Impact Of Mobile Phone Usage On Academic Performance-Books Pdf

Impact of Mobile Phone Usage on Academic Performance
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World Scientific News 118 2019 164 180, 1 INTRODUCTION. Now a days Cell phones is going to be an integral part of our daily life as well as. university life and culture Even a casual observation of today s university students will reveal. cell phones being used both overtly and covertly in every possible campus setting including. the classroom Tindell and Bohlander 2012 suggests that university students frequently use. the cell phone during class time despite rules against doing so As cell phone technology. continues its rapid development the device appears capable of contributing to student learning. and improved academic performance For example modern smartphones provide students. with immediate portable access to many of the same education enhancing capabilities as an. Internet connected computer such as online information retrieval file sharing and interacting. with professors and fellow students Bull and McCormick 2012 Tao and Yeh 2013. Conversely recent research suggests that many university students perceive the cell phone. primarily as a leisure device and most commonly use cell phones for social networking surfing. the Internet watching videos and playing games Lepp et al 2013 Lepp et al 2015 If. typically utilized for leisure rather than education then cell phones may disrupt learning within. academic settings Levine et al 2007 Thus the potential relationship between cell phone use. and academic performance is not clear, In support of the cell phone as disrupter hypothesis a recent study by Lepp et al. 2013 found that cell phone use was negatively associated with an objective measure of. cardiorespiratory fitness in a sample of typical U S university students However modern cell. phones enable users to access a variety of electronic media at almost any time and any place. Popular activities such as playing video games surfing the Internet and monitoring social. media sites are now all easily accomplished with most cell phones Although the cell phone is. likely to be on hand while university students are in class and studying research investigating. its relationship to academic performance is limited Intensive cell phone use was related to. school failure as well as other negative behaviors such as smoking and excessive alcohol use. Thus it is necessary to link each of these activities independent of cell phone use to academic. performance Both theoretical perspectives and previous empirical studies suggest that the. recent rapid increase in cell phones has influenced multiple aspects of our daily lives. particularly those of Students Thus the aims of the current study is to determine the influence. of the mobile phone usage on academic performance among male and female students of. Jahangirnagar University Bangladesh, 2 LITERATURE REVIEW. Although the cell phone is likely to be on hand while college students are in class and. studying research investigating its relationship to academic performance is limited In an early. study of the phenomenon S nchez Mart nez and Otero 2009 used a combination of self. reported monthly cell phone expenses and frequency of use data to identify intensive cell phone. users in a large sample of Spanish high school students In the study intensive cell phone use. was related to school failure as well as other negative behaviors such as smoking and excessive. alcohol use More recent studies operationalize cell phone use as calling and texting while. utilizing a variety of measures for academic performance For example Jacobsen and Forste. 2011 identified a negative relationship between calling texting and self reported grade point. World Scientific News 118 2019 164 180, average GPA among university students in the United States Similarly Hong et al 2012. found that calling and texting were positively correlated with a self reported measure of. academic difficulty among a sample of female Taiwanese university students While these. studies provide a starting point for understanding the relationship between cell phone use and. academic performance they neither use objective measures of academic performance nor do. they take into account the cell phone s expanding capabilities beyond calling and texting. Modern cell phones enable users to access a variety of electronic media at almost any. time and any place Popular activities such as playing video games surfing the Internet and. monitoring social media sites are now all easily accomplished with most cell phones. Researchers have linked each of these activities independent of cell phone use to academic. performance For example heavy video game playing has been associated with lower GPAs. Jackson et al 2011 Jackson et al 2011 Also low levels of Internet use have been. associated with improved academic performance Chen and Peng 2008 Chen and Tzeng. 2010 found that among heavy Internet users information seeking was associated with better. academic performance while video game playing was associated with lower levels of academic. performance Several recent studies have identified a negative relationship between social. networking site use e g Facebook MySpace Twitter and academic performance e g. Rosen et al 2013 Stollak et al 2011 In particular Kirschner and Karpinski 2010. demonstrated that Facebook users have a lower self reported GPA and spend fewer hours per. week studying than nonusers Likewise Junco 2012a 2012b found a strong negative. relationship between time spent on Facebook and actual cumulative GPA These negative. relationships have been found in populations across the world including North America. Europe and Asia e g Chen and Tzeng 2010 Karpinski et al 2013. Recently multitasking has emerged as a possible explanation for the negative relationship. between electronic media use including cell phone use and academic performance Jacobsen. and Forste 2011 Junco and Cotton 2011 2012 Karpinski et al 2013 Kirschner and. Karpinski 2010 Rosen et al 2013 Wood et al 2012 Indeed several studies reveal that. students frequently report using a variety of electronic media including cell phones while in. class studying and doing homework Jacobsen and Forste 2011 Junco and Cotton 2012. S nchez Mart nez and Otero 2009 Tindell and Bohlander 2012 Several recent studies using. a variety of methods identify a negative relationship between multitasking and academic. performance First Wood et al 2012 measured the influence of multitasking with an array of. electronic media on students ability to learn from typical university classroom lectures. Emailing MSN messaging and Facebook use via computer were all investigated as was cell. phone texting Results showed that multitasking with any of the technologies was associated. with lower scores on follow up tests compared with students who did not multitask Second. Junco and Cotton 2012 used a hierarchical regression to determine the power of multitasking. to predict actual cumulative college GPA Results showed that Facebook multitasking and. texting multitasking were significantly and negatively related to college GPA after controlling. for sex actual high school GPA time preparing for class and a student s Internet skills Finally. Rosen et al 2013 observed the study behaviors as well as study settings of a sample of middle. school high school and university students Participants were observed for 15 min with on. task and off task behavior recorded every minute Results showed that participants typically. became distracted by media such as Facebook and texting after less than 6 min of studying. Furthermore measurements of daily Facebook use and daily texting behavior predicted off task. behavior during study periods as well as self reported GPA. World Scientific News 118 2019 164 180, In review emerging research suggests that texting Internet use email and social.
networking sites such as Facebook can potentially increase multitasking and task switching. during academic activities and decrease academic performance Notably all of these previously. investigated activities can now be accomplished with a single Internet connected cell phone. Therefore measurements of cell phone use should not be limited to only texting and calling but. should take this wide array of activities into account Furthermore and in consideration of the. ubiquity of the cell phone the relationship between this expanded definition of cell phone use. and academic performance warrants investigation, 3 METHODOLOGY. A face to face survey was conducted in Jahangirnagar University students of second year. to fourth year from different departments The survey was administered among 274 students. which include 159 male students and 115 female students The nonprobability sampling. Convenience sampling technique has been used to select the respondents from different. departments at Jahangirnagar University The departments are heterogeneous in nature in terms. of infrastructure teaching student strength and other amenities. 4 RESULTS AND DISCUSSION, This following Table 1 illustrates the frequency distribution of the demographic. characteristics of the respondents Among the 274 respondents there are 58 were male and. most of the students are unmarried 91 2 However approximately half of the single students. having relationships with opposite sex, Table 1 Frequency Distribution of the Demographic Variables of the Respondents. Sex of respondent Frequency Percent Name of department Frequency Percent. Male 159 58 0 Statistics 21 7 7, Female 115 42 0 Environmental Science 17 6 2. Total 274 100 0 Mathematics 19 6 9, Computer Science.
Marital Status 19 6 9, Engineering, Single 250 91 2 Geological Science 21 7 7. Married 24 8 8 Chemistry 17 6 2, Total 274 100 0 Physics 16 5 8. If single have you any relationship Marketing 11 4 0. Yes 128 46 7 Accounting 9 3 3, No 146 53 3 International Relation 8 2 9. World Scientific News 118 2019 164 180, Sex of respondent Frequency Percent Name of department Frequency Percent. Total 274 100 0 Archaeology 6 2 2, Journalism and media.
Academic year 9 3 3, First Year 10 3 6 Economics 12 4 4. Second Year 133 48 5 Drama and dramatics 5 1 8, Third Year 45 16 4 Management 12 4 4. Fourth Year 70 25 5 Finance and banking 8 2 9, Masters 16 5 8 IBA 7 2 6. Total 274 100 0 IIT 7 2 6, Age Pharmacy 6 2 2, Average 21 8 Anthropology 6 2 2. Standard deviation 1 505 URP 7 2 6, Minimum 18 Law Justice 8 2 9.
Maximum 26 Microbiology 7 2 6, English 6 2 2, Public health and. informatics, Total 274 100 0, The average age of the students are approximately 22 years with standard deviation 1 5. years and having minimum age 18 years and maximum 26 years About half of the students. from second year and close to 5 students from master s program Among the existing. departments we are able to collect data from twenty five departments. Number of Students, 3 00 3 00 3 50 3 50 3 75 3 75, Figure 1 Histogram of results of the Respondents. World Scientific News 118 2019 164 180, It can be seen that the highest number of student s results lies between 3 00 and 3 50. 52 2 Only 5 percent students having Cumulative Grade Point Average CGPA below. 3 00 However the second highest respondent s results are within the range 3 50 to 3 75. Price of Phone taka, 20000 25000 25, 15000 20000 37.
10000 15000 83, 5000 10000 93, 0 20 40 60 80 100, Number of Students. Figure 2 Histogram of price of phone used by the Respondents. Figure 2 depicts that approximately 65 percent phone s price used by the student s lies. between five to fifteen thousand taka Taka is the currency of Bangladesh Only a few students. use phone whose price are less than five thousand and more than twenty five thousand taka. Table 2 Frequency distribution of the time and amount spend on mobile phone. Spend on mobile Time spend of phone, Frequency Percent Frequency Percent. phone Taka in a week hours, 200 53 19 3 10 22 8 0, 200 300 60 21 9 10 20 77 28 1. 300 400 44 16 1 20 30 91 33 2, 400 500 53 19 3 30 40 49 17 9. 500 64 23 4 40 50 20 7 3, Total 274 100 0 50 15 5 5.
Total 274 100 0, The frequency distribution given in Table 2 shows the expenditure pattern and time spend. on mobile phone in a week of the respondents The lowest and highest expenditure are 50 and. World Scientific News 118 2019 164 180, 2000 taka respectively However for all categories the percentage is almost same While most. of the students spend more than ten but less than forty hours in a weeks on mobile phone Only. a few students spend more than forty hours on phone in a week. The impact of mobile phone on student learning is examined in a 5 point Likert scale. Majority 32 5 of respondents says that the frequent use of mobile phone sometimes. interferes their learning whereas 36 5 are of the agreement that it also assists them in learning. sometimes However about 75 of the respondents are of the opinion that the calls messages. received just before class impact on their ability to concentrate and 5 8 said it happens to them. always Also 36 9 said that the uses of mobile during their study time distract them. sometimes and approximately 83 said it also assists them in learning The results revealed. that a small portion of the respondents give a opinion against the use of mobile phone on. learning and their study, Table 3 Impact of mobile phone use on learning. Variables Never Seldom Sometimes Often Always Total. How often does the use of n 51 62 89 48 24 274, Mobile Phon. Department of Statistics Jahangirnagar University Savar Dhaka Bangladesh E mail address mmhmm justat gmail com ABSTRACT As cell phone technology continues its rapid development the device appears capable of contributing to student learning and improved academic performance The recent rapid increase in cell

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