Managing the impact of nomophobia on the quality of teaching and learning in Gauteng schools

Abstract

This study sought to investigate managing the impact of nomophobia on the quality of teaching and learning in Gauteng schools. I found myself frequently asking whether educators and learners do suffer from nomophobia (the irrational fear of not having access to their mobile phones and the capabilities on their mobile phones), and how the usage of mobile phones impacts on the quality of teaching and learning. Furthermore, I felt it necessary to develop a framework and make recommendations regarding future use of mobile phones in the classroom. In this study, I chose a mixed methods single case research (MMSCR), where an explanatory sequential research design was adopted. In the quantitative phase (Phase 1) data was collected using a questionnaire and in the qualitative phase (Phase 2) data was collected using open-ended questions in face-to-face semi-structured interviews. The primary quantitative data from Phase 1 of the research revealed that respondents displayed mild, moderate and severe nomophobia. No respondents displayed a complete absence of nomophobia. The quantitative phase (Phase 1) further revealed that educators displayed higher levels of nomophobia as compared to learners. The qualitative phase (Phase 2) indicated that educators use their mobile phones for work related information. Mobile phones allow them to stay in touch with people from work, their families and friends. Educators do feel uncomfortable without access to the information that they regularly check up on and by their own admission do spend a lot of time on their mobile phones. Unlike educators, learners have an affinity for games and admitted being addicted to the games. Furthermore, learners did use their mobile phones to access resources for schoolwork, and to keep in touch with family and friends. Respondents’ recommendations mirrored the literature and if these are addressed, it would create an excellent framework for managing the use of mobile phones in the classroom. To address the impact of nomophobia on the quality of teaching and learning in Gauteng schools, one needs optimum levels of commitment and performance from educators and learners. It is with this in mind that the study was conducted.