THE IMPACT OF SMARTPHONES ON THE LEARNING EFFECTIVITY AMONG

SENIOR HIGH SCHOOL STUDENTS

Researchers

Gabriel De Leon

John Mark L. Adame

Angela G. Itay

Althea C. Arong

Geordan Eristan S. Babela

Claire Daphne H. Belara

Fea B. Buenconcejo

Xyrel John M. Palulan

Janna G. Santos

Alexis L. Rodrigo

Ronnie Melendez

Cristopher C. Fernandez

Ronnie Melendez

Presented to:

Michael John M. Lopez

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the related literature and studies in the research investigation.

ours seeks to acknowledge the associated literature of our work. To further illustrate our

research topic, this section includes papers and works on: Distractions, Addictions, Study

Habits, and Academic Performance.

Distraction

When discussing how college students utilize their digital gadgets outside of class in

the classroom. According to the study, college students are becoming more frequently

distracted in class by digital gadgets. The majority of respondents (89%) acknowledge that

these distractions are routine and that they make it difficult for them to concentrate in class.

(McCoy, B. R. 2016)

Distraction as a problem with utilizing smartphones in the classroom. In addition to

potentially impacting students' participation and focus, it is mentioned that cellphones can

interfere with and divert students' attention from the intended learning activities. By defining

guidelines for smartphone use in the classroom, the book advises teachers to reduce

distractions. (Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda,

M.2017)

The ability to focus becomes more difficult and crucial as the world becomes more

connected via personal digital devices and social media applications (Carr, 2020). Online
education is not an exception to this ongoing trend, as distraction has increasingly become a

top concern for productivity at home and at work (Gazzaley & Rosen, 2016).

On the contrary, Lambic (2016) discovered a favorable correlation between

Facebook use for educational purposes and academic success. Similar to this, Alshayeb

(2018) contends that Facebook, WhatsApp, and Slack improve student involvement and

teacher communication.

Addiction

There are a number of important variables causing student smartphone addiction.

Significant signs of addiction include excessive smartphone use, dependence on technology,

social and psychological aspects, obsession with devices, and health implications. In terms of

spending a lot of time on their smartphones and excessively relying on technology

capabilities for various tasks, students displayed high degrees of addiction. (2016 Aljomaa, S.

S., Qudah, M. F. A., Albursan, I. S., Bakhiet, S. F., and Abduljabbar)

Students who frequently use smartphones while in clinical settings have seen their

friends doing the same. Even though some students think it can be distracting, using a

smartphone is primarily for communication. Excessive smartphone use has been linked to a

number of detrimental impacts in nursing students, including poor sleep, lower self-esteem,

higher social discomfort, diminished perceptions of social support, and worse interpersonal

communication skills. (Membrive-Jiménez, M. J., Vargas-Roman, K., Suleiman-Martos, N.,

Ortega-Campos, E., & Gómez-Urquiza, J. L. 2021)

Students were shown to have a strong urge to regularly check their smartphones,

and they became irritated if they were unable to do so. In some situations, people sought to

escape reality by losing themselves in the virtual world of their smartphones. This suggests

that people were using their smartphones as a way to escape reality. (J. K. Nayak, 2018)
 An investigation of smartphone addiction among college students. They

discovered that 38.1% of students had poorer quality sleep as a result of their smartphone

addiction, and 35.9% of students said they felt fatigued during the day. These students

frequently kept their iPhones open until late at night, which had an adverse effect on their

sleep cycles. (Doris, Boumosleh 2017)

According to (Gowthami, S., and Kumar, S. V. K. 2016), smartphones are

claimed to have the most advantages in relation to education, social life, entertainment, etc.

Health & Wellbeing

Applications for productivity or media capture can help students with administrative

activities including checking test results, obtaining schedules, and emailing tutors as well as

composing projects, creating portfolios, and taking notes. The pedagogical possibilities

available to teachers for using mobile devices have also grown (Brown & Mbati, 2015).

However, excessive smartphone use might result in wrist pain and clouded eyesight

(Soror et al. 2015). (Holbein, Schafer, and Dickinson 2019) Smartphone use is on the rise,

and this has an impact on sleep disorders and weariness. The negative impacts of excessive

smartphone use on students' health-related issues must be emphasized as a result, as this

could further affect their academic performance However, the negative effects of excessive

smartphone use on kids' academic performance and their health are not all grouped together.

While earlier research (e.g., Darcin et al. 2016; Kara, Baytemir, and Inceman-Kara 2019)

indicates that excessive smartphone use is associated with negative health conditions such as

sleeplessness, nomophobia, and poor eyesight in users.

According to a study, smartphone use should be viewed as a learning tool for college

students. According to the study's final model, increasing student familiarity with

smartphone-based communication outside of potential academic use can enhance behavioral

intention and self-efficacy with regard to smartphones, which in turn affects academic

performance when introduced before smartphones are used in learning activities. The results

of earlier studies assessing the effect of smartphones on student academic performance were

mixed, which is likewise explained by this model. The impact of using smartphones may

differ depending on how the technology is introduced (Aljomaa, Qudah, Albursan, Bakhiet,

& Abduljabbar, 2016; Hawi & Samaha, 2016), and their use may not be enough to boost

academic performance.

Uncertainties still exist regarding smartphone use, life intrusion, information

overload, technostress, and harmful influences. The current study is likely the first to

experimentally examine these connections in this particular demographic. Second, this study

supports the idea that technostress has a mediation role in the relationship between

compulsive smartphone use and poor sleep and academic performance. Although previous

research indicated that excessive smartphone use will have a negative influence on wellbeing

and academic performance (Pang, 2021).

A research conducted on smartphone addiction among nursing students in Korea and

found that a variety of factors, including reading quality, the number of friends and groups in

which the user participates, academic success, daily smartphone usage patterns, and personal

distress, can influence the development of a smartphone addiction. They claimed that these

variables had an explanatory power of 17.4%. (Jeong and Lee 2015)

performance. for instance, looked researched the relationship between students' use of mobile

social networking sites and their academic achievement. They discovered that the pressure

brought on by excessive use of mobile social networking sites significantly predicts students'

poor academic performance. (Cao, Sun 2018)

Synthesis

In the content, the issue of distraction and addiction caused by smartphone use in

class is highlighted. It cites studies showing a significant frequency of digital distractions,

which results in difficulties focusing and poor academic achievement. On the other hand,

several research point to possible advantages of smartphone use for learning and increased

student engagement.

The synopsis goes into further detail about the causes of smartphone addiction, including

overuse, reliance on technology, social and psychological issues, and health effects. It focuses

on the detrimental effects of smartphone addiction, such as poor sleep, decreased self-esteem,

discomfort in social situations, and worse interpersonal communication abilities.

The synthesis also discusses the negative effects of excessive smartphone use on health and

wellbeing, including weariness, wrist discomfort, eye strain, and sleep difficulties. It

highlights the need to increase awareness of these harmful impacts, which could possibly

have an impact on academic achievement.

offers conflicting results, with some research arguing that smartphones can be used as aids for

learning that improve academic achievement while others show a detrimental impact or a

range of outcomes. The importance of elements like smartphone communication familiarity,

the integration of technology into educational activities, and the effect of technostress are

stressed.

As a whole, the synthesis offers a thorough review of the problems that distraction, addiction,

potential health effects, and poor academic performance brought on by smartphone use

among college students might cause. In order to reduce distractions, control addiction, and

encourage appropriate smartphone use in educational settings, it underlines the necessity for

policies and awareness campaigns.

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