Abstract
The purpose of this research study is to explore the effects of cell phone technology in
secondary school systems. This research will take into account part quantitative and qualitative articles
and data, and draw conclusions for the quantitative approach to this study. The goal for this study is to
determine if the removal, or banning, of cell phones in the high school environment has had a direct
impact improving academic performance. The Topical Reference List will examine multiple articles
addressing this topic
Introduction
The topic of cell phones and their effects on society are abundant and widespread throughout
every facet of society. Today’s youth, in addition to just about every other generation, are dependent on
these devices and can often be observed enamored with their devices and oblivious to all that is
occurring around them. Fewer families sit at the table for dinner and talk, fewer children spend time
outdoors playing, and even fewer students can go an entire school lesson without interacting with their
cell phone at some point. As a high school educator, I have observed the affects, mostly negative, of cell
phone technology in the classroom. Students are often distracted by their phones, mainly from the
social media and gaming applications that are on them. In addition to the music and communication
applications as well.
The purpose of this study is to research the data and articles that address the topic of removing
and/or banning cell phones from the classroom. Specifically, to determine whether the removal and/or
banning of cell phones in the classrooms have a direct impact to academic performance of high school
students.
Topical References
Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms—An opportunity to advance
understandings of technology addiction, distraction and cyberbullying. British Journal of
Educational Technology, 52(1), 8–19. https://doi.org/10.1111/bjet.12943
This qualitative research study examines the “emerging worldwide trend for mobile phones
being banned from classrooms and schools” from the perspective of educators working in educational
technology (Selwyn & Aagaard, 2021). It focuses on the potential positive outcomes of achieving a
better understanding of the negative aspects of digital technology such as cyberbullying and addiction.
Campbell, M., Edwards, E. J., Pennell, D., Shiralee Poed, Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., &
Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping
review. Journal of Psychologists and Counsellors in Schools.
https://doi.org/10.1177/20556365241270394
Being one of the more recent studies on the topic, this research is a combination of both
qualitative and quantitative review of multiple research articles that met the inclusion criteria for the
study. The research questions for the article focused on “whether mobile phone use in schools impacts
academic outcomes, mental health and wellbeing and cyberbullying” (Campbell et al., 2024). Interesting
to note that this research included other research studies and articles that is being used for my research.
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish
secondary schools. Economics of Education Review, 77, 102009.
https://doi.org/10.1016/j.econedurev.2020.102009
This quantitative research study from 2020 examines the impact of banning cell phones in
Swedish classrooms at the secondary level. At the time of this study, the authors were only able to
identify one quantitative research study from 2016. Expanding on the only quantitative research article
used in the study, they were able to conduct survey response studies to determine their conclusion,
which is they “find no impact of mobile phone bans on student performance” (Kessel et al., 2020).
Lin, Y., Liu, Y., Fan, W., Tuunainen, V. K., & Deng, S. (2021). Revisiting the relationship between
smartphone use and academic performance: A large-scale study. Computers in Human
Behavior, 122(106835), 106835. https://doi.org/10.1016/j.chb.2021.106835
This quantitative research study looks to debunk the belief that frequent use of smartphones
have a negative impact on academic performance, for college students. This research uses a sample size
of ten thousand college students to conduct surveys that support their conclusions that smartphones
motivate better academic performance.
ALAKURT, T., & YILMAZ, B. (2021). Teachers’ Views on the Use of Mobile Phones in Schools. Journal of
Computer and Education Research. https://doi.org/10.18009/jcer.901358
This mixed research study was conducted to determine the teacher perspective in Turkey.
Survey research was used with over 400 teachers. Conclusions determined that though teachers’
depended on mobile phones tremendously, majority of teachers overwhelmingly support banning the
devices from schools and the classroom.
Butakor, P. K. (2021). Mobile Phone Use for Instructions in Senior High Schools in Ghana: Views and
Opinions of University Students. International Journal of Curriculum and Instruction, 13(2),
1119–1132. https://eric.ed.gov/?id=EJ1292256
This qualitative research study used exploratory and descriptive research methods to explore
the opinions of college students in Ghana. This article is interesting in the fact that is used the opinions
of a group outside the demographic of their target audience. The conclusions were mixed with regards
to the benefits and destructiveness of mobile phones in high schools.
Sadiq, S., Anasse, K., & Slimani, N. (2022). The Impact of Mobile Phones on High School Students:
Connecting the Research Dots. Technium Social Sciences Journal, 30, 252.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/techssj30&div=24&id=&page=
This mixed research study was an in-depth endeavor that successfully attempted to take an
overall look at all of the overarching research that has been conducted on the topic up to the time he
wrote this article. The author was successful in identifying the many different angles and approaches
with regards to the topic.
Amez, S., & Baert, S. (2020). Smartphone use and academic performance: A literature
review. International Journal of Educational Research, 103(1), 101618.
https://doi.org/10.1016/j.ijer.2020.101618
The authors of this study use quantitative analysis for their research regarding the topic of
Smartphones and academic performance. The data they use for their scientific research are actual grade
point averages of students from a variety of research studies. Their conclusion show a negative
association, but caveat that conclusion with assumptions of “self-reported” data from students.
Gajdics, J., & Jagodics, B. (2021). Mobile Phones in Schools: With or Without you? Comparison of
Students’ Anxiety Level and Class Engagement After Regular and Mobile-Free School
Days. Technology, Knowledge and Learning, 27. https://doi.org/10.1007/s10758-021-09539-w
This mixed research study was particularly interesting as it explores the idea of “nomophobia”,
which is defined as a type of separation anxiety of an individual from their mobile phones. A
comparative analysis was conducted from high school students on a regular school day and an
experimental “mobile-day” (Gajdics & Jagodics, 2021). Results shoed increased anxiety but surprisingly
enough, showed no change in engagement in the classroom. This research will prove vital in coming
years and follow-on research.
Amez, S., Vujić, S., De Marez, L., & Baert, S. (2021). Smartphone use and academic performance: First
evidence from longitudinal data. New Media & Society, 146144482110123.
https://doi.org/10.1177/14614448211012374
This quantitative study examined the effects of smartphone use and academic performance by
observing college students at two Belgian universities, in multiple programs of study, for 3 consecutive
years. The authors; were successful in their attempts to achieve consistent and measurable data over a
long period of time.
Summary
While researching these articles, several common themes seemed to appear throughout these
publications. One common theme is that the data is limited as the effects of the ever-changing
technology of cellular phones is a concern that only goes just over a decade back. Another theme is
advocacy of utilizing cellular technology in the classroom for educational purposes, as opposed to
outright banning it. There are several studies that report conclusions in the negative, and several
publications that support a null hypothesis such as there is little to no effect on academic performance.
There are many opinions regarding the use of cell phones in classrooms and limiting or banning them
outright. Luckily, it’s not issue that’s going to go away and the data will continue to grow. I am excited to
continue to research it.
References
Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms—An opportunity to advance
understandings of technology addiction, distraction and cyberbullying. British Journal of
Educational Technology, 52(1), 8–19. https://doi.org/10.1111/bjet.12943
Campbell, M., Edwards, E. J., Pennell, D., Shiralee Poed, Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., &
Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping
review. Journal of Psychologists and Counsellors in Schools.
https://doi.org/10.1177/20556365241270394
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish
secondary schools. Economics of Education Review, 77, 102009.
https://doi.org/10.1016/j.econedurev.2020.102009
Gajdics, J., & Jagodics, B. (2021). Mobile Phones in Schools: With or Without you? Comparison of
Students’ Anxiety Level and Class Engagement After Regular and Mobile-Free School
Days. Technology, Knowledge and Learning, 27. https://doi.org/10.1007/s10758-021-09539-w
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