Publication Date

Spring 2017

Advisor(s) - Committee Chair

Steven R. Wininger (Director), Jenni Redifer, Pitt Derryberry

Comments

WKU Libraries Open Access Hall of Fame, 2018 Faculy Research/Innovation Award reciptient.

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

The increase in student cell phone use in classrooms has led to a decrease in academic performance and satisfaction with instruction (Dietz & Henrich, 2014). Currently, it is unknown as to whether student classroom cell phone usage has any effect on the teacher. The purpose of this study was to determine student and teacher opinions of classroom cell phone usage and perceived distraction. Surveys were conducted with a sample of college students (N = 163) and college faculty (N = 289), from a university in the Southeastern region of the United States. Data indicate there are differing opinions on classroom cell phone usage between students and teachers. Results revealed teachers believe significantly more than students that cell phones should not be used during class. A majority of teachers also reported they have been distracted by students using their phones, while only about half of the students believe their teachers have been distracted by cell phones. Students using cell phones during class may affect more than just their individual academic performance; student cell phone use may actually have a negative impact on the entire class and the quality of teaching.

Disciplines

Cognitive Psychology | Educational Psychology

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