ABSTRACT
This research work aimed to know,
the influence of mobile phone usage on senior secondary students’ academic
performance. The sampling for the study was based on five selected secondary
schools, it presents the result from a questionnaire survey of a sample of 400
students, and representatives of 80 students were selected. A total number of
350 respondents were used to arrive at these findings, the result of the
findings showed correlation between student’s use of mobile phone and their
academic performance. The study equally revealed that there is no significant
relationship between access to mobile phone and student’s academic performance.
Based on the findings the following recommendation was made that: Parents
should make sure that they do not allow their wards to take their phones to
school, also advise them to use their phones for academic related information,
the school administration should strictly discourage the usage of mobile phones
in school environment, there should be boundaries highlighted in the usage of
mobile phones in other to enhance cognitive ability and to channel focus
towards academic excellence.
TABLE OF CONTENT
CHAPTER
ONE:INTRODUCTION
1.1
Background to the Study
1.2
Statement of the Problem
1.3
Objective of the study
1.4
Research Questions
1.5
Significance of the Study
1.6
Scope of the Study
1.7
Operational Definition of Terms
CHAPTER
TWO: LITERATURE REVIEW
2.1 Theoretical Framework
2.2 Theoretical Review
2.2.1 Concept
of GSM
2.2.2
Effect of mobile phones Usage
2.2.3
Component of Mobile Phone
2.2.4
Concept of Academic Performance
2.2.5
Factors Affecting Academic Performance
2.2.6
Effect of Phone Usage on Academic Performance
2.3
Empirical Review
CHAPTER
THREE: METHODOLOGY
3.1
Research Design
3.2 Population
3.3 Sample and Sampling Techniques
3.4 Research Instrument
3.5 validity of Instrument
3.6 Reliability of instrument
3.7 Method of Data Collection
3.8 Method of Data Analysis
CHAPTER
FOUR: PRESENTATION OF RESULTS
4.1
Analysis of Research Question
4.2
Summary of the Findings
CHAPTERFIVE: DISSCUSION, CONCLUSION
AND RECOMMENDATION
5.1
Discussion of Findings
5.2
Conclusion
5.3
Recommendations
5.4
suggestions for further studies
References
Appendix
1
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
The use of technology is a global imperative due to its
contributions to human existence and has enhanced the socio economic relations
globally. Wireless communication has emerged as one of the fastest diffusing
media on the planet, fuelling an emergent “mobile youth culture”
(Castells,Fernandez-Ardevol, Qiu, & Sey, 2007). Thus, increased popularity
of cell and smart phones in recent years has attracted research attention. Cell
phones are seen as a mixed blessing. Teens say phones make their lives safer
and more convenient. Yet they also cite new tensions connected to cell phone
use (Pew Research Center, 2010).
Cell phones, and the broader array of digital mobile
devices, pose unique communication challenges for both users and those with
whom they interact. Some critics argue that texting and other digital
communication behavior potentially diminish key social skills like effective
listening. As one commentator noted, ‘‘we think of phones as a communication
tool, but the truth is they may be just the opposite’’ (Skenazy, 2009). Other
views suggest that people are adapting to new communication norms in an
increasingly digital world, learning to quickly attend to, process, and respond
to multiple and sometimes simultaneous messages (Davidson, 2011). Given the
many possible ways that digital communication tools will continue to influence
practices of teaching and learning (Schuck & Aubusson, 2010), instructional
communication scholars should enact programmatic research to understand how
these tools impact classroom communication and subsequent learning outcomes.
As cell phones have become more available, they are
increasingly owned and used by teens. Further, as handsets become more loaded
with capabilities ranging from video recording and sharing, to music playing
and internet access, teens and young adults have an ever-increasing repertoire
of use. Indeed, we are moving into an era when mobile devices are not just for
talking and texting, but can also access the internet and all it has to offer
(Pew Research Center, 2010).The cell phone is one of the most rapidly growing
new technologies in the world (Rebello, 2010). In 2001, cell phone users were
less than a billion worldwide with the majority of the users from the developed
countries. By the end of 2010, however, cell phone subscriptions had reached
five billion worldwide with subscriptions from developing countries
outnumbering that of the developed countries (Kelly, 2009; Rebello
2010).Obviously; this increase includes a sharp increase in the number of cell
phones used by the younger generations.
In modern classrooms, instructors face many challenges as they
compete for students’ attention among a variety of communication stimuli. Rapid
growth of mobile computing, including smart phones and tablets, presents a
double-edged problem, along with previously unimaginable access to information
come previously unforeseen distractions. Of wide concern to many instructors is
the potential distraction caused by students using their mobile devices to
text, play games, check Facebook, tweet, or engage in other activities
available to them in a rapidly evolving digital terrain. That concern has
potential merit; recent statistics from the Pew Foundation show that the median
number of daily texts for older teens rose from 60 in 2009 to 100 in 2011
(Lenhart, 2012). Moreover, 64% of teens who own cell phones have texted during
class, even in schools where cell phones are technically banned (Lenhart, Ling,
Campbell, & Purcell, 2010). Those texts potentially come at the expense of
learning, as texting during class reduces students’ ability to self-regulate
and give sustained attention to classroom tasks (Wei, Wang, &Klausner,
2012)
This area of interest was chosen because of the unregulated
usage and over dependent attitude on these devices. Interestingly, this is
obviously imperative as Geser, (2006) and Junco, Merson and Salter (2010) had
observed that the youth have consistently displayed higher level of attachment
to their cell phones which could serve as distractions to them because of the
time channeled to the phones.
This study is using both theoretical and empirical knowledge
to supply the reader with information to issues in the academic performance of
students, using the secondary school student area of concentration. This study
was carried out in order to make available the problems associated with
students’ negative usage of cell phones, and how it can serve as precautionary
measures towards achieving good academic result for student. Other objectives
of this study are identifying and reducing prejudices through awareness and
mobilization for positive change in the approaches towards the usage of
internet enabled phones.
In an attempt to discuss about the issue of this topic on
phones and its usage via the internet, personal observations has been seen
among student using the phones for visiting social platform, such as the
Facebook, Twitter, 2go,andinstant messengers (yahoo messengers, msn messengers
and blackberry pinging instant messengers) during academic periods and off
academic periods indicating that the internet phones have a strong effect on
the students. Calling to mind the judicious gap which has been mended by
technology, it should be noted that the usage of phones are not intended for
negative purpose and influence; however, the attitude and time channeled
towards these devices has enslaved the student, also making them addicts, such
as a study by the University of Navarra affirms that young people between 15
and 19 admit being addicted to their cell phones (Naval et al., 2004). Also,
British scientists noted that more and more people are getting addicted to their
cell phones, causing stress and irritability (BBC,2006).
While specialists
indicate that the abuse of the use of cell phones could be typified as
‘disorder of addiction that has to be stopped as soon as possible’ (Paniagua,
2005). Reawakening, to the recalcitrant mode of the student academic prowess in
the academic ‘world ‘there is a need to address the students prerogative in the
society which serves as issues in empowering them towards helping to the
development of the society which also address the issue of gender equality, if
we are looking towards positive changes in the society and development. Thus,
without bringing the issues of mis-channelled time and energy towards things
that hinder the development of the students in the society, their picture seen
as “half baked” in most parts of the world will continue to thrive unabated,
thus creating more chasm between taking up roles and jobs left by the aged and
making the world a sustainable and a global village.
However, the role of students in the society cannot be over
emphasized towards development through peace. For the sake of this paper, peace
here is relative and attached to the arms of development in society. In this
regards, peace emphasized according to Ibeanu, as cited in Best (2006) defines peace
as not a condition but as a process. In other words, it is a dynamic
socioeconomic process, rather than a condition; peace is a process involving
activities that are directly or indirectly linked to increasing development and
reducing conflict, both within specific and in the wider international
community. To this assertion which students are seen as future leaders to pilot
the affair of community and nations when they graduate and take up post in
different works of life, the need to set their priorities right is fundamental
1.2 Statement of the Problem
Since the advent of social media sites in the 1990s, it is
assumed in some quarters that the academic performance of students is facing a
lot of neglect and challenges. There is a deviation, distraction and divided
attention between social networking activities and their academic work. It is
observed that students devote more attention to their phones than they do to
their studies. Therefore, the question this study is out to answer is: how do
mobile phones affect the academic performance of senior secondary student of Ethiope
West LGA of Delta State.
1.3 Objective
of the Study
The general
objective of this study is to examine the influence of negative use of mobile
phone on the academic performance of secondary school student in the selected
schools of Ethiope West LGA of Delta
State. Specifically this research work intends to examine:
•
The level of their access to mobile phone.
•
To understand the
behavior pattern of mobile phone usage among teens.
•
The most addictive mobile
phones activities and applications among the student.
•
The various factors influencing the student to use mobile
phones
•
Examine the effect of the internet enabled phone on the
students’academic performance based on hour spent on phone compared to focus on
study.
•
To suggest measures to proper usage of mobile phone among
senior secondary school student.
1.4 Research
Questions
•
What is the level of their access to phone?
•
Will student attitude towards mobile phones usage affect
their academic performance
•
What the most
addictive mobile phones activities and applications used among the student?
•
What are the factors influencing teenagers’ mobile phone
usage?
•
How much time do they spend on the mobile phone activities
and application and how it affects their academic performance?
1.5 Significance
of Study
This research will provide valuable information and feedback
to schools and colleges now struggling with an implementation policy regarding
mobile phone use. The results of this study may assist college and school
policy makers to consider taking action to ban the use of mobile phones. It
will also help parent to advice their children on balancing the use of mobile
phone and their academics
This study will also help researchers with more information
on the Influence of mobile phone on the student’s academic performance. It will
be relevant in assisting students in understanding the diversity of mobile
phone. It will provide relevance material for students and other researchers
undertaking similar research.
1.6 Scope
of the Study
The essence of this research work is to primarily study the
effect of negative use of mobile phones on the academic performance of
students. The research intends to focus on secondary students of Ethiope West
LGA of Delta State. It is delimited to five secondary school (3 public and 2
private secondary schools).
This will
reduce cost and avoid complexity that may arise as a result of having a very
large population. But since in most cases the characteristics of students are
generally similar, the research findings would be generalized to include all
students of Ethiope West LGA of Delta State.
1.7 Operational Definition of Terms
•
Gsm: It stands for Global System for Mobile communication. It is
a small portable handheld for communication which you can carry with you
everywhere.
•
Secondary School Student: These are
learners that attend schools for young people between the ages of 11 and 16 or
18.
•
Academic Performance:The
level of students’ academic success in their various subjects.