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Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.%& No.25& 2'13
1'1
The Perceptions of Teachers, Parents and Students on the Effectsof Mobile Phone Use on Student Learning in Tanzania
Ji ) E. *i+wele (, Ed.*i aoni Secondar) Sc+ool& P.#. /o0 !3& Ifa ara& an4ania
E- ail i+wele6i o8i.co+eodora .9. /ali (P+:
;ollege of Education& <ni8ersit) of :odo a& P.#. /o0 523& :odo a& an4aniaE- ail ali=t+eo1 )a+oo.co
The research is financed by authors.
Abstract+e use of o ile p+ones ena les learners to interact wit+ 8ast resource aterials to facilitate learning. >et inan4ania& o ile p+ones are strictl) pro+i ited in an) sc+ools. +is stud) e0a ined parents?& teac+ers? and
students? perceptions of t+e effects of students? access to o ile p+ones on students learning perfor ance. It wasconducted in four selected secondar) sc+ools in :odo a unicipalit). /ot+ @ualitati8e and @uantitati8e researc+
et+ods were e plo)ed as data were collected fro 2!' respondents t+roug+ @uestionnaire& inter8iew sc+eduleand docu entar) re8iew. ;ross-ta ulation and ;+i-s@uare tests were a ong data anal)sis tec+ni@ues e plo)edin t+e understanding of different perceptions of respondents. +e findings s+ow t+at& parents and teac+ers agreet+at students wit+ o ile p+ones perfor poorl) and is e+a8e ore often t+an students wit+out o ile p+ones.
lso& in order to +a8e 8alue- ased control s)ste for appropriate use of o ile p+ones& pro8iding propereducation on o ile p+one use and re-introducing censors+ip oard to control t+e @ualit) of contents onwe sites are reco ended.Keywords o ile p+one use in sc+ool& effects of o ile p+one use on acade ic perfor ance& sc+ool o ile
p+one use polic) in an4ania.
1! "ntroductionSince t+eir e ergence in 1A5'?s& o ile p+ones +a8e spread ore in t+e last decade to a larger part of t+e worldespeciall) in frica. ;urrentl)& o ile p+ones are +ig+l) used not onl) as a eans of accessing co unicationser8ices ut also as a relia le source of nowledge t+roug+ its a ilit) to access internet.
,o ile p+one is one of t+e Infor ation and ;o unication ec+nolog) (I; tools w+ic+ are potential fori pro8ing access to infor ation for learning and teac+ing ( guero& 2''A . In Peru& efforts +a8e een ade toen+ance t+e use of o ile p+ones in for al education ecause t+e) +a8e pro8ed to e a relia le wa) ofaccessing infor ation as t+e) +a8e +elped to i pro8e ot+er sectors suc+ as agriculture and ar eting usiness( guero& 2''A . +e usage of o ile p+ones in India +as i pro8ed fis+ing usiness and w+olesale erc+ants asa result of low cost of using o ile p+ones (Jensen& 2''7 . Bit+ t+e use of o ile p+ones& consu ers andtraders welfare +a8e i pro8ed due to reduced cost of using o ile p+one across t+e ar et ( er& 2''! .
Successful use of o ile p+ones in agriculture& trade& fis+er) and consu er sectors& +a8e forced researc+ to e done to integrate and e0tend its use to for al education sector. ,ost successful pre-ser8ice teac+ers use
o ile p+ones as 8ideo recording de8ices or as digital ca era capturing episodes of t+eir lessons t+at illustratet+e i pact of t+eir teac+ing on students? learning (Cerr)& 2''! . +is +elps teac+ers to reflect on and i pro8et+eir teac+ing sessions ) learning fro t+eir own recorded lessons.
In <nited *ingdo & at t+e ti e of 6oining secondar) sc+ools& A1 percent of 12 )ear old students +a8eo ile p+ones w+ic+ allow users to read P:C files& spreads+eets and word-processed files (Dartnell->oung and
De) & 2''! . In Pa istan& o ile p+ones are used ) ot+ teac+ers and students in s+aring infor ation andconsulting dictionaries& t+esaurus for educational purposes (Ja8id& ,ali and u66ar& 2'11 . ,ala)sian educationsta e+olders see t+e opportunit) t+at o ile p+ones can eco e one of t+e applications for teac+ing andlearning in secondar) sc+ools (,o+a ad and Boollard& 2'1' . +ornton and Douser (2''% note t+at& A5F ofJapanese population age 15 to 2% )ears own we -ena led o ile p+ones w+ic+ t+e) use in co unicating wit+friends& recei8ing and sending e ails and reading news.
In frican conte0t& t+e nu er of o ile p+one users was e0pected to reac+ '' illion ) 2'12 (:anis&2'1' . ,o ile p+ones +a8e penetrated t+e frican rural and re ote areas to poor co unities t+an des topco puters (Eagle& 2''5 . +e @uic spread reflects t+eir usefulness and i portance in si plif)ingco unication. Sout+ frica is loo ing for an opportunit) to introduce o ile p+ones to facilitate teac+ing I;t+oug+ an) areas lac electricit) and infrastructure for I; . In *en)a& t+e <ni8ersit) of Nairo i is preparing tointroduce o ile p+one progra ing class to e power students to uild applications t+at will ena le t+e to
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8/13/2019 The Perceptions of Teachers, Parents and Students on the Effects of Mobile Phone Use on Student Learning in Tan…
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ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.%& No.25& 2'13
1'3
sc+edule& docu entar) re8iew and @uestionnaire. ;+i-s@uare& cross-ta ulation& grap+s and percentages werea ong data anal)sis tec+ni@ues e plo)ed for etter understanding of different perceptions of respondents.
1.1.1 $esults
+e stud) found a relations+ip etween socio-de ograp+ic factors and students? access to o ile p+ones&especiall) age& se0& location& fa il) status& and culture of t+e area. Cro t+e findings& !1F of respondents
elie8e t+at& students fro town +a8e access to o ile p+ones t+an t+ose fro 8illages and !'F of t+erespondents elie8e t+at& parents s+ould e la ed for pro8iding o ile p+ones to students. Si0t) eig+t percentof students w+o +ad o ile p+ones were gi8en ) t+eir parents or guardians ecause t+e) trusted t+e as atureenoug+ to +a8e self control in using t+e de8ices. So e respondents elie8e t+at& fe ale students are notsupposed to get o ile p+ones as t+e) are ore li el) to e influenced into +a8ing se0ual relations+ips as onerespondent put it
HBe caug+t two girls using o ile p+ones in toilets around 11P, w+ile ot+ers were sleeping.+e) were appealing to t+e an on t+e ot+er side not to lea8e +er fellow. B+en t+e p+one was
ta en& it +ad 112 essages of w+ic+ onl) two were fro rot+er and ot+er. +e ot+er 11'were purel) ro antic essages )ou can i agine +ow serious it is
+is finding was corro orated ) responses fro students& w+ic+ s+owed %F agree ent on girls eing
8ulnera le to effects of access to o ile p+ones. #t+er students counter-argued t+at& o ile p+ones are not t+ecause of poor perfor ance& ut a) accelerate poor perfor ance. See figure 1.
+ese findings indeed s+ow t+at students diso e) sc+ool regulations& w+ic+ restrict t+e fro +a8ingo ile p+ones in sc+ool en8iron ent. Eig+t) percent of t+e respondents said t+at an) students fro wealt+)
fa ilies +a8e o ile p+ones or +a8e eas) access to o ile p+ones. ccording to t+ese findings& ost of t+estudents w+o were caug+t wit+ o ile p+ones in sc+ool& especiall) oarding sc+ools& perfor ed poorl) in t+eirinternal and final e0a inations. In t+e )ears 2''A& 2'1'& and 2'11& t+e total nu er of students caug+t wit+
o ile p+ones in t+e four selected sc+ools was 72 (2A& 11 and 32 respecti8el) . +eir o8erall for four perfor ance was as follows two got di8ision II & 11 di8ision III& 3A di8ision I$& 1% failed and t+e re ained si0did not e8en sit for t+e e0a ination. +e records s+ow onl) t+ose w+o were caug+t. Dowe8er& an) wit+ o ile
p+ones were not caug+t and it was possi le t+at an) s+ared t+ose o ile p+ones wit+ ot+ers.;+i-s@uare test deter ined t+e relations+ip etween owning o ile p+ones in sc+ool setting and learning
perfor ance. See a le 1. t t+e significance le8el of '.'5 and t+ree degree of freedo & t+e critical 8alue 7.!15is greater t+an '.'''& +ence t+ere is enoug+ e8idence t+at t+ere is significant relations+ip etween access to
o ile p+ones and poor perfor ance of students. Parents& teac+ers and students agree t+at o ile p+ones causec+aos in sc+ools particularl) in concentration on learning. single o ile p+one in sc+ools a) e used )se8eral students as one teac+er o ser8ed
H#ne o ile p+one in sc+ool is used ) ore t+an fi8e students& ecause t+e) now w+o +as itand w+en t+e) want to use it t+e) get it. So e of t+e +a8e o ile p+ones ut +a8e not eencaug+t )et. +erefore& students w+o +a8e o ile p+ones offer ot+er students access t+roug+
orrowing,o ile p+ones are good as t+e) perfor 8arious functions. +e) can ring great re8olution and
de8elop ent in education if t+e) are properl) integrated and used in teac+ing and learning setting. Dowe8er&o ile p+ones are isused in recording 8iolence& searc+ing uncensored contents li e pornograp+) (Cord and
/atc+elor& 2''7 & ta ing p+otos and posting t+e on we sites& listening to usic and c+atting. Students wit+o ile p+ones are us) wit+ t+eir p+ones t+an studies. ll respondents agreed t+at esta lis+ ent of 8alue- ased
control s)ste s+ould replace t+e e0isting rule- ased control s)ste w+ic+ is ineffecti8e. +e @uestion was +owt+at could e done if parents and teac+ers do not see to colla orate in cur ing t+e see ing +ar ful effects of
o ile p+one use on students? learning perfor ance.It is undenia le t+at o ile p+one is t+e si plest and easiest tec+nolog) for co unication and interaction
(S+aw& 2''A Swarts and Bac+ira& 2'1' . ,o ile p+ones are +elpful in constructing nowledge t+roug+ surfingand s+aring t+at nowledge wit+ ot+er people. ,o ile p+ones +a8e penetrated into t+e interior part of ourcountr) due to its usefulness. ,o ile p+ones +a8e a nu er of ad8antages depending on its proper use.
+e stud) re8ealed t+at& t+ere is a close relations+ip etween students accessing o ile p+ones and poor perfor ance. oda) in sc+ools ost of t+e students +a8e access to o ile p+ones. So e students +a8e oug+tt+e ot+ers +a8e gotten t+e fro t+eir parents or friends. It does not atter w+ere t+e) got t+e t+e issue is+ow t+ose o ile p+ones are used to t+e e0tent of affecting students? learning. Students are affected ecauseaccess to o ile p+ones auto aticall) e0poses t+e to is e+a8iours including c+eating in e0a ination& w+ic+ruins t+eir integrit) and interrupts t+eir concentration on studies.
,o ile p+one is percei8ed as an accelerator to students? poor perfor ance as it is not properl) used andcontrolled. Dowe8er& not all students w+o +a8e access to o ile p+ones perfor poorl). ;urrentl) in sc+ools&
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use control s)ste . Students s+ould not e reluctant in recei8ing instructions and guidance fro elders.
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Stud) in Peru. Pre Conference Workshop at the International Communication Association Conference (pp.1-13 . ;+icago Illiois.
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:anis& ;. ,. (2'1' . ,o ile P+ones for Dealt+ Education in :e8eloping Borld S,S as a <ser Interface. AC!D$% .
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Dartnell->oung& E. and De) & N. (2''! . Dow ,o ile P+ones Delp 9earning in Secondar)Sc+ools.Notting+a 9earning Science Gesearc+ Institute.
Ja8id& ,.& ,ali & . M u66ar& . . (2'11 . ,o ile P+one ;ulture and Its Ps)c+ological I pacts on Students9earning at t+e <ni8ersit) 9e8el. /anguage in India & %15-%22.
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$ducation Technology Convention. *uala 9u pur.#wens& 9. *. (2''2 . Introduction to urvey 3esearch Design. ;+icago Sur8e) Gesearc+ 9a orator)&
<ni8ersit) of Illinois.S+aw& *. (2''A . tudents and Cell phones4 Controversy in the Classsroom. Getrie8ed fro
www.associatedcontent.co pop=print.s+t lKcontent=t)peOarticle.Swarts& P. and Bac+ira& E. ,. (2'1' . Tan5ania4 ICT in $ducation ituational Analysis. lo al E-Sc+ool
and ;o unities Initiati8e.an4ania& <. G. (2''3 . "ational Information and Communications Technologies Policy.
:ar es Salaa ,inistr) of ;o unication and ransport.
+ornton& P. and Douser& ;. (2''% . <sing ,o ile P+ones in Education. Proceedings of the (nd
I$$$ International Workshop on Wireless and !obile Technologies in $ducation & J+ongli& aiwan. IEEE;o puter Societ).
$al & J.& Gas+id& and Elder& 9. (2'1' . <sing ,o ile P+one to I pro8e Educational #utco es n nal)sisof E8idence fro sia. Pan Asian "et6orking 77879.
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'otes
Note 1. +is is an e0a ple.
Note 2. +is is an e0a ple for note 2
Source Cield :ata& 2'12
Cigure 1 Students? perception a out access to o ile p+ones and poor perfor anceSource Cield :ata& 2'12
Table # &hi(s)uare Test Statistics
students wit+ o ile p+ones and poor perfor ance in sc+ool
;+i-s@uare 2A.%2Aa :f 3
s) p. Sig. .'''
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