Cell Phone Usage and Metacognitive Awareness
Cell Phone Usage and Metacognitive Awareness

Summary/Abstract: The use of cellphones and tablets becomes everyday more frequent at schools and universities, not only in spare time, but also during class. If cellphones are commonly used in class for purposes unrelated to the discipline, it is likely that students may be distracted during lectures or activities, as they often overestimate their ability to multitask which could eventually lead to academic underperformance. The aim of this research is to reveal the relationship between actual time spent by mobile phone users and metacognitive awareness and academic performance. Academic performance will be obtained through the self-report data. Data is planned to collect 100 students who continue their education at Gaziantep University Nizip Education Faculty. As a demographic data, the relationship between age gender and grade level and the amount of mobile phone usage time as well as the relationship between metacognitive awareness and mobile phone usage time will be analyzed by regression analysis. All analyses will be made using SPSS for Windows. First, in order to find significant differences between the average academic performance of subgroups of the sample, independent t-tests and ANOVA analyses will be performed. A hierarchical regression was performed next to verify if there is any statistically significant relationship between cellphone usage and academic performance. The author expecting that there is a negative relationship between academic performance and cell phone usage time. Also there is a negative correlation between metacognitive awareness and actual cell phone usage time. The results showed that there was no correlation between cell phone usage and metacognitive awareness. Also there was no correlation between exam scores and metacognitive awareness. This study showed that there was a strong and positive correlation between self-efficacy and metacognitive awareness.

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