The use of mobile phone by High School Students

CHAPTER ONE

1. ORIENTATION OF THE STUDY

1.1. Introduction

As contended by McAuley (2011) mobile phones were first used as a means to communicate and talk with others. Thus as technology evolved the desire to own and utilize a mobile phone at any time and in any place has grown in popularity. Cell phone advances began in the mid-19th century during World War II with the use of transferable battery operated phones on the battle field. In the late 1970's and 1980's cell phones research soared as the idea of an affordable, portable, hands- free phone was appealing to many.

 

McAuley (2011) describe the physical evolution of mobile phones as follows: the first generation cell phones were heavy, cumbersome, and had a short battery life in addition to limitations regarding where the phone could find service. Second generation cell phones became smaller, had better quality phone calls and service, faster signals, and had built in cameras. In addition, they also paved the way for emerging technologies in third generation cell phones. This mobile phone use went viral, with more people wanting to own their own cell phone. Third generation mobile phones can send and receive text messages, have internet and email access, and some of the latest applications on a device that fits neatly in the palm of the hand. As of 2011, the fourth generation cell phones allow for people to do many tasks, such as unlocking or locking a vehicle without even having to be there. There are even experimental phones that act as credit cards, air-line paperless ticketing and can open the front door or garage door in a home. As cell phone technology continues to advance, more people around the world, including children and teenagers, have their own cell phone for daily.

 

Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in semi-urban, rural and remote regions. In the attempt to find viable solutions to these problems, much hope has been placed in new information and communication technologies (ICTs). Thus, it is believed that ICTs empower teachers and learners by facilitating communication and interaction, offering new modes of delivery, and generally transforming teaching and learning processes. Among other ICTs aid, mobile phones are thought, for several reasons, to be a particularly suitable tool for advancing education in developing regions. First, mobiles phones are the most prevalent ICT in the developing world, and the penetration rate is rising rapidly. Samrajiva and Zainudeen (2008) noted that mobile phone relevancy is based on the fact that its ownership is increasingly more common in the lower socio-economic segments of society. Second, mobile phones are an especially good ‘leapfrogged’ since they use the radio spectrum. There is, therefore, less need for new physical infrastructure such as roads and phone wires, and base-stations can be powered via generators in places where there is no electrical grid (Economist, 2008). Finally, in addition to voice communication, mobile phones allow the transfer of data, which can be particularly useful for delivering educational content over long distances.

 

Classroom management issues have challenged educators since the introduction of formal education (Tindell and Bohlander, 2012). This is due to the fact that in modern classrooms, teachers or instructors compete for learners’ attention among a variety of communication stimuli (Kuznekoff and Titsworth, 2013). Thus, Campbell (2006) found that after terrifying school incidents such as those at Northern Illinois University and Virginia Tech, where students were victims of gun violence, many individuals believe that cell phones provide a necessary emergency communication function. However, the introduction of mobile phones into classroom has been a contributing equation to this challenge. Clearly, this mount interest in many writers: Some argue that cell phones have no place in a classroom setting and others argue that cell phones should be allowed both for safety reasons and as an instructional aid (Tindell and Bohlander, 2012). National School Safety and Security Services (2010) argue that mobile phones only add to confusion in an emergency situation, and prevent a consistent message.

 

However, not everyone is in agreement that cell phones are a positive addition to the classroom. Skenazy (2009) noted, we think of phones as a communication tool, but the truth is they may be just the opposite.  One concern involves the distraction caused by the use of cell phones during class. Of wide concern to many instructors is the potential distraction caused by students using their mobile devices to text, play games, check Facebook, tweet, or engage in other activities available to them in a rapidly evolving digital terrain. Therefore, Kuznekoff and Titsworth (2013) believe mobile phones, and the broader array of digital mobile devices, pose unique communication challenges for both users and those with whom they interact. Some critics argue that texting and other digital communication behaviour potentially diminish key social skills like effective listening.  Carroll (2004) postulated that mobile phones with cameras and internet access pose a threat of having unwanted videos of students and faculty members posted on the web.  She argues that students are using their mobile phones to take locker room photos that may be considered pornography. Another, perhaps even greater, concern relates to academic dishonesty (Campbell, 2006). Various media houses all over the world have reported a number of cases of students using cell phones to cheat. The current study, however, attempt to understand and analyse the use of mobile phones in KwaDlangezwa and Ongoye High schools. It should be captured that mobile devices are today seen as offering new learning possibilities which represent a dynamic change in strategies employed by learners in their production and consumption of learning products.

1.2. Problem Statement

The most current forms of technology such as the internet and mobile phone capabilities have been quickly evolving in the last decade and have impacted student behaviour and influenced changes in ethical behaviour. Schools may need to alter their guidance curriculum so that they can promote learning success by increasing academic and social skills that provide the appropriate information and examples of positive learner behaviour and use of cell phones. This raised the question: to what extent have mobile phones impacted on students? The purpose of this study is to measure the mobile phone proficiencies in enhancing learning at the High Schools, and whether the mobile phone is a useful tool for student learning. However, the literature on mobile phone use in classrooms is thin, there has been some research shedding light on the topic. Mobile phones are regarded as defining feature of the youth culture in the 21^st century.

The study conducted by Wei and Leung (1999) found that classrooms to be among the least acceptable places for mobile phone use. In South Africa educators have labelled mobile phones a classroom disturbance and they have been banned in most schools across the country. Hence, there are findings that mobile phone use in classrooms is particularly appalling and that learners frequently complain about the distraction from ringing during class time. Some learners have found ways to use it for cheating by accessing information online during an exam, taking and distributing photos of exams, and text-messaging answers to exam questions (Katz, 2005).

Despite sentiments against mobile phone use in the classroom, research shows that it is not an uncommon occurrence. It is important to recognize that not all mobile phone use in educational contexts is objectionable. For example, Katz (2005) reported on uses of the technology for tutoring, accessing Internet resources, and connecting students, instructors, and parents in efforts to coordinate school-related activities. Others have noted the potential of the technology to support anytime, anywhere learning (Mifsud, 2003), new forms of collaboration in distance education (Milrad, 2003), distributed intelligence (Fischer and Konomi, 2003), and knowledge communities through ‘‘m-learning,’’ the mobile evolution of Internet-based e-learning (Nyiri, 2002). While these practices are bringing about new educational opportunities, they largely take place in distributed locations, and mobile phones continue to be regarded as a nuisance in the classroom. Therefore, the problem includes both understanding and identifying the impact of the use of mobile phones, and also determine way in which schools can develop and implement curriculum that provide opportunities for the use of mobile phones. This study has the following research questions:

a)       Understanding of mobile learning

b)       What academic role do mobile phones have on learners?

c)       For what purpose are mobile phones used for by learners in schools?

d)       What information source do learners consult using their mobile phones?

e)       How much time do learners spend on their cell phones for educational purpose?

1.3. Motivation of the study

In KwaDlangezwa and Ongoye High schools there is a high rate of mobile phone usage among grade 12 learners. Poor accesses to computers with internet are factors contributing to high mobile phone usage by learners. The researcher was motivated by observing the increasing number of grade 12 learners carrying and using mobile phones for learning purposes in both schools.

1.4. Aim and objectives of the study

1.4.1. Aim of the study

The aim of this investigation is to measure the mobile phone proficiencies in enhancing learning at the High Schools, and whether the mobile phone is a useful tool for student learning.

1.4.2. Objectives of the study

a)       To understand mobile learning on the school context

b)       To determine the impact of mobile phones on learning

c)       To establish information sources (e.g. Databases, online journals etc) that learners consult using mobile phones.

d)       Establish challenges facing learners when using mobile phones for educational reasons.

e)       To identify opportunities available to learners who are using mobile phones for educational purposes.

 

 

 

1.5. Hypothesis formulation

 

1. It is assumed that learners do not consider their mobile phones as a useful learning tool.
2. It is also assumed that teachers view mobile phones as destruction elements in classrooms.
3. It is assumed that learners use their mobile phones to cheat by accessing information online during an exam and text-messaging answers to their peers.
    
   1.6. Definition of terms
    
   1.6.1. Mobile phones: According to Sihlonganyane (2009) mobile phones are known by different names such as wireless phones, cellular phones, cell phones or hand phones. Cell phones are defined as portable electronic devices used for mobile voice or data communication over a network of specialized base stations known as cell sties.   According to Rich (2004) a mobile phone is a hand- held mobile radiotelephone for use in an area divided into small section each with its own short range transmitter /receiver, i.e. cellular telephones, cellular phones, cell phones, cell mobile and cellular that communicates by radio waves rather than a long cable. According to Decosta (2006) mobile phones serve as a communication tool used to make and receive calls as well as send text messages, listen to music, surf the internet and even play mobile games. They connect learners with their friends at different locations. Mobile phones play an important role in parents and learners communication. Parents use them to communicate with their children.

1.6.2. Mobile learning: According to Kaplan-Leiserson (2005) mobile learning is “the new possibilities that are available to people given the mass deployment of devices that everyone now has in their hands and the new connectivity that is coming”. thus, mobile learning is understood as any service or facility that supplies a learner with general electronic information and educational content that aids in acquisition of knowledge regardless of location and time" (Lehner and Nosekabel, 2002).

1.7. Research design and methodology

This section provides the procedures and principles of research design and methodology that was utilised in undertaking actual research paradigm.

 

 

1.7.1. Research design

In an attempt to pursue the purpose and objectives of the study, the researcher primarily adopted the evaluative research design. Thus, this design was complimented by the use of the quantitative method. Qualitative research is a field of inquiry that crosscuts disciplines and subject matters. Creswell (2002)  define quantitative study is an enquiry into social or human problem based on testing theory compounded of variables measured with statistical procedures in order to determine whether the predicted theory hold true. The chosen research approach accumulated all types of information from respondents, and allowed the researcher to draw factual conclusions from reliable information generated through trustworthy approach

1.7.2. Research methodology

The research methodology are steps, procedures and strategies used in collecting and analysing data in a research investigation, so that information can be obtained from data (Polit and Hungler, 1991).This section focuses on the target population, sampling, data collection methods, and also provides information about techniques of data analysis.

1.7.2.1. Target population

As contended by Neuman (2006), the term population refers to a large well defined group from which a sample is drawn and which is specified in a very concrete terms. This implicates the articulation that target population as a specific pool of cases that the researcher wants to study. This project targeted grade 12 learners from Dlangezwa and Ongoye High School. The empirical research was definitely conducted in both schools.

 

1.7.2.2. Sampling

From the entire target population a manageable group of respondents were selected, referred to as sample. Unfortunately, due to thin literature on the topic for the study, the study depends on the data that has been collected form samples. Sample is a small group of people selected from the population on which the research is conducted to gather data. De Vos (2005) argues that sampling is a process of using portion of a population or universe in research, and studying it as representation of that population or universe. For the purpose of the study the geographical parameters were strictly limited to students from, Ongoye and Dlangezwa High School. Therefore, the researcher used that stratified random sampling in selection of respondents. In stratified random sampling, the whole population is divided into a number of homogeneous, non-overlapping groups; called strata (Maree and Pietersen, 2007). However, the sample size consists of 100 grade 12 learners.

1.7.2.3. Data collection

Questionnaires were designed to elicit self-reflexivity in the respondents, in other words, to make them consider why they use the mobile phones as they do. De Vos (2005) defines a questionnaire as a set of questions to be answered by the respondents without the personal aid of an investigator. Thus, the researcher supplement questionnaires with learners’ group discussion to attain much needed relevant information.

1.7.2.4. Data analysis

The data was analysed by using quantitative techniques. Descriptive statistics was used to present quantitative data in a manageable form, and it reduces lots of data into simple statistical summary and organizes and summarises data meaningful to allow generalization. Therefore, a Moon Stats technique was adopted to analyse quantitative data. To make sense of the data that was collected from participants, tables and graphs were used to illustrate results.

1.8. Significance of the study

The findings of this study were useful to both school management team and Department of Education.  They would use the findings to designing programmes in the curriculum that will incorporate mobile learning as communication tool. In fact the study on mobile phone in schools is the cutting edge idea which seeks to comprehend and promote the use of mobile phones in schools. The study informed the curriculum designers about aspect to consider in installing good ethics for appropriate use of mobile phones in classroom. The use of mobile phones would therefore; serve the supplementary role in as far as provision of education is concerned.

1.9. Scope and limitation

The following information examines the limitations that arise regarding the information related to this topic. The literature being reviewed presents information that has been published in the last decade given that the topic and data collection has been limited and access to the lately research or research has not yet been distributed. The research that has been published on this topic poses limited information and viewpoints as research on this topic is developing to gain credibility. Furthermore, the study targeted two schools in Umhlathuze Municipality namely Dlangezwa High School and Ongoye High School. Financial difficulties and time constrains narrowed the study to grade twelve (12) learners in both schools?

 

1.10. Ethical Considerations

It is believed that ethics is an important consideration in the social study involving humans.  Ethics is an important consideration in this study. Permission in the form of written consent was obtained from the Department of Education, the school principals of the two schools involved in the study, as well as parents/guardians of the learners who agreed to participate in the research. Issues of confidentially, privacy and anonymity were respected and retained throughout the study.

1.11. Structure of the research

Chapter one: this chapter deals with the general introduction. This chapter orientate the reader. It includes the motivation of the study, the background of the comprehensive use of mobile phones in schools, the statement of the problem, the basic assumptions, aim and objectives of the study, brief explication of research methodology, significance of the study, and research structure.

Chapter two:  this chapter review relevant literature regarding mobile phones, which is divided into four sections. The literature review begins with the history of mobile phones, followed by examples of the different ways that students are using, and misusing their mobile phones in classrooms and concludes with information on the legal and ethical implications for using cell phones and internet access inappropriately.

Chapter three: this chapter outlines the methodology used in broader detail. This includes the planning of the research, preparation and design of the research, the research instruments (construction of the instrument, reasons for using questionnaire, and question order and the use of open-ended and close-ended questions), administration of questionnaires, and validity and reliability.

Chapter four: this chapter present and analyse the findings on the impact of mobile phone in high school education

Chapter five:  finally, this chapter reviews the main conclusions dissertation and make recommendations based on the study.

 

 

1.12. Synthesis

The first chapter has given a summary of the study and some insight as to what to expect in the following chapters. The next chapter is organised as follows: the theoretical framework of models supporting the study investigation, the history of mobile phones, studies relating to the uses of mobile phones and other mobile devices for learning and the capabilities of mobile phones in enhancing learning.

 

 

CHAPTER TWO

2. LITERATURE REVIEW

2.1. Introduction

As contended by Eteokleous and Ktoridou (2009), mobile technologies have brought additional opportunities in the new era of mobile learning, making it possible and easy to enrich the learning experiences of individual learners. The opportunities offered by the most recent mobile technology, in the development of mobile phones present new opportunities and new challenges to educational systems. Today these tools are directly used as part of classroom activities to promote new methods of teaching and learning. According to Thornton and Houser (2005) Japanese college students saw value in receiving English lessons sent as text messages to their mobile phones. Students reported that the use of text messages for teaching and learning during class was an effective and efficient means of providing help in large lecture halls for communication between the two parties involved. Educators can use mobile phones for the purpose of teaching and learning by using quizzes, in-class tests, lecture schedules, lesson material and notes, and supplying web-based curricula (Eteokleous and Ktoridou 2009).

 

In this chapter, the research will be divided into four sections. The literature review begins with the history of cells phone, followed by examples of the different ways that students are using, and misusing the internet on their cell phones and concludes with information on the legal and ethical implications for using cell phones and internet access inappropriately.

2.2. History of mobile phones

According to Lipscomb, Totten, Cook and Lesch (2005), businesses like Motorola and General Electric were tasked with improving mobile technology. During the 1970s, when cellular phones were emerging in the market, the first mobile phone was the size of a small briefcase. In the 1980s and today cellular phones are products which are even smaller than a pack of cigarettes. They are offered in different colours for their attraction to customers, and some are designed for men and some for women. They have a number of features to choose from, like ring tones, mobile music, push-to-talk, television clip playing, streaming video, wireless cameras, browsers and entrance exam preparation reviews. Companies like Nokia and others are trying to come up with another technology for mobile phones, creating a new hybrid that combines PDA functions, camera imaging, and music and wireless internet capabilities, i.e. smart phones. Most of the people dominating this market are young adults. Blacks are predicted to be the hot target market for mobile phone industry growth dominating tertiary institutions.

 

The first demonstrated hand-held phone by Martin Copper of Motorola in 1973 weighted 2 kg. There are two types of mobile phone; the low-end and the high-end. Low-end mobile phones are referred to as feature phones. The high-end mobile phones, with more advances in computing abilities are referred to as smartphones. The first smart phone was designed by IBM; it was called Simon. Smartphones allow the user to install much more advanced applications based on a specific platform. Mobile phones use rechargeable batteries to keep the power to upload applications. The Nokia communicator lines were the first of Nokia smart phones, starting with Nokia 9000 released in 1996. They run complex operating system software providing a basis for applications developers. The GSM mobile phones require a small microchip to function which is called the Subscriber Identity Module, or SIM card. The

SIM card is used to identify the subscriber on mobile telephony devices such as mobile phones. It is approximately the size of a small postage stamp. It is placed underneath the battery in the rear of the unit (Heeks, 2008).

2.3. Mobile technology and learning

There are a number of reasons to suggest that mobile learning has an important place in the educational arena. The exponential growth of mobile technology in recent years, the increasing availability of high-bandwidth network infrastructures, advances in wireless technologies, and the popularity of handheld devices have opened up new accessibility opportunities for education (Kinshuk, 2003). Traxler (2005) equally agree that there is the growing size and frequency of dedicated conferences, seminars and workshops on mobile learning internationally. Hence, mobile technology evolution is visible to every person, and the impact on human behaviours, communication and learning is therefore noticeable .In  is South Africa, potential for penetration of mobile technology is extremely high in the country (ict Development Associates ltd, 2011).

 

Mobile technology in broader terms includes all mobile devices that fall into a series of categories: PDAs/smart phones, digital phones and non-telephony devices including MP3 players. Mobile technology thus includes any device that is “small, autonomous and unobtrusive enough to accompany people in every moment in their every-day life, and that can be used for some form of learning” (Kineo, 2009). Mobile technologies today are pervasive as a new medium for communication, and as such the feasibility of mobile technology to alter teaching and learning is overwhelming (Garrison & Anderson, 2003; Prensky, 2005; Kolb, 2008).

 

Mobile devices support and facilitate the newly emerging mobile learning (also known as m-learning), an advent born out of innovation around e-learning. To be explicit, the relationship between mobile technology and mobile learning is such that mobile technology (devices) retrieves information from other sources and carries that mobile content in a type formatted for mobile phones. When this content is purposefully accessed or viewed or even accidentally consumed then mobile technology acts as a potential agent for flexible mobile learning. As a result of mobile learning being an emerging approach to learning, “there is a need to re-conceptualise learning for the mobile age, to recognise the essential role of mobility and communication in the process of learning” (Sharples, Taylor and Vavoula, 2005).

 

Mobile learning introduces a new learning environment due to the emergence of mobile and wireless technologies. Thus, researchers had agreed that Mobile learning is a new trend of learning paradigm with the emergence of mobile and wireless technologies usage among the learners. It offers a new way to deliver learning objects into our daily life. According to Kaplan-Leiserson (2005) mobile learning is “the new possibilities that are available to people given the mass deployment of devices that everyone now has in their hands and the new connectivity that is coming”. Thus, mobile learning is understood as any service or facility that supplies a learner with general electronic information and educational content that aids in acquisition of knowledge regardless of location and time" (Lehner and Nosekabel, 2002). However, Traxler (2005) refer to mobile learning as any educational provision where the sole or dominant technologies are handheld or palmtop devices”. The foregoing literature indicates that the latter definition may mean that mobile learning could include mobile phones, smartphones, personal digital assistants (PDAs) and their peripherals, perhaps tablet PCs and laptop PCs, but not desktops in carts and other similar solutions.

2.4. The role of mobile phones in Education specifically from high school level

Mobile learning is the provision of education and training on PDAs (Personal Digital Assistants), smart phones and mobile phones. Mobile phones can play an important role in learner’s works at school when learning. Learners learn from a variety of sources including objects such as exhibits in museums; different locations and environments; and experts including discussions with parents and teachers. Using mobile phones for learning can reduce physical strain caused by school bags; and provide a variety of learning experiences (Attewell and Savill-Smith, 2005). Mobile learning does not require the facilities and physical materials that traditional classroom learning requires. Mobile Learning can give hands-on experience in any setting and can be more beneficial to learners when using mobile phone for educational reason. Mobile phones has change the structure of global communication hierarchy, it is not only used as a mere communication tool, but also act as an entertainer, lifestyle support system and even a powerful learning aid. By powerful learning aid it is meaning that it can bestow intelligence to pupil and young children. In secondary schools mobile phone has been reconsidered in the use of them for learning procedures. Students or learners use mobile phones for setting home works reminders, recording teachers reading a poem, and timing an experience with the plane stopwatch. Pupils are more taken an advantage of using Smartphone which can be easily connected to the internet for browsing information.

 

The accessibility of mobile learning can give learners greater awareness of new communications technology and prepare them for change (Keegan;2003).She/he (Keegan) further emphasises that mobile-learning will provide the future of learning to learners and students in higher education to develop in a quality by adapting their life in using technology for learning easier and it has to provided an insight into the role of mobile learning that could play in the future of making learning by mobile phone.

2.5. The impact of mobile phones in learning outcomes

 

Using mobile phones for learning at schools by learners can have a negative impact as it makes it easy for them to cheat, plagiarise and collude with one another (Wachhol;2005).   It is also a time consuming investment in teachers training as teachers need to be taught how it can be used in the school environment. It can have a great impact on to teachers as they need to teach learners how to evaluate the quality of information available on the Internet that could be used for their school work (Traxler & Riordan; 2003).

2.6. Opportunities for using mobile phones by learners

According to Wachholz (2005) using mobile phones for learning process gives important opportunities on learners. Mobile learning could be utilized solely for special education for students with learning disabilities and learners should utilize their mobile phones to increase their knowledge base in their mind. Mobile phones give learners opportunities by expanding their educational level and it increases their efficiency in learning. Mobile phones enhance a good quality of learning to learners as well as the quality of teaching, sustaining lifelong learning. In this way mobile phones facilitate skill formation to learners. 

 

According to Attewell and Webster (2005) mobile learning can be used to enliven or add variety to, conventional lessons or courses. Thus it can be used to remove some of the formality which non-traditional learners may find unattractive or frightening and can make learning fun. Using mobile phone learning can help learners and teachers to recognise and build on existing basic literacy skills which allow young people to communicate in notational form via text messages. It can also help deliver and support literacy, numeracy and language learning. Mobile phone has been observed to help young disconnected learners to remain more focussed for longer period and can help to raise self confidence and self-esteem by recognising uncelebrated skills, then enabling non-threatening, personalised learning experiences and enabling peer to peer learning and support. (Huang: 2005) learning using mobile phones also means that people can learn and gain information just from their pocket devices. Thus mobile phone bestowed great opportunities to learners who lacked confidence in classroom to participate well, those learners they benefit more on using mobile phone. Additional mobile phone provides a way to access the applications that support learning anywhere any time. It provides collaboration that is great learning which rarely happen alone. This author was still of view that mobile phones bring pupil to work together. i.e. sharing ideas with exchange of information with their classmates, thus their communication is faster then as well their feedback is immediately.

2.6. How learners use mobile phones for educational purposes

According to Attewell and Savill-Smith (2005) learners use their mobile phone at school as the platform of delivering information to one another including teachers. They use mobile phones for encouraging a sense of responsibility. Moreover they use it to help support both independent and collaborative learning. Apparently learners use mobile phones as their reference tool, and mostly using mobile phones for delivering their assignments.

2.7. Problems experienced by learners using mobile phones

In most South African schools learners are not allowed to carry their mobile phones at school. According to Smith (2003) learners/students use their mobile phones in a disruptive manner at school, by sending SMS, chatting with each other while they are in class. He further reveal that most schools do not allow learners to switch on their mobile phones in class, as that might cause   disruption in class and result in the entire class stop listening to the educator.

 

 

2.8. Challenges facing learners in the use of mobile phones for learning purposes

Mobile devices currently have the power to run a large number of applications, especially those with task sharing options. However, there are considerable challenges associated with using mobile devices for learning. The current generation of mobile devices are still limited by several inhibiting factors that prevent learners from initiating use of mobile devices or limit their current usability (Csete, Wong & Vogel, 2004). These include:

• Screen size of mobile phone is too small and it limits information display.
• Data input on mobile devices is usually slow and inefficient.
• Data input on mobile devices is usually slow and inefficient
• Connection speed is not yet fast enough to comfortably use of many web or WAP access services on mobile phones.

2.9. Synthesis

The use of mobile phones these days has been taken highly considerably. It was firstly recognised in United Kingdom (UK) and European countries and therefore flows to South Africa from western countries. The possibility of the study examine how much important to use mobile phones when seeking information when a person doesn’t have computer or sources like books nearby.

 

 

 

CHAPTER THREE

 

3. RESEARCH METHODOLOGY

 

3.1. Introduction

As indicated in Chapter one, the goal of this research study was to measure the mobile phone proficiencies in enhancing learning at the High Schools, and whether the mobile phone is a useful tool for student learning.

 

This chapter constitutes an essential part of any research process. Grinnell (1993) asserts that the major issue facing all researchers is to select a clear and relevant research method. General, research methodology entails the procedure in which the researcher is going to follow in conducting the study or how the researcher is going to conduct the study. However, Bogdon and Taylor (1975) define methodology as the processes, principles and procedures by which we approach problems and seek answers to the questions. In the field of social sciences, methodology is the way in which research is conducted and it is the philosophical assumptions and principles of the researcher that determine this stance on how to do research (Hallett, 2003). It is just a method that you follow; it is an expression or an approach on how to go about doing research. It contains the structure, the method and the procedure that you are going to follow when conducting a study. It also ensures that research is done in a scientific way so that your research is testable.

 

This chapter provides a brief overview of the research methodology used to contextualise the practical research of the study. It also explains the procedures utilised in administration of the instruments.

 

3.2. Research design                            

Welman et al. (2006) believe that a research design is a plan according to which we collect information. The aim of research design is to guide the researcher through the process of collecting, analysing and interpreting data. Babbie (2007) identifies two major aspects of research design, namely, that first the researcher should specify what needs to be investigated and secondly determine how best to do it. This should be done depending on the purpose and orientation of the study, either qualitative, quantitative or a combination of methods may be applied (Blanche and Durrheim, 1999).

 

In a qualitative study, According to Creswell (2002) a quantitative study is an enquiry into social or human problem based on testing theory compounded of variables measured with statistical procedures in order to determine whether the predicted theory hold true. This means that the plan of the researcher is not rigid and can change as the research proceeds. While Fouché and De Vos (2002) state that research designs in quantitative study are fixed and specified in advance of execution and defined by technical considerations.

 

In an attempt to pursue the objectives of the study, the researcher primarily uses evaluative research method. It was complimented by the use of a of quantitative research enquiry of data collection methods in the form of unstructured and structured questionnaires. Babbie (2007) defines evaluation research design is undertaken for the purpose of determining the impact of some special intervention, and such as a programme aimed at solving social problems. Evaluation research is appropriate whenever some social interventions occur or are planned. The evaluation is presented as a form of applied social research (Clarke, 1999). The purpose of evaluative research is not to discover knew knowledge, as is the case with basic research but to study the effectiveness with which existing knowledge is used into inform and guide practical action.

 

As stated earlier, that the study uses quantitative methods of data collection. Maree and Pietersen (2007) define quantitative research as a process that is systematic and objective in its ways of using numerical data from only selected subgroup of the universe and to generalise the findings of the universe that is being studied. They use techniques that are likely to produce quantified and, if possible, generalized conclusions. Quantitative research compresses the research data and applying it to a bigger picture. The quantitative style is believed to be best suited for hypothesis- testing, objectivity and statistical analysis. According to Hopkins (2000), quantitative research is about quantifying relationships between variables, expressing the relationships between variables using statistics such as correlations, relative frequencies, or difference between means or medians. Research methodology uses a deductive form of logic, wherein hypotheses are tested in a cause-and-effect order (Creswell, 1994).

 

3.3. Population

The concepts universe and population are used inter-changeably by different authors. Population is a collection of objects, events or individuals having some common characteristics that the researcher is interested in studying (Rafael2005). On the other hand, De Vos (2005) refers to population or universe as a set of entities in which all the measurement of interest to the practitioner or researcher are represented. However, it is noted that most social programme research, we usually study about how programmes operate, the recipients of the programme or policy, the type of information and community development approaches towards uplifting social life. The population for this study consisted of grade 12 learners at Dlangezwa and Ongoye High school. This target population is characterised by both young females and males.

 

3.5. Sampling

From the entire target population a manageable group of respondents were selected, referred to as sample. Unfortunately, due to thin literature on the topic for the study, the study depends on the data that has been collected form samples. Sample is a small group of people selected from the population on which the research is conducted to gather data. De Vos (2005) argues that sampling is a process of using portion of a population or universe in research, and studying it as representation of that population or universe. For the purpose of the study the geographical parameters were strictly limited to students from, Ongoye and Dlangezwa High School. Therefore, the researcher used that stratified random sampling in selection of respondents. In stratified random sampling, the whole population is divided into a number of homogeneous, non-overlapping groups; called strata (Maree and Pietersen, 2007). However, the sample size consists of 100 grade 12 learners.

3.6. Research instruments

Research instruments are tools that are used to collect data for a research project. The following research instruments were used to collect information at the different levels and stages of this study:

 

3.6.1. Questionnaire

 

A structured questionnaire was used to collect all information from the respondents or participants of the study. Ary and Jacobs (1989) indicate that, due to the confidential nature of a questionnaire; respondents will give more truthful responses. Ntsholo (2002) also asserts that questionnaire is an instrument of research with a special function of measurement. The questionnaires were given to the grade 12 learners from both schools. However, the questionnaires are a popular means of collecting data, but are found to be difficult to design and often require many rewrites before the questionnaire can be an acceptable questionnaire. English has been used as the preferred language as it is most often used by learners for communication during learning. English is also the official medium of communication for both schools. Each participant was asked the same questions and, all participants responded to the same questions.   These included both closed-ended and open-ended questions which were administered to respondents. The questionnaire in this study consisted of two sections A and B. The aim of section A was to collect biographic information about each respondent. This data is essential to gain little profile of each respondent. While section B consisted of open-ended questions which were intended to elicit information about mobile phone use in classrooms.

 

3.6.2. Secondary sources

 

Data was also gathered from the published sources such as text books, legislation, policies, previous research papers, and data from unpublished sources such as theses, dissertation, reports and written materials about community participation. This information was accessed from different places, such as the University of Zululand library, the internet and the Department of Education.

 

3.7. Distribution of questionnaires

 

Questionnaires were administered by a researcher in order to explain the purpose of the study to the respondents under study. This is the type of survey method where a questionnaire is handed in to the respondents to fill in. According to Neuman (2006) the advantage of self-administration of questionnaires is that the survey is by far the cheapest, and it can be conducted by a single researcher. The questionnaire was distributed to learners from both schools. Questionnaires were purposively distributed to the study respondents from 08H00 to 16H00 for two weeks.

 

3.8. Data analysis technique

The data analysis techniques are step-by-step procedures which are followed in order to gather data, and analyse them for the information they contain (Jankowic, 2005). Hallett (2003) consider data analysis as a way in which researchers make sense out of and learn from raw data collected in the field. Data collected was quantitative in nature, summarized in tables and graphs. The SPSS package was used for calculating and analysing descriptive statistics. Descriptive statistics are described as procedures used for reducing information by set of measurements (Bless and Kathuria, 1993), and quantitative data was summarized in the form of tables and bar graphs. Descriptive statistics are used to summarize information and tabulate it to be more readable and accessible.

 

 

 3.9. Ethical considerations

 

One of the considerations in the collection of primary data concerns ethical considerations. In order to prevent harm to the subjects and to obviate bias, the researcher abided by the ethical guidelines that seek to avoid harm to the respondents or to the organisations (Tshabalala, 2006). De Vos (2005:57) defines ethics as a set of moral principles which is suggested by and individual or group, is subsequently widely accepted, and which offers rules and behavioural expectations about the most correct towards experimental subjects and respondents, employers, assistants and students. In Neuman (2006) prints out that ethics in research is a set of principles that reveal what is or is not legitimate to do in research practice.

 

The researcher asked for permission to undertake this study from the Department of Education during the normal business of the academic proceedings. The overall aims of the study were explained to learners and their consent was sought for participation in the research study. They were also told that if they wished to pull out at any point in time during the study they were free to do so. All participants were assured that any sensitive data would be kept confidential and their identity would remain anonymous since this study was for academic purposes only.

 

3.10. Synthesis

 

This chapter has presented a full description of the research design, methodology, data collection and the research instrument that was employed in the study. The description was done with explicit explanations on sampling techniques.

 

 

 

CHAPTER FOUR

4. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

 

4.1. Introduction

The purpose of the study is to assess the extent to which communities participate in development process and be part of service delivery system. Chapter four focuses on the data interpretation, presentation and analysis. The responses yielded by questionnaires are discussed and presented in the context of the statistical approach. However, the researcher used tables, graphs and remarks representing common responses rather than the use of eccentric approach. The information that would be represented in this chapter was obtained from the questionnaires schedule, from learners in both schools. To display the accuracy of the information, tables will be used to show figures in a form of percentages.

 

4.2. Section A

4.2.1. Analysis of biographical information

The information was collected through the use of questionnaires. The learners were selected from Ongoye and Dlangezwa High Schools, according to the selection criteria discussed in chapter three. The study targeted 20 grade 12 learners from both schools, which is a total of 40 learners. All questionnaires were received back from both targeted schools.

4.2.1.1 Ongoye High School distribution of data according to gender

The question of gender is asked to establish whether or not respondent’s views differ according to gender. . Table 4.2.1 below shows the respondents to the question of gender

 

Table 4.1 Responses according to gender from Ongoye High School

 

Gender	Number	Percentage
Male	9	45%
Female	11	55%
Total	20	100%

 

The figure above illustrates that 55 percent of learners which took part in a study were females and only 45 percent were males.

 

4.2.1.2. Dlangezwa High School distribution of data according to gender

The question of gender is asked to establish whether or not respondent’s views differ according to gender. Table 4.2.1 below shows the respondents to the question of gender

 

Table 4.2.1.2 Responses according to gender from Dlangezwa High School

 

Gender	Number	Percentage
Female	20	100%
Male	0	0%
Total	20	100%

 

The second results given away are from Dlangezwa High School, out of 20 respondents from Dlangezwa High School the investigation found out that all 20 (100%) respondents were girls of the total sample

 

4.2.1.2 Distribution of data according to age.

The question of age was asked in order to find out whether or not respondent’s views differ according to their age Table 4.2.1 below shows the responses according to their age.

Table 4.2.1.4 Responses according to gender from Study Areas

 

Study Area	Dlangezwa High School	Ongoye High School
15 - 17	7	5
17 - 18	8	7
18 - 19	4	4
19 - 20	1	4

 

The table above depicts that out of the twenty participants from Dlangezwa High School 7 were learners from age of 17 years, 8 were 18 years, 4 were 19 years, and 1 learner was 20 years old. And out of the 20 Ongoye High School respondents, 5 were learners from age of 17 years, 7 were learners from age of 18, 4 were the learners from the age of 19 and lastly 4 were the learners from the age of 20 years.

4.3. SECTION B: Mobile phones

 

4.3.1. Ongoye High School distribution of data according to Availability of mobile phones

The question aimed to find out if learners have mobile phones. Table 4.2.2.2 shows responses according to availability of mobile phones from Ongoye High School

 

Table 4.2.2.2 Responses according to Availability of mobile phones from Ongoye High School

 

Availability of mobile phones	Number	Percentage
Yes	17	85%
No	3	15%
Total	20	100%

 

The responses to question in figure 3 below show that from Ongoye High School 17 (85%) responded by saying they have mobile phones, while 3 (15%) indicated that they don’t have mobile phones.

 

4.3.2. Dlangezwa High School distribution of data according to Availability of mobile phones

The question aimed to find out if learners have mobile phones. Table 4.2.1 below shows the responses according to their age.

 

Table 4.2.2.3 Responses according to Availability of mobile phones from Dlangezwa High School

 

Availability of mobile phones	Number	Percentage
Yes	16	80%
No	4	20%
Total	20	100%

 

The responses from Dlangezwa High School learners indicated that 16 (80%) responded by saying they have mobile phones while 4 (20%) indicated that they don’t have mobile phones.

 

4.3.4. Ongoye High School distribution of data according to the use of mobile phone at school

The question of age was asked in order to find out whether or not respondent’s views differ according to their age Table4.2.2.5 sows responses according to the use of mobile phone at school from Ongoye High School.

Table4.2.2.5 Responses according to the use of mobile phone at school from Ongoye High School

 

The use of mobile phone at school	Number	Percentage
Yes	13	65%
No	7	35%
Total	20	100%

 

 

From Ongoye High School results insight was gained that 13 (65%) learners use their mobile phones at school, while 7 (35%) indicated that they do not use their mobile phone at school.

 

4.3.5. Dlangezwa High School distribution of data according to the use of mobile phone at school

 

The question of age was asked in order to find out whether or not respondent’s views differ according to their age. Table 4.2.2.6 shows responses according to the use of mobile phone at school from Dlangezwa High School

 

Table 4.2.2.6 Responses according to the use of mobile phone at school from Dlangezwa High School

 

The use of mobile phone at school	Number	Percentage
Male	9	45%
Female	11	55%
Total	20	100%

 

 

From Dlangezwa High school, 12 (60%) gave the response that they used their mobile phones at school. However 8 (40%) did not use their mobile phone at school.

 

 

4.3.6. Ongoye High School distribution of data according to access mobile phone Internet at school

The question of age was asked in order to find out whether or not respondent’s views differ according to their age Table 4.2.2.8 below shows respondents to the question of access to mobile phone Internet from Ongoye High School

 

Table 4.2.2.8 Responses according to access to mobile phone Internet from Ongoye High School

 

Access to mobile phone Internet	Number	Percentage
Yes	10	50%
No	7	35%
Unsure	3	15%
Total	20	100%

 

The results indicate that out of 20 responses from Ongoye High School learners, 10 (50%) said they have access to Internet, 7 (35%) indicated that their mobile phones doesn’t have Internet, and 3 (15%) said they do not know how to use Internet from their mobile phones.

 

 

4.3.7. Dlangezwa High School distribution of data according to Access to mobile phone Internet

 

The question of age was asked in order to find out whether or not respondent’s views differ according to their age Table 4.2.2.8 below shows respondents to the question of access to mobile phone Internet from Dlangezwa High School.

 

Table 4.2.2.9 Responses according to Access to mobile phone Internet from Dlangezwa High School

 

Responses	Number	Percentage
Yes	12	60%
No	8	40%
Unsure	0	0%
Total	20	100%

 

 

While from Dlangezwa High School out of 20 learners that replied to this question, 12 (60%) said that their mobile phones have access to the Internet while 8 (40%) their phones didn’t have access to the Internet.

4.3.8. Purpose for utilization of mobile phones

The question of age was asked in order to find out whether or not respondent’s views differ according to their age. Table 4.2.2.9 shows responses according to access to mobile phone Internet from          Ongoye High School and Dlangezwa High School

 

 

 

Table 4.2.2.9 below shows responses according to Access to mobile phone Internet from Ongoye High School and Dlangezwa High School.

 

PURPOSE	ONGOYE		DLANGEZWA
School work	12	60%	7	35%
Sms	5	25%	2	10%
Chatting	2	10%	1	5%
Games	6	30%	0	0%
Phoning	13	65%	14	70%

 

The question sought to determine the purposes why respondents use their mobile phones. The responses in Table  below show hat out of 20 respondents from Ongoye High School, 12 (60%) of respondents use mobile phones to find information based on school work, 5 (25%) use mobile phones for sending SMSs, 2 (10%) use it for chatting with their friends, 6 (30%) use it for playing games and 13 (60%) use it for phoning. Out of 20 learners from Dlangezwa High School, 7 (35%) respondents indicated that they use their mobile phone in order to find information base on school work, 2 (10%) use it to send SMS’s, 1 (5%) use it for chatting, 0 (0%) use it for playing games, and 14 (50%) use it for phoning

 

4.3.9. Satisfaction with retrieved information from the Internet using the phone

The investigation found out that out of 20 respondents from Ongoye High School 7 (35%) revealed that they retrieve enough information from their mobile phones, while 5 (25%) said they did not get enough information.  Eight (8) (40%) said they did not have access to the Internet. The following reasons were given for having problems in finding enough information: 

One said that the mobile that he/she is using cannot contain other files, so it is hard to get information. Others revealed that accessing information on the Internet requires airtime. The learners don’t have enough money to buy airtime, and moreover they face huge problems with the traffic bandwidth, internet is slow.  The files are too large to be displayed by mobile phones. One said that she/he face the problem of the Internet being slow resulting in not retrieving enough information,  Searching by mobile phones take a lot of time downloading information

The results from Dlangezwa High School show that 11 (55%) search through their mobile phones and retrieve enough information, 2 (10%) did not acquire enough information from their mobile phones and 7 (35%) responded by saying that they didn’t have access to the Internet from their mobile phone or don’t have a mobile phone. Those who responded by saying that they did not retrieve enough information from their mobile phone were justifying their answers by giving the following reasons as to why they didn’t retrieve enough information. The mobile phone that they use cannot provide all information as some times page cannot be found.  Some items from the Internet are bigger than my cell phone’s capacity, and thus, some information cannot be retrieved. They don’t have Internet. 

4.3.10. Kind of school-related information downloaded or found on mobile phones

The learners responded by giving the following information when asked the question of what school-related information is downloaded by them using their mobile phone:

• Mobile phone is used to find information based on assignments,
• Use Dictionary to get spelling, new words, and getting the meaning of strange words.
• To define terms, using the dictionary,
• Use mobile phones according to the task given,
• To help them to get information from around the world and pending news about celebrities.
• Information about school work, .i.e. searching life science information on Google.
• The results therefore show that the use of mobile phones by learners is playing an important role in their lives.

4.3.11. Websites used for surfing the Internet

The researcher determined that in both schools there are  25 learners using the Internet in their mobile phones, and that learners use different search engines or channels when they are in need on information through their mobile phones. The results are shown by each learner from their school.

 

4.3.11. Ongoye High School distribution of data according to channels used

The question of age was asked in order to find out whether or not respondent’s views differ according to their age Table 4.2.2.8 below shows responses according to channels used from Ongoye High School

Table 4.2.2.8 Responses according to channels used from Ongoye High School

 

Channels used	Number	Percentage
Google	9	65%
Yahoo	5	35%
Total	20	100%

 

Out of 14 learners at Ongoye High School who use the Internet 9 (65%) of them use Google as their channel, and 5 (35%) said they used Yahoo.

4.3.11. Dlangezwa High School distribution of data according to channels used

The question of age was asked in order to find out whether or not respondent’s views differ according to their age. Table 4.2.2.9 below shows responses according to channels used from Dlangezwa High School.

 

Table 4.2.2.9 Responses according to channels used from Dlangezwa High School

 

Channels used	Number	Percentage
Google	9	82%
Yahoo	2	18%
Total	20	100%

 

 

There are eleven learners at Dlangezwa high School who are also using the Internet. Their response determined that 9 (82%) of them use Google as channel of finding information and 2 (18%) use Yahoo for searching for information through their mobile phones. See fig. 6 for an indication how learners get use of channel for searching through their mobile phone.

4.3.13. Effectiveness of mobile phones as tools for finding of information based on school work

 

The results below indicate how the learners have respond to the question whether mobile phones are effective tools to use for finding information and also how many indicated that it is not a preferable tool to use to find information. Out of 20 learners at Ongoye High School 9 (45%) indicated that a mobile phone is an effective tool in finding information, 7 (35%) said it is not an effective tool and 4 (20%) said they are unsure. 

Out of 20 learners from Dlangezwa High School the responses show that 12 (60%) agreed that using a mobile phone for searching could be an effective tool for finding information, while 3 (15%) said mobile phones are not an effective tool to use for finding information because it needs airtime to operate and it can’t function when there are networks. Five (25%) did not answer as they don’t have a mobile phone.

4.3.14. Impact of mobile phones on academic performance

This question was asked in order to determine if learners are using mobile phones at school and whether it has or not have an impact on their academic performance. The responses from Ongoye High School indicated that out of 20 learners 10 (50%) said that mobile phones have a lot of impact in their performance at school, especially when the mobile phone fail to connect to Internet when they run out of airtime. Six (10) (50%) said it don’t have an impact.

 

From the results from Dlangezwa High School 11 (55%) reveal that using mobile phones mostly at school for academic purposes it fundamentally impact on them as learners. They gave the following reasons for this answer by saying: 

 

• learners spend a lot of time using their mobile phone in a wrong way which results  in learners to fail test and exams,
• learners use mobile phones while the teacher is teaching them,
• Learners never pay attention to their teachers when given task to do.

However  9 (45%)  of the learners said that using mobile phones at school for  academic purposes doesn’t constitute to any bad consequences, as mobile phones help them a lot since they use it for communicating with other classmate asking about pending assignments, due dates or how are they going to do their assignments. The mobile phones are also used for finding information when ever they are not close to a computer or you don’t have one at all.

 

 

 

4.3.15. Opportunities offered by mobile phones to make the learning process at school easier.

 

Out of 20 respondents from Ongoye High School 11 (55%) of learners believe that mobile phones offers  great opportunities to make  learning at school easier, and 9 (45%) said it doesn’t provide any opportunity because learners do not use their mobile phones for school work, but  only for calling their friends to chat.

At Dlangezwa High school 14 (70%) of the learners said that mobile phones provide them with opportunities when using at school as it make their work very easy. It helps them to find information which they couldn’t find in the library. Their mobile phones also got Internet which helped them to do a lot on the Internet, such as searching for maps and looking at the weather. Their mobile phones even have a dictionary which helps them to look for synonyms and the meaning of words and spelling. When they are in need of information they have it close to them since they are walking with their mobile phone where ever they feel like. The most important thing mentioned was that mobile phones can be connected in a PC (computer) or the Laptop when they need Internet.

 

Other learners did not agree that mobile phone must provide any opportunity to them as 6 (30%) said that it does not provide any opportunities because teachers when marking your work don’t care whether you use a mobile phone to get information – the is only need is to get their work done by you as learner. The respondents also said not all learners use their mobile for learning purpose, as you need to be trained to use the Internet and that the teachers not responsible for teaching learners how to use a mobile phone.

4.3.16. Other sources of information on mobile phones that can be used apart from the Internet

The question sought to establish if learners have other sources of information apart from using the Internet on their mobile phones. The findings are listed as follows:

Seven (35%) Ongoye High School respondents said that there are source they use apart from using Internet to their mobile phones - sources such as:

The dictionary is used for finding meaning and spelling,

Mxit chatting to others as it let him/her to be more vigilant and clever,

• Calculator,
• Units convections,
• Calendar.
• Navigation system,
• Sending messages when they are in need of some one to help with school work.

Five 5 (25%) responded by saying that they have got no other sources to use to find information apart from using the Internet on their mobile phones. Eight (8; 40%) respondents said that they were not sure because they do not often use their mobile phones when they are in need of information.

Out of 20 Dlangezwa learners 10 (50%) use some other sources from their mobile phone apart from using Internet.

They mentioned that they use:

• Radio as their source of information by listening to the news,
• Send Messages to other learners asking about pending assignments,
• They use Bluetooth,
• 3G technology,
• Synchronic connections,
• Chatting with others exchanging information.

For those who haven’t got other sources to use besides using Internet, because of  a lack knowledge of any other sources were  5 (25%), and 5 (25%)  indicated that they did not use a mobile phone for finding information.

4.4. Synthesis

 

In summing up the information stated above the researcher found that it is very useful for learners to have mobile phones and be able to use it at school for academic work. The role of mobile phones in this age is powerful in that it is not only for communication but is also very applicable as a source of information. The researcher has used questionnaires to get the relevant information from respondents concerning the topic on the impact and the use of mobile phones by learners in KwaDlangezwa and Ongoye high schools. Different types of questions have bee used to find out the real feelings of respondents about mobile phone s impact in both schools.

 

CHAPTER FIVE

5. DISCUSSION, CONCLUSION AND RECOMENDATIONS

5.1 Introduction

This chapter concludes the study undertaken. The researcher would re-state the objectives of the study and statements of the problem. The researcher would also state the findings, conclusion and recommendations.

5.2 Re-statement of the objectives of the study

• To investigate the use and the impact of mobile phones among learners at Dlangezwa High School and Ongoye High School.
• To find out how the learners use mobile phones for educational purposes.
• To determine how mobile phones impact on student learning at Dlangezwa and Ongoye High Schools.
• To establish what information sources learners consult when using mobile phones.
• To establish challenges facing learners when using mobile phones.
• To identify opportunities offered to learners when using mobile phones

5.3 Re-statement of the problem

In kwaDlangezwa and Ongoye High schools there is a high rate of mobile phone usage among grade 12 learners. Poor accesses to computers with internet are factors contributing to high mobile phone usage by learners.

The researcher was motivated by observing the increasing number of grade 12 learners carrying and using mobile phones in both schools for educational reasons, this involves using mobile phones for searching and retrieving academic information.

The researcher was motivated by observing the increasing number of learners carrying     and using mobile phones in both schools.

 

 

 

5.4 How was research conducted?

 

The researcher did a literature review on both the theoretical and information relevant for the study. The study was prepared in the form of chapters so that they followed the sequence. The chapters stated the general plan of the study and the relevant concepts of the study were introduced.  Respondents were interviewed by means of questionnaires. The data obtained was presented, analyzed and interpreted. A table was used in this process from the data collected. A number of findings were made that will be discussed in this chapter.

5.5 Findings

5.5.1 Both males and females learners use mobile phones.

5.5.2 Majority of learners are between the ages of 17 and 20.

5.5.3 Majority of respondents are cell phone users

5.5.4 Mobile phones can play an important role in learner’s work at school.

5.5.5 Mobile learning does not require the facilities and physical materials that traditional classroom learning requires

5.5.6 Screen size of mobile phone is too small and it limits information display.

5.5.7 Learners use their mobile phone at school as the platform of delivering information to one another including teachers.

5.5.8 Learners use their mobile phones in a disruptive manner at school, by sending SMS, chatting with each other while they are in class.

5.6 Recommendations

 

In view of the above information it is therefore recommended that:

5.6.1. The principals in both schools must ensure improvement on mobile phone usage by learners have access to their mobile phones in their schools.

5.6.2. The researcher recommends that both schools should take notice and further actions to the issues concerning mobile phone usage in both schools.

 

The Educational departments should promote the use of mobile phones by learners at school for educational purposes, as it assist them in learning and finding of relevant information while also increasing their knowledge base.

Teachers should be trained in the use of mobile phones for retrieving relevant information and be enabled to teach learners how to use mobile phones to get relevant information based on their school work.

5.7. Conclusion

 

KwaDlangezwa and Ongoye high schools have high mobile phone usage by learners which helps the learners to retrieve information for their learning objectives. Therefore, on going support must be given to learners to make it easier to the learners to learn using their mobile phones within their schools. Moreover learners verified that the mobile phones have different channels that they can use for searching information e.g. Google and Yahoo. Trends in mobile technologies suggest that they have the potential to impact positively on learning in general and high school learning in particular.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. REFERENCE

 

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APPENDIX 1

QUESTIONNAIRES

 

I, Menzi Patrick Nhlenyama  currently registered student at the University of South Africa  doing my PGCE. As part of my studies I am conducting an investigation "to measure the mobile phone proficiencies in enhancing learning among grade twelve learners at Dlangezwa High School and Ongoye High School", and whether the mobile phone is a useful tool for student learning. I request you to please assist me with my research by filling out the questionnaires and bring them to me after completion as soon as possible.

 

 

Please circle the answer you choose.

 

1. Gender:

A Male

B Female

 

2. Age:

a. 17

b. 18

c. 19

d.20

 

 

3. Do you have mobile phones?

A. YES

B. NO

 

 

4. Do you use mobile phones at school?

A. YES

B. NO

 

5. Does the mobile phone that you use have an access to internet?

A. YES

B. NO

 

 

6. For what purpose do you use your mobile phones?

A. To find information based on school work

B. Sending sms

C. Chatting

D. Games

E. Phoning

 

 

 

 

 

 

7. Do you retrieve enough information when searching internet to your mobile phones?

A. YES

B. NO

 

C. I do not have access to internet.

If "no" what is the problem/s that you experience.

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8. If you use mobile phones for finding information for school work. What kind of information are you downloading or finding on your mobile phones?

 

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9. If you have access to the internet on your phone, which channel/s do you use when surfing the internet?

A. GOOGLE

B. YAHOO

IF OTHER, please specify

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10. Do you think that your mobile phones are an effective tool for finding information that you can use for your school work?

A. YES

B. NO

C. Unsure

Please motivate your answer

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11. Do you think that having a mobile phone has an impact in any way in your academic performance?

A. YES

B. NO

C. Unsure

Please motivate your answer

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12. Do you think that mobile phones provide any opportunities to make your learning process at school easier? Motivate your answer please.

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13. Are there any sources of information you use apart from using internet to your phone?

If so what? And if not so how do you turn to internet when your mobile phones get stacked?

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