Interpretative Phenomenological Analysis on Smart Phone Utilization for Education
DOI:
https://doi.org/10.53797/aspen.v3i2.6.2023Keywords:
Education, Pedagogical perspective, Phenomenological, Senior high school, smartphoneAbstract
Technology continues to advance at an unprecedented pace in the 21st century; it has made an enormous impact and is undeniably ubiquitous in education. This is a qualitative study investigating the integration of smartphone applications in the teaching-learning process by teachers and students utilizing a phenomenological approach. Purposive sampling was utilized. Interviews and focus group discussions were employed to gather data through Google Sheets and Google Meet, respectively. The transcripts of these interviews, as well as reports from the focus group discussions, were analyzed using Interpretative Phenomenological Analysis (IPA). Findings revealed that senior high school teachers and students had positive perceptions of integrating and utilizing smartphone applications as a tool in the teaching and learning process in terms of accessibility, usefulness, convenience, and user-friendly and effective learning materials and resources. Interestingly, the integration and utilization of smartphone applications in each theme reveal something to be more examined, such as context, application version, lack of phone storage, and the distracting environment that dwells on the inflexibility of the curriculum and course scheme.
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Copyright (c) 2023 Marlon F. Adlit, Angelyn B. Amoranto, Paul Daniel S. Hutalla
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