Recently, Senator Sherwin Gatchalian proposed a new bill that relates to the ban of mobile phone and electronic gadget usage in schools during class hours. The senator mentioned on May 5 that the main goal of this legislative intent is to reduce the distractions for both students and teachers, which will raise the productivity of learning in the institution.
Senate Bill (SB) 2706, also known as the Electronic Gadget-Free Schools Act, encompasses the aims outlined in the previous paragraph. Gatchalian targets electronic devices by restricting the smartphone’s use in public spaces. Overall, Gatchalian is concerned with students using electronic learning tools for inappropriate purposes during the hours set by the Department of Education. These purposes are not limited to only leisure and entertainment and would inhibit the productivity of learning at all levels. In essence, the Electronic Gadget-Free Schools Act will ban all digital distractions for all students from the kindergarten level to those in the 12th grade in public and private schools. Teachers will also be prohibited from using mobile phones during all hours on school property.
Detrimental Effects on Performance and Well-being
Although these devices come with potential advantages for teaching and learning, there is always a catch to it. In this case, Gatchalian focused on the drawbacks. He mentioned the negative impact on academic performance, especially in the case of cyberbullying among basic education learners. These were the ‘shallow waters’ of his argument. In these areas, Gatchalian explained in detail the use of mobile phones and academic performance. In his words, “First, it affects performance directly as greater use of a phone while studying is correlated with (a) greater negative impact on grades or scores. Second, it affects performance indirectly because the learners’ skills and cognitive abilities needed for academic success are also negatively affected by excessive phone use.” It is critical to note that all of these observations noted in combination create collective instructional silence, which exposes students to grave risks when they fail to learn as a consequence of teacher and peer academic neglect.
Global Data Determined by Distraction
Senator Gatchalian shared international data that exacerbated concerns about distraction. He cited an evaluation from the Programme for International Student Assessment (PISA) 2022. This evaluation states that 4 out of 5 learners aged 15 reported self-distraction through smartphone usage during class. The analysis also showed that the same proportion, 4 out of 5 learners, reported being distracted by peers’ smartphone usage during lessons. The statistics underscore the alarming scope of distractions stemming from devices within the classroom as recorded by international assessments.
Link Between Distraction and Diminished Academic Performance
PISA results have been cited as also showing a decrease in academic achievement in core subjects as directly correlated with smartphone distraction in the classroom. Data also notes an average decline of 9.3 points in mathematics performance for learners who self-reported as distracted. There was a greater estimated decline of about 12.2 points in science and an additional 15.04 points in reading for the students defined as distracted. These results illustrate the increasing amount of attention and focus that is required during class in order to avoid the deleterious effects on academic achievement.
Global Recommendations
International documents were quoted that suggest tighter control is needed. Gatchalian pointed out that the 2023 Global Education Monitoring Report released by the United Nations Educational, Scientific and Cultural Organization (UNESCO) used mobile phone restrictions in class as an example of policy neglect. The report did not assess policies only in the form of regulations; it also compiled policies in general. ”The report found that only 13 percent of countries in the world have laws partially or fully banning mobile phone use in schools, while 14 percent of countries have policies, strategies, or guidelines for the same purpose,” added Gatchalian. This means that some countries have policies in place, but the range of enforcement is limited.
Exceptions to the Ban
As noted previously, the proposed Senate Bill 2706 has some exceptions to the proposed restriction. These exceptions, however, are meant to permit the use of devices under certain specified conditions. Learning-related exceptions comprise the use of devices for presentations during class as well as for class-centric instructional participations in which the device forms an integral part of the lesson. Health- and well-being-related exceptions pertain to students who, due to documented health conditions, need to easily monitor or communicate with mobile devices or electronic gadgets. Exceptions concerning managing risks include use during emergencies, responses to perceived threats or dangers, and authorized field trips or activities conducted outside of the school where communication could be required.
Sanctions for Non-Compliance
The proposed Bill 2706, in its punitive brilliance, also seeks to establish some form of punishment for those who fail to carry out the ban. As the paragraph proposes, public and private basic education institutions, together with any individual learners who fail to comply, will incur some form of punishment for violation of regulatory compliance. The exact nature of these sanctions will be determined through the guidelines that the legislature allocates to the Department of Education, which, in turn, arms the Closing Doors“ Legislation—“the Electronic Gadget-Free Schools” Act”—with the required enforcement propulsion.
