THE IMPACT OF CELL PHONE OBSESSION ON STUDENT LEARNING AND SOCIAL BEHAVIORS 1

EDUC607 Education Research Report

Discovering How Mobile Phones Impact Student Learning and Social Behaviors

Mikko Li

Wafaa Alharbi

Chun Yi Huang

Ashton Reynosa

Samirah Bahkali

Hsieh Heng Tsai

Kristin Champion

California State University, San Bernardino

 2

Abstract

Cell phone use such as texting and using social media has become the norm within

college classrooms and during school related activities. Many college students are overly

attached and highly dependent on their cell phone when they should be focusing on their

schoolwork or homework. This research paper examines the affect cell phone use has on

student learning and social behaviors. It discovered that students are using their phones

when they should be focused on class and that they continue to do so without fear of the

consequences. A survey questionnaire was given to 81 college students within the Southern

California area, which examined how often students used their phone. The results of the

survey questionnaire concluded that college students use their cell phones during

class/studying and realize that it hinders their progress in learning but that they will continue

to do so regardless. The phenomena known as cell phone obsession is impacting college

students learning as well as their social behaviors.

 3

Introduction

With the rapid evolution of science and technology, the use of cell phones has been

increasing in the world. According to CTIA (2011), "recent statistics from December 2011

show that there are 311.6 million mobile phone subscribers in the United States which

indicates a penetration rate of 104% for mobile phones across the country" (Salehan &

Negahban, 2013, p.1). More recently, data from CITA report (2013) showed the number of

mobile users reaching up to 326.4 million phone subscribers in December 2012. Cell phones

have become important assets for human beings and are utilized in many ways such as to

search the internet, call or text family and friends, listen to music, and watch movies.

According to the report by Adkins’s research report for the Ambient Insight (2008) explored

that the US market for mobile learning products and services is growing at a five-year

compound annual growth rate (CAGR) of 21.7% and revenues reached $538 million in 2007.

The data indicated that the demand is relatively immune from the recession. The findings of

the report indicated that the largest demand throughout the forecast period is for custom

development services, content conversion, and media services and that the healthcare sector

accounts for 20% of the total US market for mobile learning.

Statement of the Problem

Several problems such as physical and mental health have manifested because of the

over use of cell phones. Many people are addicted to their cell phones and it affects their

social life, academic, and professional performance (Griffiths, 2013). For example, according

to Rainie’s investigative report in May 2013 for the Pew Research Center’s Internet &

American Life Project (2013), Rainie (2013) stated that the ownership of cell phones is

increasing from 65% to 91% from the period of 2004 to 2013 in the United States (Rainie,

2013). The report also indicated that the highest percentage (97%) of cell phone ownership is

the group of people between the ages of 18 to 34. Please refer to the following demographics
 4

for the comparison.

In another example, the Sun newspaper conducted a U.S. survey of 2,000 college

students. It reported that, "85 percent of the students constantly checked their mobile phones

for the time, and that 75 percent slept beside it" (Griffiths, 2013, p.1). Waal and Morland

(1999) defined addiction in the following way, "addiction is characterized by repetitive acts

with a total negative sum of consequences" (Salehan & Negahban, 2013, p.4).

Purpose of Study

The purpose of this research is to identify in what ways cell phones distract college

students studies in the classroom and outside of the classroom. This research project is

interested in examining whether or not cell phones are a distraction to students and to

examine whether or not students identify how reliant they are on their cell phones. Does the

average college student pay more attention to his/her cell phone, when they should be paying

attention to class? Do college students use their cell phones as study aides (ex. Listening to

music while studying for an exam)? Do students realize how often they use their cell phone

during school/class related activities? In addition, this research looks to examine how cell

phones affect student learning and the relationship students have with their cell phones?

Hypothesis and Foreshadowed Problems

The hypothesized deduction made is that the majority of college students do use their

cellular phones during school related activities such as texting/surfing the internet during

class time, listening to music while studying, using social media during class time as well
 5

during studying or doing homework, etc. This hypothesis came to be because it was noticed

that the majority of students on campus own a “smartphone” and have admitted to using their

phone during school related activities. An anticipation made is that the survey will support

the hypothesis in that it will find that many students will admit to using their phone while in

school or while studying. Another hypothesis made, is finding out that students will admit to

being overly attached to their phone as if it were a part of their own anatomy. Although there

is anticipation that the survey will support the hypothesis that students do use their phone

during school related activities and that it is a distraction to their learning, there is a

foreshadowed consensus that these students do not see their attachment to their phones as a

problem or that they are even concerned about it.

Before research was conducted, problems that might occur were discussed.

Foreshadowed problems were discussed and include problems such as; a small scale sample

may not depict an accurate portrayal of all college students, due to the survey having

qualitative and quantitative aspects, it may lead to more questions, and college students may

alter their answers because they may not want to sound too dependent on their cell phone.

Based on what is being sampled, which is a small group of college students from three Cal

State University campuses (CSUSB, CSU Poly, CSU Fullerton), there may not be a lot of

material gained, however it is enough to answer the research questions. The survey used asks

multiple choice questions as well as self-answer questions. This set of data collection may

lead to a discovery of more questions, however that the survey is a decent data collecting tool

that will lead to answers. Although this survey is a decent data collecting tool it is still

vulnerable for error, and error can be that one of the participants taking the survey may alter

their answers. This may be unlikely but it is still a possibility.

Significance of the study

The methodology used to address the research questions consists of mixed methods.
 6

The significance of the study is that the research project used primary data in the form of

surveys to analyze and identify concrete patterns concerning the implications of cell phone

use among college students. More importantly, the significance of the research project is that

it documents what students perceptions are on cell phone use. The study reveals the impacts

and aspects of social behavior associated with cell phones. First, the research study is to

investigate if there is a statistical significance that proves a cell phone behavior impacts

student learning. The collected data results indicate a significant relationship and impact on

student learning. This significance is based on the results from a couple questions in the

survey. For example one of question is asking whether they feel the cell phone will disturb

their studies and 75% of college students did feel the cell phone (i.e. incoming call or text

messaging) does in fact disturb their study. The other research questions explore whether the

cell phone impacts students social life and behavior. The survey was distributed to 81

students at CSU San Bernardino, CSU Fullerton, and Cal Poly Pomona in May, 2014.

According to the questionnaire findings, this research study provides significant results.

Literature Review

The reviewed literature on the implications of cell phone use exposes the learning

consequences of using this form of technology in the classroom and M-Learning. In addition,

there are multiple scholars who argue that there is a correlation between cell phone use in the

class room and bad academic performance. The interesting aspect on cell phone use is that

people who overly use it may have been using it to fill a void in their lives. The literature

points to loneliness, issues of detachment, and a sense of wanting to belong to a community

as reasons why people overly use their cell phones. Nevertheless, cell phones have serious

health and safety issues when used while driving. Lastly, the literature exposes significant

percentage rates in terms on how drivers can be dangerously affected by cell phones while

driving.
 7

Cell Phone Obsession and Student Learning

Lee (2012) described that the addiction to “Smartphones” can be described as

“wanting to be in constant communication with people even though there is no real need for

communication” (Sarwar & Soomro, 2013, p. 220). The issue with cell phone obsession

arises when there are other more important tasks (i.e. class, meetings, etc.) to be completed.

According to Tindell and Bohlander’s finding (2012), there was significant amount of

students (i.e. 97%) using text messages in the classroom before the class began. In addition,

these scholars explored that a significant number of these students text during instruction and

the researchers found that students think the instructor will not find out when texting occurs.

Cell phone use (i.e. texting) in the classroom may have severe learning implications (Tindell

& Bohlander, 2012). In another study, Pottharst (2010) shared “one story about a student in

the class receiving a message from his girlfriend. After checking it and going back to class,

the student found himself lost and did not know what was going on in the lecture” (Ali,

Papikie, & Medivitt, 2012, p. 225). The researchers found these events to be a common

occurrence amongst students who are preoccupied with cell phones. These scholars document

the negative learning consequences of cell phone use in the classroom from a qualitative

perspective. Through their interviews, the audience is able to get the rich details of how

easily cell phone use occurs without the student being aware of his/her consequences. From

the literature, it seems that when the student realizes the important points being made in the

classroom, the pupil is already behind in the lesson plan.

The literature indicates that teachers and even schools are aware of the over use of

cell phones in the classroom and they have been attentive in helping students minimize cell

phone use to improve learning outcomes. For example, Bugeja (2007) found that after the

teacher started a policy banning cell phones in the classroom, grades improved. In addition,

Bugeja (2007) stated that the teacher attributed the lower grades to the distractions caused by
 8

using the cell phones (as cited in Ali, Papakie, & Mcdevitt, 2012). In another study, Obringer

and Coffey (2007) mentioned that there are many schools have implemented policies to

restrict cell phone use by students and teachers (as cited in Tessier, 2013). Moreover, Sarwar

and Soomro (2013) claimed that this type of cell phone communication amongst students in

the classroom is not needed and if not monitored at an early stage could have significant

implications. On the contrary, Traxler (2007) and other advocates of mobile learning defined

mobile learning as wireless and digital devices and technologies, generally produced for the

public, used by a learner as he or she participates in higher education. Moreover, Mcconatha

and Praul (2008) claimed that the Mobile Learning (M-Learning) is a relatively new tool in

the pedagogical arsenal to support students and teachers as they navigate the options

available in the expanding world of distance learning. M-Learning is learning accomplished

with the use of small, portable computing devices. From reviewing the research from

different scholars could understand that M-learning is convenient in that it is accessible from

virtually anywhere. M-learners typically view content and/or lessons in small, manageable

formats that can be utilized when laptop or fixed station computers are unavailable. It is

currently being used in a variety of educational, governmental and industrial settings.

Text Messaging

Text messaging is an important communication function of cell phones. Scholars,

Skierkowski, and Wood (2012) argued that, “on the basis of casual observation, it would

appear that mobile phones have permeated almost every facet of interpersonal interaction in

an apparent melding of humanity and technology” (p.744). In addition, Skierkowski and

Wood (2012) also highlight that text messaging is a type of technology that connects or works

as a social bridge for the individual and enables virtual communication despite distance or

geography. Kim, Kim, Park and Rice (2007) also research the importance of text messaging

for adolescents from a quantitative perspective, and the results of this study identify that text
 9

messaging, instant messaging, and cell phones are unique media for students, and have a

tendency to be used in emphasizing intimacy social ties among this group (as cited in

Skierkowski & Wood , 2012).

Conti-Ramsden, Durkin, and Simkin (2010) expanded on text messaging behaviors

and have identified several key aspects which are particularly appealing to young people.

Conti-Ramsden, Durkin, and Simkin (2010) claimed that text messaging occurs because of

convenience, affordability, and control over the context of communication, speed of relating

information, and autonomy from parental supervision (as cited in Skierkowski & Wood ,

2012) . Skierkowski and Wood (2012) stated that the research from Conti-Ramsden, Durkin,

and Simkin advance some of the reasons (i.e. including positive perceptions and social

incentives) of a disproportionate rate of text messaging within adolescents. Despite these

findings, it is important to perform more research on cell phone use as these adolescents will

become tomorrow’s labor force.

Loneliness

Another theme within the literature on cell phone use deals with the idea of students

feeling the need to use their cell phones because they feel lonely. According to a definition

advanced by Weiss (1973), he claimed that “loneliness arises from the lack of social

relationships that can satisfy particular wants of affection and belonging” (Reid & Reid, 2007,

p. 425). Green, Richardson and Logo (2001) were even more specific on their interpretation

of loneliness and state that it is more likely to arise from a lack of intimate contact than from

a general lack of social interaction (as cited in Reid, & Reid, 2007). However, cell phone use

is part of human daily interaction. Reid and Reid (2007) expanded on the idea of loneliness

and cell phone use and claimed that:

“While an SMS exchange might ameliorate the experience of loneliness, we expect

the intimacy needs of lonely people to be satisfied more directly by a vocally

 10

expressive, real-time voice call. Lonely cell phone users are less likely therefore to

associate SMS with their sociability needs, and instead will show a generalized

preference for talking over texting on their cell phones.” (p. 425)

Reid and Reid’s study (2007) consists of using a methodology that uses online

surveys. Reid and Reid (2005) reveal that "cell phone owners declaring a generalized

preference for texting on their cell phones were both lonelier and more anxious than those

who preferred talking" (Reid , & Reid, 2007, p. 425). Therefore, based on the literature, it

seems that students who over use their cell phones during class time may be dealing with

issues of loneliness, attachment, and a sense of belonging.

Using Cell Phones While Driving

Cell phone use while driving (CPUWD) is an important public-health concern and

this issue has been communicated via the media in recent years. It is extremely dangerous to

drive while using the cell phone. For example, according to the National Highway Traffic

Safety Administration (NHTSA, 2010), there was 995 fatalities and 24,000 injuries were

believed to be caused by cell phone use as the source of distraction (as cited in Weller,

Shackleford, Dieckmann, & Slovic, 2013). Synovate (2009) stated that “in order to

understand what cell phones mean to people, one research study found that 25% of

individuals reported that they would rather lose their wallet than their phone, and 75% said

they never leave their home without their phone” (Shackleford, Dieckmann, & Slovic, 2013,

p. 380). Synovate’s study (2009) suggested considerable cell phone attachment. Moreover

Weller, Shacklefod, Dieckman and Slovie (2012) claimed that “Furthermore a strong

attachment to cell phones may be especially important for young drivers” (p. 382). For

instance, Walsh, White, and Young (2009) reported that 16- to 24 year-olds have a strong

sense of connection to their phones (as cited in Weller, Shacklefod, Dieckman, & Slovie,

2013). As found in other studies from Walsh, White, and Young (2009) highlight that these
 11

participants expressed that the cell phone enhanced feelings of belonging with others. This

sentiment is also echoed in Geser’s (2006) qualitative analysis of teens, which observed that

the phone represents a way to be connected with social networks and gain autonomy from

parents (as cited in Weller, Shackleford, Dieckmann, & Slovic, 2013). In addition, Caird,

Scialfa, Ho and Smiley (2004) found out that cell phone conversations have negative effects

on reaction time, lane keeping, car-following ability, and speed control while driving (as cited

in Champagne, & Francescutti , 2013). Young and Regan (2007) argued that distracted

drivers do not perform well on driving tasks such as checking mirrors (as cited in Lee,

Champagne, & Francescutti, 2013). In a large quantitative research project conducted by

Hosking, Young and Regan (2009), the study found “there is a 23.2 % increase in crashing or

near-crash risk when text messaging compared with driving without any distractions” (Lee,

Champagne, & Francescutti, p. 724). Reed and Robbins (2013) simulated experiments show

that “drivers who text message while driving display poorer car control, ability, and lateral

lane control” (Lee, Champagne, & Francescutti, 2013, p. 724). Hosking, Young and Regan

(2009) found that “ those who text while they drive spend 400% more time with their eyes off

the road when compared with undistracted drivers” (Lee, Champagne, & Francescutti, 2013,

p. 724).

The reviewed literature on the implications of cell phone use exposes the learning

consequences of using this form of technology in the classroom. In addition, there are

multiple scholars who argue that there is a correlation between cell phone use in the class

room and bad academic performance. The interesting aspect on cell phone use is that people

who overly use it may have been using it to fill a void in their lives. The literature points to

loneliness, issues of detachment, and a sense of wanting to belong to a community as reasons

why people overly use their cell phones. Nevertheless, cell phones have serious health and

safety issues when used while driving. Lastly, the literature exposes significant percentage
 12

rates in terms on how drivers can be dangerously affected by cell phones while driving.

Definition of Key Terms

For the purposes of this paper, several key definitions were used. The first term used

is mobile technology. This definition helps to identify that the use of technology has

transferred from being in a set location to being able to move with people in their pockets.

According to Humphreys (2008) defined mobile technology is an important communication

channel that facilitates social connections (as cited in Salehan & Negahban, 2013). Salehan

and Negahban, (2013) also stated that when mobile technology is applied to mobile phones

then it can provide wireless communication from anywhere but also provides social

networking such as calling, texting or using mobile internet.

Another term used is mobile phone addiction. This definition helps to identify the

growing epidemic of students and people becoming overly reliant and obsessed with having

their cell phones with them. Salehan and Negahban (2013) declared that mobile phone

addiction is associated with different factors such as personal habits and loneliness (Toda et

al., 2008; Park, 2005). Park (2005) claimed that ritualistic motives can define the mobile

phone addiction better than instrumental motives, also can be characterized by symptoms like

feeling uncomfortable and irritated when mobile phone is not accessible (as cited in Salehan

& Negahban, 2013). Lu et al., (2011) also defended the mobile addiction is also associated

with high depression, social extroversion, anxiety, insomnia and psychological distress (as

cited in Salehan & Negahban, 2013).

A key term used for this study is social networking. This definition is needed in order

to examine why students would be in desperate need to constantly have their cell phones on

them. Salehan and Negahban (2013) described social networking as a services not only are

changing human communication and interaction patterns, they also have the potential to

create intense interactions and influence their members’ lives even though those interactions
 13

may be limited within the online context (Cheung & Lee, 2010; Clemons, 2009; Humphreys,

2008). In addition, Boyd and Ellison (2008) defined the social networking services as web-

based services that allow individuals to (1) construct a public or semi-public profile within a

bounded system, (2) articulate a list of other users with whom they share a connection, and (3)

view and traverse their list of connections and those made by others within the system (as

cited in Salehan & Negahban, 2013). Two scholars, Ganley and Lampe (2009), declared that

social networks are structure of relationships among individuals which can offer

socioeconomic benefits to their participants (as cited in Salehan & Negahban, 2013)

The key term m-learning or "mobile learning” has different meanings for different

communities, covering a range of use scenarios including e-learning, educational technology

and distance education, that focuses on learning with mobile devices. There are so many

defined terms from different scholars. Crompton (2013) defined mobile learning as defined as

"learning across multiple contexts, through social and content interactions, using personal

electronic devices. In other words, mobile learning can with the use of mobile devices,

learners can learn anywhere and at any time, including traditional learning environments such

as classrooms as well as in workplaces, at home, community locations and in transit

(Crompton, 2013).

Traxler (2007) and other advocates of mobile learning defined mobile learning as

wireless and digital devices and technologies, generally produced for the public, used by a

learner as he or she participates in higher education. Moreover, Mcconatha and Praul (2008)

claimed that the Mobile Learning (M-Learning) is a relatively new tool in the pedagogical

arsenal to support students and teachers as they navigate the options available in the

expanding world of distance learning. M-Learning is learning accomplished with the use of

small, portable computing devices.

Methodology and Research Design

 14

According to McMillan and Schumacher (2010), there are three type of research

methods; quantitative, qualitative and mixed methods. The term of qualitative research is

descriptive and thematic analysis. This type of research design is best for “How?” and “Why?”

type of questions (McMillan & Schumacher, 2010). The term of quantitative research is

descriptive and inferential statistics. This type of research design is best for “What?”

questions (McMillan & Schumacher, 2010).

The methodology used to address the research questions in this study consists of

mixed methods. The methodology consists of finding primary evidence and data to analyze

the patterns of cell phone use with the goal of being able to generate a quantitative graph that

illustrates our results. Questionnaires were designed and administered to 81 college students.

The questionnaire included 27 questions in a “yes or no” or “multiple choice” format to

generate quantitative information. In addition, the survey used three open-ended questions

designed to get descriptive and qualitative information, which we can analyze to determine

the social meaning of cell phone use amongst students. Lastly, the mixed approach used peer-

reviewed articles to situate the research within other established patterns on cell phone use

and the implications associated with this type of technology. The questionnaire was

distributed to 81 students at CSU San Bernardino, CSU Fullerton, and Cal Poly Pomona.

The responses consisted of 70 students (86.42%) and it included 9 surveys (11.11%) that

were incomplete. Sixty one students (75.31%) completed the entire survey.

Research Questions

This research explores how cell phones will bring an undetermined impact to student

learning, including their studying, behavior, and social life. The research questions involve

the following:

RQ1: What is the average number of college students that own cell phones? Is it

greater than the average number of ownership amongst Americans?

 15

RQ2: What is the average college student’s daily time on his/her cell phone

compared to the average American?

RQ3: a) Do cell phones affect student learning? Do students realize how often they

use their cell phone during school/class related activities?

b) How do cell phones affect student’s behavior & life?

RQ4: What do cell phones mean to students?

Data Collection and Analysis

The total amount of surveys that went out were 81 questionnaires. However, there

were 70 students who returned the questionnaire but only 61 students fully completed all

aspects of the survey. Therefore, the data analysis is based on these 61 students who finished

all components of the survey. The following analysis is based on their answer for RQ1 (i.e.

How many cell phones do you have now?) The question is designed to examine if the cell

phone subscriber ownership of college students is greater than the overall population in the

USA. The following is a quantitative figure of the data collection:

How many cell phones do you have now?

According to the figure, the following results were found:

1) 100% of the surveyors (college students) own a cell phone, and 38% college students

own more than mobile phones.

2) Based on the statistical method: statistical independent-measures test method, the

average subscriber ownership among these surveys (college students) owns an

average of 1.72 piece cell phones.

 16

According to Pew Research Center’s Internet & American Life Project report (April

2013) the average cell phone US adult (between 18 to 44 years old) subscriber owns 0.97

piece cell phone. Therefore, the data collected from RQ1 demonstrates statistically significant

results. Here is the demographic comparison between college students and US Adults

subscribers (age between 18 to 34):

Statistical method: statistical independent-measures test Link: http://www.pewresearch.org/fact-tank/2013/06/06/cell-phone-ownership-hits-91-of-adults/

Data Analysis : ( Statistical mode: statistical significance test)
1) Data collection
Sample Data:

。1.72 pcs phone / per college student

Statistical method: statistical independent-measures test Link: http://www.pewresearch.org/fact-tank/2013/06/06/cell-phone-ownership-hits-91-of-adults/

。 Source: Based on these 61 students who finished all components of the survey.

Population (USA Adults ): According to Pew Research Center’s Internet &

American Life Project report (April 2013)
。Mean 0.97 pcs phone / per person

2) Testing Method : The independent-measures t test.

 17

3) Texting result
P=0.0000019< 0.05, so support RQ1

Conclusion: The average amounts of college students surveyed do indeed own cell

phones and in fact many own more than one cell phone. This is significant because it shows

that the number of cell phone ownership amongst college students is greater than the overall

population in the USA.

For RQ2: What is the average college student’s daily time on his/her cell phone

compared to the average American? The idea is to examine whether the average college

student’s daily hours on his/her cellphone is greater than what the average American spends

on his or her mobile phone. The data collection is based on 61 usable surveyors’ responses to

analyze what are the hourly daily average college students use their phones. The following

graph indicates the amount of daily hours students spend using their cell phones:
 18

What kind of activity do you do with your cell phone every day?

The next part of the data collection is to compare whether or not student cell phone

use is greater than the average American’s. The testing method is based on statistical

independent-measures test method (one-tailed testing). The result indicates that the average

usage is 2.97 hours per day from college students. This 2.97 hours usage is higher than

average American daily usage 2.34 hours (as cited in www.eMarketer.com, 2013) therefore

there is significant proof that college students use their cell phone longer than the rest of

American’s. The daily cell phone use between college students and the average American is

shown in following:

Here are the steps in the analysis and the testing results which are based on a statistical

independent-measures test (one-tailed testing) formula:

1. Step one Data collection :

Average cell phone usage: 2.34 hours / per day by US adults

 19

Average cell phone usage from surveys: 2.97 hours / per day by college students

Standard deviation: 1.3 hours

2. Assumptions:

The project employed statistical methods to prove that college students use of cell

phones (i.e. total time measured in hrs) were significantly greater than adults in USA.

Based on Uo= 2.34, U=2.97, α=0.05

。 If U≤ Uo, Ho is right.

Therefore, there are no significant differences between students and adults.

。 If U> Uo, H1 is right.

This result will support that college student’s daily phone usage was significantly

greater than adults in the USA.

3. Calculating format and demographic :

3. Result from data analysis

Z=3.78>1.645, so support H1

4. Conclusion:

The results indicate that the college student cell phone use is higher than the average
 20

adult in USA. Therefore, the data collected from RQ2 demonstrates statistically

significant results. Moreover, through a statistical analyzed method, the data

demonstrates cell phone obsession of college students is greater than adults in the

USA.

For the RQ3-a: How does the use of cell phones affect student learning? Do students realize

how often they use their cell phone during school/class related activities?

This research question was conducted by questionnaires to examine how cell phone

affects students' learning. According to the data collection, the results found 69 % of college

students use their cell phones in the classroom and 75% of college students think that cell

phones do disrupt their studying. Over half of the college students are prone to using their

phone when they take classes. The participants recognize that cell phone use in the classroom

has negative influences on learning. These results for RQ3 are represented in the following

graphs:

9. Do you use your phone when you are in the class?

13. Do you think your cell phone usage disturbs your studying?
 21

RQ3-b: How do cell phones affect student’s behavior & life?

From the survey’s data, it was found that 51% of college students spend time with

cell phones more than four hours per day and only six college students spend less than one

hour with a cell phone. The data indicates that 66% of college students use cell phones even

when they have a meal, 92% of college students check their cell phone before they go to

sleep, and 82% of college students use their cell phone when they wake up in the morning.

These results demonstrate cell phone dependency and perhaps addiction.

4. How many times do you spend with your cell phone every day?

8. Do you use your phone when you are eating meal?

7. Do you use your phone before you go to sleep?

 22

14. Do you look at your cellphone before you roll out of bed in the morning?

In addition, college students carry their cell phones all day as if the cell phone is a

part of their body. Also, the research found a serious pattern in that 69% of college students

answered that they feel depressed if they lost their cell phone. According to the research, 77%

of college students responded that they do not feel lonely when they use cell phone while 62%

of college students have texted, emailed, or searched the web with their cell phone when

driving. These results demonstrated remarkably that cell phone affects students' life and

behavior. The results of the study support the idea that the overuse of cell phones may cause

many issues (i.e. loneliness and depression) and in some cases (i.e. while driving) may cause

bodily harm including death. This form of technology (i.e. cell phones) if not correctly

regulated may become a very serious problem in our society. The following graphs

demonstrate the behavior and life style impacts of cell phone use amongst students:

10. Do you feel depressed if you don't have your cell phone for just one day?
 23

16. If you’re in a public place by yourself, do you look at your smartphone to not feel lonely?

18. Have you ever texted, e-mailed, or searched the web with your phone while you are driving?

These results demonstrate cell phone dependency and perhaps addiction

RQ4: What do cell phones mean to students?

The format of the research study involves a questionnaire survey because due to time

constraints there is not enough time for face-to-face interviews. Therefore the survey

questionnaire consists of 27 questions and the research project utilizes a mixed quantitative

and qualitative research methods. The first twenty-four questions reflect a quantitative

research approach. The last three survey questions were framed in an open ended way to
 24

collect qualitative responses from the participants which reflects the qualitative research

approach method. According to Mertler (2012), “qualitative data are usually through

observation, interviews, or journals or through access to existing files or record collection”

(p.151). The three open questions include: What circumstances do you feel using a cell phone

is appropriate ? What does mean to you cell phone ? Please describe your experience.

These three open- ended questions are able to explore the participant’s open responses rather

than force the participant into a single all-encompassing answer. After finishing the data

collection, the next step is to code and distinguish the findings into distinct categories.

Strauss and Corbin (1998) suggested the following types of coding “open coding, axial

coding, and selective coding” (as cited in Mertler, p. 160). Through a comprehensive

consideration, this cell phone obsession research study is using both open coding and axial

coding. The first step is to sweep through the data and tag (by circling or highlighting) or

label parts of the text selection. An example of this method is to circle the word or phrase that

describes the behavior of the college students’ responses. Eventually a large number of codes

can be found and they need to be sorted into some sort of order or into groups. Axial coding

involves of determining relationships between the open codes. Moreover, Strauss and Corbin

(1998) explained that “two common types of axial coding are Non-hierarchical or

Hierarchical” (as cited in Mertler, p. 164). This cell phone obsession research project used

Non-hierarchical type because that is kind of flat coding more clearly to find the key points

than hierarchical coding (tree coding) in this RQ4: What do cell phones mean to students?

Here are the results of coding

Part I - Open coding

 25

Part II-Axial coding (Additional analysis of RQ4: What do cell phones mean to students?)
 26

According to the coded data, college students were divided into two groups in terms of

whether cell phones have positive and negative reflections. The positive reflection group
 27

considered that the cell phone is part of their life, a primary communication tool, a searching

information tool, learning supplement (i.e. translations, tutoring), and a form of entertainment.

The negative reflection group was concerned that cell phones disturb their learning and make

people over rely on them and cause anxiety and nervousness when they do not receive a

phone message from their friends. No matter if the cell phone usage is positive or negative,

cell phones have significant meaning to college students. There is no doubt that technology

can deliver information with ease to human beings and they provide people with a

comfortable lifestyle and convenient mode of communication. However, the overuse of cell

phones could cause several problems in society.

Limitations of the Design

There were a handful of limitations to this study. For example, the small scale sample

of students surveyed may not depict an accurate portrayal of all college students. The

students used in this project are all residents of Southern California. Additionally, the students

surveyed may not have answered honestly out of fear of sounding too dependent on their cell

phones.

Results and discussion

The purpose of this research is to identify cell phone obsession issues and the

impacts to college students on their learning, social lifestyle, and behavior and to figure out in

what way college students rely on their cell phones and of course to explore problems of

overuse. First, the research study is to investigate if there is statistical significance that proves

a cell phone’s behavior impact on student’s learning. From the collecting data results, there is

an indication of a significant relationship and impact of cell phones on student learning. This

significance is based on the results from a couple questions in the survey. For example,

Question 13 asks whether the person feels the cell phone will disturb their studies. 75% of

college students reported that their cell phone (i.e. incoming call or text messaging) does in
 28

fact disturb their study. The other findings (i.e. question 9) indicate that 69% of the students

use their cell phones in the classroom. Other research questions (i.e. questions 14, 7, 10, 8, 19,

16, 18) explore what the cell phone impact is on student’s social life and behavior. According

to the questionnaire findings, this research study proves significant. Examples of the survey

questions are: How many cell phones do you own? How many hours do you spend on the cell

phone per day? The results show the average subscriber ownership and average daily usage

of a cell phone.

The data collection and analysis shows that the average college student’s (age of 18-

34) cell phone subscriber ownership average is 172%. This is much higher than the average

American (age of 18-44) 96.67%. The other finding is on average use. The collected data

demonstrates that average college students spend 2.97 hours on their cell phones. It is

important to demonstrate what cell phones mean to the students. The other interesting finding

from the survey shows that more than 66% of students use cell phones when they are eating

and more than 82% of students check the cell phone before they sleep and wake up from bed.

In addition, 77% students feel lonely if they do not use cell phones during the whole day, 69%

feel depressed if they lose their phone, and 77% of college students use their cell phone if

they are by themselves in public area. Thus, the finding from the research data analysis

proves significant in terms of how college students rely on the cell phone in their social life

and how cell phones influence social behavior. The last research question of the survey is a

short answer question and asks, “what does the cell phone mean to you?” This qualitative

research question brings out a lot of interesting ideals. For example, some students stated that

their cell phone is a primary communication tool, social tool, information search tool,

entertainment and supplemental study tool (i.e. dictionary, research for the project). On the

other hand, others responded that cell phone not only makes people heavily reliable and

nervous, but that it also disturbs students' learning. Technology has brought a plethora of
 29

advantages in human society. However, the overusing and underusing of technology is an

issue today because it causes abnormal behavior and makes slow reasoning of human ability.

Discussion Possible Problems

Since the research topic focuses on the cell phone impact on college student learning and

social behavior, the results are significant and need to be discussed. There is no doubt that

technology can deliver information with ease to human beings. It also provides people with a

comfortable life and convenient communication. However, the overuse (i.e driving while

texting, texting in the classroom) of cell phones can cause several problems (i.e. accidents,

negative academic impacts) for society. It seems students are becoming less attentive to the

opportunities of face to face social interaction. Also, people are choosing more brief forms of

communication and rarely take the time to develop personal and deep conversations.

Conclusions & Recommendations

Recommendations for Further Research

A specific topic which coincides with this research is to examine why college

students’ continue to use their cell phones in class and during school related activities.

Though students know and agree that over-using cell phones has a negative impact on their

learning and their social behaviors, they still choose to. Along with figuring out why so many

students use their phones, regardless of the impact it has on their schooling and social life,

one may examine when this behavior begins in life. Discovering when and why this “cell

phone obsession” occurs can lead to answers on how to make students less reliable on their

phones so they can truly experience everything that college and life has to offer

Further evaluation may be done by using the same type of data collecting tool and

administering it to younger students, perhaps in the middle school and high school levels.

More questions may be needed that ask why students use their cell phones so much. Another
 30

research tool would be to design an observational study to look at why students are so

dependent on their phones. Understanding student behavior is a key issue as to why they

continue to use a device even when they know it may be detrimental to their studies.

Conclusion

The methodology the research project used to address the research questions is mixed

methods. For example, the methodology consists of finding primary evidence and data to

analyze the patterns of cell phone use with the goal of being able to generate a quantitative

graph that illustrates our results. In addition, the survey uses three open-ended questions

designed to get descriptive and qualitative information, which we can analyze to determine

the social meaning of cell phone use among students. Lastly, our mixed approach uses peer-

reviewed articles to situate our research within the gaps and limitations of the field. The

survey was distributed to 81 students at CSU San Bernardino, CSU Fullerton, and Cal Poly

Pomona. According to survey results, it is proved that cell phone subscriber ownership of

college students is greater than the overall population in the United States and the average

college student daily hours on cell phone is greater than average American adults. Also, this

research project found that college students heavily rely on cell phone use not only in class

but also in their daily life such as when college students has a meal, before going to bed and

after waking up. In addition, results show that cell phone causes social behavior such as

loneliness, depression, and using cell phones while driving is dangerous. In the qualitative

responses, some college students regard cell phones as helpful to their life; other college

students state that cell phones affect college students' life in many ways. Through these

results, this research found that heavy reliance on cell phone could bring many disadvantages

to college students. The research topic is focuses on the exploration of how cell phones

impact student learning and social behavior. To fully understand the results, a deeper

conversation needs to occur.

 31

Lastly, the study uses the results to find useful solutions in reducing negative influences

and enhancing the positive aspects of controlling cell phone use. There is no doubt that cell

phones are a form of great technology that make our lives easier and help us communicate.

However, people should not rely on them continuously for entertainment or loneliness. The

study provides some recommendations to help solve college students’ issues with cell phone

obsession.

Appendix

* Required

Name *

What is your gender? O Female O Male

Are you a college student? *

o Yes

o No

How old are you? *

o 10-20 years

o 21-30 years

o 31-40 years

o Others

1. If you are college student now, what is your education status?

 32

o Freshmen

o Sophomore

o Junior

o Senior

o Others

2. What kind of technology do you use most frequently?

o Cell phone

o Laptop

o Ipad / tablet computer

o Computer

3. What kinds of cell phone do you use?

o I-phone

o Android phones

o Blackberry

o Window phone

o Others

4. How much times do you spend with your cell phone per day?

o Less than 1 hour

o 1-2 hours

o 2-4 hours

o More than 4 hours

5. What kind of activity do you do with your cell phone every day?

o Social network (Facebook, twitter, line, etc)

o Listening to music

o Playing game

o Searching the internet

o Watching movie / TV show

o Only phone call or texting

o Others

6. How many cell phones do you have now?

 33

o 1 pcs

o 2 pcs

o 3 pcs

o More than 3

7. Do you use your phone before you get sleep?

o Yes o No

8. Do you use your phone when you are eating meal?

o Yes o No

9. Do you use your phone when you are in class?

o Yes o No

10. Do you feel depressed if you don't have your cell phone for just one day?

o Yes o No

11. Do you feel uncomfortable with talking to people face to face and instead prefer to talk with them on

your cell phone?

o Yes o No

12. Can you memorize your friends' phone number?

o Yes o No

13. Do you think your cell phone usage disturbs your studying?

o Yes o No

14. Do you look at your smartphone before you roll out of bed in the morning?

o Yes o No

15. Do you get excited when your smartphone rings or get notifications?

o Yes o No

16. If you’re in a public place by yourself, do you look at your smartphone to not feel lonely?

o Yes o No

17. Have you heard your smartphone ringing or felt it vibrating in your pocket when it was really nothing?

o Yes o No

18. Have you ever texted, e-mailed, or searched the web with your phone while you are driving?

o Yes o No

19. Do you feel lonely if your smartphone doesn’t ring for several hours?
 34

o Yes o No

20. If your smartphone rings in the middle of personal business, have you ever taken it out to see what

it is?

o Yes o No

21. Do you have a name for your cell phone?

o Yes o No

22. Have you ever sent an e-mail, Tweet, or Facebook message from your smartphone when there was

a computer in the same room you could have sent it from?

o Yes o No

23. Is it painful for you to live without your smartphone?

o Yes o No

24. Which is more familiar to you :

o Talking with phone o Talking with people by face-to-face

25. Under what circumstances do you feel using a cellphone is appropriate?

26. What is the most important aspect of your cell phone, to you personally?

27. Does your cell phone have a negative or positive impact on your life? Why or
 35

References

Ali, A. I., Papakie, M. R., & Mcdevitt, T. (2012). Dealing with the distractions of cell phone

misues/use in the classroom -A case example. Competition Forum, 10(2), 220-230.

Bugeja, M.J. (2007). Distractions in the wireless classroom. Chronicle of Higher

Education, 53(21), C1-C4.

Conti-Ramsden, G., Durkin, K., & Simkin, Zoe. (2010). Language and social factors in the

use of cell phone technology by adolescents with and without specific language

impairment (SLI). Journal of Speech, Language, and Hearing Research, 53, 196–208.

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered

education. In Berge, Z. L., & Muilenburg, L. Y. (Eds.), Handbook of mobile learning

(pp. 3-14). Florence, KY: Routledge.

CTIA-The Wireless Association (2013). Wireless Quick FactsYear-End Figures. Retrieved

from http://www.ctia.org/advocacy/research/index.cfm/aid/10323
 36

eMarketer (2013). Average Time Spent per day with Major Media by USA Adults, 2010-2013.

Retrieved from http://www.emarketer.com/

Griffiths, M. D. (2013). Adolescent mobile phone addiction: A cause for concern?. Education

and Health, 31(3), 76-78.

Hosking, S. G., Young, K. L., & Regan, M. A. (2009). The effects of text messaging on

young drivers. Human Factors, 51, 582–592.

Kim, H., Kim, G. J., Park, H. W., & Rice, R. E. (2007). Configurations of relationships in

different media: Ftf, email, instant messenger, mobile phone, and SMS. Journal of

Computer-Mediated Communication, 12, 1183–1207.

Lee, C. S. (2012) Smartphone addiction: disease or obsession?

http://www.koreatimes.co.kr/www/news/opinon/2012/11/298_117506.html

Lee, V. K., Champagne, C. R., & Francescutti, L. H. (2013). Fatal distraction: Cell phone use

while driving. Canadian Family Physician Medicin De Famille Canadien, 59(7),

723-725.

Mcconatha, D., & Praul, M. (2008). Mobile learning in higher education: An empirical

assessment of a new educational tool. The Turkish Online Journal of Educational

Technology, 7(3), 1-7.

McMillan, J.H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry

(7th ed.). New Jersey: Pearson.

Mertler, C. A. (2012). Action research: Improving schools and empowering educators (3rd

ed.). Thousand Oaks, CA: SAGE

Rainie, L. (2013). Cell phone ownership hits 91% of adults. Pew Research Center’s Internet

& American Life Project. Retrieved from http://www.pewresearch.org/fact-

tank/2013/06/06/cell-phone-ownership-hits-91-of-adults/

Reed, N., & Robbins, R. (2008). The effect of text messaging on driver behavior: A
 37

simulator study. Transport Research Laboratory, 367.

Reid, D. J., & Reid, F. J. M. (2005). Textmates and text circles: Insights into the

Socialecology of SMS text messaging. In: Hamill, L., Lasen, A. (eds.), Mobile world:

past, present and future. London: Springer-Ver- lag, 105–118.

Reid, D. J., & Reid, F. J. M. (2007). Text or talk? Social anxiety, loneliness, and divergent

preferences for cell phone use. Cyber Psychology & Behavior, 10(3), 424-435.

Salehan, M., & Negahban, A. (2013). Social networking on smartphones: When mobile

phones become addictive. Computers in Human Behavior, 29(6), 2632-2639.

Sarwar, M., & Soomro, T. R. (2013). Impact of smartphone's on society. European Journal of

Scientific Research, 98(2), 216-226.

Skierkowski, D., & Wood, R. M. (2012). To text or not to text? The importance of text

messaging among college-aged youth. Computers in Human Behavior, 28(2), 744-

756.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures

for developing grounded theory. Thousand Oaks: Sage Publications.

Tessier, J. (2013). Student impressions of academic cell phone use in the classroom. Journal

of College Science Teaching, 43(1), 25-49.

Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text

messaging in the classroom: A survey of college students. College Teaching, 60(1), 1-

9.

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger

writes and having written. The International Review in Open and Distance Learning,

8, 1-13.

Young K. L., & Regan M., A. (2007). Distracted driving. College of Road Safety, 379-

405.
 38

Walsh, S. P., White, K. M., & Young, R. M. (2009). The phone connection: A qualitative

exploration of how belongingness and social identification relate to mobile phone use

amongst Australian youth. Journal of Community and Applied Social Psychology, 19,

225–240.

Weller, J. , Shackleford, C. , Dieckmann, N. , & Slovic, P. (2013). Possession attachment

predicts cell phone use while driving. Health Psychology : Official Journal of the

Division of Health Psychology, American Psychological Association, 32(4), 379-387.