DESSERTATION

CHAPTER - I
INTRODUCTION
1.1 INTRODUCTION
Education has long been recognized as a cornerstone of human

progress and development, serving as the key to unlocking individual
potential and fostering societal advancement. Throughout history, from
the ancient civilizations of India, Greece and Rome to the modern era,
societies have invested in education as a means to empower their
citizens, enhance their economies, and promote social cohesion. In the
words of Nelson Mandela “Education is the most powerful weapon
which you can use to change the world”. Martin Luther king Jr has
highlighted the goal of education in the following words “The function
of education is to teach one to think intensively and to think critically.
Intelligence plus character – that is the goal of true education." In
Bhagwat Gita the true meaning of education (Vidya) is described as the
process of performing one's own duties for the attainment of peace,
joy, satisfaction and salvation being rid of the three wraths (lust, anger
and fear) with the steady mind and wisdom( Ghimire,2013).
In today's interconnected world, education plays a pivotal role in a

nation's advancement. Achieving both physical and human
development hinges on the presence of a robust and high-quality
education system. The adage "Good Education Requires Competent
Teachers" holds true. The aims of education can only be realized when
educators comprehend and fulfil their roles as expected. Therefore, the
training of teachers holds immense importance.
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India boasts one of the world's largest teacher education systems,
encompassing numerous institutions dedicated to national and state-
level teacher training. This challenges the notion that "Teachers are
born, not made," as teacher education firmly believes that "Teachers
are made, not born." Education serves as a potent tool for shaping
individuals, with teachers serving as its agents. Teachers acquire this
skill through comprehensive pre-service teacher education programs, a
process that cannot be condensed into a mere week-long endeavour.
The primary objectives of teacher education are to elevate the

professional standing of teachers, cultivate a stronger sense of
commitment to society and their profession, enhance their professional
abilities and performance, and empower them to confront evolving
challenges (Kaur, 2013).
21st century is the age of digital technology. Technology is playing a

pivotal role in making human life easy and more efficient. Technology is
rapidly growing in all aspects of modern societies, education is no
exception in line with this trend, information and communication
technology is increasingly utilised as a teaching and learning tool in
educational activities (Matimbwa and Anney, 2016).
Mobile learning has also emerged as a technological achievement and

educational trend that provides both educators and learners with
ample opportunities. (Ilci , 2014).Education is no longer confined to
four walls of traditional classrooms but has a far reaching presence in to
the homes of learners, where he or she has access to digital educational
content add just one click on his smartphone.
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A Smartphone is a newer class of cellular telephone with an integrated
computer technology and features such as operating system, web
browsing and ability to run software applications. They are called smart
because they can provide information then you need them at the touch
of yours fingers and this can be used in a useful way. Currently smart
phones are equipped with features such as camera, video recorder,
Global Positioning Service (GPS) Navigation and games, sending and
receiving electronic mail (email), web search applications for various
purposes. (Iyengar et. al, 2020)
The continuous improvement in technology leading to variety of

upgrades in the smartphone features, widespread use of mobile
Internet, cheaper data prices and arrival of less expensive smart phones
due to market competition and several other factors have made the use
of smart phones more prevalent in India. The number of smartphone
users in India is expected to reach one billion by 2023. (Statista.com,
2022).
History of Smartphones
The evolution of smartphones can be traced back to the mid-1990s

when IBM developed a prototype. The mobile phone industry was
initially dominated by companies such as Nokia, Motorola, and
Blackberry. However, the game changed with the launch of the iPhone
by Apple in 2007. With its advanced user interface, operating system,
and wide-screen display without a QWERTY keyboard, the iPhone
revolutionized the entire digital world. Steve Jobs even claimed that the
iPhone was five years ahead of any other smartphone.
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The evolution of smartphones was a gradual process, initially available
only to the privileged section of society due to their high cost. However,
with the production of various variants by brands like Nokia, Motorola,
and Blackberry in the early 2000s, phones became more accessible to
the masses. These phones featured text messaging, simple games,
calculators, calendars, and to-do lists, in addition to the primary
function of making calls.
Another significant milestone was the launch of the Android operating

system by Google, which enabled phones to accommodate more
complex features with ease. This led to mass production of
smartphones by major companies like Samsung and Motorola in both
domestic and international markets, ending the hegemony of Apple
phones. As prices became more affordable for the masses, the
popularity of smartphones rose drastically.
In addition to the evolution of smartphones, the other technology

integral to the phones, such as internet, have also advanced. With the
launch of 5G, the internet speed has increased manifold. The gaming
experience has also undergone significant changes, with advanced
multiplayer games featuring augmented reality and concepts of
artificial intelligence.
Smartphone manufacturing companies are in stiff competition,

ensuring that more technologically advanced features will be integrated
over time. With cloud storage and Google storage, the storage capacity
of smartphones is beyond imagination. Privacy is ensured by end-to-
end encryption, allowing users to store pictures, videos, important
documents, and much more. The evolution of smartphones has also led
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to decreased dependency on conventional computing devices like
calculators and expensive cameras, as current smartphones provide
remarkable inbuilt cameras to capture images and videos.
As the evidence and history of smartphone evolution suggest,

smartphones are the future of the digital ecosystem.
Uses of Smartphone
Apart from the general features of mobile phone, Smartphone

provides innumerable features and it has so many uses which help an
individual in their day-to-day life.
a. Use of Video calls- The most significant transition to the digitally

enhanced Smartphone has resulted in establishing video calls
surpassing its predecessors.
b. Use of digital maps- Smartphone allows the user to access the

digital maps and let him download it and use it in offline mode as well
according to the user’s convenience.
c. Use of e-learning portals/website- The plethora of information

available in the digital world has eased the way of learning and
revolutionized the entire process of education.
d. Use of e-shopping sites- The Smartphone has enabled an individual

to order various products like groceries, clothing, books and other
accessories, etc. at the doorstep itself.
e. Use of e- banking- The extensive use of Smartphone has also

resulted in electronic banking operations. Thus, enabling an individual
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to make easy and swift transactions and save time and energy in the
process.
f. Use of Social Networking Sites to promote skills- Regardless of the

negative impact of abdominal use of Smartphone, it is also observed
that lot of adolescents are using the digital platform to promote their
talents and skills. Examples: LinkedIn, YouTube, etc.
g. Easy access to entertainment- The multidimensional features

present in the Smartphone creates perfect environment to access
songs, movies, documentaries, games, etc.
h. Use of e-library- The Government as well as the NGO‟s has used the
digital world to create an e-library providing e-books, e- journals and
papers, etc. for the convenience of the students. For Example: National
Digital Library of India j. Access to e-mails- The task which was
considered as jarring and tedious before the advent of Smartphone was
to access mails. In toady’s world, be a student or a working professional
all official communication is done through mails. Smartphone has
solved the problem to access one’s mails anywhere according to their
convenience and reply as well.
i. Use of smartphones in teaching-learning-Technology is powerful and

it can be used in several great ways to make teaching and learning
powerful. What can be done and what cannot be done is limited,
basically by the creativity of the user. :
1. Use of Audio Recording Feature
Students often require personal and quality feedback on the work they
turn in. Lecturers can make use of the audio recording feature built into
most smartphones to provide these personal and yet quality feedback
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to all students. Research has proven that students not just liked
feedback given this way, but even preferred it.
2. Live Polling Tools
Live digital polling/quizzing tools can be used both as welcome and exit
tickets in the classroom for formative assessment. Lecturers can use
these tools (many of which are free) to determine what students
already know and what should be concentrated upon. This can also
provide insight into individual student strength and weakness and help
give personalized instruction when needed.
3. Creating Of Videos
Rather than have students write a 2000 word essay after researching on
a topic, where several of them would simply copy and paste paragraphs
without necessarily understanding the content, lecturers could ask
students to research and create a 5 minutes or less video or audio
recording of what they had researched about.
4. Chat and Online Discussion Forums
Lecturers can exploit the group chat features of mobile devices to

create an online discussion forum to encourage class participation on
content topics, even outside the classroom. Students can chat and
discuss (with or without the lecturer) while at home or over the
weekend on a subject in class to increase understanding of concepts.
5. Use of QR Codes
Quick response (QR) codes are another great way to use mobile
technology in the classroom. Links to further resources, complex
diagrams and images, solutions to tasks could be coded and made
available to students.
There are several more ways by which both students and lecturers can
creatively use mobile technology in the classroom. Again, technology is
powerful and its benefits go beyond just making the work efficient.
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Smartphone addiction and its effects
COVID-19 had a significant effect on education and training. As almost

all scheduled conferences, seminars, workshops and other activities
had been cancelled the number of online seminars called webinars had
increased tremendously and easily accessible with smartphone
technology, educational institutes had been closed down and teachers
had been taking lectures online through the help of smart phones.
(Sandars et al, 2020).
This new lifestyle enforced by staying at home and under quarantine

has brought new challenges socially economically physiologically and
psychologically (Sahu, 2020).There has been increased dependence on
digital devices like tablets laptops computers and smartphones since
the COVID-19 outbreak. (Saadeh et al, 2021).Unfortunately, this total
dependence has shown to be a form of addiction i.e. A compulsive
physiological need for and use of a habit forming substance(Maddux
and Desmond ,2000).
At present there is no common and universally accepted definition of

smartphone addiction. Many researchers classify smartphone addiction
as behavioural addiction which is defined as non material dependence
caused by excessive engagement in various activities mediated by
smartphones, resulting in physiological and sociological function
damage. (De-sola Gutiérrez et al, 2016; Lapierre et al, 2019; Liu et al,
2017).It manifests similarly to substance addictions such as alcohol and
drugs, including tolerance withdrawal symptoms, salience conflict,
emotional change, craving and feeling out of control (Lee et al, 2014;
Liu et al, 2017).Individuals at the risk of smartphone addiction usually
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show negative emotions such as obedience, passivity, depression, self-
pity in the face of pressure. They often show withdrawal from social
interactions and experience adverse reactions. (Elhai et al,2017; Yang et
al, 2019).
Teachers are at the forefront of educational institutions, responsible for

nurturing young minds and facilitating learning experiences (Ingersoll &
Strong, 2011). Student-teachers, individuals pursuing education
degrees while gaining practical experience in classrooms, play a critical
role in the education system. Their well-being is not only essential for
their personal development but also for the quality of education they
provide to future generations.
General Well-Being
The idea of well-being emerged from the field of positive psychology,

which aims to investigate how individuals can enhance their quality of
life. The term 'well-being' is primarily employed to describe a particular
form of goodness, such as residing in a favourable environment that
contributes positively to the world, having the capacity to effectively
manage life's challenges, and finding enjoyment in one's life.
Additionally, well-being has been defined as a dynamic state marked by
a reasonable alignment between an individual's abilities, needs, and
expectations, and the opportunities provided by their environment
(Levi, 1987).
It is characterized by the synthesis of both positive emotional states

like joy and satisfaction, and the attainment of personal growth,
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autonomy, a sense of direction, and constructive social connections, all
of which contribute to an individual's overall quality of life (Huppert,
2009).
Well-being has been linked to success at professional, personal, and

interpersonal levels, with those individuals high in well-being exhibiting
greater productivity in the workplace, more effective learning,
increased creativity more pro social behaviour and positive
relationships (Deiner,2012;Huppert, 2013;Oishi et al ,2007).
General well-being as a construct pertains to the balanced operation of

both the physical and psychological facets of an individual's personality,
resulting in personal satisfaction and positive contributions to society
(Siwach, 2000).
1.2 NEED AND SIGNIFICANCE OF STUDY
Most of the researches related to this area of study have been

conducted outside India, particularly in western and developed
countries. Researches related to this area, conducted in India are
limited in number and also confined to TIER 1 and metro cities of India.
Rural and semi urban context is missing from these researches. Focus of
most of these studies has been mostly students (children, adolescents
and young adults) and number of researches in this area from the
perspective of teachers is miniscule.
In Indian tradition a teacher is given a place next to God. He is known as

man-maker, role model and ultimately a nation builder. The Education
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commission of India 1964-66 has highlighted the need and significance
of teacher in the following words.
“Of all the different factors which influence the quality of education
and its contribution to national development, quality, competence
and character of teacher are undoubtedly most significant. Nothing is
more important than securing sufficient supply of high quality recruits
to teaching profession, providing them with best possible preparation
and creating satisfactory condition of work in which they can be fully
effective”.
Educators face numerous challenges, from managing diverse

classrooms to adapting to evolving teaching methods and curricula. The
mental health of trainee teachers is a critical factor in their ability to
cope with these challenges effectively. The well-being of trainee
teachers directly impacts the quality of instruction they provide to their
students. When educators are physically and mentally well, they can
devote their full attention and energy to their teaching duties. This
translates into more engaging and effective classroom experiences for
students.
Smartphone addiction is such a widespread problem that it is no longer

limited to adolescents and college going students; it is also influencing
lives of persons aspiring to be future teachers. Addictive behaviour of
any kind has a negative impact on self regulation and impulse and can
thus lead to deviance from social norms and moral values, upholding of
which is of paramount importance in teaching profession .A prospective
teacher with loose ideals will become a morally incompetent teacher
which will create indiscipline students and ultimately antisocial and
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misguided citizens in the country. The study will help to address the
problem of smartphone addiction in persons during their pre service
training phase of teacher preparation. It will develop awareness about
ill effects of smartphone over used in pupil teachers. It will help the
policy makers to make adjustment into teacher education curriculum to
accommodate courses and subjects related to prevention of digital
technology addiction. As teacher will have sufficient awareness and
knowledge in this field they can promote responsible and balance use
of smartphone by students this will ultimately benefit the society and
nations well being and will propel them to the path of the progress.
1.3 STATEMENT OF THE PROBLEM
“A study of smartphone addiction and general well-being in

prospective teachers”
Smartphone Addiction
Addiction usually refers to compulsive behaviour that leads to negative

effects. In most addictions, people feel compelled to do certain
activities so often that they become harmful habits, which then
interferes with other important activities such as work or school. In that
context, smartphone addiction could be considered a compulsive desire
to use social media, video chat, messaging and other features of
smartphone continuously for a long duration leading to symptoms such
as compulsion, Forgetfulness , lack of attention , depression and anxiety
, Disturbed hunger and sleep and social withdrawal .
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General Well- Being
General Well-being includes human strengths and positive

psychological outcomes such as: Physical well-being ,Psychological
Well-being, Social well-being , Happiness , Spiritual Well-being ,Cultural
& Religious well-being ,Active lifestyle ,Positivity ,Economic
Independency ,Family relationships and Environmental Adjustment
which enable the human being to maintain healthy relationship with
himself and his surroundings for the purpose of being happy , healthy
and harmonious.
Prospective Teachers
Prospective teachers refer to those individuals who are enrolled in pre-

service teacher education programme Bachelor of Education (B. Ed.).
1.5 OBJECTIVES OF THE STUDY
Following are the objectives of the study:
1. To study and compare Smartphone addiction in prospective teachers

based on gender (female and male).
2. To study and compare Smartphone addiction in prospective teachers

based on locality (rural and urban).
3. To study and compare smartphone addiction in prospective teachers

based on type of institution (aided and self-financed).
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4. To study and compare smartphone addiction in prospective teachers
based on academic stream of teaching subjects (Arts, commerce and
science) .
5. To study and compare General well-being in prospective teachers

based on gender (female and male).
6. To study and compare General well-being in prospective teachers

based on locality (rural and urban).
7. To study and compare general well-being in prospective teachers

based on type of institution (aided and self-financed).
8. To study and compare general well-being in prospective teachers

based on academic stream of teaching subjects (Arts, commerce and
science).
9. To study relationship between smartphone addiction and general

being of prospective teachers
1.6 HYPOTHESIS OF THE STUDY
Many hypothesis are constructed to streamline the study of work
According to Kerlinger (1986), “A Hypothesis is a conjectural statement

of the relation between two or more variables. Hypotheses are always
written declarative sentence form and they relate are the generally or
specifically variables to variables.”
Keeping this definition in mind the following hypotheses have been

included in the present study:
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H 1: There is no significant difference in smartphone addiction in
female and male prospective teachers.
H 2: There is no significant difference in smartphone addiction in rural

and urban prospective teachers

prospective teachers studying in aided and self-financed teacher
education institution.

prospective teachers of arts, commerce and science.
H 5: There is no significant difference in general well-being in female

and male prospective teachers
H 6: There is no significant difference in general well-being in rural and

urban prospective teachers
H 7: There is no significant difference in general well-being in

education institutions.
H 8: There is no significant difference in General Well-being in

prospective teachers of arts, commerce and science.
H 9: There is no significant correlation between smartphone addiction

and General Well-being of prospective teachers.
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1.7 DELIMITATION OF THE STUDY
 The present study has a very wide scope for research purpose.
But due to lack of time and resources, researcher has restricted it
up to Bareilly city.
 Present study is delimited to trainee-teachers enrolled in B.Ed.
teacher education program in Teacher Education institutions of
Bareilly city.
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CHAPTER-II
REVIEW OF RELATED LITERATURE
A literature review is an essential component of any research study. It is

crucial for researchers to familiarize themselves with previous works in
their field to avoid duplicating efforts and gain a deeper understanding
of the subject. A literature review serves as a roadmap, guiding
researchers towards relevant information and helping to exclude
irrelevant data. By examining the various aspects of a study,
researchers can uncover vital elements necessary for conducting their
own research. Additionally, a literature review allows researchers to
approach a topic from different perspectives, which can lead to more
refined and precise conclusions. Through this process, researchers can
set guidelines, identify objectives, formulate hypotheses, and
determine the appropriate methods and statistical tools necessary for
obtaining the desired results. Ultimately, a literature review helps
researchers navigate their study in a favourable direction.
Review of literature related to Smartphone Addiction

and Wellbeing.
Alotaibi et al (2022) conducted a study in Saudi Arabia to investigate

smartphone addiction prevalence and its association on academic
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performance, Physical health and mental well-being among university
students in Umm-Al-Quora University. Data was collected using both
online and offline administered surveys Total of 545 undergraduate
students mostly females having age less than or equal to 21 years. Self-
administered questionnaire, Grade point average, Smartphone
Addiction Scale short version and Kessler Psychological distress scale
were used to assess the outcomes. Logistic regression analysis was used
for analysis of data. Findings of the study reveal that most of the
participants (67%) were Smartphone addicted they spent 6 to 11hours
per day for social networking (82℅), entertainment (66.2%) and web
surfing (59.6%). Predictors of smartphone addiction include age less
than 21 years, not being gainfully employed, and high family income.
Physical inactiveness, poor sleep, being overweight, having pain and
shoulder, eyes and neck and serious mental illness were found in
smartphone addicted participants.
He et al (2022) conducted study in China to investigate prospective

association between smartphone addiction and perceived stress and
moderation of boredom during COVID-19 in China. 197 college students
participated in four waves of surveys from December 2018 to June
2020.Results showed that pandemic change perceived stress’s
Prediction on smartphone addiction. During COVID-19 boredom
significantly affected smartphone addiction and perceived stress and
moderated the link from perceived stress at T3 to perceived stress at 4.
The prospective associations between smartphone addiction and
perceived stress varied before and during COVID-19.
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Hohensee and Weber (2022) conducted a study in Germany to
ascertain the role of personal resources in well-being of teachers.
Drawing upon data of 407 teacher trainees in Germany, the study
employs latent profile analysis to categorize teacher trainees into four
distinct occupational self-regulatory types: "healthy-ambitious,"
"unambitious," "excessively ambitious," and "resigned." A key finding of
the research is the intricate relationship between these self-regulatory
types and various dimensions of health literacy, including self-
regulation, self-control, self-perception, proactive health approaches,
communication, cooperation, and dealing with health information.
Notably, the study reveals that self-regulation and self-control within
the domain of health literacy are particularly influential factors in
shaping occupational self-regulation. Furthermore, the research
establishes that both the identified self-regulatory types and the
dimensions of health literacy independently predict teacher trainees'
general well-being. However, when examined in concert, the health
literacy dimensions emerge as stronger determinants, emphasizing the
pivotal role of health literacy in influencing the overall well-being of
teacher trainees was positively related to satisfaction with life.
Anwar et al (2021) conducted a study in Pakistan to investigate

prevalence of smartphone addiction among university students during
COVID-19. Cross sectional study was led through online strategy among
students of university having ages between 18 and 27 years. Using
RADSOFT Programming, a sample size of 125 students was determined.
Smartphone addiction proneness scale was used for data collection.
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Findings of the study revealed 46.40℅ participants spend most of their
time on smartphones. 45.6% tried to limit their smartphone usage time
but failed. 50.45 % participants had predominance of smartphone
usage habit and could not imagine their lives without smartphone.
Rathakrishnan et al (2021) conducted a study in Malaysia To examine

relationship between smartphone addiction sleep quality and academic
performance. 323 students in a public university in Sabah were selected
subjects by simple random sampling. Data was collected using
Smartphone Addiction Scale short version (SAS-SV) and the Pittsburgh
Sleep Quality Index. Analysis and interpretation of data was done using
SPSS. Hypothesis testing was done using Pearson correlation. The
findings in the study indicated that smartphone addiction is negatively
correlated with the academic performance. They also indicated that
students with poor sleep quality might Exhibit low academic
performance. Association of smartphone addiction with sleep quality
was found where over using smartphones was related to poor sleep
quality. The conclusion of study indicates tackling smartphone addiction
and improving sleep quality in order to enhance the academic
performance of university students and their overall health.
Saadeh et al (2021) conducted a cross sectional studies to assess Effect

of COVID-19 quarantine what smartphone addiction levels among
undergraduate students in Jordan. Online questionnaire was completed
by random sample of 6157 undergraduate students. Smartphone
addiction scale short version was used to assess the degree of
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smartphone addiction during the quarantine. Majority of participants
(85℅) Reported that they are smartphone usage during quarantine
increased or greatly increased (27.6℅ and 57.2℅ respectively) with 42%
using their smartphone for more than 6 hours a day. Several
demographic factors and quarantine factors have been assessed and
students gender the field of study, the parental education, household
income in addition to location of quarantine (urban and rural) and the
house specification (apartment, independent house, with / without a
garden) should significant association with smartphone addiction.
Female students, student studying scientific and medical related majors
compared to do studying humanity majors, those with higher incomes,
those who have been quarantined in an apartment without the garden
and those lived in urban areas showed higher addiction scores.
Kumcagiz (2019) conducted a study in Turkey to investigate quality of

life as predictor of smartphone addiction risk among Turkish
adolescents. 352 high school students (153 males and 199 females)
filled up Paediatric quality of life inventory and a smartphone addiction
scale during the 2015-16 academic years. Interpretation and analysis of
data was done using simple and multiple linear regression analysis.
Findings of the study indicate dimensions of physical and psychosocial
health, as well as overall quality of life negatively correlated with
smartphone addiction. Conclusions drawn from this study indicate in
order to effectively prevent the risk of smartphone addiction school
counsellor should help their students.
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Nayak (2018) conducted a study in India to investigate the relationship
among smartphone usage, addiction, academic performance and the
moderating role of gender. A questionnaire was constructed and
administered to 429 students of higher education. Data was collected
to check addiction, effect on performance and smartphone usage along
with the main utilities of smartphone and demographic profile of
respondents. Findings of the study indicate that smartphone usage is
more in the case of females in comparison with the male students. But
the effect on performance has more severity in case of male students.
No significant of smartphone addiction apart from behavioural changes
were found in female students. Severe effects of smartphone addiction
were seen in male students who neglected work, felt anxious and loss
control of themselves.
Panova and Carbonell (2018) conducted a study on smartphone

addiction to determine whether this disordered exists or if it does not
adequately satisfy the criteria for addiction. Researchers reviewed the
relevant literature on the topic of smartphone addiction. Although
majority of research in the field declared that smartphones are
addictive or takes the existence smartphone addiction as granted, the
researchers did not find sufficient support from the addiction
perspective to confirm addiction smartphone is a real phenomenon.
The behaviour observed in the research could be labelled as
problematic or maladaptive.
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Aktas and Yilmaz (2017) conducted a study in Turkey to investigate
smartphone addiction in terms of elements of loneliness and shyness of
university youth. A random sample of 320 students was taken from
communication faculty of Selcuk University. Survey method was
employed for the collection of data. Tools used for data collection
include questionnaire with 5 sections based on Bian and Leung (2014)
study, Smartphone addiction scale and UCLA loneliness and shyness
scale. For analysis and interpretation of data factor analysis correlation
analysis and regression analysis were used. The study showed
significant positive correlation between smartphone addiction and
shyness and loneliness factors.
Lawrence (2017) conducted a study in India to investigate the General

Well-being of Higher Secondary Students. In this normative survey
study, the investigator has selected a sample of 200 higher secondary
school students who were studying 11 and 12 standards from four
different schools in Cheranmahadevi Educational District, Tirunelveli by
convenient sampling technique. General Well-Being Scale (GWBS)
constructed and standardised by Kalia and Deswal (2011) was used for
collecting data. The collected data were analysed by using SPSS
Package. For analysis, the data mean, standard deviation, t-test and
ANOVA were employed as the statistical techniques. Findings show that
higher secondary students significantly differ in their general well-being
in terms of gender, location of school, type of school, and nature of
school. They do not differ in their general well-being in terms of type of
family.
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Aljomma et al (2016) conducted a study to investigate whether there
were differences in smartphone addiction based on gender social status
educational level monthly income and hours of daily use in a group of
students of King Saud University. Questionnaire probing smartphone
addiction was administered to 416 students .Results revealed that
addiction percentage among participants was 48%. Significant general
differences were found in degree of addiction and the whole question
and all of its dimensions in favour of mails. Significant differences by
social status were found in favour of unmarried. Bachelor degree
students were found to have highest degree of addiction. Significant
differences by ours of daily use but also detected in favour of
participants using smartphones for more than 4 hours a day.
Ben-Yehuda, Greenberg and Weinstein (2016) conducted study in

Israel on Internet addiction by using smartphone- relationship between
Internet addiction frequency of smartphone use and the state of mind
of male and female students. A Convenience sample of 40 participants
20 woman and 20 men was taken from university students having their
age between 21 and 29 years. Experimental method was used in the
study the experiment was conducted in three states: State of boredom,
passive activity and active activity encounter balanced order. Internet
addiction, Visual analogue scales (VAS) and Smartphone Addiction Scale
(SAS) questionnaire was completed by participants before the
experiment. Each experimental condition was followed up by filling up
VAS questionnaire .According to this study there was correlation
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between the frequency of smartphone use and Internet addiction.
Smartphone addiction was predicted by high frequency of Internet use
rather than the type of activity or gender.
Kumcagiz and Gündüz (2016) conducted a study in Turkey investigate

the relationship between psychological wellbeing and smartphone
addiction of university students. A random sample of 408 students(303
female and 105 male) Studying at the department of primary
education, science teaching arts and craft teaching, French teaching
and guidance and psychological counselling at the faculty of education
,Ondokuz Mayis University was taken. Data was collected using the
Psychological wellbeing scale, smartphone addiction scale short version
and personal information form. Analysis of data was carried out using t
test, arithmetic mean, one way analysis of variance (ANOVA) and
Scheffe's post hoc test. The relationship between the level of
psychological wellbeing and use of smartphones was evaluated using
Pearson product moment correlation. Based on this research there
seems to be significant relationship between university students’ level
of Psychological wellbeing and smartphone addiction. Psychological
wellbeing and smartphone addiction are affected by gender, grade,
parental attitudes, and economic status of family and level of
perception.
Kwon and Paek (2016) conducted a study in South Korea to investigate

the influence of smartphone addiction on depression communication
competence among college students. Convenience sample of 293
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undergraduate students was taken from the university of J city in South
Korea. Data was collected by using cross sectional survey method.
Smartphone addiction was evaluated using instrument developed by
National Information Society Agency (NISA). Depression was assessed
using Beck Depression Inventory (BDI -II) Communication competence
was measured using Hur GH, Global interpersonal communication
competence scale. 14.7% of participants were part of a risk group of
smartphone addiction. Depression was positively correlated
smartphone addiction and communication competence was negatively
related to smartphone addiction. Depression, communication
competence and grey smartphone using time, grade, and academic
achievement were identified as significant predictors of smartphone
addiction.
Samaha and Hawi(2016) conducted a study to investigate the

relationship between risk of smartphone addiction and satisfaction with
life mediated by stress and academic performance and to explorer
whether satisfaction with life mediated by stress and academic
performance facilitates smartphone addiction. Subjects were identified
through random sampling. An online questionnaire was used to survey
300 university students. The questionnaire collected responses to
scales including smartphone addiction scale short version and the
perceived stress scale and satisfaction with life scale. The result showed
that smartphone addiction was positively correlated to perceived
stress, but the latter was negatively related to satisfaction with life.
26
Additionally, smartphone addiction risk was negatively related to
academic performance.
Haug et al (2015) conducted a study in Switzerland investigate

indicators of smartphone use smartphone addiction and their
association with demographic and health related variables in young
people. A convenience sample of 1519 students from 127 Swiss
vocational school classes but included in a survey. Smartphone
addiction was assessed using a short version of smartphone addiction
scale for adolescents. Logistic regression analysis was used to
investigate demographic and health related predictors of smartphone
addiction. Smartphone addiction occurred in 256 (16.9℅) of the 1519
students. Social networking was the most personally relevant
smartphone function associated with smartphone addiction.
Smartphone addiction was more prevalent in younger adolescents (15-
16 years of age) compared with young adults (19 years and older), in
students with both parents born outside Switzerland persons reporting
lower physical activity and those reporting higher stress.
Lee et al (2015) conducted research in South Korea on the level of

student’s addiction to their smartphone and to understand the
difference between self-regulated learning flows based on smartphone
addiction level. 210 students of university in Seoul participated in this
research. It has been found that higher the addiction level is the lower
level of self-regulated learning the students has phone as well as low
level of flow when studying.
27
Chiu (2014) conducted study in Taiwan to investigate relationship
between life stress and smartphone addiction to develop a mediation
model of learning self-efficacy and social self-efficacy. Survey method
was used for the collection of data using scales measuring student’s life
stress, learning self-efficacy, social self-efficacy and smartphone
addiction. Data was analysed and interpreted using structural equation
modelling. Academic stress had negative predictive power for social
and learning self-efficacies and interpersonal relationship stress had
negative predictive power for social self-efficacy. Social self-efficacy had
positive predictive power for smartphone addiction. Family and
emotional stress add positive predictive power for smartphone
addiction.
28
CHAPTER-III
RESEARCH DESIGN
Conducting research is a deliberate process that aims to address a

specific problem through scientific investigation. A research design
refers to the investigator's choices about the different components of
the project, which are developed in a logical and practical way. The
research design is not a rigid, step-by-step procedure, but a planning
stage that considers the research objectives, feasibility, and hypothesis.
The design includes several components such as the research method,
sampling design, research tools, and statistical techniques. The purpose
of the research design is to structure and strategize the investigation,
so that it can obtain answers to the research questions and control for
variance. (Kerlinger, 1986).
3.1 RESEARCH METHOD
The selection of a method and the specific design within that method
appropriate in investigating research problem will depend upon the
nature of problem and research questions, and the kind of data that the
problem entail (Koul,2022). In the present study, the researcher wants
to determine the level of smartphone addiction and general wellbeing
in prospective teachers that is why descriptive survey method is used.
According to Kerlinger(1986) “ Survey research studies large and small
population or universe by selecting and studying sample chosen from
29
the population to discover relative incidence, distribution and inter
relations of sociological and psychological variables".
3.2 POPULATION
According to Best and Kahn (2006) “A population is defined as a group

of individuals with at least one common characteristic which
distinguishes that group from other individuals”. Population of this
study is comprised of prospective teachers currently enrolled in B. Ed.
course in all the colleges of Bareilly city.
Table 3.1 shows the teacher education Institutions of Bareilly City
S.N0 Institute Name Type of

institution
1 Bareilly College Bareilly Aided
2 Department of B.Ed./M.Ed., M.J.P. Rohilkhand Aided
University Bareilly
3 Jyoti college of Management Science and Self-Financed
Technology, Bareilly.
4 Mascot college of Education ,Bareilly Self-Financed
5 Khandelwal College of Management Science Self-Financed
and Technology, Bareilly.
6 Rakshapal Bahadur Management institute , Self-Financed
Bareilly
7 Maharaja Agrasen Mahavidhlayaya ,Bareilly Self-Financed
30
8 Rajshree Institute of Management and Self-Financed
Technology ,Bareilly
9 Future Institute of Management and Self-Financed
Technology ,Bareilly
10 Prem Prakash Gupta Institute of Management Self-Financed
, Bareilly
11 Utkarsh College of Management Education Self-Financed
,Bareilly
The representative proportion of the population is called a sample. A

good sample must be as nearly representative of the entire population
as possible and ideally it must provide the whole of information about
the population from which the sample has been drawn.(Koul, 2022).
Initially a sample of 120 Prospective teachers from four teacher

education institutes (Two Aided and Two Self –Financed) representative
to Gender, locality, academic stream and type of institution was
attempted to be taken up for collection. Out of 120 administered tools,
113 were collected in return and 10 tools were rejected due incomplete
and wrong information provided by the subjects. Thus the final sample
size consists of 103 participants.
31
Table 3.2 represents the sample of the study
S.No Name of the Institute Institute No. of

Type subjects
1 Khandelwal College of Self- 24
Management Science and Financed
Technology, Bareilly.
2 Jyoti college of Management Self- 27
Science and Technology, Financed
Bareilly.
3 Bareilly College Bareilly Aided 23
4 Department of B.Ed./M.Ed., Aided 29
M.J.P. Rohilkhand University
Bareilly
Total 103
3.4 SAMPLING TECHNIQUE
Sampling decisions in the research process are taken keeping in view

the nature of research problem and method, qualitative or quantitative,
to be used by the researcher in tackling the problem. In the present
research Probability sampling technique is used. According to Good
(1966) Probability samples have the following characteristics.
32
1. Each unit in the sample has some known probability of entering
the sample.
2. Weights appropriate to the probabilities are used in the analysis
of the sample.
3. The process of sampling is automatic in one or more steps of
selection of units in the sample.
3.5 RESEARCH TOOLS USED IN THE DATA COLLECTION
Smartphone Addiction Scale.
For the present study Smartphone Addiction Scale developed and

validated by Dr. Vijayshri and Masaud Ansari will be used. The scale
consists 23 items Divided into 6 dimensions- I. Compulsion, II.
Forgetfulness ,III. Lack of attention,IV. Depression and anxiety, V.
Disturbed sleep and hunger and VI. Social withdrawal. The scale is
developed for students in the age range 14 to 24 years.
Scoring system
The scale has positively worded statements and the response was
sought on the five Points
33
Strongly Agree Undecided Disagree Strongly
Agree Disagree
5 4 3 2 1
The responses of the corresponding items were added to generate

Dimension scores and summing up all 23 items to generate smartphone
addiction score. Thus, the minimum possible score of the scale will be
23 and the maximum 115. The higher score indicates high level of
smartphone addiction and lower score indicates low level of
smartphone addiction.
Reliability of scale
Reliability of the present scale was computed through Cronbach's Alpha

method. Cronbach’s alpha reliability coefficient was calculated and
found to be 0.857, significant at 0.01 levels.
Validity of the scale
Validity indicates the degree to which a test accurately measures, what

it was supposed to measure (Lindquist, 1951). For the present
smartphone addiction scale content validity and construct validity was
determined.
In order to determine the content validity, the scale was sent to 20

experts from the field of education, psychology, statistics and English
for their expert opinion. The statements were evaluated by them from
34
the perspective of their experience in the field of research and
smartphone addiction with keeping in mind the population, sampled
students for whom the scale was constructed. Further they gave their
valuable suggestion based on definition and dimensions of the
smartphone addiction scale. The investigators rejected those items
which did not get consensus from the experts. For ensuring the content
validity the investigators confirmed that the content for the present
scale was taken from the authentic sources and all items were covered
all the 6 dimensions of smartphone addiction scale.
Exploratory factor analysis with Varimax rotation was used to establish

the construct validity of the tool.
General Well Being Scale
For the present study General wellbeing scale developed and validated
by Dr. Vijay Laxmi Chauhan and Ravi Kirti Didwania will be used. The
scale has 50 items divided in 12 dimensions- I. Physical well-being ,II.
Psychological well-being, III. Social well-being ,IV. Happiness . Spiritual
Well-being , VI. Cultural and Religious Well-being, VII. Active life style,
VIII. Positivity, IX. Economic Independency, X . Self-awareness., XI.
Family relations and XII .Environmental Adjustment.
The scale is developed for adults of all age groups.
35
Scoring Pattern
The scale consists of 50 items, each item is to be rated on 5 point

scale.There are 36 positive and 14 negative statements.
Type of Strongly Agree Undecided Disagree Strongly

items agree Disagree
Positive 5 4 3 2 1
Negative 1 2 3 4 5
Reliability of the Scale
The Cronbach’s Alpha reliability Computed with the number of 380

respondents found to be 0.78. The test retest was done after a month
and it was found to be 0.72. Both the results are significant at 0.01 level
of significance.
Validity of the Scale
To determine the validity of general wellbeing scale coefficients of

correlation between the score of present scale and PG I general
wellbeing measure of S.K. Verma and K. Verma(1989) Was computed
,the coefficient of correlation was found to be 0.83.When computed
coefficient of correlation with life satisfaction scale of Promila Singh
and George Joseph (2000) was found to be 0.76 . Both the results are
significant at 0.01 level of significance the scale also passed through
face and content validity since each item was judged by the experts.
36
3.6 STATISTICAL TREATMENT AND ANALYSIS OF DATA
The objectives of this research require following statistical techniques:
Arithmetic mean
Mean is the average of the given numbers and is calculated by dividing
the sum of given numbers by the total number of numbers.
∑𝐟𝐱
M=
𝑵
Where,
M = Mean
f = frequency
x = Mean of Class Interval
N = Number of Different Figures in the Group
37
Standard deviation
The average of squared deviations of the measures or scores from

their mean is known as the variance. The standard deviation is the
positive Square root of variance.
𝜮(𝒙𝒊 𝝁)𝟐
S.D. =
𝑵
Where,
S.D.= Standard Deviation
N = Size of the population
𝑥 = Each value from the population
µ = the population mean
38
t-test
The difference between the mean of the two large and independent
group, then group is determined by the critical ratio test. Under this
test, the value obtained by dividing the difference between the two
mean values by the standard error of the two samples is the critical
ratio.
Formula of t test for two independent samples is given below:
𝑴𝟏~𝑴𝟐
t=
(𝝈𝟏)𝟐 (𝝈𝟐)𝟐
𝑵𝟏 𝑵𝟐
Where,
M1= Mean of first group
M2= Mean of second group
σ1= Standard Deviation of First Group
𝜎2= Standard Deviation of second Group
N1= Number of prospective teachers of First Group
N2= Number of prospective teachers of Second Group
39
Correlation coefficient
The correlation coefficient, r, is a summary measure that describes the

extent of the statistical relationship between two interval or ratio level
variables. The correlation coefficient is scaled so that it is always
between -1 and +1. When r is close to 0 this means that there is little
relationship between the variables and the farther away from 0 r is, in
either the positive or negative direction, the greater the relationship
between the two variables
The formula for coefficient of correlation is given below
𝒏𝜮𝒙𝒚 (𝜮𝒙)(𝜮𝒚)
r=
[𝜮𝒙𝟐 (𝜮𝒙)𝟐 )] [𝒏𝜮𝒚𝟐 (𝜮𝒚)𝟐 ]
Where
r= Coefficient of correlation
∑= Sum of what follows
x= Every x-variable value
y= Every y-variable Value
40
F test
The F-test in one way analysis of variance (ANOVA) is used to assess

whether the expected values of quantitative variable within several
pre-defined groups differ from each other.
The formula for one way Anova F-test statistic is
𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒈𝒓𝒐𝒖𝒑 𝒗𝒂𝒓𝒊𝒂𝒃𝒊𝒍𝒊𝒕𝒚

F=
𝒘𝒊𝒕𝒉𝒊𝒏 𝒈𝒓𝒐𝒖𝒑 𝒗𝒂𝒓𝒊𝒂𝒃𝒊𝒍𝒊𝒕𝒚
41
CHAPTER -IV
ANALYSIS, INTERPRETATION OF DATA AND

DISCUSSION
Data collection is merely a preliminary step for any research process .
For testing hypothesis and achieving the objectives in hand , data
analysis isa necessary step which aims to find out the meaning of raw
data . The present chapter deals with the analysis and interpretation of
data collected through the process of administering the research tool
and by putting that data to statistical treatment. The delineation of
data has been done in accordance with research objectives and
corresponding hypothesis.
42
Hypothesis 1: There is no significant difference in smartphone
addiction in female and male prospective teachers
Table 4.1
(Study and Comparison of Smartphone addiction in prospective

teachers based on gender)
Female (N=68) Male(35)

Dimension Mean Standard Mean Standard t
deviation deviation
Compulsion 19.54 4.88 21.54 4.93 2.00*
Forgetfulness 4.81 1.75 5.88 2.14 2.84**
Lack of attention 5.00 1.88 5.83 2.13 2.06*
Depression and 10.06 3.08 12.63 4.06 3.82**
anxiety
Disturbed 8.92 3.83 10.26 3.97 1.67@
Hunger/ sleep
Social 10.15 3.75 11.48 3.9 1.71@
withdrawal
Total 58.48 15.91 67.62 17.45 2.77**
(** significant at 0.01 level) (* significant at 0.05 level)(@ not

significant)
43
Mean score
70
68
66
64
62 Female prospective
60 teachers
58 Male prospective
teachers
56
54
52
Female prospective Male prospective teachers
teachers
The results of t test are shown in table 4.1. Smartphone addiction when
assessed at its six dimensions , the results reveal that (Table 4.1.) out of
six dimensions four dimensions , Compulsion , forgetfulness , Lack of
attention and Depression and anxiety are found to be statistically
significant. The t-value for Compulsion is 2.0 (P<0.05). The mean value
of compulsion in females (Mean= 19.54) is less than the mean of
Compulsion in males (Mean=21.54). It indicates that male prospective
teachers feel more compulsion of using smartphone in comparison to
their female counterparts. Further the t-value for forgetfulness is 2.84
(P<0.01). The mean of forgetfulness in females (Mean =4.81) is less
than that of the mean of forgetfulness is males (Mean =5.88). It
indicates male prospective teachers have higher tendency of
forgetfulness in comparison to their female counterparts. The t value
for lack of attention is 2.06(P<0.05). The mean of Lack of attention in
females (Mean =5) is less than that of the mean of Lack of attention in
males (Mean =5.83). It indicates that male prospective teachers have
44
higher lack of attention as compared to female prospective teachers.
The t-value of Depression and anxiety is 3.82 (P<0.01). The mean of
Depression and anxiety in females (Mean =10.06) is less than that of
mean of Depression and anxiety in males (Mean =12.63). It indicates
that male prospective teacher and more depressed and anxious than
female prospective teachers.
The other two dimensions Disturbed hunger/sleep and social

withdrawal were not found significantly different between female and
male prospective teachers.
It is evident from the results that a significant difference has been

found in overall Smartphone addiction in female and male prospective
teachers. The t-value is found 2.77(P<0.01). The overall mean of
Smartphone addiction in female prospective teachers is 58.48 (SD
=15.91) and mean of Smartphone addiction in male prospective
teachers is 67.62 (SD=17.45). The null hypothesis “There is no
significant difference in smartphone addiction in female and male
prospective teachers” is rejected. Thus Smartphone addiction is found
higher in male prospective teachers in comparison to Smartphone
addiction in female prospective teachers.
This may be due to comparatively lesser availability of personal

smartphones in female prospective teachers as well as a busier
schedule compared to male counterparts in which academic and
household work is simultaneously managed by the female prospective
teachers. Personal smartphone is readily available to most of the male
prospective teachers as well as idle time due to comparatively lesser
household work responsibilities may provide opportunity for over use
45
of smartphone for entertainment purposes leading to significantly
higher level of Smartphone addiction.

addiction in rural and urban prospective teachers
Table 4.2

teachers based on locality)
Rural (N=39) Urban (N=63)

deviation deviation
Compulsion 20.77 4.96 19.89 4.83 0.89 @
Forgetfulness 5.08 2.00 5.23 1.82 0.41 @
Lack of 5.82 1.86 4.95 1.97 2.21*
attention
Depression 11.10 3.346 10.83 3.52 0.39 @
and anxiety
Disturbed 9.97 3.85 9.01 3.86 1.22 @
Hunger/
sleep
Social 11.05 3.80 10.33 3.80 0.94 @
withdrawal
Total 63.79 17.75 60.25 16.24 1.07 @
significant)
46
Mean score
65
64
63
62 Rural prospective
teachers
61
Urban prospective
60 teachers
59
58
Rural prospective teachers Urban prospective teachers
The results of t test are shown in table 4.2. Smartphone addiction when
assessed at its six dimensions, the results reveal that (Table 4.2.) out of
six dimensions only one dimension Lack of attention has found to be
statistically significant. The t- value for Lack of attention is
2.21(P<0.05).The mean of Lack of attention in rural prospective
teachers (Mean=5.82) is greater than that of mean of lack of attention
in urban prospective teachers (Mean=4.95). This indicates that rural
prospective teachers have greater attention deficit as compared to
urban prospective teachers. This may be due to relatively appealing
nature of Smartphones for Rural prospective teachers as compared to
urban counterparts, as orientation towards smartphones is
considerably recent in rural population attracting their attention.
The other five dimensions Compulsion, Forgetfulness, Depression and

anxiety, Disturbed Hunger/ sleep and Social withdrawal were not found
significantly different between urban and rural prospective teachers.
It is evident from the results that no significant difference has been

found in overall Smartphone addiction in rural and urban prospective
47
teachers. The t-value is found 1.07(P>0.05). The overall mean of
Smartphone addiction in rural prospective teachers is 63.79 (SD =17.75)
and mean of Smartphone addiction in urban prospective teachers is
60.25 (SD=16.24).The null hypothesis “There is no significant difference
in smartphone addiction in rural and urban prospective teachers” is
accepted.
The access to smartphone is no longer limited to urban households,

cheaper internet and high data speed due to launch of 4G and 5G
technologies have made smartphone access a common phenomenon in
rural households and might be leading to comparatively similar
smartphone usage patterns in both rural and urban prospective
teachers.

addiction in prospective teachers studying in aided and self-financed
teacher education institution.
Table 4.3

teachers based on type of institution)
Aided(N=52) Self-financed(N=51)
deviation deviation
Compulsion 19.73 4.29 20.72 5.40 1.04 @
Forgetfulness 5.15 1.91 5.20 1.88 0.11 @
Lack of 4.79 1.98 5.78 1.84 2.64**
48
attention
Depression 10.44 3.66 11.43 3.16 1.47 @
and anxiety
Disturbed 8.83 3.83 9.94 3.86 1.47 @
Hunger/
sleep
Social 10.06 3.61 11.16 3.95 1.48 @
withdrawal
Total 59 14.89 64.23 17.50 1.64 @

significant)
Mean score
65
64
63
62
Prospective teachers
61
studying in Aided TEI
60
59
Prospective teachers
58
studying in Self financed
57 TEI
56
Prospective teachers Prospective teachers
studying in Aided TEI studying in Self financed
TEI
The results of t test are shown in table 4.3.

Smartphone addiction when assessed at its six dimensions, the results
reveal that (Table 4.3) out of six dimensions only one dimension Lack of
attention has found to be statistically significant. The t- value for Lack of
attention is 2.64(P<0.01).The mean of Lack of attention in prospective
49
teachers studying in aided teacher education institution (Mean=4.79) is
less than that of mean of lack of attention in prospective teachers
studying in self –financed teacher education institution (Mean=4.95).
This indicates that prospective teachers studying in self –financed
teacher education institution have greater attention deficit as
compared to prospective teachers studying in aided teacher education
institution.
The other five dimensions Compulsion, Forgetfulness, Depression and

anxiety, Disturbed Hunger/ sleep and Social withdrawal were not found
significantly different between prospective teachers studying in aided
and self-financed teacher education institutions.

found in overall Smartphone addiction in prospective teachers studying
in aided and self-financed teacher education institutions. The t-value is
found 1.64(P>0.05). The overall mean of Smartphone addiction in
prospective teachers studying in aided teacher education institution is
59.00 (SD =14.89) and overall mean of Smartphone addiction in
prospective teachers studying in self-financed teacher education
institution is 64.23 (SD =17.50). Thus null hypothesis “ There is no
significant difference in smartphone addiction in prospective teachers
studying in aided and self-financed teacher education institution” is
accepted.
50
addiction in prospective teachers of arts, commerce and science.
Table 4.4.1
(Descriptive statistics of comparison of smartphone addiction in

prospective teachers based on academic stream of teaching subjects)
ART (N=33) COMMERCE SCIENCE (55)

(15)
DIM MEAN SD MEAN SD MEAN SD
Compulsion 20.48 5.07 19.4 4.32 20.29 4.96
Forgetfulness 5.03 1.79 5.27 2.05 5.13 2.04
Lack of 4.91 1.63 5.40 2.06 5.47 2.12
attention
Depression 10.64 3.08 11.20 3.51 11.03 3.66
and anxiety
Disturbed 9.70 3.63 8.60 3.35 9.40 4.16
Hunger/
sleep
Social 10.48 3.51 10.66 4.29 10.65 3.90
withdrawal
Total 61.24 14.57 60.93 14.60 61.98 18.02
51
Mean score
62.2
62
61.8
61.6 Prospective teachers of
61.4 Arts
61.2
Prospective teachers of
61 Commerce
60.8
60.6
Science
60.4
Prospective Prospective Prospective
teachers of Arts teachers of teachers of
Commerce Science
The descriptive statistics of comparison of smartphone addiction in

prospective teachers based on academic stream of teaching subjects
are shown in table 4.4. It is clear from above table the mean values of
smartphone addiction for prospective teachers of Art , commerce and
science are 61.24 (SD=14.57) , 60.93 (SD=14.60 ) and 61.98 (SD= 18.02)
respectively.
Table 4.4.2
(Inferential statistics of comparison of smartphone addiction in

prospective teachers based on academic streams of teaching subject)
DIM SUM df MEAN F significance

OF SQ sq ratio
Compulsion 12.68 2 6.34 0.26 @
Forgetfulness 0.59 2 0.29 0.08 @
Lack of 6.80 2 3.40 0.88 @
52
attention
Depression 4.56 2 2.28 0.19 @
and anxiety
Disturbed 12.46 2 6.23 0.41 @
Hunger/
sleep
Social 0.67 2 0.33 0.02 @
withdrawal
Total 18.90 2 9.45 0.03 @
significant)
Table 4.4.2 represents inferential statistics of comparison of

smartphone addiction in prospective teachers based on academic
streams of teaching subject based on summary measure of Analysis of
Covariance. Results of ANOVA shows that F value for Smartphone
addiction of all the three streams is 0.03 which is non-significant at
degree of freedom 2 . Hence the null hypothesis “There is no significant
difference in smartphone addiction in prospective teachers of arts,
commerce and science” is accepted.
Smartphone addiction when assessed at its six dimensions the results

(Table 4.4.2.) reveal that all the six dimensions; Compulsion,
Forgetfulness, Lack of attention, Depression and anxiety, Disturbed
Hunger/ sleep and Social withdrawal were not found significantly
different between prospective teachers of arts ,commerce and science.
53
Hypothesis 5: There is no significant difference in general well-being in
female and male prospective teachers.
Table 4.5
(Study and comparison of general well-being in prospective teachers

based on gender)
FEMALE (N=68) MALE(N=35)

DIM MEAN SD MEAN SD t
Physical Well- 10.01 2.05 10.31 2.64 0.63@
being
Psychological 36.32 7.23 37.6 6.62 0.87@
Well-being
Social Well- 25.47 3.06 26.25 3.27 1.21@
being
Happiness 22.90 3.12 21.94 2.90 1.50@
Spiritual Well- 7.54 1.60 7.57 1.68 0.08@
being
Cultural and 8.00 1.51 7.65 1.71 1.04@
Religious
Well-being
Active Life- 18.91 2.40 19.03 2.79 0.22@
style
Positivity 15.63 2.47 14.74 2.73 1.67@
Economical 3.65 1.15 3.86 0.94 0.93@
Independency
54
Self- 17.07 2.83 17.94 2.30 1.57@
awareness
Family 7.76 1.34 7.23 1.93 1.65@
relations
Environmental 7.82 1.79 7.23 1.91 1.56@
adjustment
TOTAL 181.10 16.80 181.37 15.19 0.08@
significant)
Mean Score
181.4
181.35
181.3
181.25
181.2 Female prospective
181.15 teachers
181.1 Male prospective
181.05 teachers
181
180.95
Female prospective Male prospective
teachers teachers
The results of t test are shown in table 4.5. General Well-being when
assessed at its twelve dimensions the results (Table 4.5.) reveal that all
the twelve dimensions; Physical Well-being ,Psychological Well-being,
Social Well-being, Happiness, Spiritual Well-being, Cultural and
Religious Well-being, Active Life-style, Positivity, Economical
Independency, Self-awareness , Family relations and Environmental
55
adjustment were not found significantly different between female and
male prospective teachers.
It is evident from the results that a significant difference has been

found in overall General Well-being in female and male prospective
teachers. The t-value is found 0.08 (P>0.05). The overall mean of
Smartphone addiction in female prospective teachers is 181.10 (SD
=16.80) and mean of Smartphone addiction in male prospective
significant difference in General Well-being in female and male
prospective teachers” is accepted.

rural and urban prospective teachers
Table 4.6
(Study and Comparison of general well-being in prospective teachers

based on locality)
RURAL (N=39) URBAN(64)

DIM MEAN SD MEAN SD t
Physical Well- 10.64 2.45 9.80 2.09 1.86
being @
Psychological 37.02 6.31 36.59 7.47 0.30
Well-being @
Social Well- 25.18 3.35 26.08 2.98 1.42
being @
Happiness 22.61 2.90 22.55 3.19 0.11
56
@
Spiritual Well- 7.69 1.28 7.47 1.80 0.68
being @
Cultural and 7.61 1.68 8.05 1.50 1.35
Religious @
Well-being
Active Life- 18.95 2.75 18.95 2.41 0.01
style @
Positivity 15.38 2.40 15.30 2.70 0.17
@
Economical 3.56 1.14 3.81 1.05 1.12
Independency @
Self- 17.18 2.76 17.48 2.65 0.56
awareness @
Family 7.46 1.65 7.65 1.53 0.61@
relations
Environmental 7.23 1.95 7.86 1.74 1.69@
adjustment
TOTAL 180.54 15.63 181.59 16.64 0.32@
significant)
57
Mean score
181.8
181.6
181.4
181.2
181 Rural prospective
180.8 teachers
180.6 Urban prospective
180.4 teachers
180.2
180
Rural prospective Urban prospective
teachers teachers
The results of t test are shown in table 4.6.General Well-being when

assessed at its twelve dimensions the results (Table 4.6.) reveal that all
the twelve dimensions; Physical Well-being ,Psychological Well-being,
Social Well-being, Happiness, Spiritual Well-being, Cultural and
Religious Well-being, Active Life-style, Positivity, Economical
Independency, Self-awareness , Family relations and Environmental
adjustment were not found significantly different between rural and
urban prospective teachers.

found in overall General Well-being in rural and urban prospective
teachers. The t-value is found 0.32 (P>0.05). The overall mean of
Smartphone addiction in rural prospective teachers is 180.54 (SD
=15.63) and mean of Smartphone addiction in urban prospective
significant difference in General Well-being in rural and urban
prospective teachers” is accepted.
58
education institutions.
Table 4.7
(Study and comparison of general well-being in prospective teachers

based on type of institution)
AIDED (N=52) Self-financed (N=51)

DIM MEAN SD MEAN SD T
Physical Well- 10.15 2.41 10.08 2.12 0.17 @
being
Psychological 38.67 7.07 34.80 6.48 2.89**
Well-being
Social Well- 26.15 2.93 25.31 3.32 1.36 @
being
Happiness 22.27 3.31 22.88 2.80 1.01 @
Spiritual Well- 7.63 1.86 7.47 1.35 0.51 @
being
Cultural and 7.96 1.75 7.80 1.40 0.50 @
Religious
Well-being
Active Life- 18.96 2.36 18.94 2.71 0.04 @
style
Positivity 14.94 2.89 15.72 2.17 1.55 @
59
Economical 3.98 0.90 3.45 1.20 2.53*
Independency
Self- 17.75 2.71 16.98 2.63 1.46 @
awareness
Family 7.54 1.66 7.63 1.50 0.29 @
relations
Environmental 7.44 1.90 7.80 1.78 1.00
adjustment @
TOTAL 183.46 16.25 178.88 15.97 1.44 @

significant)
Mean score
184
183
182
181 Prospective teachers
180 studying in Aided TEI
179
178 Prospective teachers
studying in Self financed
177
TEI
176
Prospective teachers Prospective teachers
studying in Aided TEI studying in Self
financed TEI
The results of t test are shown in table 4.7. General Well-being when
assessed at its twelve dimensions the results (Table 4.7.) reveal that out
of twelve dimensions only two dimensions Psychological Well-being
and Economical Independency are found statistically significant. The t
60
value of Psychological Well-being is 2.89(P<0.01).The mean value of
Psychological well-being in prospective teachers studying in aided
teacher education institutions (Mean=38.67) is greater than the mean
value of Psychological well-being in prospective teachers studying in
self-financed teacher education institutions (Mean=34.80). This implies
that prospective teachers studying in aided teacher education
institution are psychologically healthier than their counterparts
studying in self-financed teacher education institutions. The t value of
Economical independency is 2.53(P<0.05). The mean value of
Economical independency in prospective teachers studying in aided
teacher education institutions (Mean=3.98) is greater than the mean
value of Economical independency in prospective teachers studying in
self-financed teacher education institutions (Mean=3.45). This implies
that prospective teachers studying in aided teacher education
institution are economically more independent than their counterparts
studying in self-financed teacher education institutions.
The other ten dimensions Physical Well-being , Social Well-being,

Happiness, Spiritual Well-being, Cultural and Religious Well-being,
Active Life-style, Positivity, Self-awareness , Family relations and
Environmental adjustment were not found significantly different
between prospective teachers studying in aided and self-financed
teacher education institutions.

found in overall General well-being in prospective teachers studying in
aided and self-financed teacher education institutions. The t-value is
found 1.44(P>0.05). The overall mean of General Well-being in
61
prospective teachers studying in aided teacher education institution is
183.46 (SD =16.25) and overall mean of General Well-being in
prospective teachers studying in self-financed teacher education
institution is 178.88 (SD =15.97). Thus null hypothesis “There is no
significant difference in General well-being in prospective teachers
studying in aided and self-financed teacher education institution” is
accepted.
Hypothesis 8: There is no significant difference in General Well-being

in prospective teachers of arts, commerce and science.
Table 4.8
(Descriptive statistics of comparison of general well-being in

ART (N=33) COMMERCE SCIENCE(N=55)

(15)
DIM MEAN SD MEAN SD MEAN SD
Physical Well- 10.21 2.52 10.47 2.42 9.96 2.08
being
Psychological 34.79 6.73 38.93 4.63 37.34 7.53
Well-being
Social Well- 25.27 3.02 26.33 2.53 25.85 3.36
being
Happiness 22.33 3.33 22.13 3.72 22.83 2.73
Spiritual Well- 7.45 1.70 7.40 2.16 7.65 1.41
being
62
Cultural and 8.03 1.49 7.40 1.92 7.93 1.54
Religious
Well-being
Active Life- 19.42 2.34 18.47 3.36 18.80 2.38
style
Positivity 15.36 2.23 14.73 3.33 15.47 2.57
Economical 3.45 1.15 3.93 0.80 3.82 1.11
Independency
Self- 17.18 2.71 18.07 2.09 17.30 2.83
awareness
Family 7.33 1.78 7.20 1.78 7.83 1.36
relations
Environmental 7.97 1.60 7.33 1.68 7.49 2.02
adjustment
TOTAL 178.82 16.05 182.40 16.93 182.29 16.23
Mean score
183
182
181 Prospective teachers of

180 Arts
179 Commerce
178 Prospective teachers of
Science
177
Prospective Prospective Prospective
teachers of Arts teachers of teachers of
Commerce Science
63
The descriptive statistics of comparison of general well-being in
prospective teachers based on academic stream of teaching subjects
are shown in table 4.8.1. It is clear from above table the mean values of
general well-being for prospective teachers of Art , commerce and
science are 178.82 (SD=16.05) , 182.40 (SD=16.93) and 182.29
(SD=16.23 ) respectively.
Table 4.8.2
(Inferential statistics of comparison of general well-being in

DIM SUM OF df MEAN F SIGN.

SQ SQ RATIO
Physical Well- 3.4262 2 1.7131 0.33 @
being
Psychological 218.0472 2 109.0236 2.26 @
Well-being
Social Well- 13.2072 2 6.6036 0.67 @
being
Happiness 8.6099 2 4.305 0.45 @
Spiritual Well- 1.2381 2 0.6191 0.23 @
being
Cultural and 4.3232 2 2.1616 0.86 @
Religious
Well-being
Active Life- 12.1633 2 6.0817 0.95 @
64
style
Positivity 6.4979 2 3.249 0.48 @
Economical 3.538 2 1.769 1.51 @
Independency
Self- 8.7927 2 4.3964 0.6 @
awareness
Family 7.7879 2 3.894 1.59 @
relations
Environmental 6.1845 2 3.0923 0.91 @
adjustment
TOTAL 274.262 2 137.131 0.52 @
significant)
Table 4.8.2 represents inferential statistics of comparison of general

well-being in prospective teachers based on academic streams of
teaching subject based on summary measure of Analysis of Covariance.
Results of ANOVA show that F value for General well-being of all the
three streams is 0.52 which is non-significant at degree of freedom 2.
Hence the null hypothesis “There is no significant difference in general
well-being in prospective teachers of arts, commerce and science” is
accepted.
General Well-being when assessed at its twelve dimensions the results

(Table 4.8.2.) reveal that all the twelve dimensions; Physical Well-being
,Psychological Well-being, Social Well-being, Happiness, Spiritual Well-
being, Cultural and Religious Well-being, Active Life-style, Positivity,
Economical Independency, Self-awareness , Family relations and
65
Environmental adjustment were not found significantly different
between prospective teachers of art ,commerce and science.
Hypothesis 9: There is no significant correlation between smartphone

addiction and General Well-being of prospective teachers
Table 4.9
(Study of relationship between smartphone addiction and general

well-being of prospective teachers)
Variable N Mean Standard Correla df Result

deviation tion (r)
Smartphone 103 61.59 16.37 -0.479 101 Negative
addiction correlation
General 181.1 16.20
Well-being 9
The results of linear correlation and regression are shown in table 4.9.
The mean smartphone addiction of prospective teachers are 61.59 (SD=
16.37) and the mean value of general well-being of prospective
teachers are 181.19(SD=16.20). The coefficient of correlation obtained
between smartphone addiction and General well-being is -0.479 and t-
value obtained is 5.48 which is significant at 0.01 level of significance.
Thus null hypothesis “There is no significant relationship between

smartphone addiction and General Well-being of prospective teachers”
is rejected. Highly significant negative correlation has been found
between Smartphone addiction and General well-being of prospective
66
teachers. This implies that if there is higher smartphone addiction in
prospective teachers then general well-being will be lower in them. If
there is lower smartphone addiction in prospective teachers then
general well-being will be higher in them.
67
CHAPTER-V
FINDINGS, CONCLUSIONS AND SUGGESTIONS
Today the impact of technology can be seen in every human endeavour

and education is one of such endeavours. The quality of education is
dependent on teachers, their quality and commitment which highly
relates to the quality of teacher education and training a prospective
teacher receives. Digital technology has become integral part of teacher
education program ever since the advent of COVID-19 pandemic which
made face to face classroom interaction impossible. The trend of online
teacher education came into existence which benefited both teacher
educators and student-teachers. But technology being a double edged
sword also created issues like smartphone addiction effecting the well-
being of trainee –teachers. Taking this into account, the researcher felt
the need to study level of smartphone addiction and general well-being
of prospective teachers, for which 103 student-teachers of B.Ed. from
Bareilly city were selected.
The study has yielded some interesting and important results. Some of
the hypotheses have been rejected while some others were accepted.
The results of study show a negative relationship between smartphone
addiction and general well-being of prospective teachers.
68
5.1 FINDINGS AND CONCLUSIONS
Following conclusions can be drawn from present study.
1) First null hypothesis that there is no significant difference in

smartphone addiction in female and male prospective teachers
was rejected. Significant difference was found in smartphone
addiction levels of female and male prospective teachers. The
overall mean of Smartphone addiction in female prospective
teachers is 58.48 (SD =15.91) and mean of Smartphone addiction
in male prospective teachers is 67.62 (SD=17.45). Thus
Smartphone addiction is found higher in male prospective
teachers in comparison to Smartphone addiction in female
prospective teachers.
2) The null hypothesis that there is no significant difference in
smartphone addiction in rural and urban prospective teachers
was accepted. No significant difference was found in overall
Smartphone addiction in rural and urban prospective
teachers.The overall mean of Smartphone addiction in rural
prospective teachers is 63.79 (SD =17.75) and mean of
Smartphone addiction in urban prospective teachers is 60.25
(SD=16.24).
smartphone addiction in prospective teachers studying in aided
and self-financed teacher education institution was accepted. No
significant difference has been found in overall Smartphone
addiction in prospective teachers studying in aided and self-
financed teacher education institutions. The overall mean of
69
Smartphone addiction in prospective teachers studying in aided
teacher education institution is 59.00 (SD =14.89) and overall
mean of Smartphone addiction in prospective teachers studying
in self-financed teacher education institution is 64.23 (SD
=17.50).
smartphone addiction in prospective teachers of arts, commerce
and science was accepted. No significant difference in
smartphone addiction was found in prospective teachers of arts,
commerce and science. The mean values of smartphone
addiction for prospective teachers of Art, commerce and science
are 61.24 (SD=14.57), 60.93 (SD=14.60) and 61.98 (SD= 18.02)
respectively.
general well-being in female and male prospective teachers was
accepted. No significant difference has been found in overall
General Well-being in female and male prospective teachers. The
overall mean of Smartphone addiction in female prospective
teachers is 181.10 (SD =16.80) and mean of Smartphone
addiction in male prospective teachers is 181.37 (SD=15.19).
general well-being in rural and urban prospective teachers was
accepted. No significant difference has been found in overall
General Well-being in rural and urban prospective teachers. The
overall mean of Smartphone addiction in rural prospective
teachers is 180.54 (SD =15.63) and mean of Smartphone
addiction in urban prospective teachers is 181.59 (SD=16.64).
70
general well-being in prospective teachers studying in aided and
self-financed teacher education institutions was accepted. No
significant difference has been found in overall General well-
being in prospective teachers studying in aided and self-financed
teacher education institutions. The overall mean of General Well-
being in prospective teachers studying in aided teacher
education institution is 183.46 (SD =16.25) and overall mean of
General Well-being in prospective teachers studying in self-
financed teacher education institution is 178.88 (SD =15.97).
General Well-being in prospective teachers of arts, commerce
and science was accepted. No significant difference has been
found in General Well-being of prospective teachers of Arts
commerce and science. The mean values of general well-being
for prospective teachers of Art, commerce and science are
178.82 (SD=16.05), 182.40 (SD=16.93) and 182.29 (SD=16.23)
respectively.
9) The null hypothesis that there is no significant correlation
between smartphone addiction and General Well-being of
prospective teachers was rejected. Highly significant negative
correlation has been found between Smartphone addiction and
General well-being of prospective teachers. The mean value of
smartphone addiction of prospective teachers is 61.59 (SD=
16.37) and the mean value of general well-being of prospective
teachers is 181.19(SD=16.20). The coefficient of correlation
71
obtained between smartphone addiction and General well-being
is -0.479.
Thus, the present study leads to the conclusion that gender

significantly affects smartphone addiction – male prospective
teachers are found more smartphone addicted in comparison to
female prospective teachers, whereas Locality , Institution
type(Aided and Self-financed) and academic streams of teaching
subjects (Arts, Commerce and Science) had no significant effect on
smartphone addiction of prospective teachers. It also concludes that
General Well-being of prospective teachers is not affected by
Gender (Female and Male), Locality, Teacher education Institution
type (Aided and Self-financed) and academic streams of teaching
subjects (Arts, Commerce and Science). And finally it concludes that
Smartphone addiction is negatively related to General well-being in
prospective teachers.
5.2 EDUCATIONAL IMPLICATIONS
1) Digital technology, online learning and smartphones though have

become integral part of education but they can’t replace the
experience, authenticity of knowledge and pedagogical skills of a
teacher. This study reiterates the relevance of face to face
teacher-student interaction and continued importance of
teachers in the teaching –learning process.
2) It also reiterates the need of tackling the problem of smartphone
addiction in student- teachers and calls for diagnostic and
remedial measures to be taken up various stakeholders in
72
education namely policy makers, curriculum planners
,Government, teacher- educators , society and prospective –
teachers.
3) Teacher education curriculum must be revised according to the
needs of today and must include subjects, and concepts to curb
the addiction towards digital technology. The prospective
teachers with training in digital detox will be better able to
handle the smartphone addiction of their students.
4) Activity based teacher education programmes are the need of
the hour for the pre-service training of prospective teachers.
Activities like social work and field work which involves going into
the field and interact with people will take care of moulding the
social aspects of personality, reducing isolation and dependency
on smartphones and promoting social well-being, physical well-
being and mental well-being in prospective teachers.
5) Imparting TPACK (technological pedagogical content knowledge )
in teacher –education programmes is also the need of the hour
for reducing the misuse of smartphone technology for only
entertainment purposes and promoting wise use of smartphone
technology to make teaching –learning more effective by
development of technological skills for accessing authentic and
quality content and developing the pedagogical skills and
competencies for delivering such content through the judicious
use of technology.
6) The well-being of prospective teachers cannot be ignored as they
are the future nation builders .The study also calls for provision
of guidance and counselling for prospective teachers.
73
5.3 SUGGESTIONS FOR FURTHER STUDIES
1) This study can be conducted by taking large sample size so that
the findings can be applied to a larger population.

2) This study can be extended to student-teachers enrolled in
primary pre- service teacher education programmes such as
D.El.Ed and B.El.Ed.
3) Study can also be done to ascertain the level of smartphone
addiction and general well- being of trainee teacher –educators.
4) A comparative study can be conducted to find the level of
smartphone addiction and general well-being of academic
graduation courses and professional courses.
5) A study can be conducted to ascertain the effects of certain
demographic variables such as family income and family type
(joint family and nuclear family) on smartphone and general well-
being.
74
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DESSERTATION

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DESSERTATION

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CHAPTER - I

Education has long been recognized as a cornerstone of human

In today's interconnected world, education plays a pivotal role in a

The primary objectives of teacher education are to elevate the

21st century is the age of digital technology. Technology is playing a

Mobile learning has also emerged as a technological achievement and

The continuous improvement in technology leading to variety of

The evolution of smartphones can be traced back to the mid-1990s

Another significant milestone was the launch of the Android operating

In addition to the evolution of smartphones, the other technology

Smartphone manufacturing companies are in stiff competition,

As the evidence and history of smartphone evolution suggest,

Apart from the general features of mobile phone, Smartphone

a. Use of Video calls- The most significant transition to the digitally

b. Use of digital maps- Smartphone allows the user to access the

c. Use of e-learning portals/website- The plethora of information

d. Use of e-shopping sites- The Smartphone has enabled an individual

e. Use of e- banking- The extensive use of Smartphone has also

f. Use of Social Networking Sites to promote skills- Regardless of the

g. Easy access to entertainment- The multidimensional features

i. Use of smartphones in teaching-learning-Technology is powerful and

1. Use of Audio Recording Feature

2. Live Polling Tools

4. Chat and Online Discussion Forums

Lecturers can exploit the group chat features of mobile devices to

COVID-19 had a significant effect on education and training. As almost

This new lifestyle enforced by staying at home and under quarantine

At present there is no common and universally accepted definition of

Teachers are at the forefront of educational institutions, responsible for

The idea of well-being emerged from the field of positive psychology,

It is characterized by the synthesis of both positive emotional states

Well-being has been linked to success at professional, personal, and

General well-being as a construct pertains to the balanced operation of

1.2 NEED AND SIGNIFICANCE OF STUDY

Most of the researches related to this area of study have been

In Indian tradition a teacher is given a place next to God. He is known as

Educators face numerous challenges, from managing diverse

Smartphone addiction is such a widespread problem that it is no longer

1.3 STATEMENT OF THE PROBLEM

“A study of smartphone addiction and general well-being in

Addiction usually refers to compulsive behaviour that leads to negative

General Well-being includes human strengths and positive

Prospective teachers refer to those individuals who are enrolled in pre-

1.5 OBJECTIVES OF THE STUDY

Following are the objectives of the study:

1. To study and compare Smartphone addiction in prospective teachers

2. To study and compare Smartphone addiction in prospective teachers

3. To study and compare smartphone addiction in prospective teachers

5. To study and compare General well-being in prospective teachers

6. To study and compare General well-being in prospective teachers

7. To study and compare general well-being in prospective teachers

8. To study and compare general well-being in prospective teachers

9. To study relationship between smartphone addiction and general

1.6 HYPOTHESIS OF THE STUDY

Many hypothesis are constructed to streamline the study of work

According to Kerlinger (1986), “A Hypothesis is a conjectural statement

Keeping this definition in mind the following hypotheses have been

H 2: There is no significant difference in smartphone addiction in rural

H 3: There is no significant difference in smartphone addiction in

H 4: There is no significant difference in smartphone addiction in

H 5: There is no significant difference in general well-being in female

H 6: There is no significant difference in general well-being in rural and

H 7: There is no significant difference in general well-being in

H 8: There is no significant difference in General Well-being in