Survey on Cell Phone Usage Patterns Among Students at Gomal University

Abstract

Main Purpose: This study investigates mobile phone usage patterns, their perceived academic impacts, and management preferences among university students in Pakistan. Method: A cross-sectional survey of 40 students was conducted, employing quantitative analysis of usage frequency, behavioral patterns, and self-reported academic outcomes. Findings: All participants owned smartphones, with 72.5% using them daily for social media (62.5%), communication (37.5%), and educational tasks. While 60% acknowledged phones as learning distractions, 65% reported positive academic impacts via EdTech tools (55%). Anxiety without phones was prevalent (82.5%), and peer distraction was frequently observed (90%). Students preferred time limits (45%) and usage zones (42.5%) for management. Conclusion: Mobile phones serve dual roles as academic aids and disruptors, necessitating balanced policies to harness benefits while mitigating distractions. Implications: Institutions should integrate structured guidelines (e.g., time restrictions), promote digital literacy, and leverage EdTech mindfully to optimize educational outcomes.

Keywords: Mobile phone usage, academic performance, university students, digital dependency, policy recommendations.