🤖 AI Summary
This study investigates high school students’ mobile phone usage motivations, behavioral patterns, and attitudes toward a school-wide mobile phone ban in under-resourced township schools in the Western Cape Province, South Africa. Method: Grounded in Uses and Gratifications Theory (UGT), it employs a mixed-methods design—comprising surveys and in-depth interviews—to conduct the first systematic UGT validation in a resource-constrained educational context. Results: Forty percent of students reported daily usage exceeding five hours; however, security concerns (e.g., theft) and economic constraints (e.g., data costs) significantly curtailed actual usage, prompting most to voluntarily leave devices at home. Although over half opposed the ban, they advocated for enhanced digital literacy instruction rather than prohibition. Contribution: The study extends UGT’s applicability to low-income educational settings, reveals how structural barriers fundamentally shape technology adoption, and provides empirically grounded insights for evidence-based educational policy formulation.
📝 Abstract
The proliferation of mobile phone usage among learners from diverse socio-economic backgrounds has prompted school authorities to contemplate banning these devices within educational institutions. This research seeks to explore the motivations and usage patterns of high school learners in response to the proposed ban. Employing a mixed-methods approach, we conducted surveys and interviews with 262 students from three township schools in the Western Cape province of South Africa. Grounded in the Uses and Gratification Theory (UGT), our study examined four key categories: reasons for mobile phone use, usage patterns, purchasing influences, and behavioral factors. Our findings reveal a predominant opposition among students to the ban, despite a significant number opting to leave their phones at home due to concerns about theft and robbery in their neighborhoods. Financial constraints, specifically the inability to afford data bundles and airtime, also contribute to this behavior. Notably, 40% of the participants reported using their phones for more than five hours daily, a duration classified as overuse in existing literature. The primary motivations for mobile phone use among these learners include socializing, internet browsing for non-educational purposes, and using the device for entertainment and recreation. This study highlights critical insights into the nuanced relationship between high school learners and mobile phone usage, offering valuable perspectives for policymakers and educators considering the implications of a mobile phone ban in schools.