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ENG2601 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 5 August 2024 $2.60   Add to cart

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ENG2601 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 5 August 2024

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Exam study book Working with Texts of Maggie Bowring, Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger - ISBN: 9781134758289 (Guaranteed success)

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ENG2601 Assignment 3 (COMPLETE ANSWERS)

2024 - DUE 5 August 2024

Banning mobile phones in schools can improve students’ academic

performance. This is how we know. Author: Louis-Philippe Beland

Published: March 21, 2021, 8.49pm SAST The effects of mobiles

phones and other technology at school is a hotly debated topic in

many countries. Some advocate for a complete ban to limit

distractions, while others suggest using technology as a teaching

tool. Kids in public South Australian primary schools started the

school year without being allowed to bring their mobile phones to

class, unless they are needed for class activity. All students in public

Western Australian Victorian, and Tasmanian schools have a mobile

phone ban in place since for all or some of 2020. New South Wales

also banned mobile phones in public primary schools, with

secondary schools having the option to opt in, since the start of

2020. Education departments have introduced the bans for various

reasons including to improve academic outcomes and decrease

bullying. Several recent papers point to positive impact of banning

mobile phones at school on student performance and other

outcomes. Understanding the evidence is crucial for best policy. In a



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, 2015 paper, we used a method — called a difference-in-difference

strategy — as well as student data from England to investigate the

effect of banning mobile phones on student performance. In this

method, we compared schools that have had phones removed to

similar schools with no phone bans. This allowed us to isolate the

effect of mobiles phones on student performance from other factors

that could affect performance. We found banning mobile phones at

school leads to an increase in student performance. Our results

suggest that after schools banned mobile phones, test scores of

students aged 16 increased by 6.4% of a standard deviation. This is

equivalent to adding five days to the school year or an additional

hour a week. The effects were twice as large for low-achieving

students, and we found no impact on high achieving students. 4 Our

results suggest low-performing students are more likely to be

distracted by the presence of mobile phones, while high performing

students can focus with or without mobile phones. The results of our

paper suggest banning mobile phones has considerable benefits

including a reduction in the gap between high- and low- achieving

students. This is substantial improvement for a low-cost education

policy. Other studies show similar results. Recent studies from Spain

and Norway, using a similar empirical strategy to ours, also show


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