THE INFLUENCE OF SMART PHONES UTILIZATION ON THE STUDENT HABITS AND ACADEMIC PERFORMANCE OF STUDENTS IN TERTIARY INSTITUTIONS
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Abstract
The study investigated the influence of smart phones utilization on the student habits and
academic performance of students in tertiary institutions. The main purpose of the study
was to examine how smartphones affect students’ academic behaviour and engagement in
learning activities. Data were collected using a structured questionnaire administered to
two hundred (200) students from the University of Benin, selected through a stratified
random sampling technique. The study adopted a survey research design, and the
collected data were analyzed using mean, standard deviation, percentages, and inferential
statistics including Pearson correlation analysis, independent sample t-tests, and paired
sample correlation analysis. The findings revealed that smartphone utilization had both positive and negative effects
on students’ academic experiences. Students frequently used smartphones to support
learning through academic discussions, managing study schedules, accessing study
materials, and understanding difficult concepts, which positively influenced their study
habits. Smartphone use also enhanced students’ motivation by increasing engagement, interest, and commitment to academic tasks through interactive learning platforms. However, excessive use of smartphones for non-academic purposes, such as social media
and entertainment, could distract students and reduce the effectiveness of their study
habits and academic performance. Furthermore, the study showed that smartphones greatly improved students’ access to
educational resources, allowing them to obtain lecture materials, academic updates, and
research information conveniently. The results also revealed that the influence of
smartphones varied depending on students’ level of study, while gender and age did not
significantly affect academic outcomes or motivation. Based on these findings, the study
concluded that smartphones can serve as valuable learning tools when used responsibly. Recommendations were made for tertiary institutions, lecturers, and students to promote
balanced and academic-focused smartphone use, including integrating digital literacy
programs, setting usage guidelines, and encouraging educational applications to
maximize the benefits of smartphone technology in learning
academic performance of students in tertiary institutions. The main purpose of the study
was to examine how smartphones affect students’ academic behaviour and engagement in
learning activities. Data were collected using a structured questionnaire administered to
two hundred (200) students from the University of Benin, selected through a stratified
random sampling technique. The study adopted a survey research design, and the
collected data were analyzed using mean, standard deviation, percentages, and inferential
statistics including Pearson correlation analysis, independent sample t-tests, and paired
sample correlation analysis. The findings revealed that smartphone utilization had both positive and negative effects
on students’ academic experiences. Students frequently used smartphones to support
learning through academic discussions, managing study schedules, accessing study
materials, and understanding difficult concepts, which positively influenced their study
habits. Smartphone use also enhanced students’ motivation by increasing engagement, interest, and commitment to academic tasks through interactive learning platforms. However, excessive use of smartphones for non-academic purposes, such as social media
and entertainment, could distract students and reduce the effectiveness of their study
habits and academic performance. Furthermore, the study showed that smartphones greatly improved students’ access to
educational resources, allowing them to obtain lecture materials, academic updates, and
research information conveniently. The results also revealed that the influence of
smartphones varied depending on students’ level of study, while gender and age did not
significantly affect academic outcomes or motivation. Based on these findings, the study
concluded that smartphones can serve as valuable learning tools when used responsibly. Recommendations were made for tertiary institutions, lecturers, and students to promote
balanced and academic-focused smartphone use, including integrating digital literacy
programs, setting usage guidelines, and encouraging educational applications to
maximize the benefits of smartphone technology in learning
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