Smartphone in-Class Use and Academic Performance: A Case from the South East European University in North Macedonia
Keywords:smartphones, higher education, academic performance, influence
Nowadays, it is difficult to imagine life without a smartphone anywhere in the world. It is an inevitable phenomenon of the modern society and influences all spheres of existence from a psychological, social, educational and technological perspective. However, despite the many benefits it brings, excessive use of smartphones can have some adverse effects. The purpose of this paper is to investigate the impact of in-class smartphone use on students’ academic performance. Students from the South East European University (SEEU) in North Macedonia participated in the study through an online survey. We aimed to provide answers to the following questions: How smartphones are used in class? Does that use to contribute to learning that is more successful or distract students from it? What kind of other effects do smartphones have on students while in class? The results have confirmed the hypothesis that in -class smartphone use negatively affects student academic performance measurable through the number of European Credit Transfer System (ECTS) credits awarded and students’ grade point average (GPA). Some other negative effects have also been identified. Recommendations based on findings might be useful for policymakers, higher education management and professors in order to provide some ways to regulate the use of smartphones in class.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Barnwell, P. (2016), “Do smartphones have a place in the classroom?“, available at: http://www.theatlantic.com/education/archive/2016/04/dosmartphones-have-aplace-in-the-classroom/480231 / (27April 2016)
Buck, J. L., McInnis, E., Randolph, C. (2013), “The new frontier of education: The impact of smartphone technology in the classroom“, in 2013 ASEE Southeast Section Conference, 10-12 March, American Society for Engineering Education, Tennessee Technological University, Cookeville, pp. 1-11.
Grosseck, G., Bran, R., Tiru, L. (2011), “Dear teacher, what should I write on my wall? A case study on academic uses of Facebook“, Procedia-Social and Behavioral Sciences, Vol. 15, pp. 1425-1430.
Ifeanyi, I. P., Chukwuere, J. E. (2018), “The impact of using smartphones on the academic performance of undergraduate students“, Knowledge Management & ELearning, Vol. 10, No. 3, pp. 290-308.
Jacobsen, W. C., Forste, R. (2011), “The wired generation: academic and social outcomes of electronic media use among university students“, Cyberpsychology, Behavior, and Social Networking, Vol. 14, pp. 275-280.
Junco, R., Cotton, S. R. (2012), “The relationship between multitasking and academic performance”, Computers & Education, Vol. 59, pp. 505-514.
Kimbona, L., Mgaya, G. (2015), “Smartphones’ effects on academic performance of higher learning students. A case of Ruaha Catholic University – Iringa, Tanzania“, Journal of Multidisciplinary Engineering Science and Technology, Vol. 2, No. 4, pp. 777-784.
Ezemenaka, E. (2013), “The usage and impact of Internet enabled phones on academic concentration among students of tertiary institutions: A study at the University of Ibadan, Nigeria”, International Journal of Education and Development using Information and Communication Technology (IJEDICT), vol. 9, issue 3, pp. 162-173.
Kirschner, P. A., Karpinski, A. C. (2010), “Facebook and academic performance”, Computers in Human Behavior, Vol. 26, No. 6, pp. 1237-1245.
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., Nosko, A. (2012), “Examining the impact of off-task multitasking with technology on real-time classroom learning”, Computers & Education, Vol. 58, No.1, pp. 365-374.