Technology use and academic performance

Wentworth, Diane Keyser; Middleton, June H.

doi:10.1016/j.compedu.2014.06.012

Cited by 108 publications

(62 citation statements)

References 27 publications

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“…While, the results still seem spotty and generally channel toward two main results (negative and no relationship), a simple frequency weighing of the studies suggests a negative bent in the association. This negative echo is in line with another strand of the literature that has examined the association between general technology use and academic performance (e.g., Wentworth and Middleton 2014). While many possible explanations have been offered, we find the one offered by Junco & Cotten (2011) to be reasonable: engaging in SNS use Bwhile trying to complete schoolwork may tax students' capacity for cognitive processing and preclude deeper learning^(p.1).…”

Section: Positive Negative And/or Insignificant Findingssupporting

confidence: 65%

Social networking and academic performance: A review

Doleck

Lajoie

2017

Educ Inf Technol

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The ubiquitous use of social networking sites by students and the potential impacts of such use on academic performance are of both theoretical and practical importance. Hence, this paper addresses the question: how does the use of social networking sites influence academic performance? The present review synthesizes the empirical findings of the extant literature, via a systematic review, that examines the efforts that have been made to explicate the association between the use of social networking sites and academic performance. The review of 23 peer-reviewed papers highlights mixed findings regarding the relationship between social network use and academic performance-serving as a call for further research.

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Section: Positive Negative And/or Insignificant Findingssupporting

confidence: 65%

Social networking and academic performance: A review

Doleck

Lajoie

2017

Educ Inf Technol

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“…Other researchers such as Evans and colleagues; Wentworth and Middleton; and Lourencoand colleagues [17][18][19] share the same finding concerning the influence of home to student performance and posit that lack of support from home leads to a downslide or decline in the academic performance of students. This normally happens in urban areas where most working parents are too busy to care for their children's performance.…”

Section: Discussionmentioning

confidence: 67%

Factors affecting the academic performance of student nurses: A cross-sectional study

Alshammari

Saguban²,

Pasay-an³

et al. 2017

JNEP

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The academic performance of the student nurses is by the assessment of competence, defined by a student's ability to demonstrate the performance of professional skills or behaviors. Despite its predictabilities, there is no study has been undertaken to determine the factors affecting the academic performance of student nurses in the Kingdom of Saudi Arabia. This study employed a quantitative-correlational design. There were 201 student nurses from the College of Nursing at University of Hail selected using convenience sampling. A modified survey questionnaire was utilized to gather data. The said questionnaire was subjected to pilot testing. Content validation and reliability test were conducted using a Cronbach Alpha which revealed a value of 0.940. Four types of factors such teacher-related with a mean 4.16, student-related (3.85), school-related (3.85), and home-related factors (3.54) were observed to have varying extent of effect on the academic performance of student nurses. Likewise age, gender, year level, marital status, socio-economic status and previous school attended by the student nurses showed varying extent of influence on their academic performance. A significant difference in the extent of effect gender has on the academic performance of student nurses as indicated by a t-value of 3.591 been revealed. Whereas, no significant difference was observed on the extent of effect type of school attended had on the academic performance of the student nurses as indicated by a t-value of 0.846; p-value: .398, age (t-value: 1.768; p-value: .155); year level (t-value: 0.530; p-value: .589); marital status (t-value: 1.813; p-value: .166), and socio-economic status (t-value: 0.031; p-value: .970). The identified factors significantly impact on the academic performance of student nurses. This finding is significant as it can be used by school administrators and teachers alike as basis in designing and implementing an intervention program geared towards an improved academic performance among student nurses.

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“…Samaha and Hawi (2016) also revealed a positive relationship between smartphone addiction and stress levels. However, there are also contradictive studies claiming a negative relationship between mobile phone usage and students' academic performance (Judd, 2014;Karpinski et al, 2013;Rosen, Carrier, & Cheever, 2013;Samaha & Hawi, 2016;Wentworth & Middleton, 2014;Kibona & Mgaya, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

Gezgin

Çakır

Yıldırım

2018

International Journal of Research in Education and Science

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The purpose of this study is to investigate the relationship between nomophobia levels of high school students and their Internet Addiction. This study also investigates the factors including duration of smartphone and mobile Internet use that trigger and create this phenomenon. In order to explore the prevalence of nomophobia among high school students, the survey model was adopted in this study. As part of this survey, 929 high school students were randomly selected among 9th to 12th graders from Turkish high schools in different socioeconomic areas of Afyon, Ankara, and Mardin provinces. In the data collection process, a demographics questionnaire was employed, as well as a nomophobia scale and Internet addiction scale. According to the results, the nomophobia levels of high school students were found to be slightly above average. Pertaining to gender differences, female students have a higher tendency to exhibit nomophobic behaviors compared to male students. Additionally, students' grade levels (which could also be considered as age) has no effect on the prevalence of nomophobia. Considering the duration of smartphone ownership, it was found that the longer the duration of smartphone usage, the higher the risk of exhibiting nomophobic behaviors. Finally, the results indicated that the higher the level of student Internet addiction, the more nomophobic behaviors they tend to exhibit.

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Technology use and academic performance

Cited by 108 publications

References 27 publications

Social networking and academic performance: A review

Social networking and academic performance: A review

Factors affecting the academic performance of student nurses: A cross-sectional study

The Relationship between Levels of Nomophobia Prevalence and Internet Addiction among High School Students: the factors influencing Nomophobia

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