MOBILE MINDS: EXPLORING THE ROLE OF SMARTPHONES IN TEACHING AND LEARNING AT THE UNIVERSITY LEVEL

Abstract

This study explores the impact of mobile phones on teaching and learning at the tertiary level, focusing on undergraduate students' usage and teachers' perceptions. The objectives include examining mobile phones' influence on academic activities, investigating teachers' views on student usage, and documenting mobile phones as a research tool. A mixed-method approach was employed, with data collected from four public and four private universities in Peshawar, KP, Pakistan. The sample included 800 students (200 per university) and 15 teachers. Universities were categorized into social sciences, numerical sciences, and biological sciences. Data was gathered via questionnaires, analyzed using descriptive and inferential statistics (percentages, means, and standard deviation). Findings indicate that mobile phones significantly impact classroom learning, though teachers' perceptions vary due to limited proficiency and lack of relevant applications, leading to restrictive policies. However, students independently use mobile phones for calculations, dictionaries, organization, reminders, and study notes. 52% of students utilize phones as AV aids and access academic websites. The study presents recommendations for students, teachers, content developers, and curriculum designers for future research and policy formulation.

Keywords: Mobile phones, Teaching and learning, Tertiary education, Undergraduate students