The Relationship between Mobile Phone Usage in Classroom and Academic Achievement in College Life

Yunita, Ariana; Nursechafia, Nursechafia; Setiawan, Erwin; Nugroho, Herminarto; Ramadhan, Hani

doi:10.3991/ijim.v12i8.9530

Cited by 20 publications

(14 citation statements)

References 11 publications

(13 reference statements)

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“…The result of the study shows that the frequent use of mobile phone gave impacts to the low academic performance of the students. Slightly different from previous study's result, Yunita et al (2018) found that use of cell phone is not significantly distract to the students' GPA. In 2014, Lepp et al (2014) explored the same topic but different findings.…”

contrasting

confidence: 99%

How Confident are EFL Prospective Teachers toward Technology?

Megawati

Hasanah

Aulina

et al. 2020

LENSA

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The advance of ICT development in educational context encourages educators to increase their competence towards technology integration for classroom activities. Consequently, this phenomenon affects teacher education program to equip student teachers as the digital natives in this fourth industrial revolution era with skills accommodating their technology literacy as well as practice. However, to determine the appropriate integration model and supporting training program, analyzing technology confidence seems to be an important thing for initial development step for an institution. This study aims to investigate technology competence of English prospective teachers in terms of applications use capability, technology confidence based on GPA, and TPACK confidence. Questionnaire was used as the instrument, and it was administered to twenty eight participants. The data was analyzed descriptively. The findings reveal that most of the subjects are familiar with the technology application. Further, not all of the subjects are confident to their ICT competence. Inserting GPA information to the prospective teachers’ profile, it shows that high GPA do not guarantee high confidence on ICT use. For TPACK confidence result, it shows that more than 45% are confident to integrate technology in their classroom instruction.

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contrasting

confidence: 99%

How Confident are EFL Prospective Teachers toward Technology?

Megawati

Hasanah

Aulina

et al. 2020

LENSA

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“…However, several other findings disagree with the results of this study. Some stated that gender and study programs taken by students determine the success of smartphone-assisted learning (Yunita, Nursechafia, Setiawan, Nugroho, & Ramadhan, 2018;Zhan, Fong, Mei, & Liang, 2015;P. Hsu, Van Dyke, & Smith, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Effects Of Mobile Computer Supported Collaborative Learning to Improve Problem Solving and Achievements

Santosa

2020

Journal for the Education of Gifted Young Scientists

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This research aims to prove whether mobile Computer-Supported Collaborative Learning (mCSCL) is better at improving learning outcomes to solve problems than mobile Computer-Supported Individual Learning (mCSIL) based on the student's Self Regulated Learning level. Data analysis techniques in this study used SPSS programs with two-way variance analysis. The research subjects involved 140 Harapan Bangsa Academy students. The results of the analysis found that mCSCL has an average of 67,071 provides better learning outcomes for problem-solving than mCSIL, which is 63,414. Also, this study found that students with higher Self Regulated Learning (SRL) had better learning achievement than students with lower Self Regulated Learning that is, 66.5 compared to 63.986. Furthermore, the test results also obtained Fab = 3,326 with Sig. = 0.07 then H0AB is accepted. This matter means the mCSCL and mCSIL learning strategies provide equally good learning achievements for students who have high or low Self Regulated Learning. The novelty of this study is that the mobile Computer-Supported Collaborative Learning strategy will be more effective in improving problem-solving learning outcomes if students have high Self Regulated Learning.

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“…Specifically, the potential for reward is clearly to increase motivation, and help teachers to influence the process and learning outcomes. Gadgets and games have a positive impact on the world of education (Yunita et al, 2018;Fawareh & Jusoh, 2017).…”

Section: Students' Responsesmentioning

confidence: 99%

Mobile Learning to Improve Student Collaborative Skills: An Alternative to Online Learning in the Era of Covid-19 Pandemic

Dwikoranto

Setiani

Prahanı

et al. 2020

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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This research aimed to produce a valid and effective mobile learning model and tools as an alternative to online learning solutions in the era of the Covid-19 pandemic. The tutorial tools are: tutorial activity design, tutorial activity unit, student activity sheet, and collaborative ability test. The trial design used a Pre-Experiment with a one group pre-test and post-test design. The research subject was the Pre-service Primary Teachers (PPTs) programming the elementary concept science course for the registration period of 2020. The data collection instruments included: (1) tutorial tool validity assessment sheet and (2) collaborative ability test. The research data were in the form of pre-test scores and post-test scores after going through a series of prerequisite tests: normality test and homogeneity test which were then analyzed using paired t-test. The mean level of improvement in the pre-test and post-test scores were calculated using the gain score. The results showed that: (1) the development of mobile learning which was included in the content and construct in the valid category, and supported by tutorial tools was included in the valid category and (2) the developed mobile learning was included in the effective category because of the significant increase in student collaborative abilities in limited trials and extensive trials in moderate criteria and students respond positively to the tools and tutorial processes. Based on the above, it can be concluded that the development of mobile learning was valid and effective to improve student collaborative abilities.

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The Relationship between Mobile Phone Usage in Classroom and Academic Achievement in College Life

Cited by 20 publications

References 11 publications

How Confident are EFL Prospective Teachers toward Technology?

How Confident are EFL Prospective Teachers toward Technology?

The Effects Of Mobile Computer Supported Collaborative Learning to Improve Problem Solving and Achievements

Mobile Learning to Improve Student Collaborative Skills: An Alternative to Online Learning in the Era of Covid-19 Pandemic

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