Mobile Phone Usage on Student’s Academic Performance: A Study of Distraction and Productivity

This study investigated the relationship of smartphone use and academic performance among third-year BEED students. A number of one-hundred thirty students served as the respondents. Descriptive-correlation design was used in this study to describe the level of mobile phone usage with its sub-variables such as the enhancing academic performance, smartphone selfefficacy, distraction level, and the hours mobile phone was used. The same test was run to know the level of the respondent’s academic performance. Pearson r correlation and standard deviation was determined. The results showed that the respondents frequently used mobile phones for enhancing their academic performance and demonstrated moderate levels of distraction while using them. In the distraction level, it was found that the respondents were sometimes distracted as they use their mobile phone. There is no significant relationship to academic performance which falls above average level. Mobile phone usage and its subvariables do not affect the academic performance of the respondents, but it has caused a minimal distraction to some. To strengthen the generalizability of these findings, future research should consider including students from other departments within the institution, which would offer a more comprehensive understanding of mobile phone usage patterns and their implications across the student body. In general, this kind of studies would be helpful in assessing the mobile phone usage of students specifically the minor ones who still need to be guided in their mobile phone use. Thus, this study is also be helpful in determining their level of mobile phone usage and how it affects their academic performance.