EXPLORING THE PERCEIVED INFLUENCE OF MOBILE DEVICES ON GRADE

8 STUDENT LEARNING HABITS

In Partial Fulfillment
Of the Requirements for the subject
Practical Research I

By

SILVER FEB A. BALBES

MAY 2024
 CHAPTER 1

The Problem

Introduction

The widespread use of mobile devices, such as tablets and smartphones, has changed

how people learn in recent years, and this has an impact on grade 8 children as well. These

gadgets, which provide students with access to a multitude of knowledge, educational

applications, and communication tools, have become an essential part of their lives. Ongoing

research and discussion, however, center on the apparent impact of mobile devices on

students' study habits.

Given the ever-changing nature of technology and its consequences for educational

practices, it is imperative to comprehend how mobile devices affect the learning habits of

eighth-grade students. Understanding the context and history of mobile device use in the

classroom is crucial to understanding the current situation.

The number of mobile devices has skyrocketed over the last ten years, with a large

proportion of people owning smartphones or tablets worldwide. Naturally, this increase in

ownership has spread to educational environments as well, as mobile devices are now

incorporated into teaching and learning procedures and have become commonplace in
classrooms. Concerns and queries concerning how students' use of mobile devices affects

their study habits have been brought up by this integration.

Numerous investigations have looked into the connection between learning outcomes

and mobile device use. According to certain academics, mobile devices present special

chances for tailored and interactive learning experiences that increase motivation and

engagement among students. They contend that mobile devices can improve learning habits

by facilitating collaboration, improving information access, and offering immediate feedback.

Other research, however, has brought attention to possible disadvantages of using

mobile devices. According to these research, students' attention spans, focus, and general

study habits may be adversely affected by excessive screen use, multitasking, and diversions

from social media and entertainment apps. Investigating these contradictory results and

determining the perceived impact of mobile devices on the study habits of eighth-grade

students is crucial.

It is obvious that a thorough investigation is required to determine how students in

Grade 8 perceive the influence of mobile devices on their study habits, given the high

prevalence of these gadgets among them and the many viewpoints regarding their effects.

The purpose of this study is to clarify the connection between Grade 8 students' mobile

device use and their learning habits. The results will be insightful for parents, legislators, and

educators.

This research aims to add to the body of knowledge in educational technology by

analyzing the background, history, and current research on mobile device usage. It also aims

to provide guidance for the creation of efficient plans for utilizing mobile devices to improve

learning outcomes while reducing potential drawbacks. The ultimate goal of this research is

to give educators and stakeholders evidence-based suggestions on how to best utilize mobile

devices in Grade 8 classrooms and encourage students to develop good study habits.
Statement of the Problem

This study tries to answer the following questions:

1. What are the understanding about the ubiquitous of mobile devices by students

influence their learning habits.

2. How to access mobile devices provide students with instant access to a vast

amount information.

3. How to enhanced collaboration mobile devices facilitate communication and

collaboration among students.

Scope and Delimitation of the Study

This study is limited to the perceptions of 15 respondents on exploring the perceived

influence of mobile devices on grade 8 student learning habits at Kibatang National High

School, school year 2023-2024.

Significance of the Study

The following are the significance of the study:

For the students. This study can contribute to the development of self-awareness and self-

regulation skills among grade 8 students. By exploring the perceived influence of mobile

devices on their learning habits, students can gain insights into how technology impacts their

focus, attention, productivity, and overall academic performance. This awareness can

empower them to make conscious decisions about their device usage and develop effective

self-regulation strategies. They can learn to manage distractions, set boundaries, and create a

conducive learning environment that maximizes their learning potential. This self-awareness

and self-regulation can extend beyond grade 8 and positively influence their lifelong learning

habits and digital citizenship skills.

For the parents. This study offers parents valuable insights into how mobile devices

influence their grade 8 child's learning habits, including concentration, information

processing, study routines, and academic performance. With this knowledge, parents can

guide and support their child in responsibly using devices for educational purposes. They can

engage in open discussions, set appropriate screen time limits, and establish a balanced

approach to technology at home. This understanding enhances parental involvement and

fosters a supportive learning environment for their child both in and out of the classroom.

For the teachers. This study provides teachers with insights into how mobile devices affect

grade 8 students' learning habits, including concentration, engagement, and information

processing. This understanding enables teachers to make informed decisions about

integrating technology into their instruction. They can design lessons that use mobile devices

to enhance engagement, foster interactive learning, and provide access to educational

resources. Moreover, teachers can develop strategies to address distractions and support

responsible device use. By adapting instructional practices based on these insights, teachers

create a more effective and engaging learning environment for grade 8 students.
For the school. For future researchers this study helps them realize its potential to inform

school policies by providing insights into the perceived influence of mobile devices on grade

8 students' learning habits, helping schools develop guidelines that promote responsible

device use while maximizing educational benefits.

For the future Researcher. This study provides a foundation for future research in mobile

learning, suggesting targeted studies on the impact of mobile devices on specific courses,

grade levels, and learning environments.

Definition of Terms

To have a common understanding of the terms used in this study, the following were

defined operationally.

Exploring. Refers to the act of investigating, examining, or discovering something

new or unfamiliar. It involves venturing into unknown territories, whether physically,

intellectually, or emotionally, with a curious and open-minded approach. Exploring often

involves seeking knowledge, experiences, or possibilities beyond what is already known or

familiar.

Perceived. Perceived refers to the act of sensing, observing, or becoming aware of

something through the senses or mental processes. It involves the interpretation and

understanding of sensory information or stimuli by an individual's perception or subjective

experience. Perception plays a crucial role in shaping our understanding of the world and

influences how we interpret and react to our surroundings.

 Influence. Refers to the power, effect, or impact that one person, thing, or idea has on

another. It involves the ability to shape or alter someone's beliefs, attitudes, behaviors, or

decisions. Influence can be exerted through various means such as persuasion, leadership,

example-setting, or the use of authority.

Mobile devices. Are portable electronic devices that are designed for communication,

information retrieval, and various other functions while on the move. These devices, such as

smartphones and tablets, are typically small in size, lightweight, and equipped with wireless

connectivity capabilities, enabling users to access the internet, make phone calls, send

messages, and run a wide range of applications. Mobile devices have become integral to

modern life, providing convenience, connectivity, and access to a multitude of services and

resources.

Learning habits. Refer to the behaviors, routines, and practices that individuals

develop to facilitate effective learning and knowledge acquisition. They encompass strategies

and approaches that enhance comprehension, retention, and application of information.

Learning habits can include setting specific goals, managing time effectively, engaging in

active learning techniques, seeking clarification when needed, and reflecting on one's

progress and understanding.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Effect of mobile learning on students

In recent years, educators have been using a wide range of technological opportunities to

improve students' engagement in the educational process. Information and communications

technology (ICT) has penetrated daily life, and researchers and practitioners are continuing

their attempts to find ways to implement ICT in education (Dudin et al., 2017; Basak et al.,

2018). Teaching foreign languages can be viewed as one of the suitable areas of education. In

particular, the traditional learning environment focused on the teacher has transformed into

individual self-directed learning. It calls for new methods of learning such as mobile learning

for studying foreign languages.

Research statistics (Hwang and Tsai, 2011; Persaud and Azhar, 2012; Bukharaev and

Wisam Altaher, 2017) allow us to state the high potential for the development of mobile

communications and, as a result, predict the popularity of mobile learning. At present, the

algorithm of consumer behavior of young people receiving higher education is changing

already (Gladilina et al., 2022). They are increasingly actively shaping their educational

trajectories using the mobile Internet as an additional resource for learning and self-education

(Kukulska-Hulme, 2013).
 One of the most important advantages of mobile learning is that its application leads

to increased involvement and more efficient and accelerated assimilation of the necessary

skills and abilities (Tyurikov et al., 2021). With traditional methods of education, teachers,

for example, often need to develop methodological material focused on various situations of

interaction between students. The presence of a smartphone, the Internet, and various web

resources significantly simplifies the work for the teacher in terms of preparing

methodological material and creating the opportunity for students to study and communicate

at the same time (Miangah and Nezarat, 2012; Sergeeva et al., 2021). The use of mobile

devices in the context of a student group facilitates joint activities and student/student,

student/teacher, and student/group interaction (Gillies, 2016). According to Saccol et

al. (2010), mobile devices erase the barriers between students and the teacher, are used to

jointly develop educational content, increase its availability, update and generate the content

of the training course, and help personalize students' obligations.

Today, almost every student has at least one universal (multifunctional) gadget with a

set of applications, which allows us to conclude that it is impossible to get around the trend of

mobile learning in the modern world (Pechenkina, 2017).

Of interest is the question of whether the use of tools available to students, such as

mobile devices, will increase the effectiveness of learning a foreign language and also have a

positive impact on academic performance. Moreover, in our opinion, it is also necessary to

consider the national characteristics of information perception by Kazakh students, for whom

not textual but audiovisual learning formats are preferable (Ramazanova et al., 2022).

In connection with the foregoing, the study problem is to determine the positive

impact of the functional aspects of the mobile form of education on the personal and

academic aspects of learning a foreign language.

 We believe that mobile learning is not widespread in Kazakhstan, and there are not

enough methodological approaches and scientific research that would help teachers develop

their own foreign language teaching programs for mobile learning. In this regard, the

scientific novelty of the study lies in the fact that it analyzes the influence of such factors as

ubiquity, content, interactivity, self-efficacy, academic performance motivation, and

perceived satisfaction and usefulness, which will help teachers in Kazakhstan to more

actively implement mobile learning, especially under certain restrictions (e.g., during the

lockdown caused by the spread of COVID-19).

When analyzing studies on various aspects of the problem, we focus on studies on the

essence of mobile learning and the role of mobile technologies in organizing indirect

communication necessary for the implementation of the educational process, as well as the

use of mobile technologies in the educational process, including learning foreign languages.

This will allow us to build a model for studying the relationship between academic

performance and perceived satisfaction in the process of mobile learning.

Mobile devices, as one of the forms of modern technologies, invariably attract the

attention of researchers (Henderson et al., 2013; Sung et al., 2016), according to whom the

combination of e-learning, m-learning, mobile devices, and wireless Internet made learning a

foreign language independent of location and time constraints. In our opinion, mobile

learning integrates unique features such as ubiquity, self-control, mobility, interactivity,

personalization, and accessibility. Let us take a closer look at these components.

Generally speaking, mobile learning implies e-learning using mobile devices and

wireless networks (Vázquez-Cano, 2014). However, researchers pay more attention to the

possibilities of distance learning for students. According to Liu et al. (2010), mobile learning

refers to any kind of learning that occurs when the student does not have a fixed,
predetermined place or learning that occurs when the student uses the capabilities of the

offered mobile technologies for learning, which, in our opinion, became especially important

during the period of restrictions caused by the spread of COVID-19.

The use and effect of smartphones in students

The emergence of Information and Communication Technology (ICT) and internet

facilities have drastically affected almost every facet of human life. Currently, it is greatly

evident in the way of teaching and learning. Nowadays, smartphones have become a part of

every person’s life. Globally, “People around the world have adopted this new and exciting

technology as one of the most important required facility in their everyday life” (Fawareh &

Jusoh, 2017, p.1). Globally, the explosion of smartphones and its related devices has greatly

transformed teaching and learning in developed nations where developing nations are not the

exception (Tagoe, 2014). The proliferation of these facilities has changed the style of learning

whereby students or learners no more solely depend on paper-based materials. The

introduction of the internet led to the emergence of smartphones which enables learning to

take place irrespective of the geographical location or period of time. Arguably, smartphones

came to the scene to replace the works of the camera, video recorders, digital watches, etc.

For instance, it is becoming so rare for an individual to purchase a digital camera for personal

use except for commercial purposes, and the extent at which people yearn for digital watches

has reduced as a result of the introduction of smartphones. In effect, it becomes redundant for

one to purchase such gadgets which can be found in smartphones. Fawareh and Jusoh (2017)

postulated that having a smartphone is like having a tiny computer in a pocket. It is blatant

that, the potency of smartphone is not only meant for placing of calls and receiving of calls.

Usually, there are amazing features such as for browsing, chec king health status, sending and

receiving emails, watching videos, listening to music, chatting, sharing photos, videos and other 3

documents, to mention but a few. No wonder there is an exponential use of social media as a result
of the emergence of the smartphone. According to Masiu & Chukwuere (2018), in the 21st century,

smartphones have vastly increased due to its exciting features such as accessing emails, biometric,

accessing social media platform and many more. According to technopedia (2019) “A smartphone is

a mobile phone with highly advanced features. A typical smartphone has a high-resolution touch

screen display, WiFi connectivity, Web browsing capabilities, and the ability to accept sophisticated

applications.” Ebiye (2015) regards a smartphone as a smart device used for fast access to

knowledge, geared towards students achieving their teaching and learning and academic research

objectives. The dramatic growth of smartphone users has also increased the growth of social media

users. Also, in a report from the International Telecommunication Union, it was indicated that about

60% of the world’s population has access to mobile phones (ITU, 2008 as cited in Sarfoah, 2017). In

the same report, it is interesting to note that there are more mobile phone users in the developing

nations as compared to the advanced ones (Henry & Quansah, 2013), which means, developing

countries utilize smartphones the more. Among the developing countries, Malaysia has the highest

use of smartphone where “(55%) of Malaysians use their mobiles to listen to music, half (50%) play

online games and almost seven out of ten (67%) Malaysians watch online videos on their phones.” In

the works of (Assabi, 2012 as cited by Quist and Quarshie, 2016), it was reported that as at

2013/2014 growth estimate, Ghana was placed on the 14th position by the World Bank in the Top 4

29 countries with the highest growth in the adopting mobile phones and ICT technology. In the same

study, the author postulated that developing nations in Africa are adopting mobile technology and

its related ICT infrastructure at an increasing rate. Currently, the use of smartphones performs

phenomenal roles as far as teaching and learning are concerned. For instance, students can access

their lecture materials on their smartphones, quickly access information online to meet their

information needs via learning management systems, access academic databases, and a website to

mention but a few. This was evident in the works of Masiu & Chukwuere (2018) where it was stated

that “The smartphone has also made students’ lives easier, as they can access their school

information on the gadget through electronic learning (e-learning), and mobile learning (m-
learning).” The development of smartphone keeps on evolving as human lives keep evolving. Due to

the varying needs, demand, and taste of smartphone users, the new version comes frequently with

additional features (Alfawareh & Jusoh, 2014). The use of smartphones in learning has become the

latest trend in higher education where an individual may not necessarily need a computer set to

access electronic learning materials. The phenomenal roles of the smartphone in learning have been

revealed by numerous authors such as in the works of Valk, Rashid, & Elder (2010), that,

smartphones have made learning more flexible, easy and have helped to reduce the ultimate

inherent conventional classroom learning. For instance, a smartphone makes it possible for students

to access educational materials at any time, anywhere and it is highly cost-effective since this

opportunity is just a function of smartphones. Kumar (2011) also brought to bear that smartphone

users are able to download recorded online lectures, and electronic books to enhance learning.

According to Norries et al. (2011), smartphones 5 do not only enable students to access and read

materials, but also, they can take pictures of abstract concepts that are taught in class with the

camera on their smartphones so that they can relate them with concrete ideas at a later date,

mostly in distance education. The significant progression in technology has brought about

tremendous benefits in human life especially in the area of teaching and learning. “Smartphones, the

Internet-enabled devices incorporated with computer applications and software, are among the

eminent breakthroughs in this latest century” (Foen, Hassan, Nor, Malek, 2017). Most educators

have adopted the use of smartphones for teaching due to its perceived usefulness such as

affordability, flexibility, readiness, popularity and other practical functions (Ismail, Bokhare, Azizan,

& Azman, 2013; Pullen, Swabey, Abadooz, & Sing, 2015). According to Groupe Speciale Mobile

Association (GSMA) (2015), “half of the world’s population have a mobile subscription with

smartphone adoption already reaching critical masses in developed markets.” In as much as there is

a sprout in the use of smartphones among students at the tertiary level, “the extent to which this

technology has contributed to their academic achievement is still inconclusive.” In the case of

Malaysia, students were not ready for mobile learning. Hence, the use of a smartphone is not used
for learning. In works of Woodcock et al. (2012), it was demonstrated that students were always

found using their phones for playing games and other leisure activities more than for learning.

According to the researchers own preliminary investigation, it was noted that despite the

remarkable benefits of the smartphone in learning, students mostly use a smartphone on social

media platforms such as Facebook, WhatsApp, Instagram, twitter, snapchat, tango, rather using it

for educational purposes.

The effect of its presence on learning and memory

Smartphones are a popular communication form worldwide in this century and likely

to remain as such, especially among adolescents [1]. The phone has evolved from basic

communicative functions–calls only–to being a computer-replacement device, used for web

browsing, games, instant communication on social media platforms, and work-related

productivity tools, e.g. word processing. Smartphones undoubtedly keep us connected;

however, many individuals are now obsessed with them [2,3]. This obsession can lead to

detrimental cognitive functions and mood/affective states, but these effects are still highly

debated among researchers.

Altmann, Trafton, and Hambrick suggested that as little as a 3-second distraction (e.g.

reaching for a cell phone) is adequate to disrupt attention while performing a cognitive task

[4]. This distraction is disadvantageous to subsequent cognitive tasks, creating more errors as

the distraction period increases, and this is particularly evident in classroom settings. While

teachers and parents are for [5] or against cell phones in classrooms [6], empirical evidence

showed that students who used their phones in class took fewer notes [7] and had poorer

overall academic performance, compared to those who did not [8,9]. Students often multitask

in classrooms and even more so with smartphones in hand. One study showed no significant

difference in in-class test scores, regardless of whether they were using instant messaging
[10]. However, texters took a significantly longer time to complete the in-class test,

suggesting that texters required more cognitive effort in memory recall [10]. Other

researchers have posited that simply the presence of a cell phone may have detrimental

effects on learning and memory as well. Research has shown that a mobile phone left next to

the participant while completing a task, is a powerful distractor even when not in use [ 11,12].

Their findings showed that mobile phone participants could perform similarly to control

groups on simple versions of specific tasks (e.g. visual spatial search, digit cancellation), but

performed much poorer in the demanding versions. In another study, researchers controlled

for the location of the smartphone by taking the smartphones away from participants (low

salience, LS), left the smartphone next to them (high salience/HS), or kept the smartphones in

bags or pockets (control) [13]. Results showed that participants in LS condition performed

significantly better compared to HS, while no difference was established between control and

HS conditions. Taken together, these findings confirmed that the smartphone is a distractor

even when not in use. Further, smartphone presence also increases cognitive load, because

greater cognitive effort is required to inhibit distractions.

Reliance on smartphones has been linked to a form of psychological dependency, and

this reliance has detrimental effect on our affective ‘mood’ states. For example, feelings of

anxiety when one is separated from their smartphones can interfere with the ability to attend

to information. Cheever et al. observed that heavy and moderate mobile phone users reported

increased anxiety when their mobile phone was taken away as early as 10 minutes into the

experiment [14]. They noted that high mobile phone usage was associated with higher risk of

experiencing ‘nomophobia’ (no mobile phone phobia), a form of anxiety characterized by

constantly thinking about one’s own mobile phones and the desire to stay in contact with the

device [15]. Other studies reported similar separation-anxiety and other unpleasant thoughts

in participants when their smartphones were taken away [16] or the usage was prohibited
[17,18]. Participants also reported having frequent thoughts about their smartphones, despite

their device being out of sight briefly (kept in bags or pockets), to the point of disrupting their

task performance [13]. Taken together, these findings suggest that strong attachment towards

a smartphone has immediate and lasting negative effects on mood and appears to induce

anxiety.

Further, we need to consider the relationship between cognition and emotion to

understand how frequent mobile phone use affects memory e.g. memory consolidation. Some

empirical findings have shown that anxious individuals have attentional biases toward threats

and that these biases affect memory consolidation [19,20]. Further, emotion-cognition

interaction affects efficiency of specific cognitive functions, and that one’s affective state

may enhance or hinder these functions rapidly, flexibly, and reversibly [21]. Studies have

shown that positive affect improves visuospatial attention [22], sustained attention [23], and

working memory [24]. The researchers attributed positive affect in participants’ improved

controlled cognitive processing and less inhibitory control. On the other hand, participants’

negative affect had fewer spatial working memory errors [23] and higher cognitive failures

[25]. Yet, in all of these studies–the direction of modulation, intensity, valence of

experiencing a specific affective state ranged widely and primarily driven by external stimuli

(i.e. participants affective states were induced from watching videos), which may not have

the same motivational effect generated internally.

Analysis of Utilization of Gadgets as Effective Learning Media in Innovation

Education to improve Student Learning Achievement

Education is a learning process to develop the potential of each individual and create

quality human resources. Therefore education is important to be carried out as well as

possible, so that it is in accordance with the objectives. Educational goals have been stated in

the opening of the 1945 Constitution which reads "educating the lives of the nation and

participating in carrying out world order". The development of science and technology has an

impact on rapid progress in the world of education.

Considering, the importance of education, the government strives to improve the

education system by recovering of the existing curriculum. The curriculum that has been

implemented is the curriculum in 2013, which is intended to improve and develop the

existing education. The growth of education is expected to the implementation of the learning

process to be more creative and innovative through learning strategies and employ the

developments of technology in learning process in order to make the students to be active in

the learning process. Thus, the role of teacher has shifted from the only source of knowledge

in the classroom to bea facilitator for students in the classroom. The development of

technology should be utilized as well as possible, in which the students can learn not only

depend on the source of the book, but can use the internet services and electronic books that

can be accessed freely without limit of time and space. It is supporting the effectiveness and

efficiency of the learning process. The development of technology which is currently being

global is a Smartphone technology.

The technology of education includes two forms; they are software and hardware

technology. According to (Cahyadi, 2014: 12) Smartphone is a set of technological tools that

have major applications required in the needs of life, the Smartphone has incredible capacity,

using mobile phone. One of the capacities is able to operate like computer, and ease the users

to bring it everywhere". Meanwhile, according to Backer (2010: 21) revealed that:

smartphone is a phone that brings leading capabilities; as a form of the capacity of the

Wireless Mobile Device (WMD) that can function as a computer by offering features such as
personal digital assistants (PDAs), internet access, email, and Global Positioning System

(GPS), so it makes the users easier to find the data or needs.

The use of Smartphone originate used by businessmen and young executives, but

nowadays almost of societies have been using Smartphone, in accordance with the facts and

the data are loaded in Antara news (August 4, 2014), that in 2013 Indonesia is as the largest

Smartphone market in southeast Asia with total sales up to 14.8 million units or at 3.33

billion dollars or equivalent of 39.4 trillion. Meanwhile, according to the research

international data corporation is an international research institute, that the growth of

Smartphone sales in Indonesia grew 18% than the previous year, it happened because the

price of the Smartphone is relatively achievable for everyone so it is not surprising that

students also do not want to miss the Smartphone trend, for instance the students at SMPN in

Yogyakarta City.

To innovate is to look beyond what we are currently doing and develop a novel idea

that helps us to do our job in a new way. The purpose of any invention, therefore, is to create

something different from what we have been doing, be it in quality or quantity or both. To

produce a considerable, transformative effect, the innovation must be put to work, which

requires prompt diffusion and large-scale implementation. Innovation is generally understood

as “...the successful introduction of a new thing or method” (Brewer & Tierney, 2012: 15). In

essence, “...innovation seems to have two subcomponents. First, there is the idea or item

which is novel to a particular individual or group and, second, there is the change which

results from the adoption of the object or idea” (Evans, 1970: 16).

Thus, innovation requires three major steps: an idea, its implementation, and the

outcome that results from the execution of the idea and produces a change. In education,

innovation can appear as a new pedagogic theory, methodological approach, teaching

technique, instructional tool, learning process, or institutional structure that, when

implemented, produces a significant change in teaching and learning, which leads to better

student learning. So, innovations in education are intended to raise productivity and

efficiency of learning and/or improve learning quality.

Learning is a process of interaction between students and educators and learning

resources in a learning environment. In the learning process, students are seen as individuals

who are unique and different from one another to have different abilities such as academic

abilities, interests, and background (Palennari, 2011). While the notion of learning according

to James O. Wittaker, learning can be defined as a process where behavior is generated or

changed through practice or experience and according to Kingsley (1957) learning is a

process by which behavior (in the broad sense) is generated or changed through practice and

practice. Whereas according to Cronbach (1996) effective learning is through experience.

Effective means that it reaches the target set in the plan. So effective learning can also

be seen in terms of processes and results. In terms of the process, learning is considered

effective if students are actively involved in carrying out the stages of the learning procedure.

In terms of results, it is considered effective if the learning objectives are mastered by

students thoroughly.

Globalization has changed our lives from the era of communicating with pen and

paper which takes days before information could get to the destination and one of the ways in

which it changed our lives, is how we communicate effectively through advancements in

Information and Communication Technologies (ICT). According to Ling (2004), mobile

phones have become an almost essential part of daily life since their rapid growth in

popularity in the late 1990's. According to Haruna et al., (2016), mobile phones are the most

necessary medium of communication for adolescents. It has virtually affected the society's
accessibility, security, safety and coordination of business and social activities and has hence

become a part of a culture of the whole world. Ling (2004), states that traditional agents of

socialization are families and schools.

Student perceptions on using cell phones as learning tools: Implications for mobile

technology usage in Caribbean higher education institutions

Student perceptions on using cell phones as learning tools: Implications for mobile

technology usage in Caribbean higher education institutions

Advances in technologies and ICTs have led to greater use of mobile technology in the

education sector, and particularly at the university level. Many institutions worldwide have

started to experiment with various learning methods and integrating mobile phone use to

facilitate students’ learning. The higher education sector has become increasingly

technology-driven. More developed countries are using modern advances in educational

technologies and instructional design. These range from e-learning, distance education, Bring

Your Own Devices (BYOD), use of online and social media, student response systems in

classrooms, to now game-based learning, Web 2.0, simulation technology, three-dimensional

apps and virtual classroom environments. These advances in conjunction with newer

pedagogies such as adaptive, collaborative and hybrid learning styles are being used to

enhance students’ learning experiences. This has created disruption in pedagogical structure

and framework of learning institutions resulting in noticeable shifts from instructor led to

more student-learner centered, self-lifelong modes of learning. Universities in Jamaica and

the Anglophone Caribbean have also embarked on initiatives to increase the use of
technologies in their institutions in response to the emergence of these educational

technologies.

For instance, University of the West Indies, the region’s premier higher education institution

in the English speaking Caribbean, with campuses located in Jamaica, Trinidad and

Barbados, through their Centre for Excellence in Teaching and Learning have accelerated

ongoing drive to sensitize and train lecturers in how to use mobile and other ICT technologies

in the class setting. Recent developments such as the “Inaugural Teaching with Technology

Showcase” (2014), e-book access for incoming graduate students allow for real time,

interactive online and group study, and support services provided by MITS, the university’s

information technology services leverage technology use to drive students’ IT requirements

during their course of study, via the UWI Triple A Strategy (2017-2022).

Mobile and ICTs, therefore, provide many opportunities to create, deliver and support

innovative methods of learning. Research points to the use of such technologies in facilitating

collaboration and communication, enhancing creative and interactive learning styles and the

development of tools, applications to aid in the delivery of educational content. Institutions,

therefore, have to carefully weigh investments made in technology against the benefits

realized by students and administration in adopting such technologies in learning

environment. Technology implementation can create its own set of challenges and issues

specific to each institution. This can represent substantial costs and resources expended to

acquire potential benefits.

Hence, a study of students’ perception, views and opinions about the use of cell phones as a

learning tool in class setting is an important consideration for university administration

decision-makers for mobile technology adoption. Students’ user acceptance of mobile

devices in the learning environment is even more critical for Caribbean and developing world

institutions in the context of significant infrastructural, institutional, socio-economic and

financial resource constraints.

The purpose of this paper is to examine students’ perception about the use of mobile phones

in an educational setting in a higher education institution located in Jamaica. Research

indicates that the study of various user acceptance models in developed countries is a useful

technique in predicting successful adoption of technology in learning. Given our unique

challenges and constraints, such studies on student receptiveness to mobile technology use in

classroom scenario may better inform institutions how to integrate mobile phone usage into

pedagogies and delivery modes to enhance student performance and learning outcomes.

This research embarked on an empirical approach by collecting data on a sample of

undergraduate students and soliciting their perception about using cell phones in a class

setting via survey instrument. To elaborate and investigate our main objective, we explored in

further depth two areas:

 CHAPTER 3

METHODOLOGY

This chapter presents the methods and procedures that the researcher employed in the

conduct of his research. This includes the description of the research design, research locale,

and research procedure. The data gathering procedure, and the statistical techniques were also

described and explained.

Research Design

The investigation of the perceived impact of mobile devices on the learning habits of eighth-

grade students is the aim of this research design. Given how common mobile devices are

among students, it's critical to comprehend how their use impacts students' academic

performance and learning habits. In order to provide insights that might guide educational

practices and policy decisions, this research attempts to illuminate both the advantages and

disadvantages of mobile device usage.

Research Respondents

The purpose of this study is to look into how Grade 8 pupils consider mobile devices to have

an impact on their study habits. Given the growing prevalence of mobile devices among

students, it is imperative to comprehend the ways in which these gadgets influence their

learning practices. In order to obtain insights from Grade 8 students, the study will use a

mixed-methods approach, integrating qualitative and quantitative data collection techniques.

The results of this study will help us comprehend how mobile devices influence students'

learning patterns and offer insightful information to parents, legislators, and educators.

Research Locale

The purpose of this study is to look into how Grade 8 pupils consider mobile devices to have

an impact on their study habits. Given how common mobile devices are among youth, it is

critical to comprehend how these gadgets affect kids' learning habits. The purpose of the

study is to determine how much mobile devices impact students' academic performance

overall, information processing speed, study habits, and attention span. This study aims to

shed light on the possible advantages and disadvantages of mobile device use in educational

settings by examining the perceived influence.

Instrument

Data Gathering Procedure

https://www.frontiersin.org/articles/10.3389/feduc.2022.946102/full

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=6260&context=libphilprac

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7425970/https://knepublishing.com/

index.php/Kne-Social/article/view/4671/9402

https://www.emerald.com/insight/content/doi/10.1108/PRR-03-2018-0007/full/html