Project – IMPACT OF SMART PHONE ON THE ACADEMIC PERFORMANCE OF TERTIARY INSTITUTION STUDENTS IN MAIDUGURI, BORNO STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

In the digital age, the use of smartphones has become widespread, especially among students in tertiary institutions. These devices, originally designed for communication, have evolved into multifunctional tools that support a wide range of academic and non-academic activities. Students use smartphones for accessing online resources, communicating with peers and lecturers, taking notes, setting reminders, and participating in virtual classrooms. The ubiquity and convenience of smartphones have made them indispensable in modern education (Chen & Yan, 2016). However, their increasing use raises questions about their actual impact on students’ academic performance.

While smartphones provide access to valuable educational resources such as e-books, academic databases, and educational apps, they also serve as major sources of distraction. Social media platforms, gaming applications, and instant messaging services compete with academic content for students’ attention. According to Lepp, Barkley, and Karpinski (2015), excessive smartphone use, particularly for non-academic purposes, is associated with lower academic performance. This paradox presents a challenge for educators and policymakers seeking to integrate technology into the learning process while minimizing its potential drawbacks.

Moreover, the influence of smartphones on academic performance can vary depending on how and when they are used. Research by Kim, Cho, and Lee (2017) suggests that moderate and purposeful use of smartphones for academic tasks can enhance learning outcomes by promoting engagement and collaboration. Conversely, excessive or inappropriate usage, especially during lectures or study sessions, can impair concentration and reduce academic productivity. This dual nature of smartphone use necessitates a balanced and guided approach to smartphone integration in educational settings.

In the Nigerian context, the rapid adoption of smartphones among students in tertiary institutions has mirrored global trends. The availability of affordable smartphones and increased internet access have contributed to this growth. Tella (2015) observed that many Nigerian students rely on their smartphones for research and completing academic assignments. However, challenges such as poor internet connectivity, lack of digital literacy, and the temptation to engage in non-academic activities often hinder the effective educational use of these devices.

Additionally, there is a growing concern among educators and parents about the extent to which smartphones impact students’ study habits, attention spans, and overall academic outcomes. Studies conducted in Nigerian universities indicate mixed findings. While some students report improved access to learning materials and academic support, others admit to experiencing reduced study time due to smartphone-induced distractions (Adebayo, 2018). These conflicting reports highlight the need for more empirical research to establish a clearer understanding of the smartphone’s role in academic performance.

Given the increasing reliance on smartphones in academic environments, it becomes essential to investigate their overall impact on students in tertiary institutions. Understanding how smartphone use influences academic performance can help educators, administrators, and policymakers develop effective strategies to promote their positive use and curtail negative outcomes. This study aims to explore the relationship between smartphone usage and academic performance among tertiary institution students, particularly focusing on usage patterns, purposes, and their associated academic consequences.

Statement of the Problem

The increasing use of smartphones among tertiary institution students has sparked debates about its impact on academic performance. While smartphones offer numerous academic advantages, such as quick access to information, online learning platforms, and communication tools, their misuse and overuse have raised concerns among educators and researchers. Students often find themselves distracted by social media, instant messaging, and non-educational content, which may interfere with their learning processes and academic goals. This dual nature of smartphone usage presents a significant challenge in determining whether smartphones serve as helpful learning tools or detrimental distractions.

Despite the potential educational benefits of smartphones, there is a growing concern that their usage may negatively affect students’ concentration, time management, and academic discipline. Many students spend several hours daily on their phones, often multitasking during lectures or study sessions. Such habits can disrupt their focus and comprehension, leading to poor academic performance. The absence of clear boundaries between academic and non-academic smartphone usage further complicates the issue, making it difficult to isolate the exact impact on students’ academic outcomes.

In the Nigerian educational context, the problem is even more pronounced due to factors such as limited digital literacy, inconsistent internet access, and lack of structured digital learning policies. While many students rely on smartphones to bridge gaps in educational resources, they are equally prone to excessive use of entertainment applications. There is insufficient empirical evidence to fully understand how these dynamics influence academic performance within Nigerian tertiary institutions. This lack of data creates a gap in developing targeted interventions to promote responsible smartphone usage.

Furthermore, there is inconsistency in existing research findings regarding the impact of smartphone usage on students’ academic achievement. Some studies suggest a positive correlation when smartphones are used strictly for academic purposes, while others report a negative relationship due to distractions and reduced academic engagement. These contradictory results highlight the need for more context-specific studies that consider the unique academic, social, and technological environments of Nigerian students.

Another dimension of the problem is the lack of awareness and guidance among students on how to effectively use smartphones for academic success. Many institutions do not provide adequate digital orientation programs or enforce policies on responsible smartphone usage. This often leaves students unguided, leading to habits that could compromise their academic goals. Without structured support, students may not fully harness the academic potential of smartphones, further widening the gap between potential benefits and actual academic outcomes.

Given these challenges, there is an urgent need to investigate the extent to which smartphone usage affects academic performance among students in Nigerian tertiary institutions. Understanding the specific patterns, purposes, and consequences of smartphone use will enable educators, administrators, and policymakers to design informed strategies that enhance academic success while mitigating negative effects. This study seeks to address these concerns by critically examining the relationship between smartphone usage and academic performance in a Nigerian educational setting.

Aim and Objectives of the Study

The aim of the study is to examine the Impact of Smart Phone on the Academic Performance of Tertiary Institution Students in Maiduguri, Borno State., Nigeria. The specific objectives are:

• examine the effect of the total amount of time spent using Smart Phone each day on secondary school students’ academic performance.
• determine whether Smart Phone usage during class and study time have effect on secondary school students’ academic performance.
• examine the effect of Smart Phone usage at night on secondary school students’ academic performance.

Research Questions

The following questions were answered in order to achieve the above objectives;

• What is the effect of the total amount of time spent using Smart Phone each day on secondary school students’ academic performance?
• What is the effect of Smart Phone usage during class and study time on secondary school students’ academic performance?
• What is the effect of Smart Phone usage at night on secondary school students’ academic performance?

Research Hypotheses

H₀₁:     There is no significant relationship between the total amount of time spent using Smart Phone each day on secondary school students’ academic performance.

H₀₂:     There is no significant relationship between Smart Phone usage during class and study time on secondary school students’ academic performance.

H₀₃:     There is no significant relationship between Smart Phone usage at night on secondary school students’ academic performance.

Significance of the Study

This study is significant because it contributes to the growing body of knowledge on the effects of technology, particularly smartphones, on students’ academic performance in tertiary institutions. As smartphones continue to become an integral part of students’ lives, understanding their influence is essential in designing effective teaching and learning strategies. The findings from this research will help bridge the gap between technology adoption and academic outcomes, offering insights into how smartphones can be used as tools for academic enhancement rather than sources of distraction.

The study will be beneficial to educators and academic institutions by highlighting the patterns of smartphone use that support or hinder academic performance. With this knowledge, lecturers and school administrators can develop appropriate guidelines, policies, and interventions to manage smartphone use within the classroom and across campuses. By promoting the constructive use of smartphones for learning purposes—such as research, academic communication, and online study groups—institutions can improve teaching methodologies and foster more productive academic environments.

For students, the study serves as a form of awareness on the effects of their smartphone habits on academic success. Many students are unaware of how their daily smartphone usage, especially for non-academic activities, can lead to reduced study time, poor concentration, and declining grades. The research will encourage students to adopt more responsible usage patterns and empower them with strategies for using smartphones as educational tools. This can lead to improved time management, increased academic engagement, and ultimately better academic performance.

Parents and guardians will also benefit from the study, as it provides a clearer understanding of how smartphones affect their children’s academic pursuits. With the findings, parents can be better positioned to guide and monitor their children’s use of smartphones, offering support in balancing academic and non-academic activities. It will also assist them in making informed decisions when providing technological resources for educational purposes.

Policymakers and education authorities stand to gain significantly from the outcomes of this research. The study’s findings can inform the development of national or institutional policies on digital device usage in schools. Such policies can include measures to encourage digital literacy, regulate screen time, and incorporate smartphone-assisted learning in a structured way. This aligns with broader educational goals of integrating technology into the curriculum without compromising academic standards.

Finally, the study lays a foundation for future research in the field of digital technology and education in the Nigerian context. As mobile technology continues to evolve, it is essential to continually assess its impact on learning and academic performance. By focusing specifically on Nigerian tertiary institutions, this study provides context-specific data that can guide future studies, helping researchers build on its findings and explore other related aspects, such as mental health, social behavior, and learning motivation.

Scope of the study

The study examines the impact of Smart Phone on the Academic Performance of Tertiary Institution Students in Maiduguri, Borno State.

Operational Definition of Terms

• Impact: Impactrefers to the effect or influence that one variable has on another. In this study, it specifically describes the extent to which the use of smartphones affects or contributes to changes in the academic performance of students in tertiary institutions.

  Smartphone: A smartphone is a mobile device that combines the functionalities of a traditional mobile phone with advanced computing capabilities. It allows users to access the internet, download applications, communicate via social media and messaging platforms, and perform educational tasks such as reading e-books, conducting online research, and attending virtual classes.

  Academic Performance: Academic performance refers to the level of achievement a student attains in their educational pursuits, typically measured by grades, examination scores, GPA, or completion of academic tasks. It reflects how well a student understands and applies knowledge in their field of study.

  Tertiary Institution: A tertiary institution is an educational establishment that provides higher education after the completion of secondary school. This includes universities, polytechnics, colleges of education, and other institutions that offer diploma, undergraduate, or postgraduate programs.

  Students: Students are individuals who are formally enrolled in a school, college, university, or other educational program. In the context of this study, students refer specifically to those attending tertiary institutions and engaging in academic activities that lead to the award of academic qualifications.

Project – IMPACT OF SMART PHONE ON THE ACADEMIC PERFORMANCE OF TERTIARY INSTITUTION STUDENTS IN MAIDUGURI, BORNO STATE