Ph.

D PUBLIC DEFENSE
OF
MOHAMMAD SHAH ZEB GUL

Supervisor: Prof. Dr. Muhammad Rauf

INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
 Topic
IMPACT OF CELLULAR PHONES ON
TEACHING AND LEARNING IN THE
UNIVERSITIES
During the past decades, cellular phones generally
called “mobile phones” as a fancy item has been
changed to basic necessity.
Mobile phone is a common device used for
communication purposes. It receives calls over radio
waves on a wide area by connecting to a cellular
network (Pew Research Center, 2010).
 …
Continue
 Mobile Phone is one of the most prevailing
technologies in the world (Robello, 2010). Mobile
phone’s arrival will be seen in as it is one of the
major developments in the field of communication
and information technology over the past two
decades (Plant, 2000).
 Mobile phone is the fastest developing
technology in the country. Rice and Katz (2003)
claim that worldwide mobile phones’ subscribers
are more than Televisions owners. By the end of
1999, there were just 500 million mobile phones
in use globally (Aoki & Downes, 2003)
 Objectives of the study
To find out the influence of mobile phones on
academic activities of students.
To investigate the perception of teachers about
students’ mobile phones’ usage.
To document mobile phones’ usage for research as an
Academic Aid.
To assess the need of mobile phones as an interactive
tool for the teaching learning process.
 Research Questions
What are the various uses of mobile phones at
university level?
What are the experiences of teachers about
students’ use of mobile phones?
How do mobile phones influence the academic
activities of students?
How do students and teachers view mobile
phones’ usage and their impact on their teaching
learning process in education?
Research methodology
 Research methodology

Sample
Research methodology
 Precis of Qualitative Study
Data source Statistical Process reliability &Validity Trials

Coding using assembled •Verities review of auditory and

Interviews codes records

Hub Coding • Continuous comparison

•Triangulation
•Follower verifying
• Partner interview

open –ended open-coding • dual-coding

question
• triangulation
 Mobile usage inside the Classroom

Item Response Respondents Percentage

No
1 Are you calling during the class?
Yes 696 99.9%

No 1 0.14%
2 Are you texting during the class?
Yes 695 99.7%

No 2 0.28%
3 If yes, then do you distract other
Yes 87 12.48%
students?
No 610 87.6%
4 Do you use mobile phones for
Yes 692 99.3%
learning purpose?
No 5 0.71%
5 Does mobile phone help you to
Yes 687 98.6%
interact with teachers?
No 10 1.43%
6 If yes, then do you find your
Yes 662 94.9%
learning enjoyable on your mobile
phone? No 35 5.02%
7 Do you plan to continue using your
Yes 687 98.5%
mobile device for receiving
educational purpose? No 10 1.43%
Interpretation
majority of the students’ response in “yes” were more
than (90%), it means that most of undergraduate students
of the selected universities are operating their cell phone
to carry out all of the necessary tasks recorded in this
part of survey. However, item No. 3, which is about
students distraction inside the classroom is 87.6% of the
respondent indicates that they less distract students
inside the classroom.
Faculty Perceived usefulness

S.No Mean Std.

Deviation

1. Students must have the effortless capacity in to the course

3.1077 1.09149
materials (syllabus, notes, and assignments) on their cell

phones

2. Students ought to have the capacity to download portable

3.6615 1.04995
applications that could enable them to ponder them in study.

3. Students ought to have the capacity to get to Educational

Management Information System (e.g. E.M.I.S) in a versatile 3.2769 1.1

configuration on their cell phones.

4. My Students ought to have the capacity to take tests on their

2.8923 1.2
cell phones.

5. My students ought to have the capacity to take interest in

33.6462 173.34318
quizzes from their cell phones
Interpretation
The majority of the questions elected a positive
response ranging from 2.8 to 3.6, so faculty believe
that students should have access to internet to learn
more knowledge by the help of course materials on
their mobile devices. However, the faculty do not
think that students would be able to take quizzes on
their mobile devices as it is clear in item no, 5
 Teacher Open-Ended Coding Commonness and Paradigms (N=20)

Code Description Example(s)

Not Interested 6 (30%) “I have the ability to use technology, but not taking interested in doing so.”

Mobile phone is a palm held device, which are small weighted easy to

access, operate through apps instead of clickers….. mobile phone mobility

is stronger than any other device.

"Mobile learning" is a prominent exhortation without as much significance

as these request recommend. It's real that tablets and cell phones give an

unexpected involvement in comparison to web based learning tools, yet

less extraordinary that it's an entire separate class of learning. Or maybe,

these are expansions of old methods for instruction: new sorts of reading

material, better approaches to get to discussions on Modals, applications

rather than clickers.... same stuff, new ensemble. No big deal"

Continue…..

Distraction 3 (15%) “Mobile phone annul counteract education by shifting it into playtime.”

“I perceive that mobile learning would not be incorporate in my class”

Supplement 4 (20%) “Students should record the audio-video records inside the classroom and they

can replay it in their leisure time for further subject mastery”

“Some teacher perceived that students bring course materials, assignment in

their phone, and they share things according to their experiences and available

resources. While I do not have a cell phone, I see the benefits of students having

them”.

Access 4 (20%) “I perceive through mobile phones we have a very quick access to any

information both inside or outside the classroom”

“Basically as access to learning materials and as an resource for required facts

both in class and outside of the classroom situation.”

Trivial Subject Matter 1 (5%) “Some teachers believe that most of my classes are learner countered and less

unanimous with mobile learning activities”

“In most cases (assignments and tests) all involve hand writing) and thus mobile

devices would not be capable to do well”.

 The most widely recognized subject from faculty answers
was ‘not interested’ trailed by ‘entertainment’. This may
show that teachers whose answered have for the most part
“adverse view” regarding cell phone usage in the classroom.
Still, various teachers see the use of cell phones in the
classroom as a supplement to current techniques, and
perceive that cell phones have an incredible access to course
materials.
 It is also reported the frequency (highest to lowest) of each
theme for student responses. Although there were 20
responses, the total number of frequencies over pass the
number of responses while in some themes more than I one
theme was present. this table also provides the illustration
response of students present on the open-ended questions
respectively.

 Findings Discussion
 The statistic enfold that teachers differs in their judgment about
the students’ use of mobile technology inside the classroom.
These disagreements are combining with a dearth of science
about the capabilities of recent mobile technology. It may believe
that the available application which can be appropriate to use in
the class has showed a negative result perception. Many people
supported the banning of mobile phones rather to include mobile
learning as a tool.
 The findings of the study reveals that students, however had
chosen to adopt the use of mobile phones without the help of
guide. students had sought out applications through appstore that
have had helped them in learning. However, students data imply
that using of technology is not a distraction, but technology
enhances learning capabilities in new education system.
Continue…

 The issue would be further addressed in the research,

student chose the adaptation of mobile phones for the
purpose of education both outside and inside the
classroom.
 Without the help of any instructor, for different application
student sought out different techniques that are useful for
their course, contents and non-course as well. Students
also acquire the things by using mobile Phones to organize
educational tasks and accept it to course materials.
,
 Findings Discussion
 This data indicates that teachers, would most likely to limit the mobile
incorporation into teaching learning process outside the classroom.
According to the data teachers don’t consider engagement and participation
to be increased in the class. That’s why they do not prefer mobile devices
usage in class activities. While teachers do not think it essential that the
capability of the students in accomplishing homework and class work done
through the help of their devices.
 For further adoption, Mobile Phones seemed to be a distractive tool.
However, student’s statistics reveals that they do not perceive technology is
the reason for distortion.
 However students claimed that other technologies like computers and
laptops that are used in most classes equally. Thus mobile phone is not more
distracting than other mediums.
 Majority of the students reported using cellular phones to add learning by
using allot of activities on mobile phone. Certain function, For example,
students reported using their mobile phones as calculators, organizers, note
books, flashcards and cameras for Audio-Video recordings.
 CONCLUSION

 Based on the result of the close ended questions of students and opinion
questions of teachers, students seems that they are prepared to take by choice
Technology in the classroom, while teachers acceptance may be happen, teachers
might need more time and expertise, while contrarily for its implications: in
order to reduce the chance of distraction inside the classroom.
 This section contains conclusions based on the findings from the study.
Conclusions were gathered by research questions which was further favored both
qualitative and quantitative data where applicable.
 As regarded to the first research question:
 The survey analysis from student questionnaire indicates those students are
currently using mobile phone to complete multiple learning tasks inside or
outside the classroom. While interested students can browse many educational
tasks, activities, and make access to contents material. Similar students can get
any information, they can solve simple mathematics equations by built in
calculator, hence they can use language and subject dictionaries, and they can set
alarms, reminders regarding the school and classroom activities. Students can
also arrange and set diaries about their homework. Most students seemed that
they play educational games on their mobile devices.
Majority of the teachers inducted and they think that most students
often use their mobile for socialization like social media, Facebook.
Twitter and Instagram. Faculty inventive data also line up with
numerical statistics where all teachers stated that students were
doing during the lecture. The majority of students is using mobile
phones for socialization and mostly spent their time on social media.
Thus faculty underestimated that students are not willing to perform
educational tasks on mobile devices. As teachers deemed it as a
distracter and have banned them inside the classroom. The students
are not used to enquire and explore the changing role of technology.
They are less capable due to lack of knowledge and experiences that
how to use mobile devices effectively and productively.
Mobile Technology may be adopted in the teaching-
learning process. it will increase the faculty training
abilities inside the classroom which are available via smart
phones stores and textbook companies.
Mobile Phone may be used to update and manage the
curriculum through university websites system which might
be viewed in a mobile format. It may be provided to the
students and teachers inbuilt version for the desired course
and contents. Mobile Application might be apply to the
university website system.
To increase dialogue among students and teachers,
teachers and teachers and teachers and administration about
the available opportunities around cellular phones.
Further partnership is necessary with the worldwide
cellular company network to decrease the expense of
cellular phones data for students and teachers.
5.Continuous feedback and cooperation from the
ministry of education should be given among computer
sciences / IT departments in Pakistani universities which
could help and develop specific desired learning
application for education course.
This study helped in identifying the recent attitude and
perceptiveness of students and teachers at university
level, to determine whether Mobile Phone could be
incorporated in the classroom. This study was limited to
KP Universities, two each from public and private sector.
Forthcoming research might want to carryout
collaborative instructions and evaluate the difference
based on area, accessible resource and teachers skills.
Further researches could also be done to embrace college
level students.
Upper class sample may be used at university level to
indicate more intimate relationship between students and
teachers perception.
So it was mandatory to explore the attitude and perceptiveness of large
sample to the existing study but however it was advantageous to investigate
how the use of distant mobile application might be used inside the classroom
by teachers and students. Although some studies have been done for
promoting informal education.
New researches would base on the capacities of new technology which
would be accessible to human learning as well.
Further researches should be developed by proper mechanisms with the
collaboration of other field researchers to develop course content technology
program, which enable the instructor with software development knowledge.
Future researches will develop mobile learning theory and practices to the
current technologies so that Mobile Learning might be able for his own
identity separate from electronic learning accordingly.