SYNTHESIS

Related Literature

In the words of Hanson et al. (2011), when the instructor strongly advocates for the use of
technology by students for course-related purposes, the students perceive the course as
meaningful and believe that their involvement counts. Moreover, Mozaheb & Azabdaftari (2012)
noted that wordlists, flashcards, and mobile learning are only a few of the strategies and
resources that enhance vocabulary development. Conversely contrast, there has been a rise in
reports of a decrease in seatwork and an overall grade loss with the introduction of classroom
technology (e.g., cell phone use), according to Dietz and Henrich (2014). Thus, in order to
establish cellphone policies that work, Berman (2014) suggested that schools need to take into
account both the possible distractions and the wider implications for developing a vibrant and
active learning environment that supports students' academic achievement and intellectual
development. It was supported by O'Bannon & Thomas (2015) wherein stated that the
integration of mobile phones in the classroom is impeded by conventional hurdles, which
restricts the educational benefits that technology can provide. Likewise, Olufadi (2015) stated
that using creative methods, such adding contests and interactive exercises, can help students
stay engaged in class and reduce boredom, making mobile phone use an effective teaching tool.
Additionally, boredom, emergency addiction, class-related use of social media, and perceived
behavior control are Olufadi (2017)'s explanations for students' phone use in the classroom.
Studies have also shown that students respond differently to rules governing various forms of
technology. Therefore, Lee et al (2017) suggested four circumstances to manage the distraction
such as: (a) mobile devices permitted to be used during lectures; (b) mobile device possession
permitted but not used during presentations; (c) mobile devices completely prohibited in the
classroom; and (d) a control group that did not receive any type of guidance. In conclusion,
Onyema (2019) noted that the usage of mobile phones and other relevant portable technology in
the classroom has become increasingly important to the teaching and learning process. This
claim was made in part considering the data and research findings that the researchers had
collected, as well as their observations of students. The goal of the research is to demonstrate
how employing technology affects instructors' and students' participation within or even outside
of school buildings. Technology makes it possible for education to continue even in the face of
potential roadblocks that could otherwise prevent people from expanding their knowledge.

Related Studies
 According to Gao et.al (2014), there were no variations between schools when it came to
(1) students' preference for using mobile phones, (2) teachers' evaluation of the poor efficacy of
mobile phone policies, and (3) teachers' suggestions for policy improvements. On the other hand,
Rabiu (2016) the use of mobile phones has a big impact on senior secondary school pupils'
academic performance, both male and female. Therefore, according to McCoy (2016), the study's
higher education instructors firmly believe that unruly mobile phone use can be a distraction and
have a negative impact on students' attention spans and the environment of the classroom.
Moreover, Siew (2017) discovered in his research how students at a Malaysian institution utilize
smartphones to aid in their academic learning and how these activities impact CGPA. In a recent
survey, 94% of students said they would prefer to use their phones for academic purposes in
class, according to Kelly (2017). Despite higher percentage of schools that uses mobile devices
in teaching and learning process the study conducted by Kaur (2018) revealed that students who
use their phones excessively in class may not perform as well academically. In a contradict vein,
Hossain (2019) discovered in his research that as mobile phone technology develops at a
breakneck pace, it seems that the tool can improve student performance and learning.
Comparably, Noah's (2019) study discovered that smartphone use is steadily emerging as a
potent learning tool for enhancing the teaching and learning of distant education. However,
according to Inner Drive Blog (2021), there is a poor correlation between students' academic
achievement and their usage of cellphones. Specifically, for every 100 minutes a student uses
their phone each day, they receive a grade of 6.3; this effect is amplified when students use their
phones in class. Subsequently, some parents have also expressed fear that their children might
not be able to contact them in an emergency if cell phone ban are implemented according to
Anna Merod 2023 The National Center for Education Statistics. In conclusion, this research
raises questions about the true benefits that mobile devices can provide for interactions between
teachers and students as well as for parents, relatives, and other individuals who require the
involvement of kids while they are in the classroom. Furthermore, it is unclear which level
among all levels will benefit most from this study and which level will benefit from it. To dispel
any uncertainty, this study intends to investigate deeper.