IMPACT OF SMART PHONE USAGE ON THE ACADEMIC PERFORMANCE OF STUDENTS IN TERTIARY EDUCATION: A CASE STUDY OF FEDERAL COLLEGE OF EDUCATION (TECHNICAL), GOMBE

Abstract This study investigated the impact of smartphone usage on the academic performance of students of the Federal College of Education (Technical), Gombe, Nigeria. The increasing rate of smartphone use among tertiary institution students and the growing concern about its influence on learning outcomes necessitated an examination of how academic and non-academic smartphone usage affects students’ academic performance. The study adopted a correlational research design. The population comprised all undergraduate students of the Federal College of Education (Technical), Gombe, from which a sample was selected using a multistage sampling technique. Data were collected using two instruments: the Smartphone Usage Questionnaire (SUQ) and the Academic Performance Record (APR). The instruments were validated by experts, and their reliability coefficients were established using Cronbach’s Alpha method. Data were analyzed using descriptive statistics, Pearson Product–Moment Correlation, and multiple regression analysis at the 0.05 level of significance. The findings revealed that students used smartphones more frequently for non-academic purposes such as social media and entertainment than for academic activities. A significant relationship was found between smartphone usage and students’ academic performance. Excessive smartphone use was found to negatively affect students’ study habits and classroom participation. Academic use of smartphones, however, showed a positive influence on learning outcomes. The study also identified strategies for promoting responsible smartphone usage, including digital literacy education and regulated classroom phone policies. The study concluded that while smartphones can serve as useful learning tools, their excessive and inappropriate use can hinder academic performance. It was therefore recommended that lecturers, school administrators, parents, and education policymakers should collaborate to encourage responsible smartphone use and integrate smartphones constructively into teaching and learning processes.