The Effects of Smartphone Use on College Students’ Learning Competence among Bachelor of Technology and Livelihood Education Evening Program Students

This research assessed the relationship between smartphone distraction experience and the digital learning competence of the BTLED Evening Program students studying in Cebu Technological University Main Campus during the school year 2024-2025. It aimed to develop an intervention plan that will help students develop a more mindful and balance approached to smartphone use. It utilized the descriptive-correlation method. There are 138 students from College of Teacher Education who answered the survey questionnaires adapted from Smartphone Distraction Scale (SDS) by Throuvala et al. (2021), Digital Learning Competence Scale by Yang et al. (2020). The study found that most participants were female, primarily within the 19 to 21 age range. More than half lived with both parents and reported having 3 and 5 siblings. Additionally, a notable portion of the respondents identified themselves as the youngest among their siblings. Academically, the study found that smartphone distraction, characterized by attention impulsiveness, online vigilance, emotion regulation, and multitasking, is significantly correlated with various aspects of digital learning competence. Respondents demonstrated varying levels of digital competence, with attention impulsiveness showing a weak but significant negative correlation with skills such as technology use, cognitive processing, digital reading, time management, and will management except peer management. Conversely, online vigilance and emotion regulation were positively associated with most digital learning competencies, particularly cognitive processing, digital reading, and self-regulation domains, though not with technology use. Notably, multitasking was significantly linked to all areas of digital learning competence, especially will management, suggesting a more nuanced role in supporting academic self-regulation than traditionally assumed. These findings underscore the complex relationship between smartphone-related behaviors and digital learning skills, emphasizing the need to develop targeted interventions that help students manage distractions and strengthen their competencies in digital learning environments. Based on the findings and conclusions, a digital learning competence-related career guidance intervention plan is proposed for implementation.

Guidance and Counseling, Smartphone Distraction

1. Amez, S., & Baert, S. (2020). Smartphone use and academic performance: A literature review. International Journal of Educational Research, 103, 101618. https://doi.org/10.1016/j.ijer.2020.101618 [Google Scholar] [Crossref]

2. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning. [Google Scholar] [Crossref]

3. Azizi, A., Emamian, M. H., Hashemi, H., & Fotouhi, A. (2024). Smartphone addiction in Iranian schoolchildren: A population-based study. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-73816-8 [Google Scholar] [Crossref]

4. Baggas, R. A., & Dumangeng, J. L. (2023). The status of implementation of Bachelor of Technology and Livelihood Education (BTLED) in Abra State Institute of Sciences and Technology. International Journal of Frontiers in Medicine and Research, 1(1), 1–13. [Google Scholar] [Crossref]

5. Bettis, A. H., Burke, T. A., Nesi, J., & Liu, R. T. (2022). Digital technologies for emotion-regulation assessment and intervention: A conceptual review. Clinical Psychological Science, 10(1), 3–26. https://doi.org/10.1177/21677026211011982 [Google Scholar] [Crossref]

6. Blake, J. (2022). Family size and achievement (Vol. 3). University of California Press. [Google Scholar] [Crossref]

7. Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27–30. [Google Scholar] [Crossref]

8. Braßler, M. (2024). Students’ digital competence development in the production of open educational resources in education for sustainable development. Sustainability, 16(4), 1674. [Google Scholar] [Crossref]

9. https://doi.org/10.3390/su16041674 [Google Scholar] [Crossref]

10. Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242–265. [Google Scholar] [Crossref]

11. https://doi.org/10.1177/20556365241270394 [Google Scholar] [Crossref]

12. Coe, R., Waring, M., Hedges, L. V., & Ashley, L. D. (Eds.). (2021). Research methods and methodologies in education. Sage. [Google Scholar] [Crossref]

13. Elhai, J. D., Gallinari, E. F., Rozgonjuk, D., & Yang, H. (2020). Depression, anxiety, and fear of missing out as correlates of social, non-social, and problematic smartphone use. Addictive Behaviors, 105, 106335. https://doi.org/10.1016/j.addbeh.2020.106335 [Google Scholar] [Crossref]

14. European Commission, Joint Research Centre. (2017). DigComp into action: Get inspired, make it happen. Publications Office of the European Union. [Google Scholar] [Crossref]

15. European Commission. (2019). The digital competence framework 2.0. [Google Scholar] [Crossref]

16. Eysenck, M. W., & Keane, M. T. (2020). Cognitive psychology: A student’s handbook. [Google Scholar] [Crossref]

17. https://doi.org/10.4324/9781351058513 [Google Scholar] [Crossref]

18. Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. https://doi.org/10.2788/52966 [Google Scholar] [Crossref]

19. Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., & Johnson, H. M. (2019). Outcomes of a peer mentoring program for university students with disabilities. Mentoring & Tutoring: Partnership in Learning, 27(5), 487–508. https://doi.org/10.1080/13611267.2019.1675850 [Google Scholar] [Crossref]

20. Kim, S. W., Cho, H., & Kim, L. Y. (2019). Socioeconomic status and academic outcomes in developing countries: A meta-analysis. Review of Educational Research, 89(6), 875–916. [Google Scholar] [Crossref]

21. Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2020). Citizens versus the internet: Confronting digital challenges with cognitive tools. Psychological Science in the Public Interest, 21(3), 103–156. https://doi.org/10.1177/1529100620946707 [Google Scholar] [Crossref]

22. Kushlev, K., & Dunn, E. W. (2019). Smartphones distract parents from cultivating feelings of connection when spending time with their children. Journal of Social and Personal Relationships, 36(6), 1619–1639. https://doi.org/10.1177/0265407518769387 [Google Scholar] [Crossref]

23. Leroy, S. (2009). Why is it so hard to do my work? The challenge of attention residue when switching between work tasks. Organizational Behavior and Human Decision Processes, 109(2), 168–181. https://doi.org/10.1016/j.obhdp.2009.04.002 [Google Scholar] [Crossref]

24. Levano-Francia, L., Sanchez Diaz, S., Guillén-Aparicio, P., Tello-Cabello, S., Herrera-Paico, N., & Collantes-Inga, Z. (2019). Digital competences and education. Propósitos y Representaciones, 7(2), 579–588. [Google Scholar] [Crossref]

25. Martzoukou, K., Luders, E. S., Mair, J., Kostagiolas, P., Johnson, N., Work, F., & Fulton, C. (2024). A cross-sectional study of discipline-based self-perceived digital literacy competencies of nursing students. Journal of Advanced Nursing, 80(2), 656–672. https://doi.org/10.1111/jan.15801 [Google Scholar] [Crossref]

26. Mau, W. C. J. (2011). Career development interventions in schools. In Handbook of school counseling (pp. 497–515). Routledge. [Google Scholar] [Crossref]

27. Meng, L., Qiu, C., & Boyd-Wilson, B. (2019). Measurement invariance of the ICT engagement construct and its association with students’ performance. British Journal of Educational Technology, 50(6), 3233–3251. https://doi.org/10.1111/bjet.12729 [Google Scholar] [Crossref]

28. Mishra, P., & Koehler, M. J. (2006). The technological pedagogical content knowledge framework for teachers and teacher educators. [Google Scholar] [Crossref]

29. Mrazek, A. J., Mrazek, M. D., Ortega, J. R., Ji, R. R., Karimi, S. S., Brown, C. S., & Schooler, J. W. (2021). Teenagers’ smartphone use during homework. Education Sciences, 11(11), 713. [Google Scholar] [Crossref]

30. https://doi.org/10.3390/educsci11110713 [Google Scholar] [Crossref]

31. Muir, R. A., Howard, S. J., & Kervin, L. (2023). Interventions targeting early self-regulation. Educational Psychology Review, 35(1), 27. https://doi.org/10.1007/s10648-023-09740-6 [Google Scholar] [Crossref]

32. Niu, L., Wang, X., Wallace, M. P., Pang, H., & Xu, Y. (2022). Digital learning of English as a foreign language. Journal of Computer Assisted Learning, 38(5), 1332–1346. https://doi.org/10.1111/jcal.12679 [Google Scholar] [Crossref]

33. Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 results (Volume III): Learning and well-being. [Google Scholar] [Crossref]

34. Park, S., & Weng, W. (2020). ICT-related factors and student academic achievement. Educational Technology & Society, 23(3), 1–15. [Google Scholar] [Crossref]

35. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

36. Remler, D. K., & Van Ryzin, G. G. (2021). Research methods in practice. Sage. [Google Scholar] [Crossref]

37. Republic Act No. 10650. (2014). Open distance learning act of 2014. [Google Scholar] [Crossref]

38. Republic Act No. 11927. (2021). Philippine digital workforce act of 2021. [Google Scholar] [Crossref]

39. Republic Act No. 9258. (2004). Guidance and counseling act of 2004. [Google Scholar] [Crossref]

40. Seeram, E. (2019). An overview of correlational research. Radiologic Technology, 91(2), 176–179. [Google Scholar] [Crossref]

41. Serafica, R. B., & Oren, Q. C. A. (2022). Exploring policies for online workers in the Philippines. PIDS Discussion Paper Series. [Google Scholar] [Crossref]

42. Schulz, W., Fraillon, J., Ainley, J., & Duckworth, D. (2021). Digital competences. In International handbook of comparative large-scale studies in education. [Google Scholar] [Crossref]

43. Shahjehan, A., Syed, S. I., Qureshi, J., & Wajid, A. (2021). A meta-analysis of smartphone addiction and behavioral outcomes. International Journal of Management Studies, 28, 103–125. [Google Scholar] [Crossref]

44. https://doi.org/10.32890/ijms2021.28.2.5 [Google Scholar] [Crossref]

45. Skowronek, J., Seifert, A., & Lindberg, S. (2023). The mere presence of a smartphone reduces attentional performance. Scientific Reports, 13, 9363. https://doi.org/10.1038/s41598-023-36256-4 [Google Scholar] [Crossref]

46. Sweller, J. (1988). Cognitive load during problem solving. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4 [Google Scholar] [Crossref]

47. Taguchi, N. (2018). Description and explanation of pragmatic development. System, 75, 23–32. [Google Scholar] [Crossref]

48. Throuvala, M. A., Pontes, H. M., Tsaousis, I., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2021). Smartphone distraction scale. Frontiers in Psychiatry, 12, 642634. [Google Scholar] [Crossref]

49. https://doi.org/10.3389/fpsyt.2021.642634 [Google Scholar] [Crossref]

50. Tohara, A. J. T., Shuhidan, S. M., Bahry, F. D. S., & Nordin, M. N. B. (2021). Digital literacy strategies for students. Turkish Journal of Computer and Mathematics Education, 12(9), 3345–3358. [Google Scholar] [Crossref]

51. Tran, T., Le, T. T. H., Nguyen, T. T., Pham, A. G., Vu, T. H., Nguyen, M. H., & Vuong, Q. H. (2019). Birth order and reading practices. Sustainability, 11(16), 4389. https://doi.org/10.3390/su11164389 [Google Scholar] [Crossref]

52. We Are Social & Hootsuite. (2020). Digital 2020: Global digital overview. [Google Scholar] [Crossref]

53. Wolters, C. A., & Brady, A. C. (2021). College students’ time management. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z [Google Scholar] [Crossref]

54. Yang, J., Tlili, A., Huang, R., Zhuang, R., & Bhagat, K. K. (2020). Digital learning competence scale. Sustainability, 13(10), 5593. https://doi.org/10.3390/su13105593 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study