THE EFFECTS OF USING A SMARTPHONE ON READING COMPREHENSION IN GRADE 12 HUMANITIES AND SOCIAL SCIENCES LEARNERS

Abstract

Smartphones are increasingly popular among young adults due to their ability to enhance reading comprehension and provide entertainment. Nonetheless, reading comprehension is crucial for academic and personal success, making it a vital language skill for English learners. However, studies have shown that using smartphones negatively impacts students' reading comprehension, leading to issues such as breathing problems, hyperactivity, and difficulty paying attention. Continuous smartphone use can also result in shorter attention spans and decreased concentration, making it harder to understand and remember information. Despite this, many students still use smartphones, which can have a positive effect on their reading comprehension. Smartphones can be used as a medium, learning resource, and support tool, capturing learners' interest and inspiring them to learn effectively. This approach ensures they communicate information properly, ultimately contributing to academic performance. In this descriptive-quantitative research, the researchers created a researcher-made questionnaire, which was validated by two experts. Through the questionnaire, the researchers gathered data. The researchers measured the effects of smartphone usage on the reading comprehension of learners to compare and determine the significant relationship using convenience sampling, with Grade 12 Humanities and Social Sciences learners as respondents. The results revealed that the average weighted mean of learners' effects of using smartphones is 2.78, interpreted as "agree," and the average weighted mean of the reading comprehension of learners is 3.37, interpreted as "moderately proficient." The null hypothesis, "There is no significant effect between using a smartphone and the reading comprehension of Grade 12 Humanities and Social Sciences learners," was rejected. The results show that there is a significant effect between using a smartphone and the reading comprehension of Grade 12 learners. In summary, smartphone use has a negative effect on the reading comprehension of Grade 12 Humanities and Social Sciences learners. At the same time, it has a positive effect, such as helping students find words they do not understand or watch videos from social media platforms that are more interesting and attract their attention, thereby enhancing their reading comprehension. Parents can restrict smartphone use, teachers can use video lessons, students can schedule study time, and school administrators can use educational apps, interactive features, and collaborative reading activities.