Cell Phone Use, Concentration, and Academic Performance: Data on Students in the School of Education at the Quevedo State Technical University

Abstract

Justification: Mobile phone use has become a common practice among university students, raising questions about its relationship with concentration and academic performance, particularly in programs related to teacher education. Objective: The study aimed to describe mobile phone use, academic concentration, and academic performance among students from the Faculty of Education Sciences at the State Technical University of Quevedo. Methodology: A quantitative approach was employed, using a non-experimental, cross-sectional, descriptive design. A structured questionnaire was administered to 271 students selected through simple random probability sampling. Results: The findings revealed a high frequency of mobile phone use during classes for both academic and non-academic purposes, accompanied by frequent interruptions to check the device, although most students reported moderate to high levels of concentration. Furthermore, non-academic use was primarily associated with reduced time devoted to preparing for assessments, although this pattern was not consistently observed in task completion. Conclusion: It is concluded that mobile phones serve an academic function while simultaneously acting as a potential source of distraction. Therefore, promoting responsible mobile phone use and strengthening self-regulated learning in higher education are warranted.