Impact of attachment to cell phones on classroom learning

Abstract

This study investigated the influence of cell phone attachment on classroom learning among Senior Secondary students in Delta Central Senatorial District, Delta State. Guided by three research questions, the study utilized a correlational survey research design. The population comprised 15,170 Senior Secondary students, with a sample of 375 students drawn from 19 secondary schools using proportionate stratified random sampling. Data were collected using two researcher-designed questionnaires: the Cell Phone Attachment Questionnaire (CEPAQ) and the Classroom Learning Questionnaire (CLQ). The validity and reliability of the questionnaires were established, with reliability coefficients of 0.71 for CEPAQ and 0.80 for CLQ, calculated using Cronbach's Alpha. Pearson Product Moment Correlation (PPMC) was employed to answer the research questions. The findings revealed a positive relationship between cell phone attachment and classroom learning, with gender and age exerting positive moderating impacts on this relationship. The study concluded that cell phone attachment significantly affects classroom learning and recommended, among other measures, that school administrators monitor phone usage in classrooms to mitigate negative impacts.