CHAPTER II

REVIEW OF RELATED LITERATURE

Foreign Literature

Impact of Mobile Phone on Education

According to Barker, Krull, and Mallinson (2006), the impacts of mobile phone

technologies on learning are portability, collaboration and motivation enhancing students,

parents and teachers’ education system. The mobile phone portability enables student learning to

be ubiquitous in obtaining or retrieving course information through their mobile phones as they

are carried from class to class or wherever. Their portability can improve a wide variety of

learning settings, namely a field trip, the classroom, or outside the campus.

The aim of this research is to assess the impact of mobile phones in learning as they

enhance students’ learning in different ways. Mobile phones easily promote collaborative and

different types of learning through their wireless connection to the internet. Their adoption in

learning processes by the higher institution management as student-learning

And communication device tools is useful. In the classroom mobile phones motivate

students to be more engaged to the lesson promoting learner-centered participation. This

indicates the dynamic support that the mobile phone has brought to students’ learning practice.

Collaboration Social networks such as Facebook and Twitter accessed on students’

mobile phones allow students to form groups to distribute and add together their knowledge, and

share information with ease, and this could result in a more successful collaborative learning.

Psychologist have warned that phone users are especially at risk of becoming addicted to their

devices.
 In a recent study by Wargo (2012) the subjects checked their phones 34 times a day.

People may check their photos out of habits or compulsion but habitually checking can be a way

to avoid interacting with people. This addiction take a strong toll on the students without them

noticing it and some of them find it hard to believe that they are addicted to their phones. These

giving more credence to the amount of time meted out to this phones than academics. (Choliz,

2010) pointed out that excessive use of the dependency on the cellphone may be considered an

addicted disorder. They affirmed that young people between 15 and 19 admitted that they are

being addicted to their cellphones (Naval, Sadaba and Bringue, 2004). Also, British scientists

noted that more and more

People are getting addicted to their cellphone, causing stress and irritability (BBC, 2006).

While specialist indicate that the abuse of the use of cellphones could be typified as a disorder of

addiction that has to be stopped as soon as possible (Paniagua, 2005). And based on study the

addiction of mobile phone affects the academic performance of the student.

According to Haythornthwaite & Andrews, (2007) Students are more likely to engage in

rich technology interactions when they are outside the classroom in order to supplement what has

already been taught in class.

According to Prensky (2005), mobile phone technologies are not only used in

communicating with others but are actually computers that are small as well as portable and

students carry this technology wherever they go, therefore these technologies can be used for

learning purposes. Educators need to realize that today's students have these mobile phone

technologies and it has become central to their lives, so the best thing is to integrate these devices

into teaching and learning. Mobile phones are also seen as a trendy accessory that suits students'
individual needs often expressed choice of mobile wallpaper, ringtones, phone covers and other

fashion accessories (Attewell, 2005).

University students use mobile phones far more often than desktop computers and even

laptops. This implies that mobile phones can be an even more significant learning tool and a

typically raised area in the near future (Kimura, 2011). Therefore, mobile phone technologies can

support students in their learning by exploring their world through these technologies.

There are various educational benefits of mobile phone technologies that are most often

cited as; easily accessing content, integrating a broad range of educational activities, supporting

independent study and student organization, encouraging student enthusiasm, supporting

classroom-based collaboration and interaction as well as supporting inquiry- based instruction

and learning (Roschelle, 2003).

More sophisticated mobile phones, also known as smartphones, can be used to assist

students in accessing information from the web, transforming it, transferring it, collaborating

with students and also creating a more media-rich approach to instruction (Ferry, 2009). Recent

advances in ICT have significantly increased the possibilities of mobile phones being used as

instructional tools, because of their increasing processing power, memory and connectivity

which have made these technologies drastically more interactive (Pea & Maldonado, 2006).

Additionally, Vavolua (2005) suggests that these technologies can be used in science

during field trips, where students gather scientific data for future analysis in the laboratory.

Mobile phones organize the purposes of the phone, camera, video, media player and wireless

computers into a single gadget. These functions could supplement science teaching and learning

which contains complicated content and scientific processes that are otherwise difficult to teach

(Taber, 2005).
 Local Literature

Students nowadays getting addicted in mobile phone that can cause the student to be

distracted. Nearly a third of urban Filipinos claim not to be able to live without their mobile

phones, according to a survey on the digital and media habits of consumers. The Ipsos Media

Atlas Philippines Nationwide Urban 2011-2012 survey results showed 30 percent of the

Philippine urban population nationwide saying that mobile phones are necessities in life and 21

percent saying they plan to use their mobile phones more often.

“With the multi-functionality of mobile phones, Filipinos say that aside from TV, it’s their

mobile phones that they can’t live without,” Steve Garton (2012), executive director of Ipsos

Business Insights, said at a presentation in 2012. Mobile phones are important for

Communication, but urban Filipinos also use them for games (22 percent), as digital

camera (25 percent) and MP3 or audio player (23 percent), Garton (2012) said.

The survey also showed that while access to the Internet has been increasing in the

Philippines, it has not made other traditional media obsolete, which Garton attributed to Filipinos

engaging in multi-tasking. Carole Sarthou, (2012) Ipsos managing director said that the trend

also showed how the different media correlate to each other.

“They complement each other. For example, something in print can push people to go

online or something they see online can push people to look for its print counterpart,” said

Sarthou. (2012)

“When people talk about children using smartphones in a negative sense, their main

concern seems to be about their criminal use, but this study calls the attention of parents and

students to the risk that excessive use of smartphones can compromise students’ effort to study,”

Sato (2013).