1.1 Introduction
A mobile smartphone is a handheld device that combines a mobile phone with advanced computing capabilities, including internet access, social media applications, educational apps, and multimedia functions (Sweeney, 2015). The use of mobile smartphones among secondary school students has grown significantly over the years. According to research, a substantial number of students spend considerable hours daily engaging with their smartphones for various activities, including social media, gaming, and instant messaging (Chen & Yan, 2016). While these devices provide quick access to educational resources and facilitate communication, excessive usage can lead to distractions, reduced study time, and lower academic achievements (Lepp, Barkley, & Karpinski, 2015). Smartphone usage has been linked to both positive and negative effects on academic performance. On the one hand, mobile applications and educational platforms can enhance learning and provide students with additional resources beyond the classroom (Alfawareh & Jusoh, 2014).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The impact of mobile phone usage on students' academic performance has been a subject of interest since the early 2000s when mobile devices first began gaining popularity among younger demographics. Initially, mobile phones were primarily used for communication through calls and text messages. However, as technology advanced and smartphones became more widely available, these devices transformed into multi-functional tools that could access the internet, social media platforms, and various applications. This shift significantly influenced how secondary school students interacted with technology both inside and outside the classroom.
The increasing integration of mobile smartphones into daily life has sparked significant interest in understanding how this technology impacts different aspects of life, particularly in educational settings. Over the last decade, smartphones have become an essential part of communication, social interaction, and information retrieval for secondary school students. With their multifaceted features, smartphones provide students access to learning resources, online communities, and real-time information that can support their academic pursuits. However, the pervasive use of smartphones among students has also raised concerns about potential distractions and the negative impact on academic performance.
Previous studies have shown that while smartphones can be valuable tools for learning, their misuse or overuse can lead to a decline in academic achievement. For instance, students who engage heavily in social media and non-educational activities on their phones may experience decreased focus, reduced study time, and lower academic performance (Lepp, Barkley, & Karpinski, 2015). In addition, the accessibility of entertainment options like social media, gaming, and video streaming has made it easier for students to procrastinate, thereby affecting their study routines and academic goals (Samaha & Hawi, 2016). On the other hand, smartphones offer potential benefits, such as access to educational apps, e-books, and online tutorials, which can enhance students’ learning experiences and academic outcomes when used appropriately (Alfawareh & Jusoh, 2014).
Mobile phones have become an almost essential part of daily life since their rapid growth in popularity in the late 1990s, Ling (2004). A nationwide survey conducted in 2010 shows that mobile phones are the most necessary medium of communication for adolescents. It has virtually affected the society’s accessibility, security, safety and coordination of business and social activities and has hence become a part of culture of the whole world. Ling (2004), states that traditional agents of socialization are families and schools. With the expansion of educational system as a result of the need for highly skilled workers lead to the school system taking increasing larger responsibilities in socialization. Surprisingly, research on the influence of mobile phone on our schools today has not been given much attention.
There is the conflicting priority of young people, parents and teachers in relation to the mobile phone device, with teachers more concerned about issues such as discipline in the classroom and parents worried about means of contacting their children at every point in time. Researchers have discovered that the use of mobile phone in schools is problematic. The situation is worsened by the ignorance and carefree attitudes of parents who are mostly oblivious of and careless about these adolescents’ needs and challenges. Also, guidance and counseling services are either absent or inactive in most schools and the school teachers are not helping the situation (Taylor & Harper 2003).
Most youths of today are highly influenced and so much affected by what they watch on these social media sites over the internet that one can easily see the consequences in their academic performance and life styles. Mobile phone has gained immeasurable ground in the lives of students all over the world. Mobile phone is a common sight today in our schools as you see students going to school/class with some of the most expensive and sophisticated mobile phones, tablets and ipads that has all the applications, facilities and software that can connect them to the internet and all forms of social media platforms, other web sites and so on, where they chat, access, stream, download, upload, exchange and play different kinds of media contents, which most often, are pornographic in nature(Olofuniyi,Fashiku,& Owombo2012). According to Minnesota (2007) “the higher education performance is depending upon the academic performance of graduate students.
Lot of studies have been conducted in the area of student’s achievement and these studies identify and analyse the number of factors that affect the academic performance of the student at school, college and even at university level. Their finding identify students’ effort, previous schooling, parent’s educational background, family income, self-motivation of students, age of student, learning preferences and entry qualification of students as important factors that have effect on student’s academic performance in different setting. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of graduate students. However, in recent years, different types of mobile phones have been produced by different phone manufacturers. Each comes with different features for different/ specific function(s). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the effects of mobile using mobile smartphone on the academic performance of secondary school students.
1.3 Statement of Problems
Investigation revealed that the widespread use of mobile smartphones among secondary school students has introduced both opportunities and challenges in educational environments. While smartphones can serve as powerful tools for accessing educational resources, improving communication, and facilitating collaborative learning, there are growing concerns regarding their adverse effects on students’ academic performance. The potential for distraction, procrastination, and overindulgence in non-educational activities is significant (Lepp, Barkley, & Karpinski, 2015).
Despite the availability of learning apps and academic content, many students struggle to maintain a balance between using their smartphones for educational purposes and indulging in entertainment. The ease of multitasking between school-related tasks and leisure activities has been shown to negatively impact cognitive function and study habits, leading to poorer academic results (Ophir, Nass, & Wagner, 2009). Additionally, the constant connectivity facilitated by smartphones can contribute to sleep disturbances and increased stress levels, further affecting students’ ability to perform well academically (Samaha & Hawi, 2016).
Therefore, this study seeks to investigate the effects of mobile smartphone usage on the academic performance of secondary school students, focusing on identifying the key factors that contribute to either positive or negative academic outcomes.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the effects of mobile using mobile smartphone on the academic performance of secondary school students. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the relationship between the duration and patterns of smartphone usage and students' academic performance;
- To find out the effects of mobile phones on the academic performance of secondary School students;
- To compare student performance of students using mobile phone and students not using mobile phone;
- To discover the rate at which mobile phones are being utilized among secondary Schools students; and
- To evaluate the impact of smartphone-induced distractions and multitasking on students' study habits and concentration levels.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any difference between the performance of students using mobile phone and those not using?
- What is the percentage rate of secondary school students using mobile phone?
- What effects does mobile phone has on the academic performance of students?
- How does smartphone-induced multitasking and distraction affect the study habits and concentration levels of secondary school students?
- What is the relationship between the amount of time spent on smartphones and the academic performance of secondary school students?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Excessive non-academic smartphone usage negatively impacts the academic performance of secondary school students.
- H1: Excessive non-academic smartphone usage positively impacts the academic performance of secondary school students.
Hypothesis Two
- H0: There is no significant relationship between the frequency of mobile smartphone usage and the academic performance of secondary school students.
- H1: There is a significant relationship between the frequency of mobile smartphone usage and the academic performance of secondary school students.
1.7 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- For educators, the study will offer insights into how mobile smartphone usage influences student performance, enabling them to develop strategies to integrate technology effectively into the curriculum and minimize potential distractions.
- Parents will gain a clearer understanding of the impact of smartphone use on their children's academic achievements, allowing them to provide better guidance and support for balancing educational and recreational screen time.
- Policymakers will benefit from evidence-based recommendations on managing smartphone use in schools, which will help in crafting policies that promote positive educational outcomes while addressing potential technological challenges.
- Students will receive practical advice on how to use smartphones in ways that enhance their learning experiences, leading to improved academic performance and better time management skills.
- Technology developers will find valuable feedback on how smartphone applications and features impact academic success, guiding the creation of tools and apps that are more conducive to learning and student productivity.
1.8 Scope of Study
The scope of the research is focused on the effects of mobile using mobile smartphone on the academic performance of secondary school students. This study covers the entire students of Isolo Comprehensive High School, Isolo Lagos State.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Frequent power failures may disrupt data collection and analysis processes, particularly if the study relies on electronic surveys or online data collection methods. These interruptions will impact the consistency and completeness of the data gathered.
- Delays from respondents in providing the necessary information will also pose a challenge, potentially affecting the timeliness of the study and the accuracy of the results. This issue will be exacerbated if the study requires a high volume of responses within a limited timeframe.
- Financial constraints will limit the resources available for conducting the study, including the ability to reach a larger sample size or utilize advanced data analysis tools. This limitation will affect the overall scope and depth of the research.
- Time constraints will restrict the duration available for thorough data collection and analysis, potentially leading to less comprehensive findings. This limitation will affect the ability to explore all relevant aspects of smartphone usage and its impact on academic performance.
1.10 Definition of Terms
Mobile Smartphone:
A mobile smartphone is a handheld device that combines a mobile phone with advanced computing capabilities, including internet access, social media applications, educational apps, and multimedia functions (Sweeney, 2015). These devices enable users to perform a variety of tasks beyond traditional voice communication, such as browsing the web, sending emails, and using educational tools.
Academic Performance:
Academic performance refers to the level of achievement a student attains in their educational activities, typically measured through grades, test scores, and overall scholastic success (Gottfried, 2016). It reflects the student’s ability to meet educational goals and standards set by educational institutions.
Smartphone Usage:
Smartphone usage encompasses the range of activities conducted on a smartphone, including both educational and non-educational purposes. This term covers time spent on applications such as social media, gaming, messaging, and academic tools (Vasalou et al., 2008).
Distraction:
In the context of this study, distraction refers to any interruption or diversion caused by smartphone usage that impairs a student's ability to focus on academic tasks. Distractions can include notifications, social media updates, and non-academic apps that interfere with study time and concentration (Rosen et al., 2013).
Multitasking:
Multitasking involves simultaneously engaging in multiple tasks or activities, such as switching between academic work and smartphone use. This term is relevant to understanding how students balance educational activities with smartphone-based activities and its effect on their academic outcomes (Ophir, Nass, & Wagner, 2009).
