Ban on Mobile Phone Usage Among Secondary School Students: Catalyst for Academic Succes

Ruth  Asemota; Edinoh  Kingsley; Oladejo  Bolaji

doi:10.31149/ijie.v9i2.5696

Authors

Ruth Asemota
ruth.asemota@uniabuja.edu.ng
Centre for Distance Learning and Continuing Education (Guidance and Counselling), University of Abuja, Nigeria
Edinoh Kingsley Test Development Department, National Examinations Council (NECO) Headquaters, Minna, Niger State, Nigeria
Oladejo Bolaji Nigeria Army Resource Centre, Abuja, Nigeria

Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)

Articles

May 15, 2026

Downloads

PDF

Abstract
How to Cite
Metrics
References
License

The rapid integration of mobile technology into educational settings has intensified debate over its influence on students’ academic performance. This study examines whether banning mobile phone use in secondary schools contributes to improved academic outcomes. A mixed-method design was employed, involving 240 secondary school students and 40 teachers across six schools in North Central Nigeria. Data were collected through structured questionnaires and students’ academic records. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were thematically analysed. Findings indicate a significant negative relationship between excessive mobile phone use and academic performance (r = -0.62, p <0.05). Conversely, regulated or restricted use was associated with improved concentration, increased classroom engagement, and better learning outcomes. Schools implementing mobile phone bans recorded significantly higher mean academic scores than those without such policies. The study concludes that while unrestricted mobile phone use can hinder academic success, structured regulation enhances student performance. However, outright bans should be complemented by digital literacy initiatives that promote responsible and educational use of technology. The study recommends the adoption of balanced school policies that integrate restriction, monitoring, and purposeful technological engagement to optimise learning outcomes.

[1]

Asemota, R. et al. 2026. Ban on Mobile Phone Usage Among Secondary School Students: Catalyst for Academic Succes. International Journal on Integrated Education. 9, 2 (May 2026), 217–227. DOI:https://doi.org/10.31149/ijie.v9i2.5696.

Download Citation

S. Amez and S. Baert, “Smartphone use and academic performance: Correlation or causal relationship?” IZA Discussion Paper Series, 2020.

S. Amez and S. Baert, “Smartphone use and academic performance,” Economics of Education Review, vol. 72, pp. 101–115, 2020.

E. M. Anderman et al., “Teacher support and motivation,” Educational Psychologist, 2011.

R. Banerjee and S. Halder, “Teacher support and student motivation,” Educational Studies, 2023.

L. P. Beland and R. Murphy, “Ill communication: Technology and student performance,” Labour Economics, vol. 41, pp. 61–76, 2016.

S. Big et al., “Teacher enthusiasm and student motivation,” Learning and Instruction, 2011.

N. Carr, The Shallows: What the Internet Is Doing to Our Brains. New York, NY, USA: W. W. Norton, 2010.

X. Cheng and Y. Chen, “Teaching methods and motivation,” Educational Psychology, 2022.

H. Crompton and D. Burke, “Mobile learning and student outcomes,” Computers & Education, vol. 123, pp. 53–64, 2018.

J. Domen et al., “Teacher structure and motivation,” Learning Environments Research, 2020.

J. Eccles and A. Wigfield, “Expectancy-value theory,” Educational Psychology Review, 1995.

E. Emmer and E. Sabornie, Handbook of Classroom Management, 2nd ed. London, U.K.: Routledge, 2015.

D. Fortus and I. Touitou, “Student perception and motivation,” Science Education, 2021.

N. Gillet et al., “Autonomy support and engagement,” Motivation and Emotion, 2012.

L. Hornstra et al., “Teacher support and student motivation,” Educational Psychology Review, 2020.

L. Hornstra, C. Mansfield, I. van der Veen, T. Peetsma, and M. Volman, “Motivational teacher strategies and student engagement,” Educational Psychology Review, vol. 32, no. 2, pp. 435–460, 2020.

R. Junco, “In-class multitasking and performance,” Computers in Human Behaviour, vol. 28, pp. 2236–2243, 2012, doi: 10.1016/j.chb.2012.06.031.

I. Katsantonis et al., “Feedback and motivation,” Educational Psychology, 2023.

S. Kiefer et al., “Teacher involvement and motivation,” Journal of Educational Psychology, 2015.

J. Kumari and J. Kumar, “Teacher motivation and performance,” Humanities & Social Sciences Communications, 2023.

P. Kumari and R. Kumar, “Motivation, structured learning environments, and student achievement,” Educational Research Review, vol. 18, no. 2, pp. 55–71, 2023.

J. H. Kuznekoff and S. Titsworth, “The impact of mobile phone usage on student learning,” 2013.

J. H. Kuznekoff, S. Munz, and S. Titsworth, “Mobile phones in the classroom,” Communication Education, vol. 64, no. 3, pp. 344–365, 2015.

J. H. Kuznekoff and S. Titsworth, “Mobile phone distraction,” Communication Education, vol. 62, pp. 233–252, 2013.

S. Lam et al., “Teacher motivation and student outcomes,” Educational Psychology, 2009.

S. F. Lam, B. P. H. Wong, H. Yang, and Y. Liu, “Understanding student engagement with a contextual model,” Educational Psychology, vol. 29, no. 4, pp. 401–420, 2009.

A. Lepp et al., “Smartphone use and GPA,” SAGE Open, 2015.

A. Lepp, J. E. Barkley, and A. C. Karpinski, “The relationship between cell phone use and academic performance,” SAGE Open, vol. 5, no. 1, pp. 1–9, 2015.

R. Maulana et al., “Teacher-student relationships,” School Effectiveness, 2013.

A. Martin et al., “Motivation and teaching practices,” Educational Psychology, 2024.

E. Ophir et al., “Cognitive control in multitaskers,” Proceedings of the National Academy of Sciences (PNAS), vol. 106, no. 37, pp. 15,583–15,587, 2009.

L. D. Rosen et al., “Media multitasking and learning,” Computers in Human Behaviour, 2013.

L. D. Rosen, L. M. Carrier, and N. A. Cheever, “Facebook and texting made me do it: Media-induced task-switching while studying,” Computers in Human Behaviour, vol. 29, no. 3, pp. 948–958, 2013, doi: 10.1016/j.chb.2012.12.001.

M. Samaha and N. Hawi, “Smartphone addiction and GPA,” Computers in Human Behaviour, 2016.

M. Samaha and N. S. Hawi, “Relationships among smartphone addiction, stress, academic performance, and satisfaction,” Computers in Human Behaviour, vol. 57, pp. 321–325, 2016.

U. Schiefele and E. Schaffner, “Teacher interest and motivation,” Learning and Instruction, 2015.

U. Schiefele and E. Schaffner, “Teacher support, motivation, and academic outcomes,” Learning and Instruction, vol. 36, pp. 1–12, 2015.

E. Skinner and M. Belmont, “Motivation in classrooms,” Journal of Educational Psychology, 1993.

E. Thoonen et al., “Teacher efficacy and student motivation,” Teaching and Teacher Education, 2011.

J. Traxler, “Mobile learning in education,” International Journal of Mobile Learning, 2018.

J. Traxler, “Learning with mobiles in developing countries,” International Journal of Mobile and Blended Learning, vol. 10, no. 4, pp. 1–15, 2018.

X. Wang, Y. Liu, and H. Chen, “Structured learning environments and student achievement,” Journal of Educational Research, vol. 117, no. 1, pp. 22–38, 2024.

M. Wang et al., “Teacher support and engagement,” Educational Psychology, 2024.

K. Wentzel, “Student motivation and teacher support,” Journal of Educational Psychology, 1997.

H. Crompton and D. Burke, “The use of mobile learning in higher education: A systematic review,” Computers & Education, vol. 123, pp. 53–64, 2018, doi: 10.1016/j.compedu.2018.04.007.

J. Zhang et al., “Teacher support and learning outcomes,” Educational Research, 2012.