Exam (elaborations)
ENG2601 Assignment 3 2024 - DUE 5 August 2024
- Institution
- University Of South Africa
ENG2601 Assignment 3 2024 QUESTIONS AND ANSWERS
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[Date]ENG2601
Assignment 3
2024 - DUE 5
August 2024
QUESTIONS AND ANSWERS
, ENG2601 Assignment 3 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 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
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