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The Impact of Mobile Phone Usage on the Academic

Performance of Students in Tertiary Institutions: A Case Study of
Federal Polytechnic, Bida
Mohammed Salisu Alfa, Micheal Vincent Abiodun and Christian Chidera
Chiemzie
Department of Statistics, The Federal Polytechnic, Bida.

Corresponding author: alfams001@gmail.com

Abstract
This paper explores the general impact of mobile phones on the academic performance of
students in tertiary institutions and investigates its effect on their academic, social, and personal
lives. Mobile phones are necessary requirements in academics. The research employs a mixed-
methods approach, combining surveys and interviews to gather data from a diverse sample of
students in which descriptive statistics approach is employed. Designed questionnaire were
administered on the students using departments as units. The findings reveal that mobile phones
have become indispensable tools for students, facilitating communication and information
access. However, their usage patterns are not without challenges, as students often face with
issues related to distraction, addiction, and academic misconduct. Likewise, the study uncovers
the influence of mobile phones on social interactions, shedding light on how these devices shape
friendships, relationships, and the overall social landscape within tertiary institutions. It also
delves into the impact on mental health, discussing the potential consequences of excessive
screen time and digital isolation. The study which involves a sample of 200 questionnaires
administered on the students recorded 98% success across all departments and schools. In
conclusion, this research underscores the need for institutions and policymakers to strike a
balance between embracing the benefits of mobile technology and mitigating its negative
effects. It calls for targeted interventions to promote responsible phone usage among students,
fostering a harmonious coexistence of mobile phones and academic pursuits in tertiary
institutions.
Keywords: Mobile Phones, Combining Surveys, Questionnaires, Phone Usage, Mobile
Technology.

Introduction
The Global System for Mobile Communication (GSM) stands as a ubiquitous digital mobile
network, with a profound impact on mobile phone users worldwide. Its significance within
the realm of higher education is undeniable. In the context of tertiary institutions, mobile
phones have evolved into indispensable tools that profoundly influence students' learning
experiences and communication capabilities. This is primarily attributed to the inclusion of
cutting-edge technological features, such as photography, internet browsing, video games,
text messaging, e-mail, multimedia messaging, video chatting, video calling, voice
communication, and wireless connectivity options like Bluetooth. These advanced features

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serve as invaluable resources, empowering students throughout their academic journeys

(Ifeanyi & Chukwuere, 2018). In this study, we delve into the multifaceted role of GSM
mobile phones among students in higher learning institutions, exploring the ways in which
these devices shape and enhance the academic, social, and personal aspects of their lives.
The evolution of GSM technology in Nigeria and the majority of developing countries can
be traced back to the 1990s (Ogunyemi, 2010). Its widespread adoption has inadvertently
led to profound implications for students, influencing their commitment to academic
endeavors (Smith, 2013). However, this influence is not always positive, as it can have
adverse effects on their cognitive processes, communication skills, and language
proficiency, as pointed out by Nwachukwu & Onyenankeya (2017).

Statement of the Problem

In a study conducted by Harper (2017) on student perceptions of the social pressure and
consequences associated with GSM device usage, it was found that students extensively
used mobile phones for its utility in their studies. However, a significant portion of the
respondents reported feeling anxious and distracted when using mobile phone devices,
occasionally diverting their attention away from primary school programs (Nwazor, et al.
2015). This phenomenon raises important issues and highlights potential consequences
that need to be addressed within the educational context.
In light of these findings, it becomes imperative to explore the various dimensions of mobile
phone device usage among students in educational settings, examining both the benefits
and drawbacks, in order to devise strategies that promote responsible and effective use of
these devices while minimizing their potential negative impacts.

Literature Review
Utulu and Alonge (2012) provided first-hand information on the prospects, gains and
challenges mobile phones provided appropriate education technology in Nigeria tertiary
institution. Using smartphones distracts students from their studies in certain aspects and
also showed the impact of using them on students’ academic skills and progress (Ifeanyi
and Chukwuere, 2018).
Rabiu et. al., (2016) conducted a study on students' dedication to their academic work and
observed that a lack of commitment and a poor attitude towards their studies can result in
academic failure, ultimately leading to dropout rates. Ismail (2018) further emphasized the
dual nature of GSM technology as a valuable tool for information dissemination and a
potential source of distraction when misused by students, which can adversely affect their
academic performance.
These concerns are in line with Peters (2005) belief that GSM technology plays a significant
and transformative role in the daily lives of undergraduate students. The disruptions caused
by mobile phones during lecture hours can lead to divergent academic outcomes and
experiences among students. This study aims to delve deeper into the impact of GSM
mobile phones on the academic, social, and personal aspects of students' lives in tertiary

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institutions, shedding light on both the positive and negative consequences of their
pervasive use.
According to Guy (2009) and Ling (2005), the integration of GSM technology in educational
settings may inadvertently lead to adverse effects on students. They suggest that students
might become distracted and experience anxiety, which can weaken their focus on
academic tasks.
The growth of mobile phone users has been nothing short of remarkable (Haverlag, 2013),
and mobile phones have seamlessly integrated into everyday life (Holt et. al,, 2015). This
technological advancement has ushered in a communication revolution (Hopes, 2016) that
has its roots in post-World War II efforts in Europe, the United States, and Japan (Hostut,
2010).
The inception of the first generation (1G) of mobile technology can be traced back to the
experimental stages of the 1950s, with the inaugural mobile phone launch by Motorola in
1973, followed by the proliferation of similar devices by various companies (Huang, 2010;
Ives, 2018). These early mobile phones were characterized by their large and heavy designs
(Rogers and Michelle 2017).
The utilization of mobile phones by students has experienced an exponential surge in recent
times, as observed by (Jean-Marie, 2009). This trend extends not only to tertiary institutions
but also to primary and secondary schools. However, amidst the proliferation of mobile
phone usage among students, Jesse (2015) highlighted that there are notable constraints
that can hinder effective learning. These constraints encompass issues like inattentiveness,
disruptions, and distractions, with mobile phones often playing a pivotal role in
exacerbating these challenges.
One significant aspect of mobile phone usage among students is the generation of noise
and disruptions during lecture hours, as pointed out by (Kim and Jin 2005). Kuznekoff and
Titsworth (2013) delve deeper into the multifaceted nature of student mobile phone usage.
He asserts that students employ their mobile phones for various purposes, such as tagging
locations
Mobile phones offer a diverse range of educational attributes, characterized by
spontaneity, informality, portability, personalization, ubiquity, pervasiveness, and a myriad
of functions, including voice, text, video, radio, and internet access (Kyoshaba, 2009).
However, within the educational context, certain disruptive factors can hinder students'
focus and engagement in the classroom. These disruptive factors, as highlighted by Ben-
Collins (2016) encompass issues like poor classroom management, music, a less conducive
classroom atmosphere, alertness rivalries among peers, and other related challenges.
Moreover, Lenhart (2010) and Amali (2012) have lamented the negative impact of GSM
technology on the lives of students, particularly those in tertiary institutions. They
underscore the unintended consequences, including limitations on students' commitment
to academic work, their critical thinking abilities, effective communication skills, and other
essential competencies. Despite the immense pool of knowledge available on the internet
in the e-knowledge era, these authors argue that mobile phones have inadvertently

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contributed to these limitations, and the full extent of the impact on students' academic
commitment has not been comprehensively understood by parents, educators, and other
stakeholders (Oksman, 2010).
Given the managerial implications for lecture halls and the concerns raised by these
perspectives, professors and school administrators are compelled to take measures to
ensure students' mental well-being when using GSM devices during academic activities in
higher education institutions. This study is conducted against the backdrop of these issues,
aiming to shed light on the complex relationship between mobile phone usage and
students' academic experiences.

Methodology
In this study, a descriptive statistics approach was employed as the primary research
methodology. The data presentation and analysis involved the utilization of frequency
counts and simple percentages, which were derived from the responses obtained through
questionnaires.
The collected data were systematically tabulated and subjected to quantitative analysis,
with categories established based on percentage distributions. The Statistical Package for
the Social Sciences (SPSS) version 20.0 was utilized to perform data analysis, allowing for
rigorous statistical examination of the questionnaire responses. Additionally, statistical
tables were employed to effectively present the key findings of the study.
As highlighted by Matanhelia (2010), the use of frequencies and percentages in data
analysis is well-suited to the nature of the data being presented, providing a robust
framework for interpreting the information collected during the research process.
For the purpose of this study, all the students in the institution comprising of ND and HND
made up of 17,756 students spread in 28 departments and 7 schools were involved. 200
students of these were chosen as sample using the proportional allocation as in equations
(1) and (2).
Proportional allocation using:
𝑠𝑖𝑧𝑒𝑜𝑓𝑒𝑛𝑡𝑖𝑟𝑒 𝑠𝑎𝑚𝑝𝑙𝑒
𝑆𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒 𝑜𝑓𝑠𝑡𝑟𝑎𝑡𝑎 = 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑠𝑖𝑧𝑒
∗ 𝑠𝑡𝑟𝑎𝑡𝑟𝑢𝑚 𝑠𝑖𝑧𝑒 (1)

The allocation was done by applying the formula:

𝑛𝑜.𝑜𝑓𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑛𝑎𝑖𝑟𝑒𝑠
𝑃𝑟𝑜𝑝𝑜𝑡𝑖𝑜𝑛𝑎𝑙 𝑎𝑙𝑙𝑜𝑐𝑎𝑡𝑖𝑜𝑛 = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑜. 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
∗ 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑠𝑐ℎ𝑜𝑜𝑙 (2)

The primary objective of this study was to investigate the impact of GSM mobile phone
usage on the academic performance of students in tertiary institutions. To achieve this, a
primary research approach was employed, involving the distribution of 200 questionnaires
to students across various departments and schools within the institution. The stratified
sampling method of proportional allocation was used to ensure a representative sample.
The breakdown of respondents from different schools within the polytechnic is as follows:

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School of Agricultural Technology (SAT) = 120 respondents

School of Financial Studies (SFS) = 132 respondents
School of Business Administration and Management (SBAM) = 482 respondents
School of Applied and Natural Sciences (SANS) = 364 respondents
School of Information Communication Technology (SICT) = 398 respondents
School of Environmental Studies (SES) = 130 respondents
School of Engineering Technology (SET) = 256 respondents
The total number of students surveyed across all schools amounted to 17,756 students.
The results and findings of this study, which aim to shed light on the relationship between
GSM mobile phone usage and academic performance, will be presented and discussed in
subsequent sections.
In statistics, stratified sampling is a method of sampling from a population which can be
partitioned into groups. Stratified sampling is a valuable technique in statistical surveys,
particularly when dealing with a population that exhibits significant variability across
different subgroups or strata. By dividing the population into homogeneous subgroups
before sampling, researchers can achieve several important objectives.
Stratified sampling reduces sampling error by ensuring that each subgroup of the
population is represented in the sample. This helps in obtaining a more accurate estimate
of population parameters for each stratum. It can be more efficient than simple random
sampling, especially when there is substantial variation within the population. By allocating
samples proportionally to each stratum, researchers can make the best use of available
resources. Overall, stratified sampling is a powerful tool that helps researchers obtain more
precise and representative estimates when dealing with diverse populations or when
aiming to reduce sampling error in statistical surveys and simulations.
In statistical surveys, when groups within an overall population vary, it could be
advantageous to sample each group (stratum) independently. Stratification is the process
of dividing members of the population into homogeneous subgroups before sampling. The
strata should define a partition of the population. That is, it should be collectively
exhaustive and mutually exclusive: every element in the population must be assigned to
one and only one stratum. Then simple random sampling is applied within each stratum.
The objective is to improve the precision of the sample by reducing sampling error. It can
produce a weighted mean that has less variability than the arithmetic mean of a simple
random sample of the population. In computational statistics, stratified sampling is a
method of variance reduction when Monte Carlo (2007) methods are used to estimate
population statistics from a known population.

Results and Findings

The primary objective of this study was to investigate the impact of GSM mobile phone
usage on the academic performance of students in tertiary institutions. To achieve this, a
primary research approach was employed, involving the distribution of 200 questionnaires
to students across various departments and schools within the institution. The stratified

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sampling method of proportional allocation was used to ensure a representative sample.

The breakdown of respondents from different schools within the polytechnic is as follows:

The allocation was done by applying the formula and we now have:
SAT = 200/17756 ×120 = 1.35 ~ 1
SFS = 200/17756 ×1320 = 14.87 ~ 15
SBAM = 200/17756×4825 = 54.35 ~ 54
SANS = 200/17756×3642 = 41.02 ~ 41
SICT= 200/17756×3985 = 44.89 ~ 45
SES = 200/17756×1304 = 14.69 ~ 15
SET = 200/17756×2560 = 28.84 ~ 29
In statistics, stratified sampling is a method of sampling from a population which can be
partitioned into groups.

Table 1: showing the distribution of questionnaires

Schools No. of questionnaires Percentage
SANS 42 21.43%
SBAM 50 25.51%
SES 15 7.65%
SET 29 14.80%
SFS 15 7.65%
SICT 45 22.96%
Total 196 100.00%
Source: Students population FPB

Table 2: showing questionnaire respondents by level

Level No. of questionnaires Percentage

HNDI 28 14.29%

HNDII 53 27.04%

NDI 83 42.35%

NDII 32 16.33%

Total 196 100.00%

Source: Students population FPB

The table 2 above shows that the highest number of respondents where ND I students with
83 questionnaires, making up 42.35% of the total 196 questionnaires closely followed by
HND II with 27.04% then ND II and HND I with 16.33% and 14.29% respectively.

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Table 3: showing distribution of questionnaires by departments:

S/n. Department No. of questionnaires Percentage
1. Accountancy 11 5.61%
2. Agric. Engineering 2 1.02%
3. Architectural Tech. 4 2.04%
4. Banking & Finance 4 2.04%
5. Biological Science 4 2.04%
6. Building Tech. 2 1.02%
7. Business Admn. Mgt. 19 9.69%
8. Chemical Engineering 2 1.02%
9. Chemical Science 3 1.53%
10. Civil Engineering 8 4.08%
11. Computer Engineering 2 1.02%
12. Computer Science 16 8.16%
13. Electrical Engineering 9 4.59%
14. Estate Mgt. & Val. 3 1.53%
15. Hospitality Mgt. 1 0.51%
16. Library Science 1 0.51%
17. Mass Communication 24 12.24%
18. Mechanical Engineering 6 3.06%
19. Nutrition & Dietetics 6 3.06%
20. OTM 4 2.04%
21. Physics 1 0.51%
22. Public Admin. 31 15.82%
23. Quantity Surveying 3 1.53%
24. SLT 25 12.76%
25. Statistics 1 0.51%
26. SGI 1 0.51%
27. Tourism Mgt. 1 0.51%
28. URP 2 1.02%
Total 196 100%
Source: Students population FPB

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35 31
NO. OF QUESTIONNAIRES

30
24 25
25
19
20 16
15 11
8 9
10 6 6
4 4 4 4
5 2 2 2 3 2 3
1 1 1
3
1 1 1 2
0
ACCOUNT

COMP ENGR

URP
BUILDING

PUBLIC ADMIN
AGRIC ENGR

BUSINESS
CHEM ENGR
CHEM SCI

ELECT ENGR
ESTATE MGT

MECH ENGR
BANKING
BIO SCI

COMP SCI

NUTRITION

SLT
ARCHITECT

CIVIL ENGR

MASS COMM

OTM

STATISTICS
LIS

PHYSICS

Q/S

SURVEY
TOURISM
HOSPITALITY
DEPARTMENTS
A bar-chat showing the distribution of questionnaire among the departments

Table 4: showing the type of Phone used by the students

Type of Phone No. of Students Percentage
BASIC 12 6.12%
FEATURE 31 15.82%
NONE 1 0.51%
SMART 152 77.55%
Total 196 100.00%
Source: Students population FPB

The above table shows the various types of device used among the polytechnic students
and the percentage it represents. This also shows the prevailing type of phones that are
being used by students. The smart phone is the most common device used by students with
77.55% followed by the feature phone with 15.82% and 6.12% of respondents use the basic
phone and less than 1% having no phone at all.

Table 5: showing the specific use of these phones by the Students

Specific use of Phones No. of students Percentage
Academics 48 24.49%
Calls 62 31.63%
Internet 72 36.73%
Recreation 14 7.14%
Total 196 100.00%
Source: Students population FPB

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The table shows the most important use of the phones by students of the polytechnic. It
shows that the Internet access is the most important use of phones with 36.73%, followed
by calls accounting for 31.63%, while 24.49% goes for Academics and Recreation has 7.14%.

Table 6: showing the frequency use of these phones by the students

Frequency of use No. of students Percentage
Daily 84 42.86%
Fortnightly 9 4.59%
Monthly 4 2.04%
None 16 8.16%
Occasionally 54 27.55%
Weekly 29 14.80%
Total 196 100.00%
Source: Students population FPB

Table 6 shows that 42.86% of the students used the phone daily, 27.55% use it occasionally,
14.80% use it weekly, 8.16% claimed the none use of their phones, 4.59% and 2.04% use
theirs fortnightly and monthly respectively.

Table 7: showing the challenges/problems faced by the students on the use of phone
Challenges/problems with the use of phones No. of students Percentage
Accidents 8 4.08%
Fatigue 33 16.84%
Instability of Network 75 38.27%
Power failure 63 32.14%
Sight/hearing 8 4.08%
Time wastage 9 4.59%
Total 196 100.00%
Source: Students population FPB

The table shows the most prevailing challenge associated with the use of these phones in
academic environments. 38.27% of students likened the problems to the Instability of
Network, 32.14% associate it with power failure, 16.84% says it is as a result of Fatigue,
some other students who blamed it on time wastage represents 4.59%, while sight/hearing
and accidents account for 4.08% each.

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Conclusion and Recommendation

This study was conducted to assess the usage of mobile phones among students in higher
education institutions in Nigeria. A total of 200 questionnaires were distributed to students
across various departments and schools using the stratified sampling method, with 196
students (98%) returning the completed questionnaires. The allocation of questionnaires
was based on proportional allocation, with the School of Business Administration and
Management (SBAM) receiving the highest allocation (25.51%) due to its larger student
population, while the School of Environmental Studies (SES) and the School of Financial
Studies (SFS) received the lowest allocations of 7.65% each, reflecting their smaller student
populations.
The results, including those presented in bar charts and tables, provided valuable insights
into the types of mobile phones used by students, the specific purposes for which they used
their phones, the frequency of phone usage, and the challenges they faced.
Notable findings include:
- Smartphones were the most commonly used devices, with 77.55% of respondents
using them.
- Internet access was the most important use of phones (36.73%), followed by calls
(31.63%), academics (24.49%), and recreation (7.14%).
- A significant portion of students (42.86%) used their phones daily, with occasional
use (27.55%) being the next most common frequency.
- Challenges faced by students in phone usage included network instability (38.27%),
power failure (32.14%), fatigue (16.84%), time wastage (4.59%), and issues related
to sight or hearing (4.08%).
In conclusion, this study underscores the significance of mobile phone usage among tertiary
institution students in Nigeria, with smartphones being the preferred choice for academic
and communication purposes. The challenges related to network instability and power
failure have been highlighted as areas of concern.
Based on these findings, the following recommendations are made:
i. Institutions of higher learning should provide accessible and reliable internet
facilities to support students in their academic pursuits.
ii. Authorities should ensure a stable power supply within the campus to mitigate
challenges associated with power failures.
iii. Students are advised to minimize mobile phone usage during lecture hours to
enhance their concentration and academic performance.
These recommendations aim to create an environment conducive to both effective mobile
phone usages for academic purposes and improved overall academic performance among
students.

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77 Vol. 13, No. 1 2023 African Journal of Humanities & Contemporary Education Research
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