Cellphones in Schools: Examining the Effects of Student Cell Phone Restrictions on Academic Achievement and Discipline Outcomes
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Item Description
Alternative Title
A Doctoral Capstone Project
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Author: Penn, Ashley Lauren
Abstract
In recent years, cell phone usage among teenagers has increased significantly, coinciding with a rise in mental health concerns in post-pandemic society. This study
explores the potential impact of limiting student cell phone use during the school day, focusing on student achievement, classroom engagement, behavior, and perceptions of mental health. The research compares two instructional settings: classrooms using cell phone caddies, where devices were removed during instructional time, and traditional classrooms, where students retained access to their phones. Data was collected through formative and summative assessments, student surveys, and feedback from the
participating staff member. The findings suggest that limiting cell phone access during instructional time can lead to improvements in student academic performance and
increased awareness of bullying. However, due to the concurrent implementation of Positive Behavioral Interventions and Supports (PBIS) at the research site, the study
could not definitively attribute changes in student behavior solely to cell phone limitations. Overall, this research contributes to the ongoing conversation about technology use in schools and offers evidence that structured limits on device use may foster a more focused and supportive learning environment. Further research is recommended to isolate variables and explore long-term effects.
explores the potential impact of limiting student cell phone use during the school day, focusing on student achievement, classroom engagement, behavior, and perceptions of mental health. The research compares two instructional settings: classrooms using cell phone caddies, where devices were removed during instructional time, and traditional classrooms, where students retained access to their phones. Data was collected through formative and summative assessments, student surveys, and feedback from the
participating staff member. The findings suggest that limiting cell phone access during instructional time can lead to improvements in student academic performance and
increased awareness of bullying. However, due to the concurrent implementation of Positive Behavioral Interventions and Supports (PBIS) at the research site, the study
could not definitively attribute changes in student behavior solely to cell phone limitations. Overall, this research contributes to the ongoing conversation about technology use in schools and offers evidence that structured limits on device use may foster a more focused and supportive learning environment. Further research is recommended to isolate variables and explore long-term effects.
Date Issued
2025-07-07
Resource Type
State System Era
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