CHAPTER 2

Review of Related Literature and Studies

Foreign Studies

A 2015 study published in the journal Computers in Human Behavior demonstrated that

among undergraduate students total usage of mobile phones, measured in number of minutes per

day and not limited to school time, was "a significant and negative predictor of college students'

academic performance, which was objectively measured as cumulative GPA." Lepp, Andrew;

Barkley, Jacob E; Karpinski, Aryn C. (February 19, 2015) Moreover, the abundant use of mobile

technology among young people largely explains the inadequate use of information and

communication technologies (ICT) in both personal and school environments. Consequently,

actions have been taken that contribute to more responsible use of this type of technology in

students' personal, school, and social lives. odríguez-Gómez, David; Castro, Diego; Meneses, Julio

(July 1, 2018)

In 2015, Dakota Lawson and Bruce B. Henderson performed a study to examine the relationship

between mobile phone use in class and information comprehension. The study involved 120

students from an introductory psychology course, mostly first-year students. The result showed that

students who were texting in the class had significantly lower test scores even when the material

that was presented was simple: mobile phone use in class impairs students’ comprehension and

performance. This study was performed after several similar studies in the past and corroborated

their results. Lawson, Dakota; Henderson, Bruce B. (3 July 2015)

Furthermore, researchers Julia Irwin and Natasha Gupta of Macquarie University performed an

experiment in 2016 testing the effect of Facebook-related distractions in the classroom. The

researchers found that students who were interested in the subject material and the way it was

presented were less likely to be distracted by Facebook. However, the students with access to

phones still performed poorer than students that were not allowed access to cell phones during the

lecture Lawson, Dakota; Henderson, Bruce B. (3 July 2015).

A 2017 collective study, published by Applied Cognitive Psychology, indicated that college students

retained less knowledge when allowed to use or possess a cell phone during lectures. During the

experiment, students who were not allowed access to a cell phone tested better than those who

had access to cell phones. Lee, Seungyeon; Kim, Myeong W.; McDonough, Ian M.; Mendoza,

Jessica S.; Kim, Min Sung (April 17, 2017)

Despite the numerous drawbacks that come with the use of cell phones in classrooms, there are

benefits to having them available in a school setting. In 2017, Dr. James Derounian conducted a

study involving a hundred participants at the University of Gloucestershire. His study revealed that

45% of students believe that the use of phones in classrooms supports their education. One of the

most commonly mentioned ways that phones provided such academic support was digital access

to textbooks. The ability to access scholarly material on mobile devices allowed students to engage

more deeply with the information presented. Still, Derounian mentioned that there could be "an

element of social desirability conveyed in the student views given." erounian, James Garo

(December 17, 2017).

An article by Emma Henderson, a journalist for the United Kingdom (UK) publication The

Independent, describes phantom vibrations caused by "learned bodily behavior," where the part of

the body to which the phone is closest becomes very sensitive. As a result, even the slightest

vibrations can cause a person to believe that the phone has vibrated when, in reality, it has not.

These are known as phantom vibrations. Nine out of ten people claimed to have felt these phantom

vibrations in their pockets, raising serious concerns about the overuse of cell phones and the

resulting dependency that people develop. Therefore, breaking the habit of frequently checking

one's phone can not only be beneficial for students but also convey more respect towards the

professors and teachers whose lectures are constantly interrupted by cellular distraction

Henderson, Emma (January 10, 2016).

Britain

In the UK, a survey showed that there were no mobile phone bans in schools in 2001 but by 2007,

50% of schools had banned mobile phones during the school day. This number increased to 98%

by 2012. These bans were implemented by either forbidding students from bringing phones onto

school premises or by making students hand their phones in at the beginning of the day. Doward,

Jamie (May 17, 2015). According to a study by the London School of Economics, students'

academic performance improved when policies were implemented to ban cell phone usage in

schools. This ban not only helped students score higher on exams but also reduced the students'

temptations to use cell phones for non-scholarly purposes. Kottasova, Ivana (May 18, 2015).

Secondary schools are introducing new, strict laws on mobile phones where students under sixteen

years of age will have to their phones away for the entire day after scientific evidence has

demonstrated that students become more sociable, alert and active in the school environment

without them. Hymas, Charles (June 24, 2018) Students place their phones inside a registered

locker when they arrive at school and are only allowed to retrieve them once school has finished.

With this happening, schools have found a positive impact on the students: more students are

active outside, along with greater numbers attending clubs and social events. Nick Gibb told The

Times, "I believe very strongly that children should be limiting their own [phone] use at home. Every

hour spent online and on a smartphone is an hour less talking to family, and it's an hour less

exercise and it's an hour less sleep. And of course, it is a lack of sleep that research is showing can

have a damaging effect on a child's mental health." The Independent. 2019-02-02

The schools did notice that the positive impact was greater for students under the age of eleven

rather than the older students. In fact, it was shown that older students actually suffered from a

restricted use of learning platforms on their phones such as educational apps assisting in studying

or learning skills. Corbett, Stephen (2019) Students that were caught with their mobile phones

between the school time period were given punishments such as detention, expulsion or warnings.

In doing so, children have been taught to limit the amount of time they spend online and focus more

on their school lives along with other social activities. Nevertheless, people in England have argued
against this. Patsy Kane has stated, "There's a fantastic range of apps now for revision—and the

students are really motivated to use them." Mason, Chris (2019-02-02)

United States

In the past, some United States schools installed mobile phone jammers to prevent cell phones

from working on campuses. Bell, Mary Ann; Weimar, Holly; Van Roekel, James (2013) However,

the sale and use of jammers is illegal in the US under the Federal Communications Act of 1934,

because jammers cut off 9-1-1 calls and can disrupt air navigation if they are used near airports. In

2012, the Federal Communications Commission (FCC) became stricter in enforcing the ban on

jammers.[18] Mt. Spokane High School in Washington state once installed a jammer to prevent

students from calling and text-messaging but removed the device after it decided that it was

"probably not legal" under federal law. HQ Q6. (March 10, 2009 In 2015), A Florida science teacher

received a five-day unpaid suspension for installing a jammer in his classroom. bc 7 Chicago (June

4, 2015)

In 2005, the New York City Department of Education imposed a citywide ban on mobile phones in

public schools.[21] However, according to The New York Times, the ban was "inconsistently

enforced, with some schools allowing students to carry phones as long as staff members [did] not

hear or see them, and other schools—particularly those with metal detectors at the doors—

maintaining a strict ban." Taylor, Kate (January 6, 2015) The ban was unpopular among parents as

well because it impeded communication between them and their children. Taylor, Kate (January 6,

2015) In March 2015, the citywide ban was lifted, with Mayor Bill de Blasio fulfilling a campaign

promise. Taylor, Kate (January 6, 2015) Under the new policy, school principals in consultation with

teachers and parents may set rules on use and storage of mobile phones during instructional time

and lunch breaks. While the default rule is that phones must remain hidden, principals may also

elect to "require students to store phones in backpacks or other designated places, allow the use of

phones during lunch, or allow phones to be used for instructional purposes." De Blasio said that the

policy shift would allow parents to stay in better touch with their children, especially in case of an

emergency. The New York City Schools Chancellor, Carmen Fariña, supported this policy by noting
that the change means that students in schools with metal detectors would no longer have to pay

outside vendors to store phones for them during the school day. Blau, Edgar Sandoval, Dale

Eisinger, Reuve (2019).

When asked which type of phone-restriction policy they prefer, students tended to support the side

that grants them the opportunity to bring mobile phones onto the school campus, arguing that

phones allow them to reach their parents if any problem occurs. In response to the issue of parent-

student communication, parents also argue that there is not a replacement for mobile phones and

therefore that phones are an essential device for students to have accessible, raising concerns

about a child in danger or not feeling safe not being able to contact a parent and receive

assistance. Parents also believe that giving a child a phone teaches responsibility. UPI. (February

20, 2009)

Theft of mobile phones is another concern in some schools. In 2012, following an undercover

investigation, thirteen juvenile students in Bucks County, Pennsylvania, were arrested and charged

with running a cell-phone-theft ring that resulted in the theft of several thousand dollars worth of

mobile phones, tablets, and other electronics. Stamm, Dan (January 11, 2012)

An increasing number of schools are now allowing the use of cell phones as learning tools. [25]

However, the collective use of cell phones in schools poses other technological challenges. Some

schools reported that allowing all students to use cell phones at the same time slows down school

bandwidth speeds, and hence some schools have blocked phones from accessing the school Wi-

Fi. Harris, Elizabeth A. (January 13, 2016)

Phone use in schools is not just an issue for students and teachers but also for other employees of

educational institutions. According to the Governors Highway Safety Association, while no state

bans all mobile phone use for all drivers, twenty states and the District of Columbia prohibit school

bus drivers from using mobile phones. School bus drivers have been fired or suspended for using

their phones or text-messaging while driving. Solis, Steph (October 28, 2015)
Australia

According to the website www.education.vic.gov.au, in Australian schools mobile phones are

advised to be used only in case of calls to parents or guardians and that only if the parent or

guardian allows the phone to be used to during school activities such as school excursions, camps

and extra-curricular activities at school.

Mobile phones with cameras are restricted within school premises while entirely banned within

certain sections such as changing rooms, bathrooms, gyms and swimming pools. They are only

allowed to film or take photographs of people only with their signed permission or, if the person is

under eighteen, to have a parent or guardian to give a sign permission note allowing for these

actions. If a student is found with a mobile phone or devices within these areas, they will be

confiscated; and, depending on the situation, charges or consequences will be given.

Mobile phones are not allowed to be used for sending harassing or threatening messages. If a

student does commit such an act, higher authorities will become involved, including the police since

this being a violation of privacy and harassment. Due to bullying, privacy and harassment issues

being a major issue in Australia, if a student or teacher does break this law, it may leave them with

a criminal record, leaving them at a disadvantage in the future.

Mobile phones are discouraged in terms of their use within the classroom unless they can be

appropriately incorporated into the learning environment. "We want to ensure mobile phones and

other smart devices complement students' learning and are handled at school in an age-

appropriate way," said Premier Gladys Berejiklian in an ABC news article. SBS news (2019)

Australian educational institutes have been divided on whether phones should really be banned in

the classrooms or only allowed to be used for certain amounts of time during school hours, but the

New South Wales government has banned phones completely from its primary schools since 2019.

"Technology should be there to help a child learn. It should not be there to upset them or make

them feel uncomfortable," according to Premier Gladys Berejiklian.

The reason for banning phones is to stop bullying both online and physically and to remove

distractions from the classrooms. "Mobile phones, unfortunately, are not only distracting but also

causing stress for young children—and we can't have that continue," NSW Premier Gladys

Berejiklian told Seven's Sunrise. SBS News (2019). This will be implemented by removing students’

access to phones during the day unless a parent or guardian requests that the student needs to

use it. The teacher will always have the phone kept with him somewhere where the student is still

able to access it before and after school.

Messaging applications

Cellphone applications have been created to support the use of phones in school environments. As

of February 2018, about 80,000 applications are available for teacher use. The Tech Edvocate.

(2018-02-06). A variety of messaging apps provide communication for student-to-student

relationships as well as teacher-to-student communication. Some popular apps for both students,

teachers, and parents are Remind and ClassDojo. About 72% of top-selling education apps on iOS

are for preschoolers and elementary school students. HuffPost. (2013-01-17) these apps offer

many different services such as language translation, scheduled reminders and messages to

parents.

ClassDojo is widely used throughout schools. The app offers a platform for teachers to share

pictures, videos and reports with parents and administrators. Crunchbase (2019)

The app Remind is another way for teachers to communicate with parents and school

administration. This app not only allows teachers to send out scheduled text messages to parents

but also provides a class blog for teachers to share upcoming due dates, tests and quizzes, and

other class information.

Another app that allows students to communicate with one another is GroupMe. GroupMe allows

students to communicate in a group-chat format through Wi-Fi instead of using cellular data. Even

some college-aged students use this app for sharing course information.

www.commonsensemedia.org
Technology in schools is becoming a common academic feature throughout many grade levels and

age groups. The creation of messaging applications helps support this boom of phone usage in

schools. An advantage of messaging apps is their easy usage and accessibility for students,

teachers, and parents. HuffPost,(2013-01-17) These apps make efficient communication easier for

parents with disabilities, parents with demanding full-time jobs, or parents with language barriers.

Otus. (2018-01-17). one disadvantage to cell phone usage in schools is that not all students and

parents have this technology available to them. This can cause a socioeconomic gap between

students who have cell phones and computers and those who do not. Another problem is that the

ease of sharing of information can lead to academic dishonesty. Colleges and universities, in

particular, have had many issues with academic dishonesty by digital sharing of tests and other

sensitive materials. As a result, these institutions are becoming more strict with their policies and

increasing the severity of consequences for committing plagiarism and other acts of academic

dishonesty.

With time, messaging applications will be consistently improved. If administrators, teachers, and

policy-makers work hard to minimize both student and parent entitlement, set communication

boundaries, state expectations early, and reinforce student responsibility, some of the problems

caused by messaging apps can be reduced or eliminated. Otus, (2018-01-17)

In a recent Teacher article, two schools discussed their differing policies on mobile phone use

during school hours. Here, we look at a range of studies that have explored the positives and

negatives of allowing mobile phones to be used in class. As Bring Your Own Device (BYOD)

programs become more widespread, questions are being raised about the benefits of allowing

students to actively use mobile phones as learning devices in school. Over the past decade,

several studies have taken a closer look at student and educator perspectives on the issue. One

comparative study was undertaken across two schools in England in 2012, and details how

students from each school use their devices during class time. One school allows the use of mobile

devices and one doesn’t.

 Walker, R. (2013) In his study titled “I don’t think I would be where I am right now.” Pupil

perspectives on using mobile devices for learning conducted student surveys. The results show

that 43 per cent of students attending the school where devices are banned are still using them to

help with learning despite the ban. Meanwhile, 74 per cent of students at the school which allow

them, use the devices to aid learning. Most respondents in this study say they use their device for

Google and calendars during the school day. As for learning at home, most students also rely on

their device. A few days ago, my friend didn’t understand one of the questions on the Science

homework, so he Facetimed me, and I showed him my answer and I explained how I got that

answer to him ...’ one student says. The research shows that students rely mostly on their devices

to keep them organized. The calendar, alarms and camera (usually to take photos of a teacher’s

notes) are features constantly used by students, the report notes. ‘One pupil said his device was

essential for “remembering things” and without he would “forget to take homework in a lot”. Overall,

this study proposes that mobile devices are a suitable learning tool for the classroom. There is clear

evidence that many pupils feel that they are deriving educational benefit from the use of their

devices,’ the report says. ‘They are using many of the features of their devices and often finding

creative ways to employ these features in their schoolwork, both at home and at school.

Students with concerns

Grant, M.M, Tamim, S., Brown, D.B., Sweeney, J.P., Ferguson, F.K., & Jones, L.B (2015) A

study conducted in the US reveals concerns held by some students about the risks involved with

allowing mobile phones to be used freely at school. The research, Hold the phone! High School

Students’ Perceptions of Mobile Phone Integration in the Classroom, which was published in 2016,

found that although seven out of 10 of students interviewed think mobile phones support learning,

serious concerns still exist among 30 per cent of respondents, who feel the negative effects of

smartphones justifies a school-wide ban. Across the 628 students surveyed, worries range from

general distraction (for example, phones ringing during class) to fears about other students using

smartphones to cheat, sext and cyber bully. Despite this, the study also found that 90.7 per cent of

the students surveyed were using their mobile phones for school-related work. The authors of this
study say that school policy makers should consider these findings and ‘develop clear policies on

appropriate classroom mobile phone use as well as consequences for their misuse … expecting

schools to completely eliminate the problems associated with mobile phone integration, however, is

unrealistic; therefore, school stakeholders must carefully consider the benefits and barriers

identified by students in determining policy.

Mobile phone use – a teacher’s perspective

As for what teachers think about including the use of mobile phones in their lessons, one US study

looked at nine teachers’ attempts to incorporate various technology devices in their lessons. The

study, Teaching and learning with mobile computing devices from 2015 details the experiences of

one Mathematics teacher, Steven, who uses an iPhone in class.

‘Steve used his own iPhone to document students’ work and attendance,’ the study says. ‘He

uploaded scanned tests, quizzes, assignments, and photographs into a web-based software

application called Evernote. Each of his students [primarily 9th and 10th graders] had a file in this

program … this was helpful to Steven when conducting formal and informal parent-teacher

conferences and also when discussing with other teachers and administration.

‘Steven enjoyed the flexibility of mobile devices by holding class in locations other than his

classroom, such as the auditorium and outside … [and] he could use his iPhone to “pull up every

document [he’s] ever scanned in and get a much bigger, much more accurate picture” of a

student’s progress.’

Although participants in this study say using a mobile device in the classroom involved the need for

exploration and a lot of personal research, the authors suggest that with the growing trend of

BYOD, schools should consider integrating mobile devices into lesson plans.
 Elliot Gowans, 2018 wrote on his article that if any of us still remember how the mobile

phone used to be (a large handset, buttons and ¾ yes ¾ an aerial), yet astonishingly, the iPhone

has just celebrated its tenth birthday. A world away from those early models, its ease of use and

touchscreen technology catapulted the smartphone into the mainstream and kick-started the

stratospheric rise of the smart mobile device. Since then, mobile has changed the way we

communicate, and continues to influence how we work, live and play.

Its influence is felt in education. Traditional lecture-based classroom teaching is now supplemented

with technology-enabled learning, and this includes mobile.

Children as young as primary age interact readily with digital devices such as tablets. Young people

conduct their social lives through their phones, and instinctively turn to them first for news,

information-sharing and entertainment. By capitalising on familiarity with mobile, education can

motivate today’s digital natives through new and innovative ways of learning.

Always-on access

Young people expect always-on access to the information they need. Mobile learning can deliver

the kind of content they can engage with ¾ wherever and whenever ¾ in a way that suits them.

Portable smart devices can be used in the classroom as well as at home. They are interactive so

content can be developed in stimulating formats, utilizing navigation and techniques familiar from

digital platforms, including social media.

What’s more, mobile apps can help students keep track of their studies through automated updates

and the means to check on assignments and their own progress.

Motivated learning

A 2017 study of the use of iPads in primary/nursery schools in Northern Ireland found a range of

benefits from using the devices in the classroom. Among them is the interesting finding that

children view learning on the devices as play and are more motivated and enthused as a result.
For the most part, principals and teachers at the participating schools suggested that the

introduction of digital technology had a positive impact on reading and writing, as well as the

development of numeracy skills. They believed that iPads in the classroom enhanced

communication skills and that, particularly where pupils shared the devices, there was a high level

of discussion.

21st-century learning experience

For older students, flexible, accessible mobile learning supports the development of their

independence, ownership of their progress and time management of their studies. Students expect

a 21st-century learning experience ¾ one that’s convenient, is tailored to their needs and saves

them time, which is exactly what mobile learning does. Not providing such an experience can

become a barrier to successful learning.

Mobile can also help parents connect with teachers and stay up to date with their child’s progress

at school. Digital portfolios, enabled through a Virtual Learning Environment and accessible at

home on mobile devices, help bridge the school-home divide, giving parents insight into

schoolwork, class activity, pending assignments and their child’s progress. It also ensures they are

aware of topics being discussed in the classroom, giving them the opportunity to bring the

conversation into the home.

Preparing for the workplace

Embracing mobile in education also familiarizes students with ways of learning that are increasingly

adopted in today’s workplace, preparing them for what they will no doubt come across in future

employment.

Learning continues to be a feature beyond education, but face-to-face training can be difficult for

many companies to implement. E-Learning, which fits into employee schedules and can be

accessed from wherever their job takes them, is gaining in popularity. Anytime, anywhere access to
learning content is made possible not only by the ubiquity of mobile, but also the growing demand

from today’s younger generation.

Mobile technology has already begun to influence when, where and how learning takes place. In

today’s hyper-connected world its influence will continue to grow with mobile devices occupying an

ever more significant role in the classroom. The integration of mobile technologies into the learning

experience supports new and exciting ways of delivering engaging content; it also helps build the

digital skills young people need beyond education.

Effectiveness

A recent study on health professions education combined evidence from 29 studies, which included

3175 learners, and concluded that mLearning is as effective as traditional learning in terms of

improving learner's knowledge and skill. The study highlights that mLearning is a novel educational

strategy that is rapidly developing in the field of health professions education, "21 of the 29 included

studies (72%) published between 2014 and 2017, it’s clear that mLearning is an emerging

educational strategy. The remaining 8 studies were published between 2006 and 2013, with no

studies published before 2006, further highlighting the modern nature of this approach to health

professions education and its relevance" Crescente, Mary Louise; Lee, Doris (March 2011)

These are the values of mobile learning; Tutors who have used m-learning programs and

techniques have made the following value statements in favor of m-learning, it is important to bring

new technology into the classroom, devices used are more lightweight than books and PCs, mobile

learning can be used to diversify the types of learning activities students partake in (or a blended

learning approach), mobile learning supports the learning process rather than being integral to it,

mobile learning can be a useful add-on tool for students with special needs. However, for SMS and

MMS this might be dependent on the students’ specific disabilities or difficulties involved. Mobile

learning can be used as a ‘hook’ to re-engage disaffected youth, m-Learning can be designed to

combine decision making in complex learning scenarios with formative scoring and assessment. C.

Savil-Smith et al. (2006These are the benefits; its relatively inexpensive opportunities, as the cost

of mobile devices are significantly less than PCs and laptops, multimedia content delivery and
creation options, continuous and situated learning support, decrease in training costs, potentially a

more rewarding learning experience, new opportunities for traditional educational institutions,

readily available a/synchronous learning experience, decrease in textbook costs, access to

personalized content, remote access to knowledge and improved literacy levels. Elias, Tanya

(February 2011)

Growth

Mobile learning is widely used in schools, workplaces, museums, cities and rural areas around the

world. Singh, Mandeep (2010) In comparison to traditional classroom pedagogical approaches,

mobile learning allows widened opportunies for timing, location, accessibility and context of learning

Oller, Rick (2012) Current areas of growth include:Testing, surveys, job aids and just-in-time (J.I.T.)

learning, location-based and contextual learning, social-networked mobile learning, mobile

educational gaming , delivering m-Learning to cellular phones using two way SMS messaging and

voice-based CellCasting (podcasting to phones with interactive assessments) Singh, Mandeep

(2010) and cloud computer file storage Elias, Tanya (February 2011).

Local Studies

According to a research done by the Eden Strategy Institute, the Filipino society would rather lose

their personal necessities such as soap and shampoo rather than lose internet access and their cell

phones. This shows that the mindset of the younger generation in the country portrays a continuing

transformation making them more connected to internet and technology daily, compared to the

older generations where access was very limited. In the recent years, the Filipino community has

always relied on weather forecasting, information dissemination, emergency reliefs and rescue

equipment that so often have not been helpful enough. But with the ingenuity of the Department of

Science and Technology (DOST) through the efforts of the Philippine Atmospheric Geophysical and

Astronomical Services Administration (PAGASA), a new arsenal has been deployed to accurately

detect typhoons and disasters in an integrated and responsive system: The Project NOAH

(Nationwide Operational Assessment of Hazards). Through Project NOAH, the average Pinoy can

receive warnings about incoming floods and possible evacuations, six hours in advance through the
comforts of their mobile phones and laptops. In the fast-paced society that we live in, technology

has also become a focal point in all aspects of human activity. Locally, in Davao City, a marketing

research study conducted by Berico et al. (2008) showed that the preference towards features of

mobile phones by consumers is high with a grand mean of 4.85. Among the features mentioned are

high-quality built-in camera lenses, music player, and web connections, these are some of the most

advanced features offered by mobile phone makers during those times. The study also showed that

consumers preferred mobile phones which are very portable and comfortable. This is evident in the

handsets that the market has today. Observations revealed that as the variety of mobile phones

emerged the growing popularity of the local brands such as Cherry Mobile and

Myphone has also captured the Davao residents’ liking for their preference of mobile brand.

Another work by Xinhua, Filipinos are using their mobile phones not only to communicate but also

as mobile computers as well, according to a recent market study. According to Taylor Nelson

Sofres, a global customized research company said in its report that Filipino consumers are not just

using cell phones to call and texting messages and photos, but also as a means to have "internet-

on-the-go," allowing users to be always online. Of the 38,000 respondents in Metro Manila, 75 % of

the respondents surveyed used mobile phones to take photos or videos; 45 % to browse the

internet; 44 % to access their social networking sites, and 37 % to check their emails. The study

was conducted from November 2012 to January 2013. "Based on the findings of the study, the

increase in various mobile activities explains the growing trend of Wi-Fi accessibility in public

areas," said TNS Philippines Managing Director Gary de Ocampo. According to DO 70, s. 1999 and

DO 83, s. 2003 of Department of Education, the use of cellphones have diverted the attention of

students from their studies. Moreover, reports show that text messaging are causing disturbance to

the classes and being used to cheat during examinations. As a respond, school officials are

directed to ensure that text messaging during class hours and within school premises should be

stopped, at very least closely monitored and regulated. Using cellphones in the classroom without

permission or excuse is a minor offense which may lead to confiscation, verbal reprimand and

suspension as stated in student’s handbook at TNHS.

 Rhea Kelly on her vlog stated that a whopping 94 percent of students in a recent survey said

they want to use their cell phones in class for academic purposes. The Student Pulse Survey from

Top Hat, conducted by independent research firm Survata, polled 520 college students about digital

devices, textbooks and learning. Top Hat is the maker of a classroom engagement platform that

allows students to use their own devices to participate in discussions and access course content.

The survey found that a large number of students — 75 percent — believe using personal devices

in the classroom has improved their ability to learn and retain information. Fifty-eight percent of

respondents use their phones to take pictures of lecture slides; 41 percent use them to Google

answers to in-class questions; and 39 percent use them to access a digital textbook. On the other

hand, 54 percent also use cell phones to text friends and 52 percent use them to browse social

media during class.

Many students said they would be willing to use their phone more often for various class

activities, such as check in to the class (60 percent), answer in-class polls (59 percent) and access

a professor's slides (54 percent). Just 6 percent of students said they don't want to use their phone

in class for academic purposes.

Students also want more interactive, digital course materials, the survey found. About twice as

many students said they learn more effectively from an interactive text than a static PDF course

pack (36 percent compared to 19 percent, respectively). Sixty-eight percent think quizzes should be

embedded within digital course materials, and 62 percent said the same about videos. Just 3

percent said they would prefer not to have interactive course materials.

The survey also asked students about ways they obtain their textbooks. Fifty-six percent of

respondents said they have rented a textbook; 47 percent have downloaded a PDF of a textbook;

35 percent have borrowed a textbook; and 31 percent have gotten by without buying a textbook at

all
Finally, when asked what presents the biggest obstacle to college success, students' No. 1 answer

was finances, followed by "Not enough time to study and absorb the course material," quality of

teaching and access to textbooks.