learning opportunities while minimizing

potential distractions or over-reliance on digital resources.

Parents and Guardians. Parents play a crucial role in guiding their children's

educational experiences, and this study will provide them with valuable insights into the

effects of mobile learning applications. By understanding the potential benefits and

drawbacks of mobile learning dependency, parents can better support their children in

developing responsible technology use. The findings will help parents encourage a balanced

approach to mobile learning, ensuring that their children use these tools effectively without

compromising their academic performance or overall well-being

Future Researcher. This study serves as a foundation for future research on mobile

learning applications and their impact on education. Future researchers can build upon the

findings by exploring additional factors, such as long-term effects on student learning, the

role of specific app features, and potential interventions to improve mobile learning

experiences. The study will contribute to the growing body of knowledge on educational

technology, inspiring further investigations that can enhance digital learning strategies and

policies.
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Scope and Delimitation

This study focuses on examining the perceived effects of mobile learning application

dependency on the learning outcomes of STEM students at Rosario Integrated School. It

specifically identifies the most commonly used mobile learning applications, their perceived

benefits, and their impact on students' academic performance. The study is limited to STEM

students enrolled in the school during the academic year and does not include students from

other tracks or grade levels. Additionally, the research relies on self-reported data through

surveys and questionnaires, which may be influenced by individual perceptions and

experiences. It does not cover external factors such as socioeconomic status, internet

accessibility, or other non-digital learning resources that may also affect student

performance.

Definition of Terms
The following words listed below were defined to facilitate the understanding of this

study.

Mobile Learning Application Dependency refers to the reliance on mobile applications

for educational purposes, where students use these tools to access learning materials and

engage in academic activities.

Learning Outcomes refers to the measurable skills, knowledge, attitudes, and values

that students acquire as a result of their educational experiences.

STEM Students refers to the students specializing in Science, Technology,

Engineering, and Mathematics disciplines.

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Chapter 2

METHODOLOGY

This chapter presents the research design used in the study, the sources of data,

research instruments used, data gathering procedures, and the tools for data analysis and

scales for data categorization.

Research Design

A descriptive research design was used for this study to collect and analyze data.

According to Creswell (2009), descriptive research design aims to explore and characterize a

particular population or phenomenon. In this study, the most used mobile learning apps and

their benefits were identified, and the effects of mobile learning apps dependency were

thoroughly explored.
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Sources of Data

Table 1 presents the sampling distribution of the population who took part in the

Table 1

Sampling Population

Grade 11 & 12 Proportional Sampling

F %
STEM Sections (sample size n = 188)
GRADE 11
FAC 42 11.90 22
JAG 42 11.90 22
JDC 42 11.90 22
RVG 42 11.90 22
GRADE 12
RCD 47 13.31 25
RDH 47 13.31 25
RMA 44 12.46 25
SGH 47 13.31 25
Total 353 100 188
The respondents in this study consisted of 188 Grade 11 and Grade 12 STEM

(Science, Technology, Engineering, and Mathematics) students enrolled at Rosario Integrated

School during the 2024-2025 school year. To determine the appropriate sample size, Slovin’s

formula was applied. Additionally, stratified random sampling was utilized by dividing the

population into subgroups based on grade level and section. Respondents were then

randomly selected from each subgroup, ensuring a well-balanced sample and fair

representation of the overall Grade 11 and Grade 12 student population.

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Research Instruments

A researcher - made survey questionnaire was used in the study. The survey

questionnaire consists of three parts.

Part 1 focused on determining the most used mobile learning app by the respondents.

Part II dealt with statements that determine the benefits of mobile learning apps as perceived

by the respondents. Responses were measured using a 4 – point Likert scale as shown in

table 2.

Table 2

Rating Scale Assessing the Perceived Benefits of Mobile Learning Apps

Value Range Categorical Responses Descriptive Rating

4 3.50 – 4.00 Strongly Agree Highly Beneficial

3 2.50 – 3.49 Agree Moderately Beneficial

2 1.50 – 2.49 Disagree Slightly Beneficial

1 1.00 – 1.49 Strongly Disagree Not Beneficial

Table 3

Rating Scale Assessing the Perceived Effects of Mobile Learning Apps Dependency

Value Range Categorical Responses Descriptive Rating

4 3.50 – 4.00 Strongly Agree Very High
3 2.50 – 3.49 Agree High
2 1.50 – 2.49 Disagree Low
1 1.00 – 1.49 Strongly Disagree Very Low
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Part III dealt with statements that determine the effects of mobile learning apps

dependency as perceived by the respondents. Responses were also measured using a 4 –

point Likert scale as shown in table 3.

Validity and Reliability

The survey questionnaire underwent validation and reliability testing. Following

content validation from three computer teachers, minor adjustments were made on the survey

questionnaire. To test the reliability of the survey questionnaire, it was pilot tested on 25

learners. Cronbach's Alpha was used to assess the survey's internal consistency. The results

of reliability analysis are presented in table 4.

Table 4

Internal Consistency Reliability of the Survey Questionnaire

Number Cronbach's Internal

Constructs
of Items Alpha Consistency
Benefits of mobile learning application 11 0.845 Good
Effects of mobile learning application 13 0.815 Good
dependency
Legend: α ≥ 0.9 – Excellent 0.7 ≤ α < ¿0.8– Acceptable 0.5 ≤ α < ¿ 0.6 – Poor
0.8 ≤ α < 0.9 – Good 0.6 ≤ α < ¿ 0.7 – Questionable α <¿0.5 – Unacceptable
As reflected in table 4, the results indicate that all constructs exhibit good internal

consistency, confirming that the instrument consistently measures the intended variables.

Data Gathering Procedure

The researchers obtained permission and approval from the school principal before

administering the survey questionnaires to the respondents. Once granted, they visited each

classroom where the target respondents were present and personally distributed the surveys.

The researchers explained the focus of the study and the significance of providing honest and
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accurate responses. They also assured the respondents that their answers would be kept

confidential and used exclusively for the study. After completion, the survey questionnaires

were collected, and the gathered data were tallied, analyzed, and interpreted.

Data Analysis

The following statistical tools were used to interpret the gathered data from the respondents

of the study.

Frequency Count was used to determine the most used mobile learning app by the

respondents.

Mean and Standard Deviation was used to determine the benefits of mobile learning

apps, and the extent to which dependency on mobile learning applications affects

respondents’ learning outcomes.

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Chapter 3

RESULTS AND DISCUSSION

This chapter analyzes and interprets the data collected to determine effects of mobile

learning application dependency on the learning outcomes of STEM students at Rosario

Integrated School. The data is organized based on the specific research problems investigated

in the study.

Table 5

Most commonly used Mobile Learning App Among the Respondents

Mobile Learning Applications Frequency

ChatGPT 89
Youtube 86
Cici 71
Photomath 10
Khan Academy 8
Coursera 7
Others 28

Table 5 presents the most commonly used mobile learning applications among the

188 respondents. The results indicate that ChatGPT is the most popular choice, followed by
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YouTube and Cici. These findings suggest that students prioritize efficiency and engagement

in their learning process. ChatGPT is widely preferred for its ability to provide instant

explanations and academic assistance, reducing the need for manual internet searches

(Baidoo-Anu & Ansah, 2023). Similarly, YouTube remains a top choice due to its visually

engaging content, which enhances comprehension and retention (Moghavvemi et al., 2018).

The popularity of these platforms highlights students’ adoption of a hybrid learning

approach, integrating AI-powered tools with traditional video-based educational resources to

optimize their learning experience.

PERCEIVED BENEFITS OF MOBILE LEARNING APPLICATIONS

The findings indicate that students generally perceive mobile learning applications as

highly beneficial to their education. With an overall mean of 3.24 (SD = 0.49), all statements

were rated high, suggesting that respondents recognize the positive impact of these digital

tools on various aspects of their learning experience. The results highlight that mobile

learning applications contribute to improved understanding of difficult topics, increased

motivation, and enhanced accessibility. Additionally, students appreciate the flexibility of

mobile learning, which allows them to study at their own pace and balance their academic

responsibilities effectively. The findings also suggest that mobile learning apps facilitate

collaboration, provide immediate feedback, and improve knowledge retention. Given

consistently high ratings, it can be inferred that students view mobile learning applications as

valuable resources that enhance engagement, comprehension, and overall learning outcomes.

However, while the findings suggest that mobile learning apps enhance the learning

experience, they do not necessarily indicate a direct increase in students’ motivation. This

aligns with the study by Yeh et al. (2021), which found that the motivation to use mobile
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learning apps is influenced more by personal traits and readiness than by the apps

themselves. Similarly, Camilleri and Camilleri (2020) reported that students' intention to use

educational applications is shaped by perceived benefits and social influences rather than

self-motivation. These corroborations suggest that although students find mobile learning

applications useful and effective, their motivation to learn still depends on individual factors

beyond the presence of these technological tools. This implies that while mobile learning

applications support knowledge acquisition and engagement, they may not be the primary

drivers of students' intrinsic motivation. The extent to which these applications influence

long-term learning behavior may vary depending on personal learning preferences and

external academic support systems.

Table 6

Benefits of Mobile Learning Applications

Items Statements M SD DR
1 Mobile learning apps improve my understanding of 3.47 0.62 H
difficult topics.
2 Mobile Learning apps motivate me to learn. 2.90 0.76 H
3 Mobile Learning apps make collaboration with peers 3.22 0.69 H
easier.
4 Mobile Learning apps help me balance learning with other 3.2 0.79 H
responsibilities.
5 Mobile Learning allows me to study at my own pace. 3.24 0.76 H
6 Mobile Learning apps make learning more accessible. 3.41 0.62 H
7 Mobile Learning apps enhance my learning experience. 3.27 0.72 H
8 Mobile learning apps provide me with immediate feedback. 3.23 0.75 H
9 Mobile Learning apps provide a convenient and adaptable 3.22 0.73 H
learning experience.
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10 Mobile Learning apps are user-friendly. 3.29 0.65 H

11 Mobile Learning apps improve my knowledge retention. 3.18 0.71 H
Overall Mean 3.24 0.49 H
Legend: 2.50-3.49= High (H)

POSITIVE EFFECTS OF MOBILE LEARNING APPLICATIONS DEPENDENCY

ON LEARNING OUTCOMES

Table 7 highlights the positive effects of mobile learning application dependency,

with an overall mean of 3.15 (SD = 0.55). The high overall rating suggests that students

generally perceive mobile learning applications as beneficial to their education, recognizing

their value in enhancing learning experiences.

Specifically, statement 1 “Mobile learning apps have significantly improved my

academic performance” highlights the strong positive impact of these applications on

students' academic achievements. This finding aligns with Brown et al. (2020), who noted

that active engagement with educational apps leads to higher grades and improved

assessment performance. Similarly, Smith and Johnson (2019) emphasized that mobile

learning applications provide students with convenient access to learning resources,

contributing to enhanced academic success. These results indicate that mobile learning

applications play a crucial role in supporting student learning and academic performance by

fostering accessibility, engagement, and knowledge retention.

Additionally, item statement 4, “The use of mobile learning apps has helped me

better understand complex concepts and topics,” reinforces the idea that these applications

serve as effective study aids. This finding aligns with Gupta et al. (2020), who demonstrated
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that interactive features in mobile learning applications encourage active participation and

facilitate deeper conceptual understanding. Similarly, Chen and Zhao (2019) found that real-

time interactivity in mobile learning environments significantly enhances students'

comprehension of complex subjects.

Table 7

Positive Effects of Mobile Learning Applications Dependency on Learning Outcomes

Items Statements M SD DR

1 Mobile learning apps have significantly improved my 3.26 0.7 H

academic performance.
2 I feel more confident in my studies because of mobile 3.03 0.73 H
learning apps.
3 Mobile learning apps make learning more enjoyable and 3.04 0.79 H
engaging.
4 The use of mobile learning apps has helped me better 3.30 0.66 H
understand complex concepts and topics.
5 Mobile learning apps have made studying more efficient and 3.21 0.74 H
convenient for me.
6 Constant use of mobile learning apps encourages me to 3.09 0.78 H
improve my knowledge and skills retention.
Overall Mean 3.15 0.55 H

Legend: 2.50-3.49= High (H)

NEGATIVE EFFECTS OF MOBILE LEARNING APPLICATIONS DEPENDENCY

ON LEARNING OUTCOMES

The findings in Table 8 indicate that students generally acknowledge the negative

effects of mobile learning application dependency on their learning outcomes, as reflected in

the overall mean of 2.84 (SD = 0.61). The results suggest that while mobile learning

applications provide benefits, excessive reliance on these tools may also pose challenges to
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students' academic habits and cognitive skills. Several statements highlight concerns

regarding over-reliance on technology, including the tendency to neglect traditional study

methods, difficulties in studying independently, and potential limitations in critical thinking

and problem-solving abilities. Gavronskaya et al. (2022) highlighted that 58% of teachers

and 55% of students believe that mobile learning apps does not help pupils build their critical

thinking skills. Similarly, Efendi and Qodr (2023) pointed out that while mobile learning can

support critical thinking, an over-reliance on these applications without appropriate

supervision may hinder students' capacity to develop problem-solving skills independently.

Additionally, Torras (2024) argues that an overemphasis on technology in education can lead

to a decline in critical thinking skills, emphasizing the need for a stronger focus on the

humanities. This suggests that excessive reliance on mobile learning applications may reduce

students' ability to learn independently and develop self-sufficient study habits.

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Table 8

Negative Effects of Mobile Learning Applications Dependency on Learning Outcomes

Item Statements M SD DR
1 I find myself spending too much time on mobile learning 2.8 0.91 H
apps, which affects my other academic responsibilities.
2 My reliance on mobile learning apps has caused me to neglect 2.9 0.82 H
traditional study methods, such as reading textbooks.
3 Mobile learning apps sometimes distract me from focusing on 2.88 0.91 H
my studies.
4 I feel anxious when I am unable to access a mobile learning 2.62 0.93 H
app during study sessions.
5 I believe my dependence on mobile learning apps is limiting 2.96 0.86 H
my ability to learn without technological tools.
6 I have become overly reliant on learning apps and find it 2.69 0.92 H
difficult to study independently.
7 I am concerned that my critical thinking and problem-solving 3.05 0.84 H
skills may be hindered by over-reliance on learning apps.
Overall Mean 2.84 0.61 H
Legend: 2.50-3.49= High (H)

Furthermore, the findings suggest that excessive use of mobile learning applications

can lead to distractions and poor time management, making it difficult for students to balance

their academic responsibilities effectively. Some respondents also reported experiencing

anxiety when unable to access these applications during study sessions, indicating a

psychological dependence on digital learning tools. While mobile learning applications

enhance accessibility and engagement, they may inadvertently hinder the development of

independent learning strategies and traditional study habits. Striking a balance between
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technological integration and self-directed learning remains essential for maximizing the

benefits of mobile learning. Lai and Bower (2019) emphasized that although mobile learning

is advantageous, it should be complemented with traditional study methods to prevent over-

reliance.
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Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The purpose of this study is to determine the perceived effects mobile learning

applications dependency on learning outcomes among STEM students at Rosario Integrated

School.

Specifically, it identified; 1) the most commonly used mobile learning application

among respondents, (2) the perceived benefits of mobile learning application, and (3) the

effects of mobile learning application dependency to the learning outcomes of STEM

students.

In this study, a descriptive research design was employed. Researcher – made survey

questionnaires were used to gather the needed data for the study. The statistical tools in the

study includes Frequency Counts, Mean and Standard deviation.

The following are the salient findings of the study.

1. Findings revealed that ChatGPT (n=89) was the most frequently used mobile

learning application among the 188 respondents, followed by YouTube (n=86) and Cici

(n=71). This indicates students' preference for AI-driven assistance and visually engaging

educational content
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2. The findings indicate that students generally perceive mobile learning applications

as beneficial to their education, with an overall mean of 3.24 (SD = 0.49). The highest-rated

benefit was improving understanding of difficult topics (M = 3.47, SD = 0.62), while the

lowest-rated was increasing motivation to learn (M = 2.9, SD = 0.76). These results suggest

that while mobile learning applications enhance comprehension and accessibility, they may

have a limited impact on students' intrinsic motivation.

3. The study examined the perceived effects of mobile learning app dependency on the

students’ learning outcomes.

In terms of the positive effects, the findings indicate that students generally view

mobile learning applications as highly beneficial to their education recognizing their value in

enhancing learning experiences. The highest-rated positive effect was improved

understanding of complex concepts (M = 3.30, SD = 0.66), while students also

acknowledged the significant impact of these applications on their academic achievements

(M = 3.26, SD = 0.70).

In terms of the negative effects, findings revealed that excessive reliance on mobile

learning apps may negatively impact students' academic habits and cognitive skills. The

primary concern identified was that reliance on mobile learning applications may hinder

critical thinking and problem-solving skills (M = 3.05, SD = 0.84). Additionally, some

students reported that their dependence on these tools led to the neglect of traditional study

methods, such as reading textbooks (M = 2.90, SD = 0.82). Additionally, overuse of mobile

learning apps was associated with distractions, poor time management, and difficulty

studying independently.
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Conclusion

Based on the findings of the study, the following are concluded:

1. Students prefer AI-driven and visually engaging educational content, as reflected in their

frequent use of mobile learning applications like ChatGPT and YouTube. This suggests a

growing reliance on technology for academic support and self-directed learning.

2. Mobile learning applications provide significant academic benefits, especially in

enhancing comprehension, improving knowledge retention, and allowing self-paced learning,

yet they do not necessarily increase students’ motivation to learn.

3. The positive effects of mobile learning applications highlight their role in improving

academic performance and helping students grasp complex concepts more effectively. This

emphasized the value of integrating digital learning tools into education to support

knowledge retention and engagement.

4. On the other hand, excessive reliance on mobile learning applications may negatively

affect students' academic habits and cognitive skills. Dependence on these tools could hinder

the development of critical thinking and problem-solving abilities, while also leading to the

neglect of traditional study methods, increased distractions, and difficulties in self-directed

learning.
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Recommendations

In the light of the findings made and conclusions drawn, the following are

recommended:

1. Teachers should incorporate mobile learning applications alongside traditional methods,

such as textbooks, to help students develop critical thinking skills while determining the most

effective learning approach for each subject.

2. Educators should balance mobile learning with traditional methods like textbooks,

handwritten notes, and problem-solving exercises to prevent over-reliance on technology,

fostering critical thinking and problem-solving skills.

3. Students should use mobile learning applications responsibly, leveraging their benefits

while also engaging in independent learning activities that are not solely dependent on

technology.

4. Parents and guardians should monitor their children’s use of mobile learning applications

to ensure they are using these tools effectively and not becoming overly dependent on them.

5. Future research should assess the long-term effects of mobile learning application

dependency on students’ academic performance and cognitive development. This should

include qualitative studies on students’ experiences and quantitative analysis of test scores

and attention spans to compare the effectiveness of mobile applications with traditional

methods.
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LITERATURE CITED

Adeoye, B. F., & Adeoye, I. A. (2017). As cited by Olalere, J. O. (2022). Use of mobile
learning applications and academic engagement of undergraduates in University of Ilorin.

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial
intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching
and learning. Journal of Educational Technology & Society, 26(4).

Bartin, B., et al. (2018). The effect of mobile learning applications on students' academic
achievement.

Brown, P., Green, T., & Robinson, L. (2020). Mobile learning: Moving past the myths and
embracing the opportunities. Educational Media International, 57(3), 189-206.

Camilleri, M. A., & Camilleri, A. C. (2020). Utilitarian motivations and facilitating

conditions for mobile learning. International Journal of Educational Technology in Higher
Education, 17(1), 1-17.

Chen, X., & Zhao, R. (2019). The impact of mobile learning on the effectiveness of English
teaching and learning: A meta-analysis. Educational Research Review, 28, 100293.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches. SAGE Publications.

Efendi, R., & Qodr, A. (2023). Mobile learning in higher education: A bibliometric review.
Education and Information Technologies, 28(2), 567-584.

Gavronskaya, Y., Petrova, M., & Ivanov, K. (2022). The development of critical thinking
skills in mobile learning: Fact-checking and getting rid of cognitive distortions. Journal of
Educational Psychology, 114(3), 456-472.

Gupta, S., Goel, A., & Sharma, R. (2020). An analysis of the students' experience of online
learning during COVID-19 across India. Asian Journal of Distance Education, 15(1), 91-
109.

Jeya, A., & Kumar, A. (2020). Exploring the use of mobile apps for learning: A case study
on final-year engineering undergraduates in Malaysia.

Lai, K.-W., & Bower, M. (2019). How should we change teaching and assessment in
response to increasingly powerful generative artificial intelligence? British Journal of
Educational Technology, 50(6), 2381-2394.
 26

Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social media as a
complementary learning tool for teaching and learning: The case of YouTube. Computers &
Education, 119, 40-53.
Mukhdoomi, M. S., et al. (2020). The impact of smartphone addiction on academic
performance of higher education students.

Mukhid, M. P. (2023). The role of mobile technology in improving accessibility and quality
of learning.

Smith, J., & Johnson, L. (2019). Impact of mobile learning apps on study habits. Journal of
Mobile Learning Research, 5(2), 78-92.

Tatnall, A. (2020). Editorial for EAIT issue 5, 2020. Education and Information
Technologies, 25(5).

Torras, M. (2024, January 15). The need for humanities in an age of technological
overemphasis. Financial Times. https://www.ft.com

Yeh, Y.-C., Chen, K., & Lin, C. (2021). Drivers of mobile learning app usage: An integrated
perspective of personality, readiness, and motivation. Computers in Human Behavior, 120,
106727.
 27

APPENDICES

APPENDIX A
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LETTER FOR VALIDATIONS

 29

LETTER FOR PILOT STUDY

LETTER FOR ACTUAL CONDUCT OF THE STUDY

 30

APPENDIX B

SAMPLE RESEARCH QUESTIONNAIRE

REPUBLIC OF THE PHILIPPINES

Department of Education
Region I
Division of La Union
ROSARIO INTEGRATED SCHOOL
Rosario, La Union

THE EFFECTS OF MOBILE LEARNING APPLICATION DEPENDENCY TO

THE LEARNING OUTCOMES AMONG STEM STUDENTS AT ROSARIO
INTEGRATED SCHOOL

Name (optional): ___________________________

Most Commonly Mobile Learning App you use:

Photomath
Khan Academy
Chatgpt
Coursera
Cici
Youtube
Others (specify): ______________________

Directions: Please answer the questionnaire honestly by checking (✔) the

appropriate box according to how the statements accurately reflect your
feelings/emotions, using the following scale
4 – Strongly Agree 2 – Disagree
3 – Agree 1 – Strongly Disagree

Statements 4 3 2 1
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Benefits of Mobile Learning Applications

1. Mobile learning apps improve my understanding

of difficult topics.

2. Mobile Learning apps motivate me to learn.

3. Mobile Learning apps make collaboration with

peers easier.

4. Mobile Learning apps help me balance learning

with other responsibilities.

5. Mobile Learning allows me to study at my own

pace.

6. Mobile Learning apps make learning more

accessible.

7. Mobile Learning apps enhance my learning

experience.

8. Mobile learning apps provide me with

immediate feedback.

9. Mobile Learning apps provide a convenient and

adaptable learning experience.

10. Mobile Learning apps are user-friendly.

11. Mobile Learning apps improve my knowledge

retention.

Effects of Mobile Learning Applications

Dependency on Learning Outcomes

12. Mobile learning apps have significantly

improved my academic performance.

13. I feel more confident in my studies

because of mobile learning apps.

14. Mobile learning apps make learning more

enjoyable and engaging.

15. The use of mobile learning apps has

helped me better understand complex
concepts and topics.

16. Mobile learning apps have made studying

more efficient and convenient for me.

17. Constant use of mobile learning apps

encourages me to improve my knowledge
and skills retention.
 32

18. I find myself spending too much time on

mobile learning apps, which affects my
other academic responsibilities.

19. My reliance on mobile learning apps has

caused me to neglect traditional study
methods, such as reading textbooks.

20. Mobile learning apps sometimes distract

me from focusing on my studies.

21. I feel anxious when I am unable to access

a mobile learning app during study
sessions.

22. I believe my dependence on mobile

learning apps is limiting my ability to learn
without technological tools.

23. I have become overly reliant on learning

apps and find it difficult to study
independently.

24. I am concerned that my critical thinking

and problem-solving skills may be
hindered by over-reliance on learning
apps."

APPENDIX C
 33

Validity of the Instruments

Relevant (Rating of 3 Not Relevant (Rating of Item Content Validity

Item Interpretation
and 4) 1 or 2) Index (I - CVI)

1 3 0 1.00 Appropriate

2 3 0 1.00 Appropriate

3 3 0 1.00 Appropriate

4 3 0 1.00 Appropriate

5 3 0 1.00 Appropriate

6 3 0 1.00 Appropriate

7 3 0 1.00 Appropriate

8 3 0 1.00 Appropriate

9 3 0 1.00 Appropriate

10 3 0 1.00 Appropriate

11 3 0 1.00 Appropriate

CVI of the instrument 1.00 Appropriate

Content Validity Index of the instrument

Survey Questionnaire: Perceived Benefits of Mobile Learning Applications

Legend

I – CVI
0.8 – 1 Appropriate

0.7 – 0.79 Needs Revision

Below 0.70 Eliminated

Validity of the Instrument

 34

Relevant (Rating of 3 Not Relevant (Rating of Item Content Validity

Item Interpretation
and 4) 1 or 2) Index (I - CVI)

1 3 0 1.00 Appropriate

2 3 0 1.00 Appropriate

3 3 0 1.00 Appropriate

4 3 0 1.00 Appropriate

5 3 0 1.00 Appropriate

6 3 0 1.00 Appropriate

CVI of the instrument 1.00 Appropriate

Content Validity Index of the instrument

Survey Questionnaire: Positive Effects of Mobile Learning Applications Dependency

on Learning Outcomes

Legend

I – CVI
0.8 – 1 Appropriate

0.7 – 0.79 Needs Revision

Below 0.70 Eliminated

Validity of the Instrument

 35

Relevant (Rating of 3 Not Relevant (Rating of Item Content Validity

Item Interpretation
and 4) 1 or 2) Index (I - CVI)

1 3 0 1.00 Appropriate

2 3 0 1.00 Appropriate

3 3 0 1.00 Appropriate

4 3 0 1.00 Appropriate

5 3 0 1.00 Appropriate

6 3 0 1.00 Appropriate

7 3 0 1.00 Appropriate

CVI of the instrument 1.00 Appropriate

Content Validity Index of the instrument

Survey Questionnaire: Positive Effects of Mobile Learning Applications Dependency

on Learning Outcomes

Legend

I – CVI
0.8 – 1 Appropriate

0.7 – 0.79 Needs Revision

Below 0.70 Eliminated

 36

REPUBLIC OF THE PHILIPPINES

Department of Education
Region I
Division of La Union
ROSARIO INTEGRATED SCHOOL
Rosario, La Union

Curriculum Vitae

IVAN ALEXY L. GOMEZ

Binmeckeg, Sison, Pangasinan
[email protected]
09954032134

I. PERSONAL PROFILE
Date of Birth : May 14, 2007
Place of Birth : Valenzuela City
Citizenship : Filipino
Sex : Male
Age : 17
Civil Status : Single
Religion : Born Again
Father’s Name : Alexander A. Gomez
Mother’s Name : Vicky L. Gomez

II. EDUCATIONAL ATTAINMENT

Senior High School : Rosario Integrated School
2023-2025

Junior High School : Don Amadeo Perez National High School

2019 – 2023

Elementary : Binmeckeg Elementary School

2013 – 2019
 37

JOWARD ANDERSON D. ANTIMANO

Bantay Insik, Sison, Pangasinan
[email protected]
09516124632

I. PERSONAL PROFILE
Date of Birth : March 22, 2007
Place of Birth : Agoo, Nazareno
Citizenship : Filipino
Sex : Male
Age : 17
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Dennis D. Antimano
Mother’s Name : Aprylle D. Antimano

II. EDUCATIONAL ATTAINMENT

Senior High School : Rosario Integrated School
2023-2025

Junior High School : Bantay Insik Integrated School

2019 – 2023

Elementary : Sison Central Integrated School

2013 – 2019
 38

DHEANE LLIJAH CHIYAWAN

Tabtabungao, Rosario, La Union
[email protected]
09198449005

I. PERSONAL PROFILE
Date of Birth : May 12, 2007
Place of Birth : Natonin, Mountain Province
Citizenship : Filipino
Sex : Female
Age : 17
Civil Status : Single
Religion : Jehovah’s Witnesses
Father’s Name : Denis G. Escandor
Mother’s Name : Josie F. Chiyawan

II. EDUCATIONAL ATTAINMENT

Senior High School : Rosario Integrated School
2023-2025

Junior High School : Rosario Integrated School

2019 – 2023

Elementary : Natonin Central School

2013 – 2019
 39

STEPHANIE JANE L. SANGILEN

Bangar, Rosario, La Union
[email protected]
09566988314

I. PERSONAL PROFILE
Date of Birth : June 21, 2007
Place of Birth : West Poblacion, Pantabangan, Nueva Ecija
Citizenship : Filipino
Sex : Female
Age : 17
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Gene N. Sangilen
Mother’s Name : Janice L. Sangilen

II. EDUCATIONAL ATTAINMENT

Senior High School : Rosario Integrated School
2023-2025

Junior High School : Rosario Integrated School

2019 – 2023

Elementary : Pantabangan West Central School

2013 – 2019
40