Student Performance Interrelation with Gadget Use at Lessons

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 432-437

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Student Performance Interrelation with Gadget

Use at Lessons

Almira R. Bayanova , Vladimir V. Kuznetsov , Lyudmila V. Merculova , Larisa N.

Gorbunova , Olga A. Pervozvanskaya , Olga O. Shalamova , Clarissa I. Vorobyova

Kazan (Volga region) Federal University, Institute of Psychology and Education, Kazan, Russia. E-mail: almira-djl@mail.ru

Orenburg State University, Department of General and Professional Pedagogy, Orenburg, Russia. E-mail: vvkusnetsov@yandex.ru

Orenburg State Pedagogical University, Department of Pedagogics of High School, Orenburg, Russia. E-mail: mila_1974@bk.ru

Academy of Public Administration, Vice Rector for Research and Information Technology, Moscow, Russia. E-mail:

ln.gorbunova@mail.ru

Gzhel State University, Department of Decorative Arts and Design, Elektroizolyator, Russia. E-mail: pervozvanskaja@gmail.com

Pacific State University, Faculty of Oriental Languages, Khabarovsk, Russia. E-mail: pikapika@bk.ru

Pacific State University, Department of Social Work and Psychology, Khabarovsk, Russia. E-mail: klarisav2011@mail.ru

Received: 11/05/2019

Accepted: 13/08/2019

Published: 20/08/2019

Abstract

Purpose: The relevance of the article is conditioned by the use of gadgets is increasing rapidly every year. The purpose of this

study is to establish the relationship of students' performance with their use of gadgets in the classroom. Methodology: The leading

methods for the study of this problem are the methods of questioning and testing, allowing to make a qualitative analysis of the

leading type’s characteristics of students’ attitude to the study. Result: Positive impact on academic performance consists in the fact

that with the help of technical devices, students receive a share of information, prepare for classes, record lectures, view the textbook

on the discipline. Negative impact on academic performance manifests itself in peeping answers and solutions to tasks on the test and

on independent work; sitting in social networks during classes; distraction of students from educational material. Applications: The

data obtained in the article can be used in social psychology, pedagogy, psychology of education, age psychology, sociology, as well

as for further theoretical development of this issue. Novelty/Originality: The novelty and originality of the study lies in the fact that

authors of the article reveal the positive and negative consequences of gadgets use by students in the classroom, as well as the

motives for the use of gadgets in the educational process by teachers and students are shown.

Keywords: students, gadgets, University education, attitude to learning, academic performance.

improving

4,10,11,12,13,14,25,17,20,28,30,31,).

This problem was studied in the pedagogy of secondary

academic

performance

are

developed

Introduction

(

Information technologies play an important role in the

life of each of us. The activity of using gadgets is increasing

rapidly every year. More and more students around the world

cannot imagine their learning without modern gadgets.

Moreover, the faster the changes in the modern world, the

better people realize the importance of modern education and

knowledge of current technologies. At the same time, many

domestic and foreign authors study the problem of academic

performance; they also note a decrease in the level of

academic performance. The problem of academic

performance is a serious problem both at school and at

University. The main problems of academic performance

study are the essence, causes of failure; recommendations for

school, but remains the subject of heated debate, and the area

of confrontation of opposite points of view on the aspect of

determining the leading factors of academic performance and

prevention of failure (3,5,7,20,21,22,26,32,34). Pedagogy of

higher education is experiencing in our time an urgent need

to study this problem. The problem under consideration was

studied in pedagogy from the point of view of the definition

of failure, lag in the pedagogical process. The researchers

tried to find ways and methods to overcome the phenomenon

of student underachievement.

Initially, attempts were made to explain the causes of this

problem; a hypothesis was put forward about the impact of

intelligence on the educational activities of students. Further,

an active search for effective approaches to learning, methods

in which special attention was paid to the skill of the teacher;

Corresponding author: Almira R. Bayanova, Kazan (Volga

region) Federal University, Institute of Psychology and

Education, Kazan, Russia. E-mail: almira-djl@mail.ru.

432

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 432-437

the need for an individual approach to each student was

emphasized. Later, the research a tendency began to manifest

to study the influence of motivation on the academic

performance of students. Finally, it was found that the most

important factor that has a direct impact on academic

performance, learning activities and their success is the

personal characteristics of the student. Therefore, in recent

years, researchers have established the impact of different

groups of factors on the academic performance of students,

such as intellectual and personal characteristics, motivation,

level of self-regulation and self-government, value

orientations, organization of the educational process, the

level of pedagogical skills, independent work of students and

others (2,15,21, 8,9,17,35).

reasons for this phenomenon: 1) shortcomings in the

education of teaching’s effective motives; 2) complication of

educational material at this stage of education; 3)

unwillingness to persist in educational work in connection

with either overestimated self-estimation and ease of

mastering knowledge in school, or with low self- estimation,

which arose due to persistent failure; 4) weakening of

parental control over children or, conversely, too hard

control; 5) switching the attention of many teenagers to

extracurricular activities: participation in sports events,

collecting something, small trade, cinema hobby, etc. The

main reason for intellectual passivity among the adolescents

is often the inability to show their activity, independence,

adulthood nature. This increased need of adolescent students

for activity is often not met due to the reproductive nature of

education, the constant structure of knowledge transferring

by the teacher, rigid methods of control on assimilation.

Teachers’ knowledge transferring in a ready form makes

students passive listeners. Alternatively, maybe teenagers

want to show their mental abilities in the classroom, actively

and independently solve educational problems, express their

views, compete with each other.

Many researchers are now seeing a decline in academic

performance. For example, according to the Institute of age

physiology of RAE, more than 50% of students experience

significant difficulties in mastering the educational program,

and thus fall into the category of unsuccessful in learning

(

19,36,39).

The very concept of success, in our opinion, is more

voluminous. Of course, the success of learning involves a

certain level of performance, but it is often not in the first

place. Traditionally, the success of education is understood as

the high academic performance of students, defined as the

degree of coincidence of real and planned learning outcomes.

The success of learning can be interpreted as full or

exceeding the expectation of achieving its goals, which

ensures the development of the student to move it to higher

levels of quality of study and self-development as an

internally conditioned change in personal qualities.

Training can be considered successful if, firstly, it allows

you to achieve certain specified standards defined by the

goals and objectives of training, that is, to achieve a

predetermined result. In addition, secondly, if this result is

achieved in the most rational way, namely, with less time and

labor.

Some scientists define failures in teaching as "the

discrepancy between the result of the student learning

activities and the necessary one, which can cause emotional

experience and subsequent changes in behavior" (26,29).

V.A. Yakuni understands the success of training as "the

effectiveness of management of educational and cognitive

activities, providing high psychological results at minimal

cost (material, financial, personnel, physical, psychological,

etc.)" (33).

Passion for learning, as well as passion for work, leads to

a positive attitude to the activities, accompanied by a sense of

psycho-emotional

well-being

(6,24,38).

Researchers

distinguish three characteristics of this state: energy,

enthusiasm and absorption. Thus, passion for learning is a

type of behavior associated with investing physical and

psychological energy in educational experience that is,

demonstrating a high level of internal motivation and

activity; representing a positive experience of the educational

context by the individual and himself in it. It is expected that

a high level of enthusiasm can lead to more noticeable

indicators in educational changes and personal development.

One of the stages of this development may be the perception

of their own readiness for the labor market as a positive

response to the passage of the educational process and,

perhaps, as a result of this process. Attitude to learning can

also be viewed in terms of motivation. The reasons for the

lack of motivation to study may be different.

Electronic textbooks are a great alternative to books,

because one small tablet can include all the manuals and

textbooks, and the search for the necessary information in

them will be simple and fast, not to mention the fact that you

do not have to carry many textbooks. Computer

developments in the Humanities are no less useful. E-book

help in the study of languages, because it is a device with

which you can read novels, and also take notes, listen and

create audio recordings. Gadgets-translators will translate

text of any complexity online from any language you are

interested in. Information technology has penetrated so

deeply into our daily lives that sometimes we abandon the

outside world, replacing it with technical devices.

It can be concluded that most often the success of

educational activities of students is considered as

characteristic of the pace, tension, individual style of work,

the degree of diligence and efforts made by them to achieve

educational goals. Epistemological analysis of the concept of

academic success allows us to draw the following

conclusion: as a pedagogical category, the success includes

the effectiveness of educational activities and the

effectiveness of the methods used to achieve educational

goals; subjective satisfaction of the student with the process

and results of teaching, i.e. the experiencing your success.

Objective success involves external assessment of results

of student educational activity on the part of teachers, parents

and other reference persons and usually expressed in the form

of encouragement or reproaches in the address of the student

What could be the reason? First of all, the fact that our

society has reached the level of development of human

intelligence. More and more new technologies are being

created, thanks to which our life becomes more comfortable

and simpler (1,37,Alexandrov, 2009;). The use of

information technologies in education provides great

opportunities for both teachers and students. It should be

noted that, studying a particular discipline, both the student

and the teacher could not do without the help of the Internet.

(

16,18,23,36, Alexandrov, 2009;). There are the following

433

Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 432-437

After all, it contains all the information we need, which we

can easily find and apply in the area in which we need it.

The emergence of new technologies has aroused great

interest in their application in the field of education. The

computerization process is irreversible and cannot be

stopped. All developed countries develop and use

information technology training. This is because the gadget

has increased productivity in all spheres of human activity.

The Internet is the infrastructure that all educational

institutions need. The possibilities of the Internet in education

make the learning process more accessible and faster for any

user of the network.

What are the motives of students to use gadgets

in the classroom?

What types of activity of students are found in the

classroom from the position of teachers?

Has the use of gadgets influenced the way

teachers prepare for classes?

The work was carried out in several stages. At the first

stage, we interviewed teachers in order to identify the

frequency with which they use gadgets in the classroom.

With the help of a pilot study, we found that half of the

surveyed teachers (56 %) use gadgets in lectures, seminars.

Teachers resort to the Internet in preparation for scientific

conferences: 72 % of respondents regularly use the Internet

in the preparation of their reports, only 9 % practically do not

use it. At the second stage, we interviewed students in order

to identify their attitude to learning, their performance and

the frequency of use of gadgets in the classroom. To do this,

we conducted our questionnaire, consisting of several units

Today it is becoming an urgent problem of the

relationship between modern information technology and the

features of the formation of a holistic educational space.

Methodology

Teachers and students of the first, second, third and

(

1. Satisfaction with education; 2. Current academic

fourth years were interviewed. Data analysis was carried out

by using the SPSS 17.0 for Windows software package. The

study involved 18.3% of male students, 81.7% of female

students. Of these, 23.4% at the age of 16-17 years and

performance and attitudes; 3. The frequency and purpose of

gadgets use in training sessions) In the third stage, we

analyzed the results presented below.

3.3% at age 18-19 years and 43.3% at the age of 20-22

years.

The method of questionnaire survey was used in the

3 Results

Our first task was to find out how satisfied students are

with the quality of education, as education is one of the most

important stages in a person's life, which determines his/her

future. It is important for us to understand how satisfied

students are with the education they receive, to consider how

students can use gadgets: as a simple pastime, to brighten up

classes that are not interesting for them, or for other purposes

that promote learning. Students' answers to the question

about satisfaction with the quality of education are given in

table 1.

research process. We chose this method because it allowed us

to solve the following problems in our study:

What is the current academic performance of

students?

How do teachers and students relate to the use of

gadgets in the classroom?

Do teachers and students use the Internet for

educational purposes?

What types of digital activity of students are found

in the classroom?

What are the motives of students to use gadgets in

the classroom?

What is the assessment of the comfort nature of

Analyzing table 1, we see that the proportion of students'

satisfaction with the quality of education is quite large:

3.4% expresses a sense of satisfaction. At the same time,

.7% of students are completely dissatisfied with the learning

process. However, this percentage can be due to the

peculiarity of adaptation of the surveyed freshmen to the new

team, and the peculiarity of adaptation to new educational

requirements, compared with school. 3.3% of the students

surveyed expresses their uncertainty.

The second objective of our study is to clarify the current

performance of students and their attitude to learning. We

found that the high importance of learning is combined with

high academic performance in 15.4% of students. In 76.9%

and 7.7%, the high importance of learning is consistent with

average and low academic performance, respectively.

using gadgets in the classroom?

As indicators of the questionnaire are allocated:

Satisfaction with the chosen specialty and

University

Number of missed classes without a valid reason

The purpose of using gadgets.

Frequency of gadgets use by teachers and

students.

How teachers relate to the use of gadgets in the

classroom.

Table 1: Degree of students' satisfaction with the quality of education

Answer choice

The share of the answers (%)

completely satisfied

I am more satisfied

not completely satisfied

completely not satisfied

I find it difficult to answer

in total

41,7

11,6

1,7

3,3

100,0

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Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 432-437

We also found that the equivalence of study and other

activities correlates with high academic performance in 6.1%,

average academic performance in 69.7% and low academic

performance in 24.2% of students. At the same time, it is

interesting that the average performance of students (64.3%)

is consistent with the low significance of education.

Accordingly, high academic performance (7.1%) and low

academic performance (28.6%) correlate with low academic

significance for students.

equal importance to both study and other activities, the

majority are students with average and low academic

performance, and among those who refer to learning as a

secondary activity, respondents with medium and low

academic performance dominate the same. The share of

students with low academic performance increases as the

importance of study in comparison with other activities

decreases.

The next unit in our questionnaire was a unit concerning

the use of gadgets by students and teachers in the educational

process.

Thus, among the students who treat learning as the most

important activity, respondents with high and average

academic performance prevail. Among students who pay

Table 2: Teachers' use of the Internet for educational purposes

Writing

reports,

abstracts,

articles

66,1

Interpersonal

communicatio

Preparation

for classes

Writing a In the

At the

conferences

Frequency of use

study

classroom

Regularly use

Irregularly use

Practically do not use

65,1

26,9

8,0

60,1

27,7

12,1

20,1

30,3

49,6

13,0

37,5

49,5

56,3

29,3

14,4

25,6

8,3

Analyzing the data in table 2, it can be concluded that the

majority of respondents regularly use gadgets in preparation

for classes (65.1%), only 8% of respondents practically do

not use gadgets in preparation for classes and 49.6% do not

use them in the classroom). Comparing the results, we see

that most students use gadgets when writing any reports,

articles, abstracts (66.1%), then – to prepare for classes

According to the study, even the most motivated students

are distracted in the classroom in order to communicate with

their gadget. They do not notice how much time they spend

on it. Today, students can present special situational

requirements to speak by the teacher. Because classroom

communication is now hacked, there are changes in the

content of the lecture, its thematic organization. The student

today can also directly at the seminar or before it type in the

search engine keywords and find the necessary information.

The University today does not keep up with the pace of social

change. Digital mobility presents a challenge to education,

which a modern University must meet in one way or another,

breaking almost all of its usual educational formats.

(65.1%), 56.3% - for interpersonal communication and the

smallest percentage of use – at conferences.

The next question in our study is: "What types of activity

do students meet in the classroom from the position of

teachers? »

We identified the following types of student activity

associated with the use of gadgets in the classroom:

Recording of the teacher's lecture. In our time, it is more

Disscussions

convenient to immediately take notes of the lecture in your

gadget than in a notebook. 18.1 % of the surveyed teachers

confirmed that in their lectures record lectures in their device

quite often. 38.2% of the interviewed teachers faces with a

situation of the gadgets use by the students to record the

lecture. A little more (43.7 % of the surveyed teachers)

practically do not face, but there are such situations.

Young people are the main users of gadgets in education.

More and more students around the world cannot imagine

their learning without modern gadgets. Gadgets provide a

huge number of new features designed to affect the

improvement of the learning process, to make it more fun.

The use of information technology in education opens up

additional opportunities for the qualitative improvement of

education, increasing its intensity. We list a number of basic

features provided by information technology: computer

visualization of educational information of any nature: both

real objects of study and virtual; archival storage of large

amounts of information of any nature: graphic, text; the

ability to transfer large amounts of information; easy

availability of information; automatic solution of

computational and information retrieval problems; it

facilitates the possibility of contact with the teacher at any

time, if necessary, instant access to the necessary materials

within the course, facilitates the monitoring of progress, both

for the teacher and for the student. In addition, the use of

various gadgets significantly increases the interest of students

to study a particular subject. New devices allow you to use

computer applications in the learning process and work with

them, write and draw using special electronic markers, as

well as save all the results of their work on a computer or on

any medium.

Photographing materials prepared by teachers for classes:

7% of teachers often faces with this.

On the test or exam.

The study shows that students actively use their gadgets

in seminars and exams and tests. 43 % of the teachers

interviewed regularly face this situation at seminars. 31.3 %

of respondents notice how students use gadgets in the exam,

while it is not excluded the moment of students' access to the

Internet to find answers to exam questions.

The analysis allows us to identify the motives as rational

justification of their digital activity in the lecture: getting new

information here and now; unloading; motive - you have to

answer; motive - panic; check the news feed in social

networks; solving organizational momentary issues with the

teacher; dependence; search for information to perform the

task; photographing part of the lecture as an answer to the

testing task and sending it to his group mates.

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Journal of Environmental Treatment Techniques

2019, Volume 7, Issue 3, Pages: 432-437

It becomes possible to use the appropriate Internet

services. This is a great help in the study of subjects that

require precision and complex calculations. Gadgets are part

of a person's life, change his/her life, including have an

impact on education. They are used for photo, audio, video

recording lectures, gradually replacing the usual noting.

With the help of gadgets, students can exchange

information directly in the classroom. Today, students have

less notes. Phone, laptop, tablet, e-book - this is not the whole

list of gadgets that can provide invaluable assistance in

learning any subject.

conducting at the same time several correspondences in

chats; communication with the relatives; the solution of

questions on work; passing of games in the gadget; search of

answers to questions of test work; photographing of lectures.

Among the negative impact of gadgets on the educational

process of students can be called peeping answers and

solutions to tasks in the test works and independent work,

spending time in social networks during classes. Currently,

many educational institutions use interactive whiteboards,

which have already proven to be highly effective. In our

study, we concluded that the effectiveness and success of

training with the application of gadgets increases many times.

Conclusion

The gadgets used in the classroom present a challenge to

education, to which the modern University must respond in

one way or another. The ability to handle gadgets allows you

to increase involvement in the educational process. Of

course, the hope that the gadget will always be at hand

creates for the student and new ways to organize their

preparation for the lesson. The gadget acts as a chance of

contact with a huge world, which is always more interesting

than any interaction in the classroom with the teacher. The

ease of access to information as a characteristic of a new

cognitive situation gives rise to the problem of replacing

one's own research by compiling other people's statements or

even the phenomenon of plagiarism of another's text as a

Knowledgment

The author confirms that the data do not contain any

conflict of interest.

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