International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(2) 55-68

Investigation of University Students' in-Class Smartphones Usage with Association Rules

Songül Karabatak & Müslim Alanoğlu

pp. 55 - 68   |  DOI: https://doi.org/10.29329/ijpe.2021.332.4   |  Manu. Number: MANU-2004-25-0003.R1

Published online: April 07, 2021  |   Number of Views: 176  |  Number of Download: 754

Save PDF

Abstract

This study aimed to investigate the university students' usage of smartphones in-class and reveal the relationships among the frequency of use, the purpose of use, reasons for the smartphone using in course, and demographic variables (gender and class). To achieve this aim, we used the correlational survey model. The study sample was selected from the students studying in an Education Faculty of a University in the east of Turkey in the spring semester of 2019-2020 academic year. The sample determined by the snowball sampling method consisted of a total of 577 students. The survey technique was used to collect data. The descriptive and relation analysis were used in the analysis of the data. Frequency and percentage calculations were made for descriptive analysis. For relational analysis, the association rule, one of the data mining methods, was used. It has been revealed that most of the students use their smartphones occasionally and mostly in messages, to do research and connect to social networks. It was observed that the main reasons that motivated students to use their smartphones in the courses were doing research about the course and using them in emergencies. Besides, students gave close answers about the effect of smartphone use on academic performance, and most of the students stated that they did not have difficulty focusing when using smartphones in the courses. Some students also stated that they did not use the phone as it distracted them, and it was forbidden to use it in the course. Results revealed that the boring course, negative attitudes towards the lecturer, and the course cause students to message and connect to social media. It was concluded that the occasional use of smartphones in the courses in cases of emergency and messaging does not affect students' academic performance and does not cause any problems in focusing on the course. Besides, most people who use their smartphones for researching, reading news, and messaging in the courses stated that they use their smartphones for educational purposes. Some suggestions were developed at the end of the study based on the results.

Keywords: Smartphone, Smartphone Usage in-Class, University Student, Data Mining, Association Rules

How to Cite this Article?

APA 6th edition
Karabatak, S. & Alanoglu, M. (2021). Investigation of University Students' in-Class Smartphones Usage with Association Rules . International Journal of Progressive Education, 17(2), 55-68. doi: 10.29329/ijpe.2021.332.4

Harvard
Karabatak, S. and Alanoglu, M. (2021). Investigation of University Students' in-Class Smartphones Usage with Association Rules . International Journal of Progressive Education, 17(2), pp. 55-68.

Chicago 16th edition
Karabatak, Songul and Muslim Alanoglu (2021). "Investigation of University Students' in-Class Smartphones Usage with Association Rules ". International Journal of Progressive Education 17 (2):55-68. doi:10.29329/ijpe.2021.332.4.
References
  1. Ağca, R. K., & Bağcı, H. (2013). Eğitimde mobil araçların kullanımına ilişkin öğrenci görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 2(4), 295-302. [Google Scholar]
  2. Al-Khlaiwi, T., & Meo, S. A. (2004). Association of mobile phone radiation with fatigue, headache, dizziness, tension and sleep disturbance in Saudi population. Saudi Medical Journal, 25, 732-736. [Google Scholar]
  3. Arabacı, İ. B. (2017). Investigation faculty of education students’ cyberloafing behaviors in terms of various variables. The Turkish Online Journal of Educaitonal Technology, 16(1), 72-82.  [Google Scholar]
  4. Ateş, Y., & Karabatak, M. (2017). Nicel birliktelik kuralları için çoklu minimum destek değeri. Fırat Üniversitesi Mühendislik Bilimleri Dergisi, 29(2), 57-65. [Google Scholar]
  5. Baker, W. M., Lusk, E. J., & Neuhauser, K. L. (2012). On the use of cell phones and other electronic devices in the classroom: Evidence from a survey of faculty and students. Journal of Education for Business, 87, 275-289. [Google Scholar]
  6. Barkley, J. E., & Lepp, A. (2013). Cellular telephone use is associated with greater sedentary behavior independent of leisure-time physical activity. Applied Physiology, Nutrition, and Metabolism, 38(10), 1023. [Google Scholar]
  7. Baturay, M. H., & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358-366. [Google Scholar]
  8. Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931. [Google Scholar]
  9. Brubaker, A. T. (2006). Faculty perceptions of the impact of student laptop use in a wireless internet environment on the classroom learning environment and teaching information and library science. Unpublished master's thesis, North Carolina University, North Carolina. [Google Scholar]
  10. Bulduklu, Y., & Özer, N. P. (2016). Young people's smartphone use motivations. Journal of the Human and Social Sciences Researches, 5(8), 2963-2986. [Google Scholar]
  11. Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34-42. [Google Scholar]
  12. Çınar, O., & Cinisli, Z. (2018). In-class cyberloafing among undergraduate students of physical education and sports teaching department. Journal of Physical Education and Sports Studies, 10(1), 39-48.  [Google Scholar]
  13. Çok, R., & Kutlu, M. (2018). Üniversite öğrencilerin ders esnasında ders dışı internet kullanım davranışları ile akademik güdülenme düzeylerinin çeşitli değişkenlere göre incelenmesi. The Journal of International Lingual Social and Educational Sciences, 4(1), 1-21. [Google Scholar]
  14. Denk, M. (2007). Mobile learning-challenges and potentials. International Journal of Mobile Learning and Organisation Archive, 1(2), 122-139. [Google Scholar]
  15. Erdem, H., Türen, U., & Kalkın, G. (2017). Mobil telefon yoksunluğu korkusu (nomofobi) yayılımı: Türkiye’den üniversite öğrencileri ve kamu çalışanları örneklemi. Bilişim Teknolojileri Dergisi, 10, 1-12. [Google Scholar]
  16. Ergün, E., & Altun, A. (2012). Öğrenci gözüyle siber aylaklık ve nedenleri. Eğitim Teknolojisi Kuram ve Uygulama, 2(1), 36-53. [Google Scholar]
  17. Ezemenaka, E. (2013). The usage and impact of Internet enabled phones on academic concentration among students of tertiary institutions: A study at the University of Ibadan, Nigeria. International Journal of Education and Development using Information and Communication Technology, 9(3), 162-173. [Google Scholar]
  18. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2009). How to design and evaluate research in education. (7th ed.). New York: McGraw-Hill. [Google Scholar]
  19. Gao, Q., Yan, Z., Zhao, C., Pan, Y., & Mo, L. (2014). To ban or not to ban: Differences in mobile phone policies at elementary, middle, and high schools. Computers in Human Behavior, 38, 25-32. [Google Scholar]
  20. Hawi, N. S., & Samaha, M. (2016). To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance. Computers & Education, 98, 81-89. [Google Scholar]
  21. Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of computing in higher education, 15(1), 46-64. [Google Scholar]
  22. Hiscock, D. (2004). Cell phones in class: This, too, shall pass.  Community College Week, 16, 4-5.  [Google Scholar]
  23. Holsheimer, M., Kertsen, M., Manila, H., & Toivonen, H., (1995). A perspective on databases and data mining, Proceeding of 1st International Conference on Knowledge and Data Mining, 150-155, Montreal, Canada. [Google Scholar]
  24. Jackson, L. D. (2012). Is mobile technology in the classroom a helpful tool or a distraction?: A report of university students' attitudes, usage practices, and suggestions for policies. International Journal of Technology, Knowledge & Society, 8(5). [Google Scholar]
  25. Kalaycı, E. (2010). Üniversite öğrencilerinin siber aylaklık davranışları ile öz düzenleme stratejileri arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi, Ankara. [Google Scholar]
  26. Karabatak, M., & İnce, M. C. (2004). Apriori algoritmasi ile öğrenci başarısı analizi. Elektrik Elektronik Bilgisayar Mühendisliği Sempozyumu, 8-12 Aralık, Bursa. [Google Scholar]
  27. Karaoğlan-Yılmaz, F.G., Yılmaz, R., Öztürk, H.T., Sezer, B. and Karademir, T. (2015). Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments. Computers in Human Behavior. 45, 290-298. [Google Scholar]
  28. Khan, J., Malik, Z. K., & Amin, S. (2015). The impact of mobile phones on the performance of university students. Research Journal of Humanities and Social Sciences, 6(1), 61-66. [Google Scholar]
  29. Kim, I., Kim, R., Kim, H., Kim, D., Han, K., Lee, P. H., ... & Lee, U. (2019). Understanding smartphone usage in college classrooms: A long-term measurement study. Computers & Education, 141, 103611. [Google Scholar]
  30. Knight, R. M. (2017). Academic cyberloafing: A study of perceptual and behavioral differences on ın-class cyberloafing among undergraduate students. Master Thesis of Arts in Psychology, East Carolina University, North Carolina. [Google Scholar]
  31. Koşar, D. (2018). Öğretmen adaylarının cep telefonu kullanımına ilişkin görüşlerinin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 643-654. [Google Scholar]
  32. Lan, Y. F., & Sie, Y. S. (2010). Using RSS to support mobile learning based on media richness theory. Computers & Education, 55(2), 723–732. [Google Scholar]
  33. Lepp, A., Barkley, J. E., Sanders, G. J., Rebold, M., & Gates, P. (2013). The relationship between cell phone use, physical and sedentary activity, and cardiorespiratory fitness in a sample of US college students. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 79. [Google Scholar]
  34. Licoppe, C. (2004). Connected presence: The emergence of a new repertoire for managing social relationships in a changing communications technoscape. Environment and planning society and space, 22, 135-156. [Google Scholar]
  35. Mwilima, F., & Hangula, V. (2010). The effects of cell phone use on academic performance in tertiary education. International Journal of Law, Humanities & Social Science, 1(5), 33-38. [Google Scholar]
  36. Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Mobile technologies and learning. Futurelab Literature Review Series, Report No, 11. [Google Scholar]
  37. Ott, T., Magnusson, A. G., Weilenmann, A., & af Segerstad, Y. H. (2018). It must not disturb, it’s as simple as that: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school. Education and Information Technologies, 23(1), 517-536. [Google Scholar]
  38. Park, W. K. (2005). Mobile phone addiction. In mobile communications (pp. 253-272), R. Ling ve E. Pedersen (Eds.). London: Springer. [Google Scholar]
  39. Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78–86. [Google Scholar]
  40. Ravizza, S. M, Uitvlugt, M. G, & Fenn, K. M. (2017). Logged in and zoned out: how laptop internet use relates to classroom learning. Psychological Science, 28, 171–180. [Google Scholar]
  41. Ruiz, M. D., Gómez-Romero, J., Molina-Solana, M., Campaña, J. R., & Martin-Bautista, M. J. (2016). Meta-association rules for mining interesting associations in multiple datasets. Applied Soft Computing, 49, 212-223. [Google Scholar]
  42. Sánchez-Martínez, M., & Otero, A. (2009). Factors associated with cell phone use in adolescents in the community of Madrid (Spain). CyberPsychology & Behavior, 12(2), 131-137.  [Google Scholar]
  43. Sage, M. (2015). Cyberloafing: A study of personality factors and organizational commitment as predictor variables of cyberloafing and perceived organizational acceptance. Unpublished master's thesis, East Carolina University, Carolina. [Google Scholar]
  44. Selwyn, N. (2003). Schooling the mobile generation: The future for schools in the mobile-networked society. British Journal of Sociology of Education, 24(2), 131-144. [Google Scholar]
  45. Tavolacci, M. P., Meyrignac, G., Richard, L., Dechelotte, P., & Ladner, J. (2015). Problematic use of mobile phone and nomophobia among French college students. The European Journal of Public Health, 25, 172-188. [Google Scholar]
  46. Uğur, N. G., & Turan, A. H. (2015). Üniversite öğrencilerinin mobil uygulamaları kabulü ve kullanımı: Sakarya üniversitesi örneği. İnternet Uygulamaları ve Yönetimi, 6(2), 63-79. [Google Scholar]
  47. Varol, F., & Yıldırım, E. (2018). An examination of cyberloafing behaviors in classrooms from students’ perspectives. Turkish Online Journal of Qualitative Inquiry, 9(1), 26-46. [Google Scholar]
  48. Vitak, J., Crouse J., & LaRose, R. (2011). Personal internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27, 1751-1759. [Google Scholar]
  49. Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 1-6.  [Google Scholar]
  50. Yıldırım, Ç., Sumuer, E., Adnan, M., & Yıldırım, S. (2016a). A growing fear: Prevalence of nomophobia among Turkish college students. Information Development, 32, 1322-1331.  [Google Scholar]
  51. Yıldırım, K., Yaşar, Ö., & Duru, M. (2016b). Öğretmen ve öğrenci görüşleri temelinde akıllı telefonların eğitim öğretim ortamlarında kullanılmasının ve etkilerinin incelenmesi. Uluslararası Eğitim, Bilim ve Teknoloji Dergisi, 2(2), 72-84. [Google Scholar]
  52. Yusufoğlu, Ö. Ş. (2017). Smartphones as leisure activities and their impact on social life: A research on students of the university. Journal of the Human and Social Sciences Researches, 6(5), 2414-2434. [Google Scholar]
  53. Yuwanto, L. (2018). Academic flow and cyberloafing. Psychology Research, 8(4), 173-177. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 2

April 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.