Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP): Insights from COVID 19

Indian Journal of Natural Sciences www.tnsroindia.org.in ©IJONS
Vol.14 / Issue 81 / Dec / 2023 International Bimonthly (Print) – Open Access ISSN: 0976 – 0997
66932
Yashoda
Impact of Mobile Phone usage on School Students’ Academic
Performance (SSAP): Insights from COVID 19
Philomina M.J1*, I. Joseph Milton Paulraj2 and M. Deivam3
1Guest Faculty, Dept. of Education, Gandhi Gram Rural Institute (Deemed to be University),
Gandhigram, Dindigul, Tamil Nadu, India.
2Assistant Professor, Department of Education, Kongu Nadu College of Education, Thottiyam, Trichy
(Affiliated to Tamil Nadu Teachers Education University) Tamil Nadu, India.
3Assistant Professor, (Contractual), Department of Education, Gandhi Gram Rural Institute (Deemed to
be University), Gandhigram, Dindigul, Tamil Nadu, India
Received: 02 Aug 2023 Revised: 25 Oct 2023 Accepted: 28 Nov 2023
*Address for Correspondence
Philomina M.J
Guest Faculty,
Dept. of Education,
Gandhi Gram Rural Institute (Deemed to be University),
Gandhigram, Dindigul,
Tamil Nadu, India.
Email: srphilomsmi@gmail.com
This is an Open Access Journal / article distributed under the terms of the Creative Commons Attribution License
(CC BY-NC-ND 3.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the
original work is properly cited. All rights reserved.
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular devicecan provide benefits in academic performance.
Keywords: Mobile Phone Usage, School Students’ Academic Performance, COVID-19, Remote Learning, Impact on
Studies.
ABSTRACT
RESEARCH ARTICLE

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INTRODUCTION
The COVID-19 pandemic has had a significant impact on various aspects of daily life, including education. With the
implementation of lockdowns and remote learning, students have become more dependent on their mobile phones
for educational purposes [1]. The increased usage of mobile phones among school students during the pandemic has
raised concerns about its impact on their academic performance [2]. Furthermore, the use of cellular deviceduring
classes or study sessions can be a source of distraction for both the user and those around them [3].
Mobile phones have evolved into an indispensable component of our everyday existence, especially for students
engaged in both academic and tertiary education. Observing present-day university attendees reveals that they use
their mobile phones extensively. Despite institutional rules and regulations, university students commonly use their
phones during class hours [4].The utilization of cellular phone technology has a beneficial impact on the acquisition
of knowledge and the scholarly achievements of students. Today's smartphones afford students with prompt and
portable accessibility, as well as enable educational functionalities such as the sharing of files and engagement with
professors and colleagues. It also enables internet connectivity, allowing students to retrieve relevant online
information, [5,6].For university students, mobile phones are often perceived as devices for leisure activities
including social networking, gaming, internet surfing, and video viewing[7,8]. However, if smartphones are used
primarily for leisure activities rather than educational purposes, they can serve as distractions and compromise the
academic focus of students.[9].A study conducted with a sample of typical U.S. university students revealed an
interesting correlation - it found that increased cell phone use was associated with lower levels of objective
cardiorespiratory fitness [7]. The correlation between cell phone use and academic performance remains uncertain.
However, mobile phones provide accessibility anytime, anywhere. During COVID-19, the necessity for online classes
and learning made these devices indispensable for students. Mobile phones consolidate the functions of a phone,
camera, media player, and wireless computer into one device. These features could enhance the teaching and
learning of science subjects, which often include complex contents and scientific processes. The capabilities of mobile
phones extend to calling, texting, capturing images, recording audio and video, data storage, music and movie
playback, and internet interaction.
NEED AND SIGNIFICANCE
The impact of mobile phones on a student's academic life, considering factors such as the advanced technology they
provide and their extensive use [10]. The ubiquity of mobile phone usage among students often distracts them from
their core studies, which may have an impact on their grades. The convenience and vast storage capacity of cellular
device facilitate students in accessing study materials at any given time and place. Data from the West African
Examination Council depicts a concerning trend of students failing in English Language and Mathematics,
suggesting potential implications of mobile phone use. The academic performance of many students is significantly
influenced by their habits of mobile phone usage during and outside school hours. Activities like engaging in late-
night calls, chatting, instant messaging, participating in social networking, and potentially utilizing their phones for
exam misconduct, play a considerable role in this dynamic [11]. The focus on this topic arises from concerns about
the unmoderated use and reliance on these devices, particularly among the youth. Thus, the objective of this
investigation is to assess the influence of cellular deviceutilization on the scholastic achievement of students in
secondary educational institutions. Intriguingly, these findings could be deemed essential as emphasized by Geser
[12]; Junco, Merson & Salter [13]noted that young people tend to exhibit an increased attachment to their mobile
phones, creating potential distractions due to the time devoted to these devices. Engaging in community media,
managing commercial emails, conducting academic searches, finding answers to queries, and playing games are
common activities. Approximately 95% of Americans own cell phones, with 77% being smartphones. Globally,
smartphone usage has surged; with 1.85 billion people using them have 2014, projections estimated 2.32 billion users
in 2017, and expectations for this number to rise to 2.87 billion by 2020 [14]. This high degree of reliance classifies
many as "Mobile Addictive". While mobile phones streamline our lives, they simultaneously restrict us. Mobile
addiction impacts the pupil physically, psychologically, and academically. Conditions linked with internet abuse like
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sleep deprivation, nervousness, pressure, and despair have also been associated with excessive mobile phone use
[15]. Any factor that can provoke a person has the potential to transform into an addiction. When a regular habit
morphs into a compulsory requirement, it results in addiction[16]. Some investigators maintain that there is no
significant correlation between cell phone usage and gender[17]. Neurosurgeon Salvatore Insiga from Northwell
Health's Neuroscience Institute in Manhasset, New York, suggests that while there is no solid proof of a direct link
between cell phone radiation and tumor risk, the potential association cannot be dismissed. Additionally, teenagers
are particularly vulnerable to developing an addiction to smartphones [14]. The overuse of cell phones, combined
with negative attitudes and feelings of stress and reliance on these devices, could potentially heighten the risk of
anxiety and depression[18]. Thomée et al. [19]frequent use of cellular devicehas been linked to increased risks of
mental health issues related to sleep disturbance and signs of depression in both genders. As mobile phones have
become a fundamental device for the typical school student, their academic performance is likely to be influenced.
This study aims to understand the relationship between cell phone use and academic performance. Therefore, the
current study titled 'Impact of cellular deviceUsage on Secondary School Students Academic Performance: Insights
from COVID-19 is justified.
OBJECTIVES
 To investigate the impact of cellular deviceusage among secondary school students on their performance in
academics.
 To determine how the availability of social media networks on the students' mobile phones influences their
academic achievement.
 To explore any gender differences in mobile phone usage among students and how it affects their academic
performance.
 To analyze the association between frequent cellular device, use and mental health issues related to sleep
disturbance and signs of depression across genders.
RESEARCH QUESTIONS
 To what degree does student addiction to mobile phones impact their performance in academics?
 Does the availability of social media networks on secondary school students' mobile phones have an effect on
their academic performance?
 Are there gender differences in mobile phone usage and its subsequent influence on students' performancein
academics?
 Has the usage of mobile phones influenced secondary school students' performance in academics during the
COVID-19 pandemic?
METHODOLOGY
The research utilized a descriptive survey as its framework, a choice considered well-suited for this study. The
strength of this design lies in its ability to facilitate the production of data through protocols of standardized
collection, leveraging well-structured research tools. Furthermore, it provides clear boundaries for the study through
well-defined concepts and variables, establishing a robust structure for the research.
SAMPLE
The sample utilized for this study was strategically selected using a stratified random sampling technique to ensure
representation and mitigate bias. The sample comprised a total of 40 students derived from four distinct schools
situated in the Namsai district of Arunachal Pradesh. In these selected schools, a balance between genders was
maintained by including 5 boys and 5 girls from each school. By carrying out the sampling in this manner, the study
aimed to ensure a well-rounded representation and gather reliable and generalizable data.
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INSTRUMENT
The questionnaire used in this research was originally designed and standardized by Osharive Peter [20]. It was
adopted by the investigators for the purpose of this specific study. The composition of the survey was partitioned
into two key divisions, namely Section A and Section B. Section A was focused on gathering personal data about the
respondents, while Section B contained questions designed to gauge respondents' perspectives, with choices
including “Strongly Agree,' 'Agree,' 'Disagree,' and 'Strongly Disagree.” In all, 40 copies of this questionnaire were
distributed to the respondents. Once the data were collected, they were carefully and methodically organized by the
investigator. Utilizing the SPSS 21 software, the investigator then conducted thorough analyses of the acquired data.
RESULTS
Research Question 1: To what degree does student's addiction to mobile phones impact their academic performance?
The data in Table 1 illustrates the findings of a survey conducted to investigate the perception of mobile phone usage
among students in educational institutions and its potential influence on their academic achievements. Regarding the
issue of mobile phone addiction, 75% of respondents strongly agree that it affects their academic life. Online social
networks appear to be a major factor, with 50% strongly agreeing that they cause distraction from studies. Moreover,
60% of participants strongly support the assertion about online time being incomparable to study hours, indicating a
potential imbalance. The lack of grade improvement since engaging with social networking sites via mobile phones
was strongly affirmed by 37% of the students. Interestingly, mobile phone use for video gaming is less perceived as a
problem, with only 30% strongly agreeing. Overall, 84% of responses lie within the agree category (Strongly Agree +
Agree) – suggesting a prevailing perception among students that mobile phone usage negatively impacts their
academic performance. Conversely, only 16% (Disagree + Strongly Disagree) disagree with this viewpoint.
Research Question 2: Does the availability of online social platformon secondary school students' mobile phones have
an effect on their academic performance? The table 2 illustrates student responses to the impact of specific digital
activities on their academic performance. 73% of participants agree (SA + A) that unlimited Facebook access
negatively impacts their academic performance, while only 27% disagree (D+SD). Blogging for leisure on Twitter is
seen as less detrimental, with only 40% agreeing it affects their academic performance negatively, and 60%
disagreeing. Regarding the use of WhatsApp, 75% agree that indulging in friend's company reduces study time,
while 25% disagree. Instagram use, however, presents a divided picture with 57% agreeing that it distracts from
studies and 43% disagreeing. Finally, 65% agree that engaging in online video games affects their academic
performance negatively, while 35% disagree. Overall, the majority of students (62% as represented in Total Agree
percentage) perceive that involvement in these digital activities can interfere with their academic performance.
Research Question 3: Are there gender differences in mobile phone usage and its subsequent influence on students'
academic performance? The table 3 reveals perceptions on gender differences in mobile phone use among students.
Most participants (62%) agree, either strongly or partially (SA+A), that male and female students use mobile phones
differently. When it comes to using mobile phones for social networking to foster social connections, 62% agree this
behavior is more frequent among female students. 58% of respondents agree that gender has an influence on the
level of social media network usage on cellular device. The assertion that males use mobile phones more effectively
for non-academic purposes also resonates with the majority (60%). On the topic of mobile phone addiction, 65%
agree that female students are more prone. Overall, 61% of participants agree that gender has some influence on
mobile phone usage patterns.
Research Question 4: Has the usage of mobile phones influenced secondary school students' academic performance
during the COVID-19 pandemic? The table reflects student perceptions on how cellular deviceuse during the
COVID-19 pandemic affects academic achievement. The majority (75%) concur that the pandemic led students to
acquire their own smartphones. Further, a substantial majority (80%) agree that time spent on video games
influenced their academic studies negatively. Similar agreement (62%) extends to the claim that internet surfing on
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smartphones affected academic performance. When comparing time dedicated to online classes versus watching
YouTube videos or movies, 75% of participants agree that less time is given to attending classes, impacting their
studies. Lastly, 77% of respondents agree that excessive mobile phone use has negative health consequences. Overall,
these results suggest a broad consensus (74% Agree) among the surveyed students that substantial mobile phone use
during the pandemic affects both their academic and physical well-being.
DISCUSSION
The role of mobile phone usage in students' academic performance, particularly during the COVID-19 pandemic, has
drawn significant interest among researchers. Similar to the findings in this study other research demonstrates links
between mobile phone addiction and negative academic outcomes [3]. found that excessive mobile phone usage
among medical students was associated with lower academic performance, aligning with our findings of majority
agreement among students that extensive mobile phone use adversely impacts their studies. Further [21],mobile
phone usage among secondary school students in Nigeria has also been linked to negative impacts on academic
performance, including distraction from academic work and misuse of productive time. Concerning online
engagement, this study resonates with [4] results stating that constant texting and use of social media could lead to
academic setbacks due to continual distractions. Similarly, [13] revealed that switching tasks because of Facebook
and texting affected studying patterns, again emphasizing the potential pitfalls of mobile phone misuse.
Counterbalancing these concerns, the current study suggests that appropriate mobile phone usage could benefit
students’ performance in academics. This observation aligns with the results of [5], which demonstrated that the
utilization of mobile learning, specifically text messaging, had a favorable effect on the performance of students
enrolled in a community college algebra course. Mobile phones' utility extends beyond leisure and can include
educational capabilities such as file sharing, instant information retrieval, and fostering communication among peers
and educators. Therefore, it is imperative for students to divert their attention from non-academic to academic
utilization in order to effectively regulate the repercussions of excessive mobile phone usage on academic
achievement. Finally, this study's observations about gender differences in mobile phone usage echo those of [12],
[13]. They suggested that male and female students might use mobile phones differently, and that female students
showed an increased tendency towards mobile phone addiction. Thus, interventions aimed at minimizing excessive
mobile phone usage should consider these gender differences. In summary, while excessive mobile phone usage,
particularly for non-academic purposes, can negatively impact students' academic performance, appropriate use for
educational purposes may provide significant benefits. Balancing these contrasting impacts is crucial, especially in
the current era of online learning.
CONCLUSION
The study concluded that while mobile phones can pose negative impacts on students, particularly in terms of
privacy invasion, distraction, and misuse of productive time, they could also be beneficial when used appropriately,
such as for online class collaborations and communication. The results revealed that students' academic performance
could be influenced negatively by extensive social media participation. However, involvement in other digital
activities showed a positive correlation with their outcomes. The study implies that during challenging times such as
the COVID-19 pandemic, where digital learning is prominent, there is a need for educators to develop strategies that
maximize the benefits offered by mobile phones. The study also highlights the necessity to address issues related to
mobile phone habituation and misuse among learners, which potentially may impact their academic performance
and overall well-being.
CONFLICTS AND INTEREST
None.
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Table 1: Students usage of Mobile phone and its usage on Academic Performance.
S/N Statement SA A D SD Total
1. My academic performance is negatively impacted by my excessive use of
mobile phones.
75% 18% 7% 0% 100%
2. I find that online social networks are a distraction from my studies. 50% 30% 15% 5% 100%
3. The number of hours I spend reading cannot be compared to the hours I
spend online.
60% 30% 10% 0% 100%
4. There is no improvement in my grades since I became engaged into these
social networking sites through mobile phones.
37% 30% 20% 13% 100%
5 My academic life is affected by the problematic issue of addiction to
video games using a mobile phone.
30% 60% 7% 3% 100%
Total Percentage (%) 51% 33% 12% 4% 100%
84%
(Agree)
16%
(Disagree)
100%
Table 2 : Students to Social Media Network available on mobile phones and their Academic achievement.
1 The unrestricted use of Facebook has had a detrimental impact on my
academic achievements.
23% 50% 20% 7% 100%
2 My academic performance has been impacted by my habit of using Twitter
to share my creations and stories
20% 20% 37% 23% 100%
3 I make use of WhatsApp to relate with friends,enjoying their company
reduces my study time.
45% 30% 18% 7% 100%
4 I like to spend time on Instagram and it disturbs my studies. 20% 37% 28% 15% 100%
5. I engage myself in online video games and it affected my academic
performance.
35% 30% 20% 15% 100%
Total
Percentage (%)
29% 33% 24% 14% 100%
62%
(Agree)
38%
(Disagree)
100%
Table 3: Gender difference in Usage of Mobile phone
1 Male and female students exhibit dissimilar usage patterns with respect to
mobile phones across various frequencies. 25% 37% 20% 18% 100%
2 Female students utilize mobile devices to actively cultivate social
connections through the use of social networking platforms 37% 25% 20% 18% 100%
3 The extent of social media network use through mobile phones varies
based on gender.
25% 33% 22% 20% 100%
4 Males are more effective at using Mobile phones to access social
networking sites for nonacademic purposes. 35% 25% 22% 18% 100%
5 Female students are more prone to mobile addiction. 30% 35% 20% 15% 100%
Total
Percentage (%)
30% 31% 21% 18% 100%
61%
(Agree)
39%
(Disagree)
100%
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Table 4: COVID-19, Usage of Mobile phone and Academic Performance of Secondary School students
1 Pandemic made a way for the students to own a smart phone of their own. 25% 50% 18% 7% 100%
2 Spending time in video games affected my academic studies 45% 35% 18% 2% 100%
3 Time spends in surfing internet in smart phone affected my academic
studies.
25% 37% 20% 18% 100%
4 The time spend to attend online classes is less compared with watching
you tube videos movies and it affected my studies.
35% 40% 18% 7% 100%
5 Spending more time in mobile phones affected the health of students. 37% 40% 18% 5% 100%
Total
Percentage (%)
33% 41% 18% 8% 100%
74%
(Agree)
26%
(Disagree)
100%
Philomina et al.,

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