International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020


IJSTR >> Volume 10 - Issue 8, August 2021 Edition

International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616

Effect Of Texting On The Philosophies And Academic Achievement Of Students At Eastern Luzon Colleges: Basis For Organizational Intervention

[Full Text]



Gleemoore C. Makie



Academic Accomplishment, Existentialism, Ideologies, Non-indigenous, Organizational Intervention, Postmodernism



The effects of texting frequency on the ideologies and academic achievement of the students at Eastern Luzon Colleges were investigated as basis for organizational intervention. The researcher looks for the respondents' self-perceived level of philosophies along phenomenology, hermeneutics, existentialism, and postmodernism. Another factor to consider is the respondents' academic achievement in mathematics, languages, social sciences, natural sciences, and physical education. Furthermore, knowing the major differences in the respondents' perceptions of their levels of philosophies and academic accomplishment when grouped by the selected variables can aid in analyzing the pupils' academic development. To determine the causal relationship, between the independent and dependent variables, the researcher used frequency and weighted mean to measure the perception of the respondents on their philosophy along Phenomenology, Hermeneutics, Existentialism and Postmodernism, the level of their academic achievement along mathematics, languages, social sciences, natural sciences, and physical education. The result of the study found out that the highest level of philosophies of the students is Existentialism and the lowest is Phenomenology. The level of the academic achievement shows that Physical education is the highest and the lowest is Mathematics. In terms of texting frequency, majority of the students spend their time at night in texting than during day time which really affects their study time. Thus, this study emphasizes the intervention of the organization or the school administrators to give more attention on the negative concepts, theories, and styles of texting. It is also important to study innovated and diffused practices of texting and how it leads to significant changes in the organization.



[1] Basu, S., Garg, S., and Singh, M. (2018). Addiction-like behavior associated with mobile phone usage among medical students in Delhi. Indian Psychiatric Society.
[2] Bati, G. and Singh, V. (2018). “Trust Us” mobile phone use patterns can predict individual trust propensity. Proceedings of the 2018 CHI Conference On Human Factors in Computing Systems, 1-14. DOI 10.1145/3173574.3173904
[3] Chow, P., Fua, K., Huang, Y., Bonelli, W., and Xiong, H. (2017). Using mobile sensing to test clinical models of depression, social anxiety, state affect, and social isolation among college students. Journal of Medical Internet Research, 19 (3).
[4] Desouky, D. and Zaid, H. (2020). Mobile phone use pattern and addiction in relation to depression and anxiety. Research Article, 26 (6).
[5] Gao, T., Li, J., Zhang, H., Gao, J., Kong, Y., and Hu, Y. (2018). The influence of alexithymia on mobile phone addiction: The role of depression, anxiety and stress. Journal of Affective Disorders, 225 (1), 761-766.
[6] Gordon, C., Zidjaly, N., and Tovares, A. (2017). Mobile phones as cultural tools for identity construction among college students in Oman, Ukraine, and the US. Discourse, Context, and Media, 17, 9-19. DOI 10.1016/j.dcm.2017.01.006
[7] Igbal, S. (2017). Mobile phone usage and students' perception towards m-learning: A case of undergraduate students in Pakistan. The Learning and Technology Library, 32. ISSN 0830-0445
[8] Ha, L., Joa, C., Gabay, I., and Kim, K. (2018). Does college students' social media use affect school e-mail avoidance and campus involvement? Internet Research. ISSN 1066-2243
[9] Han, L., Geng, J., Jou, M., gao, F., and Yang, H. (2017). Relationship between shyness and mobile phone addiction in Chinese young adults: Mediating roles of self-control and attachment anxiety. Computers on Human Behavior, 76, 363-371. DOI 10.1016/j.chb.2017.07.036Get
[10] Hao, Z., Jin, L., Li, Y., Akram, H., Saeed, M, and Ma, J. (2019). Alexithymia and mobile phone addiction in Chinese undergraduate students: The roles of mobile phone use patterns. Computers in Human Behavior, 97, 51-59. DOI 10.1016/j.chb.2019.03.001
[11] Hilao, M. and Wichadee, S. (2017). Gender differences in mobile phone usage for language learning, attitude, and performance. Turkish Online Journal of Distance Education, 18 (2), 68-79. DOI 10.17718/tojde.306558
[12] Holtz, B., McCarroll, A., and Mitchell, K. (2020). Perceptions and attitudes toward a mobile phone app for mental health for college students: Qualitative focus group study. JMIR Publications, 4 (8).
[13] Hou, J., Ndasauka, Y., Jiang, Y., Ye, Z., Wang, Y., and Yang, L. (2017). xcessive use of WeChat, social interaction and locus of control among college students in China. PLOS Global Public Health. DOI 10.1371/journal.pone.0183633
[14] Ivanova, A., Gorbaniuk, O., Blachno, A, and Przepiorka, A. (2020). Mobile phone addiction, phubbing, and depression among men and women: A moderated mediation analysis. Psychiatric Quarterly, 91, 655-668.
[15] Kang, Y., Liu, S., Yang, L., Lin, L., and Xie, L. (2020). Testing the Bidirectional Associations of Mobile Phone Addiction Behaviors with Mental Distress, Sleep Disturbances, and Sleep Patterns: A One-Year Prospective Study Among Chinese College Students. Frontiers in Psychiatry. DOI 10.3389/fpsyt.2020.00634
[16] Kates, A., Wu, H., and Coryn, C. (2018). The effects of mobile phone use on academic performance: A meta-analysis. Computers and Education, 127, 107-112. DOI 10.1016/j.compedu.2018.08.012
[17] Kenarsari, F. and Poughane, P. (2017). College Students' Experiences on Smart Phone Technology Usage: A Qualitative Content Analysis Study. Qualitative Report, 22 (11), 2864-2880.
[18] Kim, I., Jung, G., Ko, M., and Lee, U. (2017). Let's FOCUS: mitigating mobile phone use in college classrooms. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 1 (3), 1-29. DOI 10.1145/3130928
[19] Lee, S., Kim, M., and McDonough, I. (2017). The effects of cell phone use and emotion‐regulation style on college students' learning. Applied Cognitive Psychology, 31 (3), 360-366. DOI doi.org/10.1002/acp.3323
[20] Lepp, A., Barkley, J. and Li, J. (2017). Motivations and experiential outcomes associated with leisure time cell phone use: Results from two independent studies. Leisure Sciences, 39 (2). DOI 10.1080/01490400.2016.1160807
[21] Lipoyac, K., Deric, M., Tesic, M., and Andric, Z. (2017). Mobile phone use while driving-literary review. Transportation Research Par F: Traffic Psychology and Behavior, 47, 132-142. DOI 10.1016/j.trf.2017.04.015
[22] Liu, S., Wing, Y., Hao, Y., Li, W., Zhang, J., and Zhang, B. (2019). The associations of long-time mobile phone use with sleep disturbances and mental distress in technical college students: a prospective cohort study, 42 (2). DOI 10.1093/sleep/zsy213
[23] Mei, S., Xu, G., Gao, T., Ren, H., and Li, J. (2018). The relationship between college students' alexithymia and mobile phone addiction: Testing mediation and moderation effects. BMC Psychiatry, 18.
[24] Prasad, M., Patthi, B., Singla, A., and Gupta, R. (2017). Nomophobia: A cross-sectional study to assess mobile phone usage among dental students. Journal of Clinical and Diagnostic Research: JCDR, 11 (2).
[25] Parasuraman, A. and Yee, S. (2017). Smartphone usage and increased risk of mobile phone addiction: A concurrent study. International Journal of Pharmaceutical Investigation, 7 (3), 125.
[26] Rice, R. and Hagen, I. (2018). Media mastery: Paradoxes in college students' use of computers and mobile phones. American Behavior Scientist. DOI 10.1177/0002764218773408E.