Impact of attachment to cell phones on classroom learning
1 Department of Psychology, Faculty of Social Science, Delta State University, Abraka, Nigeria.
2 Department of Guidance and Counselling, Faculty of Education, Delta State University, Abraka, Nigeria.
Research Article
World Journal of Advanced Research and Reviews, 2024, 21(03), 699–706
Publication history:
Received on 21 January 2024; revised on 04 February 2024; accepted on 06 February 2024
Abstract:
This study investigated the influence of cell phone attachment on classroom learning among Senior Secondary students in Delta Central Senatorial District, Delta State. Guided by three research questions, the study utilized a correlational survey research design. The population comprised 15,170 Senior Secondary students, with a sample of 375 students drawn from 19 secondary schools using proportionate stratified random sampling. Data were collected using two researcher-designed questionnaires: the Cell Phone Attachment Questionnaire (CEPAQ) and the Classroom Learning Questionnaire (CLQ). The validity and reliability of the questionnaires were established, with reliability coefficients of 0.71 for CEPAQ and 0.80 for CLQ, calculated using Cronbach's Alpha. Pearson Product Moment Correlation (PPMC) was employed to answer the research questions. The findings revealed a positive relationship between cell phone attachment and classroom learning, with gender and age exerting positive moderating impacts on this relationship. The study concluded that cell phone attachment significantly affects classroom learning and recommended, among other measures, that school administrators monitor phone usage in classrooms to mitigate negative impacts.
Keywords:
Attachment; Cell Phones; Classroom Learning; Gender; Age
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0