EFFECT OF SMARTPHONE ADDICTION LEVEL AND STUDY ENVIRONMENT ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATES IN IMO STATE UNIVERSITY, OWERRI

TOPIC IS SUITABLE FOR:
1-Department of Education
2-Department of Educational Psychology
3-Department of Guidance and Counselling
4-Department of Psychology

TOPIC: EFFECT OF SMARTPHONE ADDICTION LEVEL AND STUDY ENVIRONMENT ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATES IN IMO STATE UNIVERSITY, OWERRI

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 
1.2 Statement of the Problem 
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study 
1.8 Definition of Terms  
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Review
2.2Theoretical Framework 
2.3 Empirical Review 
2.4 Summary of Literature Review
CHAPTER THREE: METHODOLOGY    
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5  Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Data Presentation    
4.2 Demographic Analysis 
4.3 Analysis of the Level of Smartphone Addiction among Undergraduates in Imo State University, Owerri
4.4 Analysis of the Relationship between Smartphone Addiction and Students' Study Habits in Imo State University, Owerri
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT
This study was carried out to examine the effect of smartphone addiction level and study environment on academic performance among undergraduates in Imo State University, Owerri. The study was specifically carried out to determine the level of smartphone addiction among undergraduates in Imo State University, Owerri, examine the relationship between smartphone addiction and students’ study habits in Imo State University, Owerri, examine the effect of smartphone addiction on the academic performance of undergraduates in Imo State University, Owerri and assess the influence of study environment on the academic performance of undergraduates in Imo State University, Owerri. The study employed the descriptive survey research design. Hence, questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores and standard deviation. The hypotheses test was conducted using Pearson Chi-square statistical tool. A total of 17,215 undergraduates constituted the population of the study in Imo State University, Owerri, while 391 respondents were selected as sample size using Taro Yamane formula and 376 validated responses were used for analysis through stratified and convenience sampling techniques. The participants consisted of undergraduates across different faculties and levels of study in Imo State University, Owerri. From the responses obtained and analyzed, the findings revealed that smartphone addiction has a moderate level among undergraduates with mean scores above 3.0 across items, and there is a significant relationship between smartphone addiction and study habits with r = 0.468, t = 10.26, p = 0.021. The study also shows that smartphone addiction significantly affects academic performance at r = 0.512, t = 11.54, p = 0.014. Likewise, the study further revealed that study environment significantly influences academic performance at r = 0.439, t = 9.87, p = 0.018. The study therefore recommends that students should regulate smartphone usage during study periods, universities should strengthen academic counseling on digital discipline, institutions should improve learning environments, and lecturers should integrate study monitoring strategies to enhance academic performance among undergraduates.
Keywords: Smartphone Addiction, Study Environment, Academic Performance, Undergraduates, Study Habits.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Academic performance is one of the most important measures of the effectiveness of higher education institutions and the success of their students in today's higher education. Abbasi et al (2021) found that the use of digital technology in education has revolutionized the way students learn and are now more dependent on mobile technology to access information and communicate. Likewise, Guclu et al (2024) found that technological development has broadened learning opportunities, also changing attention dynamics of learners. Similarly, Bamidele et al (2024) reported that intellectual operations and learning habits are significantly impacted by digital interaction which has an increasing effect on student engagement. Mannir (2025) further highlighted the tight link between the quality of learning outcomes and the relationship between the learner and learning environment especially in the case of higher institutions of learning where independent learning is essential for the attainment of the academic outcomes in general.
Smartphone addiction can be defined as an excessive and compulsive use of mobile phone that disrupts cognitive engagement, the learning activities and daily functioning. Ibrahim & Owoyale (2025) defined it as an addiction that is manifested in habit and sustained continuous use of the phone despite interference of academic and social functions. This type of dependency, according to Esan et al (2025), is linked to increased screen time, decreased attention span and less self-regulation in students. Moreover, Babalola & Aina (2024) highlighted the fact that overuse of the smartphone can become part of students' habits and affect their time management particularly for academic work and leisure. According to Mannir (2025), overuse of mobile devices can shift the attitude of studying by decreasing deep learning and increasing fragmented learning. The dynamics show that smartphone addiction is not only a behavioral issue but also a learning factor that affects the students' interaction with learning materials.
Study environment is the physical, social and psychological environment in which learning occurs, such as light, noise, peers, learning resources, etc. Muhammad & Salisu Nuhu (2025) labeled it as a very important factor that determines the capacity of students to concentrate in the school environment to effectively process the subject matter taught. A conducive learning environment boosts cognitive engagement, as it reduces distractions and encourages a structured approach to learning as reported by Oguejiofor et al (2025). Esan et al (2025) also reiterated that environment stability in the academic environment helps to sustain attention and enhance knowledge retention amongst learners. The foregoing presented a clear indication that the physical and social environment of learning is a variable that affects the academic behaviours of learners and thereby their consistency and motivation in learning and this has been observed to influence educational outcomes (Bamidele et al 2024).
In the context of tertiary institutions especially the Nigerian university, the relationship between students' personal digital behaviours and their learning environment is growing important in the understanding of the outcome of learning. Osiesi et al (2025) noted that student's use of mobile technologies varies between different institutional contexts and this is often observed in their academic performance. Institutional learning environments, as highlighted by Fasanmi (2025), together with the digital behavioural pattern, connotes the learning experience of undergraduates. Abbasi et al (2021) also stated that a balance is needed in the use of technology in learning environments to maximize achievement. This is noticed at the IMO State University, Owerri, among the undergraduate students who have their respective ways of using their smartphones and ways of studying both of which affect their learning process and academic performance. Mannir (2025) highlighted the importance of comprehending these interactions in the specific context of certain institutions as it gives valuable insight into student achievement patterns and learning behaviours in higher education system wide analysis.

1.2 Statement of the Problem
Academic achievement in higher education institutions remains a vital measure of learning outcomes and institutional quality, especially in a context that is dominated by digital technologies and new ways of studying. Abbasi et al (2021) indicated that the use of mobile-based learning tools has revolutionized the way learners are actively involved with learning materials, and Guclu et al (2024) pointed out that the expansion of technology has a significant impact on the learners' reactions to the learning materials. Similarly, Bamidele et al (2024) noted that students' engagement with digital platforms has become a fundamental part of their learning journey, impacting their knowledge acquisition and processing. These are some of the developments with respect to higher education where learning is no longer only done in the traditional classroom, but in digitally mediated environments that enable ongoing interaction with the academic world.
In spite of these achievements, there were noticeable differences in pupils' achievements, implying that some behavioral and environmental factors might be impacting on the levels of pupils' achievement across institutions. It has been observed that overuse of smartphones by undergraduates is synonymous to lack of concentration and involvement in academics (Ibrahim & Owoyale, 2025) and that compulsive mobile phone use affects good study habits and concentration (Esan et al, 2025). In the same vein, Babalola & Aina (2024) found that as people rely on smart phones more for entertainment and communication, the time set aside for academic activities is also reduced and this impacts on the performances. Mannir (2025) also pointed out that the inconsistencies of students' learning behaviors, especially learning behaviors related to the use of digital devices, lead to unequal learning outcomes. At school, students should balance their use of technology and adopt appropriate learning skills, practice and attitudes to help them learn optimally in a distraction-free study environment.
Despite this, the literature has not adequately established how the extent of smartphone addiction interacts with the study environment conditions, to affect academic performance, especially at the institutional level. Osiesi et al (2025) noted that although the use of smartphones by undergraduates differs, their impact in combination with the study conditions in the environment is under-researched. Muhammad & Salisu Nuhu (2025) highlighted that the study environment plays a pivotal role in the learning outcomes for students, however, the role it plays in moderating the influence of digital behaviour is not well understood. Oguejiofor et al (2025) also identified lack of knowledge of the interplay between physical and psychological environments of study, and technology-related distractions among learners. This study aims to fill this gap, by investigating the combined effect of smartphone addiction level and study environment on academic performance of undergraduates of Imo State University, Owerri, in order to draw some context specific evidence to fill the gap of existing literature.
1.3 Objectives of the Study
The main purpose of this study is to examine effect of smartphone addiction level and study environment on academic performance among undergraduates in Imo State University, Owerri. The specific objectives of the study seek:
1.Determine the level of smartphone addiction among undergraduates in Imo State University, Owerri.
2.Examine the relationship between smartphone addiction and students' study habits in Imo State University, Owerri.
3.Examine the effect of smartphone addiction on the academic performance of undergraduates in Imo State University, Owerri.
4.Assess the influence of the study environment on the academic performance of undergraduates in Imo State University, Owerri.
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of smartphone addiction, the concept of study environment, levels and causes of smartphone addiction, the influence of smartphone addiction on academic performance, the influence of study environment on academic performance, and the relationship between smartphone addiction, study environment, and academic performance among undergraduates in Imo State University, Owerri. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises undergraduate students of Imo State University, Owerri.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 391 participants.
Sampling Technique: The study employed a multi-stage sampling technique, involving stratified and convenience sampling, to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “Effect of Smartphone Addiction Level and Study Environment on Academic Performance among Undergraduates in Imo State University, Owerri” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that smartphone addiction among undergraduates in Imo State University, Owerri, is moderate, as evidenced by mean scores ranging from 3.12 to 3.32, which are above the acceptance benchmark of 3.00. The corresponding analysis further showed that students frequently use their smartphones during study periods, experience difficulty regulating usage, and become distracted from academic activities.

ii. The study found that smartphone addiction has a significant relationship with students’ study habits among undergraduates in Imo State University, Owerri, as evidenced by mean scores ranging from 3.09 to 3.33, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.468, t-value of 10.26, and p-value of 0.021 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that smartphone addiction significantly affects the academic performance of undergraduates in Imo State University, Owerri, as evidenced by mean scores ranging from 3.06 to 3.29, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.512, t-value of 11.54, and p-value of 0.014 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that the study environment significantly influences the academic performance of undergraduates in Imo State University, Owerri, as evidenced by mean scores ranging from 3.18 to 3.36, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.439, t-value of 9.87, and p-value of 0.018 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies

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