FACULTY OF PSYCHOLOGY AND SOCIAL SCIENCES

BPSY 1263 COGNITIVE PSYCHOLOGY

CRITICAL REVIEW: “Effect of Student Classroom Cell Phone Usage on Teachers”

INDIVIDUAL ASSIGNMENT

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LECTURER’S NAME: MS WAN FARAH ADILAH WAN AZLAN

DATE: 1 MAY 2023

PREPARED BY

ASIA ABDULHAKIM

(BPSY 2210-6928)

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 Table of Contents

INTRODUCTION .......................................................................................................................... 3

SUMMARY .................................................................................................................................... 3

CRITIQUE ...................................................................................................................................... 5

CONCLUSION ............................................................................................................................... 6

REFERENCES ............................................................................................................................... 8

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INTRODUCTION

Most high school and even middle school teachers are constantly fighting for students'

attention in the classroom with smartphones and other electronic devices. While the teacher gives

instructions, students find ways to text, browse the web, and post on social media. They hide

their electronic devices in their lap, sweatshirt, or backpack pockets. As a result, they spend most

of their time in the classroom barely present. According to a recent study, college students use

their smartphones and other devices during class more often than ever. In fact, the research

revealed that, on average, students check their phones and other devices more than 11 times per

day. It takes just one look to determine whether someone is attempting to contact them.

Alternatively, they use up to 20% of their class time to send texts, send emails, browse the web,

check social media, and even play games. The article discusses the impact of student cell phone

usage on the teaching and learning process, which is an important and timely topic. According to

the author, the increased use of cell phones in classrooms has raised concerns about their

potential impact on student learning and teacher effectiveness. The purpose of this article is to

investigate this issue by examining teachers' experiences and perceptions of student cell phone

usage in the classroom. While previous research has focused on the effects of cell phone use on

student behavior and academic outcomes, the author claims that little attention has been paid to

the impact of cell phone use on teacher well-being and the classroom environment. The purpose

of the article is to fill a gap in the literature by investigating teachers' perceptions and

experiences with cell phone use in the classroom.

SUMMARY

Instrumentation and procedures: The study included two groups of participants: students

and faculty, and its goal was to investigate attitudes toward cell phone use in college classrooms

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and its impact on teaching. The student sample included 163 people from a regional

comprehensive university, with 61% of them being female. Freshmen, sophomores, seniors, and

graduate students were included in the sample. The faculty sample included 289 teachers and

faculty members from the same university, 60% of whom were female and averaged 15.04 years

of teaching experience. To collect data, the study used two self-report questionnaires, one for

students and one for faculty, based on Tindell's (2012) questions. The student questionnaire had

13 items, while the teacher questionnaire had eight, and both assessed attitudes toward cell phone

use in college classrooms as well as demographics. The questions included yes/no, open-ended,

and interval scale questions, with each item, scored as a separate construct. The student

questionnaires were distributed through general education classes, where participants could earn

extra credit, whereas the faculty questionnaires were distributed via the university email system,

with participants entering a drawing for one of four $25 gift cards. Surveys took between five

and ten minutes to complete. Data collection took place during the 2015–2016 academic year

with institutional review board approval, and all participants were given the opportunity to

provide informed consent indicating that participation was voluntary and confidential.

The findings revealed that students were noticeably more likely than teachers to bring

their phones to class. With a standard deviation of 9.87, teachers reported that students use their

phones an average of 6.68 times per class. Students' use of cell phones distracted teachers at

various frequencies, ranging from never to several times per day. On a Likert scale from 1 to 7,

students gave it a 4.61 rating for how simple it was to send or receive text messages in class

without being seen. A Pearson chi-square test found a significant difference between teachers'

and students' typical cell phone usage during class, with teachers' phones more likely to be

turned off or put away and students' phones more likely to be checked occasionally. Overall, the

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study sheds light on the prevalence and consequences of cell phone use in the classroom and

emphasizes the demand for additional study and focus on the problem.

CRITIQUE

Strengths and Limitations: The study included faculty and students, giving researchers a

more complete picture of attitudes towards cell phone use in the classroom. The study's

questionnaires were based on ones used in a prior study, which increased the validity and

reliability of the findings. A variety of yes-or-no, open-ended, and interval scale questions were

used in the survey, allowing for a wider range of responses. Ethical considerations were

considered during the research process because the study received approval from the institutional

review board. The fact that only one regional comprehensive university was represented in the

study limits the generalizability of the results to other institutions or populations. Extra credit

was offered as an incentive to the student sample, which might have influenced participant

responses. With the chance to win a gift card, the faculty sample was encouraged to participate,

which could have caused participation bias. Since all survey questions were self-reported, social

desirability bias may have occurred. The study only examined attitudes toward cell phone use in

the classroom; it did not examine its actual effects. According to the thesis, there may be a few

discrepancies and gaps in the study. Self-reported information: The study relied on teachers' self-

reported data, which could have been biased or reported inaccurately. Research questions were

limited in scope because the study concentrated on the psychological effects of student cell

phone use on teachers rather than exploring other potential effects like student learning outcomes

or classroom management. The lack of a comparison group may limit the study's ability to draw

causal inferences about the effects of cell phone use on teachers. This study did not include any

teachers who did not have students use cell phones in their classrooms. In addition, the study

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used a cross-sectional design, which means that the information was gathered all at once. The

relationship between cell phone use and teacher attitudes cannot be inferred causally from this

design. To investigate causal relationships, a longitudinal design, in which data is gathered over

time, would be more appropriate. The study found that student cell phone usage can have

negative impacts on teacher well-being, job satisfaction, and classroom management. The

implications of these findings are significant, as cell phone usage among students has become

increasingly pervasive in modern classrooms. The study suggests that schools and teachers

should consider implementing policies and strategies to limit cell phone usage and promote a

positive classroom environment. Additionally, the study highlights the need for further research

in this area to better understand the complex relationship between cell phone usage and teacher

well-being. In terms of impact, the issue of cell phone use in class is very essential today because

technology is embedded in many students' daily lives. The study's conclusions have significant

ramifications for educators and decision-makers who work to advance supportive environments

for learning and teaching.

In terms of future research recommendations, the study suggests that more research is

needed to investigate the specific mechanisms by which cell phone usage affects teacher well-

being and classroom management. Future research could look into how individual differences,

such as teacher personality and teaching style, influence the relationship between cell phone

usage and teacher outcomes. Longitudinal studies could also shed light on the long-term effects

of cell phone use on teacher well-being and job satisfaction.

CONCLUSION

For many years, teachers have struggled with the issue of cell phone use in the classroom.

Even though some students believe that using their cell phones in class allows them to multitask

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effectively, research has shown that this practice can interfere with students' ability to learn. Cell

phone use in class can affect cognitive processes negatively, reducing performance and

comprehension, and making it challenging for students to retain knowledge and engage in critical

thinking. Additionally, since most teachers consider using a cell phone while teaching to be a

distraction, it can also negatively impact other students and teachers. However, it's crucial to

understand that technology can improve the learning process when used effectively. Tablets and

smartphones can support personalized learning, collaborative learning, and easy access to online

resources. Teachers should set up clear rules and expectations for using technology in the

classroom in order to strike a balance between maximizing the positive effects of technology use

and minimizing the potential negative effects of technology misuse. This might entail placing

restrictions on when devices can be used, creating guidelines for acceptable behavior, and

offering instructions on how to use devices to support learning. While a complete ban on cell

phones might not always be the best option, it is crucial for students to understand that their

individual decision to use a cell phone in class can negatively impact both their own and their

peers' learning. The ultimate objective should be to develop a supportive learning environment

that maximizes the advantages of technology while minimizing any potential drawbacks.

Together, learners and educators can develop a learning environment that fosters academic

success and development by setting clear expectations and rules.

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REFERENCES

Pulliam, D. (2017). Effect of student classroom cell phone usage on teachers. Western Kentucky

University TopSCHOLAR®, 2017, 31. https://doi.org/10.2139/ssrn.3439517

Gordon, S. (2021). How Smartphones Create Distractions in the Classroom. Verywell Family.

h ps://www.verywellfamily.com/how-smartphones-are-crea ng-distrac ons-in-the-classroom-4174646