Co esponding au ho : Samiul Islam.
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
Sma phone usage and academic pe o mance: A c oss-sec ional in es iga ion among
s a is ics s uden s a MBSTU
Sha min Sul ana 1, Md. Ruknuzzaman 2, Md. Ayub Ali 1, Aysha Seddeque 3, Salma Siddiqua 4, Nibas Kuma
Pal 1 and Samiul Islam 2, *
1 Depa men o S a is ics, Facul y o Science, Uni e si y o Rajshahi, Bangladesh.
2 Depa men o S a is ics, Facul y o Science, Mawlana Bhashani Science and Technology Uni e si y, Bangladesh.
3 Depa men o Gene al Educa ion, Facul y o Social Science, No he n Uni e si y o Business & Technology Khulna,
Bangladesh.
4 Depa men o S a is ics, Facul y o Science, Khulna Uni e si y, Bangladesh.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1577-1592
Publica ion his o y: Recei ed on 02 June 2025; e ised on 13 July 2025; accep ed on 15 July 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.27.1.2574
Abs ac
Ou esea ch aimed o in es iga e he in luence o sma phone usage on academic pe o mance among s a is ics
s uden s a Mawlana Bhashani Science and Technology Uni e si y (MBSTU), ocusing on usage pa e ns, sel - egula ion,
and associa ed academic and heal h ou comes. Da a we e collec ed om 102 unde g adua e and pos g adua e s uden s
using a s a i ied andom sampling echnique and a s uc u ed ques ionnai e co e ing demog aphics, sma phone
habi s, s udy beha io s, and academic esul s. Desc ip i e s a is ics e ealed ha sma phone usage is nea ly uni e sal,
wi h daily use anging om 2 o 15 hou s (mean = 6.52, SD = 2.57), and s uden s epo ed mode a e abili y o s udy
e ec i ely wi h sma phones bu be e s udy quali y wi hou hem. S epwise eg ession analysis showed ha
pu pose ul use o sma phones o academic ac i i ies was posi i ely associa ed wi h academic pe o mance, while
excessi e o non-academic use—especially du ing s udy sessions o la e a nigh —was linked o educed concen a ion,
dis up ed s udy habi s, and lowe academic achie emen . Heal h- ela ed issues, such as sleep dis u bances, neck pain,
and men al s ess, we e also p e alen among equen use s. The inal eg ession model explained 58.2% o he
a iance in academic esul s, highligh ing ha he con ex and in en o sma phone use a e mo e in luen ial han o al
usage ime. These indings suppo p e ious esea ch indica ing bo h he bene i s and isks o sma phone in eg a ion
in academic li e, while o e ing discipline-speci ic insigh s o s a is ics educa ion a MBSTU. O e all, his esea ch
p o ides a ge ed insigh s o educa o s and s uden s, emphasizing he dual ole o sma phones as bo h aluable
academic ools and po en ial sou ces o dis ac ion and heal h isk.
Keywo ds: Academic Pe o mance; S a i ied Random Sampling; Sel -Regula ion; S epwise Reg ession Analysis; Sleep
Dis u bances; Men al S ess
1. In oduc ion
Sma phone usage has become an essen ial pa o daily li e, pa icula ly among uni e si y s uden s, who equen ly use
hem o academic and non-academic pu poses [1]. The apid ad ancemen o in o ma ion echnology has esul ed in
sma phones o ming an in eg al pa o mode n educa ion, and hei in luence on he way s uden s communica e,
sea ch o knowledge, and ge in ol ed in academic li e has become p o ound. Also, he ise o sma phones has changed
he way in which use s in e ac wi h echnology, b inging abou oppo uni ies and challenges [2], [3], [4]. The ac ha
s uden s a e using sma phones a school and on campus has eally cha ac e ized pos -seconda y educa ion oday. In
addi ion, sma phones had been highly owned by almos all he uni e si y s uden s in ecen yea s when he apid
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g ow h o he in e ne and he usage o In e ne -enabled mobile de ice ha e made a sma phone become a p ima y
sou ce o access in o ma ion, communica e wi h people, and lea ning ac i i ies [4], [5], [6] . Those s uden s choosing o
specialize in s a is ics a e pa icula ly ad an ageous, as hey b ing access o s a is ical so wa e, online da abases, and
collabo a i e pla o ms needed o lea n complex quan i a i e concep s a hei inge ips. Ne e heless, he inc easing
use o sma phones is also associa ed wi h wo ies abou dis ac ion, limi ed abili y o ocus, and nega i e e ec s on
educa ion [7], [8], [9].
Sma phone usage among uni e si y s uden s is nea ly ubiqui ous, and i s in luence on academic pe o mance has been
he subjec o ex ensi e esea ch. Sma phones ha e nume ous e sa ile unc ions, pa icula ly among uni e si y
s uden s as ools o communica ion, educa ion, and en e ainmen [10]. Al hough some esea ch has poin ed ou he
posi i e e ec s o using mobile echnologies o educa ion e.g., be e access o lea ning esou ces, enhanced
communica ion and mo e lexible lea ning [5], [6], [11] and o he s show he isks o misuse o oo much use o his
echnology, such as dis ac ion, p oc as ina ion, and lowe academic pe o mances [1], [4], [12]. The iming and he
con ex o sma phone use also ma e ; la e use o use du ing class a e linked o nega i e academic achie emen s, while
s a egic and mind ul use can lead o be e pe o mance [4], [13]. Howe e , he inc easing wo y ollowing he use o
sma phones and hei nega i e e ec s on s uden s’ GPAs is s ill one o he p essing issues in educa ional esea ch [14].
Sma phones ha e become a no m on college campuses and a e used by s uden s o a ious easons: access o
educa ional ma e ials, o communica ion and in e ac ing wi h colleagues, online pa icipa ion in discussions, and
dealing wi h hei academic ime schedules [3], [15]. Sma phones o e aluable educa ional esou ces, bu a he same
ime p esen dis ac ions ha could de e he abili y o concen a e and s ay ocused in s udying [8]. While hese
echnological ad ancemen s a e bene icial, he e a e some conce ns abou he ad e se e ec s o he hea y eliance on
sma phones, especially on academic achie emen [3].
A subs an ial body o li e a u e has examined he ela ionship be ween sma phone usage and academic pe o mance.
Me a-analyses and sys ema ic e iews epea edly show ha PSU is nega i ely associa ed wi h academic achie emen ,
bu he magni ude o he e ec ends o be small [8], [14], [16]. Fo ins ance, a esea che conduc ed a me a-analysis o
29 s udies wi h 48,490 s uden s and epo ed a small, ye signi ican ly nega i e ( = −0.110) ela ionship be ween PSU
and academic achie emen , wi h e en la ge e ec s o younge s uden s [8]. In common, i is ound ha hea y
sma phone usage mainly o non-academic pu poses led o lowe academic achie emen o s uden s because o he
dis ac ion and ime displacemen [14].
The explo a ion o he in luence o sma phone use on academic pe o mance among unde g adua e s uden s a ou
e ia y ins i u ions in No hwes e n Nige ia [17]. They disco e ed ha sma phones a e highly in eg a ed in o he
academic li es o he s uden s bu also p esen challenges. Thei s udy ound ha an o e whelming majo i y (97.22%)
o esponden s used sma phones p ima ily o making calls, and mos o hem (98.23%) u ilized hem o cha wi h
iends and amily ia apps like Wha sApp, indica ing hei key ole in social communica ion. No ably, 76.26% o
esponden s also use sma phones o academic pu poses, including e iewing ma e ials and accessing online
in o ma ion, highligh ing he dual oles o hese de ices in social and academic con ex s. Howe e , he s udy iden i ied
signi ican challenges: 74.24% o s uden s epo ed a lack o ICT in as uc u e, and 74.75% ci ed insu icien
unde s anding o how o use sma phones o lea ning as majo ba ie s. None heless, he majo i y o pa icipan s
(81.31%) belie ed hey spen mo e ime s udying han on sma phones, and ha sma phones acili a ed hei
acquisi ion o ma e ial o aid in lea ning (86.11%). Rega ding daily usage, 41.92% o s uden s used hei sma phones
o 3–4 hou s pe day, 26.92% o 5–6 hou s, and 17.93% o mo e han 6 hou s, sugges ing ha excessi e and
uncon olled use migh lead o dis ac ion.
Longi udinal e idence on he causal e ec o sma phone use on academic pe o mance is supplied by s udies
in es iga ing epea ed measu es o sma phone use (and o he ela ed aspec s o mobile phone use) and gold s anda d
measu es o academic pe o mance. Th ee yea s o da a on Belgian uni e si y s uden s was s udies, and hey epo ed
ha he mo e s uden s used hei sma phones, he less likely hey we e o pass exams and hei exam sco es we e
lowe [13]. Labo a o y in es iga ion ound ha e en hough s uden s used hei phones a nea ly equal a es, s uden s
who used hei phones in lec u es pe o med poo ly on assessmen s; hese indings emphasize he nega i e e ec s o
mul i asking and dis ac ion [1], [12].
Howe e , when sma phones a e used o educa ional pu poses, e.g., o access academic ma e ials, a end online
discussion and use p oduc i i y apps, hey ha e been ound o enhance academic pe o mance [5], [6], [15]. I has been
disco e ed ha ha ing p o ound sel - egula ion skills and high sma phone sel -e icacy can enhance how s uden s use
hese de ices o academic pu poses [11], [18], [19].
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Ne e heless, he downsides o sma phone addic ion a e now well-documen ed. Also some esea che obse ed ha
sma phone addic ion posi i ely co ela ed wi h highe academic-anxie y, p oc as ina ion, and lowe academic
pe o mance [16], [20], [21]. A s udy showed ha he academic anxie y is a ull media ing mechanism be ween
sma phone addic ion and academic pe o mance bu he academic con ol is a mode a o in his associa ion [16].
Indeed, s uden s who canno con ol hei use o sma phones seem o ha e impai ed cogni i e p ocesses, limi ed
abili y o concen a e and p oblems wi h c i ical hinking [4], [7], [9].
The e ec s o sma phone engagemen also depend on con ex and subjec . Fo ins ance, he use o sma phones among
s uden s a a business and s a is ics school migh be dis inc i e, and he in luences o sma phones could ha e been
mode a ed by o he ac o s like sel - egula ion, a en ion, and he cu iculum equi emen s [4], [11], [22]. Howe e ,
despi e such an unde s anding, li le is known abou he expe iences o s a is ics s uden s in ins i u ions such as MBSTU.
Signi ican de iciencies pe sis o s a is ics pupils a Mawlana Bhashani Science and Technology Uni e si y,
no wi hs anding he heigh ened s udy on uni e si y s uden s' sma phone and in e ne u iliza ion. P ima ily, he
majo i y o esea ch conce ning sma phone o in e ne use and academic pe o mance has ocused on ex ensi e
s uden popula ions o ce ain disciplines such as medicine, comme ce, o social sciences [2], [23], [24]. Resea ch om
MBSTU indica es ha in e ne use o academic pu poses enhances academic pe o mance, bu non-academic usage
de ac s om i [23]. S a is ics s uden s need ce ain so wa e, da a analysis ins umen s, and collabo a ion pla o ms
ha may in luence hei sma phone u iliza ion o bo h academic and non-academic ac i i ies. These esul s ail o
mee hei equi emen s. Secondly, he majo i y o esea ch on sma phone and in e ne use employs quan i a i e
me hodologies, such as sel - epo ed su eys and eg ession analyses [2], [23], [25]. These s a egies a e ad an ageous;
ye , hey may neglec he ways in which child en lea n, manage dis ac ions, and sel - egula e in ela ion o cellphones.
Mixed-me hods esea ch, in eg a ing su eys wi h in e iews o obse a ional da a, is ad oca ed o a mo e
comp ehensi e analysis o sma phone use, howe e i is ha dly employed in s a is ics cou ses [25]. Sel - egula ion
mode a es he academic impac o sma phone use, ep esen ing a hi d gap [4], [26]. Ce ain s udies indica e ha sel -
egula ion may mi iga e sma phone dis ac ions, al hough li le esea ch has in es iga ed how s a is ics s uden s
acqui e and use sel - egula ion. Academic success depends on he abili y o se explici goals, p io i ize schola ly asks,
and esis non-academic sma phone use du ing s udy pe iods; ne e heless, he mechanisms ia which sel - egula ion
a ec s sma phone- ela ed academic pe o mance in ce ain s uden popula ions emain unclea [26].
The objec i e o his s udy is o in es iga e he in luence o sma phone usage on he academic pe o mance o s a is ics
s uden s a MBSTU. By examining sma phone usage pa e ns, sel - egula ion s a egies, and hei associa ion wi h
academic ou comes, his s udy aims o p o ide a ge ed insigh s ha can in o m educa ional in e en ions and policies
o s a is ics s uden s. Speci ically, he s udy seeks o assess he ex en o sma phone usage among hese s uden s,
including o al ime spen , usage du ing s udy o class hou s, and engagemen in social media and gaming. Addi ionally,
he s udy will explo e s uden s' pe cep ions and beha io s ela ed o sma phone use, including i s impac on sleep,
concen a ion, physical discom o , and emo ional dependency. Ano he key objec i e is o analyze he ela ionship
be ween sma phone usage pa e ns and academic ou comes. Fu he mo e, he esea ch will de e mine whe he high
sma phone usage co ela es wi h changes in s udy habi s, educed academic ocus, o lowe academic pe o mance.
The s udy will also iden i y demog aphic o li es yle ac o s, such as age, gende , u al/u ban backg ound, and exe cise
habi s, ha may in luence he ela ionship be ween sma phone usage and academic pe o mance. Finally, he esea ch
aims o p o ide ecommenda ions o bo h s uden s and educa o s on p omo ing heal hy sma phone habi s ha
suppo academic success. Hence, in his s udy, he esea ch ques ions a e
• RQ1: Wha is he ela ionship be ween sma phone usage and academic pe o mance among s a is ics s uden s a
Mawlana Bhashani Science and Technology Uni e si y in Bangladesh?
• RQ2: Which pa e ns o sma phone use, including bed ime use, class use, social media, and gaming, a e mos
associa ed wi h academic decline?
• RQ3: Do s uden s belie e ha sma phone usage a ec s hei academic ocus and ime managemen ?
• RQ4: Wha physical o psychological e ec s, such as sleep dis u bance, neck pain, and anxie y, a e associa ed wi h
equen sma phone use among s uden s?
The emaining pa o he s udy is o ganized as ollows: Sec ion 2 con ains he ma e ials and me hodology, including a
desc ip ion o he da ase , di e en s a is ical es s, and an o e iew o he e alua ion c i e ia o hose s a is ical es s.
Sec ion 3 p esen s he esul s o analyzing he example da ase . Sec ion 4 summa izes he concluding ema ks and
ou lines di ec ions o u u e esea ch.
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2. Ma e ial and Me hods
2.1. Desc ip ion o Da a Se
The s udy popula ion comp ised all unde g adua e and pos g adua e s uden s in he Depa men o S a is ics a
Mawlana Bhashani Science and Technology Uni e si y (MBSTU) in Bangladesh. F om his popula ion, a sample o 102
s uden s was ob ained o in es iga e he in luence o sma phone usage on academic pe o mance. A s a i ied andom
sampling echnique was employed o ensu e he sample accu a ely ep esen ed key subg oups (e.g., each yea o s udy).
Speci ically, s uden s we e di ided in o s a a based on hei academic yea , and pa icipan s we e hen andomly
selec ed om each s a um in p opo ion o he size o he s a um. The e we e i e s a a in o al: 1s -yea
unde g adua e, 2nd-yea unde g adua e, 3 d-yea unde g adua e, 4 h-yea unde g adua e, and 5 h-yea pos g adua e
s uden s. The inal sample o 102 s uden s p o ided adequa e ep esen a ion o bo h desc ip i e and in e en ial
analyses.
The s a i ied andom sampling echnique in ol es di iding he a ge popula ion in o dis inc s a a, wi h samples
selec ed om each s a um ei he by simple o sys ema ic sampling. The numbe o indi iduals selec ed om each
s a um is ei he ixed o p opo ional o he size o he s a um in he popula ion. In his s udy, he sample size om
each s a um was p opo ional o he size o he s a um in he popula ion, calcula ed using he o mula:
ni=(Ni
N)×n
• ni: Sample size o be aken om s a um i
• Ni: Popula ion size o s a um i
• N: To al popula ion size (sum o all Ni)
• n : To al desi ed sample size
Figu e 1 S uden s om depa men o S a is ics a MBST
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Figu e 2 S a i ied Sampling Diag am
2.2. Ma e ial P ope ies
This c oss-sec ional s udy examined he ela ionship be ween MBSTU S a is ics s uden s' academic pe o mance and
sma phone usage. A p e-designed ques ionnai e con aining ou sec ions—demog aphics, sma phone use, s udy
habi s, and indica o s o academic achie emen —was u ilized o ga he da a. The ques ionnai e co e ed aspec s o
sma phone use such as social ne wo king, gaming, lea ning, and o he ac i i ies. The s udy e alua ed s uden s'
academic pe o mance, emo ional s ess, sma phone dis ac ions, and sleep pa e ns.
Bo h closed-ended and open-ended ques ions we e included in he su ey. Pa icipan s we e asked o eco d all aspec s
o hei daily sma phone use, including social media, gaming, and schoolwo k. S uden s we e asked how o en hey
used hei sma phones o s udying and how his a ec ed hei ocus and pe o mance. The addi ional su ey examined
people's men al s ess le els, sleep habi s, and he alleged nega i e impac s o sma phone use on academic
pe o mance, such as dis u bed sleep and missed meals. To de e mine he e ec o sma phone, use on academic
achie emen me ics like GPA, ocus, and s udy quali y, he da a we e analyzed desc ip i ely. The e ec s o cellphones
on sleep dis u bances, psychological s ess, and dis ac ions we e e alua ed. These s udies aim o unde s and how
uni e si y s uden s' use o sma phones in luences hei academic pe o mance.
2.3. S a is ical Analysis
The da a o his s udy we e collec ed ia a s uc u ed ques ionnai e and subsequen ly en e ed in o SPSS (IBM, e sion
25) o comp ehensi e analysis. Desc ip i e s a is ics we e i s compu ed o summa ize he demog aphic
cha ac e is ics, sma phone usage pa e ns, s udy beha io s, and academic pe o mance indica o s o he pa icipan s.
To assess he no mali y o he da a dis ibu ion, he Shapi o-Wilk Tes was conduc ed. The esul s indica ed ha he
da a app oxima ed a no mal dis ibu ion, as con i med by he his og ams and P-P plo s. To examine he ela ionship
be ween sma phone usage and academic pe o mance, mul iple s a is ical echniques we e employed. S epwise
eg ession analysis was employed o iden i y he key p edic o s o academic pe o mance, wi h a pa icula ocus on
sma phone usage ime, equency o social media engagemen , and o he ele an a iables, including sleep quali y and
pe cei ed dis ac ions. Addi ionally, independen samples - es s we e pe o med o compa e he academic
pe o mance (GPA) ac oss di e en g oups based on a iables such as gende , sma phone usage du ing s udy hou s,
and sleep habi s. These s a is ical analyses we e used o unco e signi ican ela ionships be ween sma phone usage
and academic pe o mance among S a is ics s uden s a MBSTU.
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2.4. S epwise Reg ession Analysis
S epwise Reg ession is a me hod o selec he mos signi ican a iables o inclusion in a eg ession model. I combines
o wa d selec ion and backwa d elimina ion echniques, making i a highly e icien app oach o iden i ying key
p edic o s in a model [27]. In his s udy, S epwise Reg ession was employed o iden i y signi ican p edic o s o he
Pe usion Index. The p ocess begins wi h all po en ial p edic o a iables. I e a i ely adds o emo es a iables based
on speci ic c i e ia, such as he Akaike In o ma ion C i e ion (AIC) o he Bayesian In o ma ion C i e ion (BIC). This
ensu es ha only he mos ele an p edic o s emain in he inal model, he eby imp o ing he model's explana o y
powe and in e p e abili y [28]. Below is an illus a ion [29] o he S epwise Reg ession p ocess, showing he o wa d
selec ion and backwa d elimina ion s eps. The p ocess p oceeds as ollows
Figu e 3 S epwise Reg ession
• Fo wa d Selec ion: The model s a s wi h no p edic o s. P edic o s a e added one by one based on hei
signi icance.
• Backwa d Elimina ion: S a s wi h all p edic o s and emo es hose no s a is ically signi ican .
In S epwise Reg ession, he inclusion o exclusion o p edic o s is de e mined based on he p- alue o each a iable,
ypically wi h a h eshold o p < 0.05 o inclusion and p > 0.10 o exclusion [30]. This me hod helps iden i y he mos
impo an p edic o s while a oiding o e i ing [31].
2.5. Associa ion Tes Analysis
To examine he associa ions be ween ca ego ical a iables, such as sma phone usage du ing s udy sessions and sel -
epo ed academic pe o mance, he Chi-squa e es o independence was employed. This es is used o de e mine
whe he he e is a signi ican associa ion be ween wo ca ego ical a iables. The o mula o he Chi-squa e s a is ic is
gi en by
𝜒2=∑(𝑂𝑖−𝐸𝑖)2
𝐸𝑖
whe e
• 𝜒2 is he Chi-squa e s a is ic,
• 𝑂𝑖 ep esen s he obse ed equency o each ca ego y,
• 𝐸𝑖 ep esen s he expec ed equency o each ca ego y.
The Chi-squa e es was applied o de e mine whe he signi ican associa ions exis be ween ca ego ical a iables such
as academic pe o mance, including s udy quali y and sel - epo ed GPA. A p- alue less han 0.05 was conside ed
s a is ically signi ican , indica ing ha he obse ed equencies di e ed signi ican ly om he expec ed equencies,
sugges ing an associa ion be ween he a iables unde in es iga ion.
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3. Resul s and Discussion
The desc ip i e s a is ics in Table 1 p o ide an o e iew o sma phone usage and i s pe cei ed impac on academic
pe o mance among s a is ics s uden s a MBSTU. The age o he pa icipan s anged om 18 o 28 yea s, wi h an
a e age age o 23.10 yea s (SD = 1.86), indica ing ha ou sample ep esen s a compa a i ely young s uden popula ion.
Rega ding sma phone usage, s uden s used hei sma phones o 2 o 15 hou s pe day (M = 6.52 h, SD = 2.57),
sugges ing conside able a ia ion in daily phone use. The numbe o mobile apps ins alled on hei sma phones a ied
be ween 2 and 77, wi h a mean o 17.16 apps (SD = 15.74), demons a ing a wide ange o sma phone engagemen
among esponden s. In e ms o he quali y o s udy expe ience, s uden s epo ed hei abili y o s udy e ec i ely using
a sma phone as mode a e (mean = 5.73, SD = 2.09), which nega i ely a ec ed academic ocus. Howe e , s uden s
indica ed ha s udy quali y imp o ed wi hou u ilizing he sma phone, wi h an a e age alue o 6.67 (SD = 2.27),
sugges ing ha , in gene al, s uden s belie e hei s udy is be e wi hou he p esence o a sma phone. These esul s
highligh he a ious e ec s o sma phone use on s uden s' academic expe iences, as sma phones can in luence no
only s udy quali y bu also dis ac ibili y du ing academic asks.
Table 1 Desc ip i e S a is ics o Sma phone Usage and S udy Quali y Among S a is ics S uden s a MBSTU
Va iable
Minimum
Maximum
Mean
S anda d De ia ion
Age (yea s)
18
28
23.10
1.86
Phone use pe day (in hou s)
2
15
6.52
2.57
Numbe o mobile apps used
2
77
17.16
15.74
S udy quali y a ing wi h sma phone
1.0
10.0
5.73
2.09
S udy quali y a ing wi hou sma phone
1.0
10.0
6.67
2.27
Figu e 4 To al Du a ion o Mobile Phone Usage in a Day
Figu e 4 illus a es he o al du a ion o mobile phone usage in one day, ep esen ed h ough a pie cha . The da a
indica es ha a signi ican po ion o indi iduals (38.2%) use hei mobile phones o mo e han 10 hou s daily. The
nex la ges g oup (21.6%) epo s using hei phones o 7-8 hou s, while 19.6% spend 9-10 hou s on hei de ices.
Addi ionally, 10.8% use hei phones o 5-6 hou s, and 8.8% use hem o less han 5 hou s.
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Figu e 5 Use o sma phones du ing class ime
Figu e 5, a ba g aph, depic s sma phone usage du ing class ime. I e eals ha 39.216% o indi iduals ne e use
sma phones du ing class, wi h 27.451% epo ing usage some imes. Fu he mo e, 20.588% use hei sma phones
a ely, 10.784% use hem o en, and only 1.961% use hem always. These igu es highligh he a ying pa e ns o
mobile phone usage, bo h in gene al daily use and wi hin he academic con ex .
Table 2 F equency and Pe cen age Dis ibu ion o Heal h-Rela ed Issues Among Sma phone Use s
Neck Pain
Insomnia
Sleep
Dis u bance
Men al S ess
Concen a ion
B eak
F equency
Pe cen
F equency
Pe cen
F equency
Pe cen
F equency
Pe cen
F equency
Pe cen
Ne e
25
24.5
30
29.4
30
29.4
14
13.7
7
6.9
Ra ely
27
26.5
39
38.2
39
38.2
26
25.5
16
15.7
Some imes
32
31.4
16
15.7
16
15.7
31
30.4
28
27.5
O en
10
9.8
9
8.8
9
8.8
21
20.6
30
29.4
Always
8
7.8
8
7.8
8
7.8
10
9.8
21
20.6
The able 2 p esen s he equency and pe cen age dis ibu ion o heal h- ela ed issues, such as neck pain, insomnia,
sleep dis u bance, men al s ess, and concen a ion b eaks, among pa icipan s who use sma phones. I shows ha
hose who epo highe equencies o sma phone use may expe ience a a ie y o heal h- ela ed conce ns. Fo
ins ance, neck pain was epo ed by 24.5% o pa icipan s as ne e expe ienced, while 26.5% epo ed i a ely. Those
who use sma phones mo e equen ly may ace highe ins ances o neck pain, as excessi e sc een ime and poo
pos u e a e common among sma phone use s. Rega ding insomnia, 38.2% o pa icipan s epo ed i a ely, wi h
15.7% epo ing i some imes. F equen sma phone use s o en expe ience dis up ed sleep pa e ns due o la e-nigh
sc een exposu e, which can nega i ely impac sleep quali y. Sleep dis u bance was epo ed as ne e occu ing by
29.4% o pa icipan s, bu a no able 38.2% expe ienced i a ely and 15.7% some imes, sugges ing ha sma phone
usage, pa icula ly be o e sleep, may be linked o dis u bances. Men al s ess was epo ed equen ly, wi h 30.4% o
pa icipan s indica ing i occu ed some imes, and 20.6% o en, a common issue among indi iduals who a e equen ly
on hei phones due o wo k, social media, and communica ion p essu es. Las ly, concen a ion b eaks we e
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1577-1592
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expe ienced by 29.4% o pa icipan s o en and 27.5% some imes, sugges ing ha sma phone dis ac ions may
signi ican ly impac s uden s' ocus and academic pe o mance. O e all, hese indings highligh a clea associa ion
be ween sma phone usage and a ious physical and psychological issues, poin ing o he po en ial nega i e e ec s
sma phones may ha e on he well-being and concen a ion o use s.
Figu e 6 The bigges dis ac ion while s udying wi h a sma phone
Figu e 7 No ice changes in s udy habi s a e using a pe sonal phone
The wo pie cha s p esen ed in Figu es 6 and 7 p o ide insigh s in o he impac o sma phone usage on academic
pe o mance among s uden s a MBSTU. Figu e 6 depic s he p ima y dis ac ions encoun e ed by s uden s while
s udying wi h a sma phone. The cha indica es ha 66.7% o s uden s pe cei e social media no i ica ions as he
bigges dis ac ion, while 33.3% epo ha educed concen a ion, a ibu ed o sma phone use, is he p ima y cause
o hei s udy in e up ions. Figu e 7 explo es he changes in s udy habi s no iced by s uden s a e inco po a ing a
pe sonal phone in o hei s udy ou ines. A signi ican majo i y, 81.4%, obse e a nega i e change in hei s udy habi s,
whe eas a smalle p opo ion, 18.6%, no e a posi i e change. These indings unde sco e he subs an ial nega i e e ec
o sma phone usage on s uden concen a ion and academic habi s, pa icula ly h ough he dis ac ion o social media
no i ica ions.
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