Phone Addiction Causing Decline in Academic Performance

By Caitlyn Kautzman Staff Writer

In today’s enhanced digital age, it’s no surprise that cell phones have become an integral part of our lives, with the increasing advancements in technology, making them more appealing to users. Because of their appeal, cell phones have become a staple in the classroom with students using them to access tools and resources and online platforms like Canvas.

While many students use their phones to access these online platforms, they are more often used outside of school-related content. A survey conducted showed that 75% of student participants used Instagram the most out of any other social media app.

Phone dependency is the overuse of a cell phone to the point that it or its absence hinders a person’s day-to-day life.

According to The Addiction Center, negatively affected students face increased sleep deficit, lowered concentration, anxiety, stress, impaired relationships, and poor grades.

The key to success is finding a balance between screen time and studying.

A recent study was conducted, aiming to determine the amount of time college students spend on their phones and its effects on their grade point averages (GPAs).

While increased screen time among college students can lead to phone dependency, the study found that it does not necessarily mean that students couldn’t be successful in their studies.

The study involved 24 college students who were asked to answer a variety of questions regarding their cell phone usage.

Over half of the respondents, 67%, said they spend more than 15 hours on their phones, with two participants saying they spend more than 30 hours per week on their phones.

The study also asked participants about the amount of time they spend studying each week. The results showed that students don’t spend more than ten hours per week studying.

Based on this, college students on average spend two to three times more time looking at their phones than studying.

Despite this trend towards increased phone usage and decreased studying time, the survey found that it didn’t necessarily correlate with lower academic performance.

54% of the participants reported having a GPA between 3.5 and 4.0, indicating that they were achieving high grades despite spending a significant amount of time on their phones. This is suspected to mean that students that participated in the study can successfully balance their screen time with time studying to be as successful.

The study’s results have significant implications for college students and educators.

High school educators can use this information to develop strategies to help future college students balance their time spent on their phones and studying to increase success rates and GPAs. They can also develop ways to incorporate technology in the classroom to enhance learning in a way that is positive and meaningful.

The findings also highlight the need for college students to be aware of their phone usage and dependency. They need to take steps to limit their screen time and prioritize studying to achieve academic success when that screen time gets in the way of said success.

While cell phones have become an integral part of people’s lives in this enhanced digital age, there is a need for a balance between screen time and studying time to achieve academic success. This balance can vary from person to person.

The study conducted among college students shows that increased screen time does not necessarily mean lower academic performance. However, phone dependency can lead to negative effects on everyday life. Both students and educators need to be aware of the implications of phone usage and develop strategies to find that balance to achieve academic success.

Page 10 Coyote Chronicle April 18, 2023

STEVI MONTES

In the wee small hours

The Robert and Frances Fullerton Museum of Art at California State University, San Bernardino, has welcomed Los Angelesbased artist Corey Pemberton to display six of his most recent paintings in an exhibition titled “you know you see us.” Pemberton was born and raised in Reston, Virginia. He received his BFA from Virginia Commonwealth University in 2012. He has completed residencies at organizations around the world, including the Penland School of Crafts, North Carolina, Bruket (Bodø, Norway), and The Pittsburgh Glass Center, Pennsylvania. He currently splits his time between an L.A. glassblowing production team and works in his painting studio. Each canvas displays masterful color and pattern with a foundation in conventional portrait painting.