ADVANTAGES AND DISADVANTAGES OF CELLPHONES

This Research Paper Submitted in Partial Fulfillment

of the Requirements for English 12
(Writing in the Discipline)

Danna Karyl Jane R. Canarecio

English Instructor

CENTRAL MINDANAO UNIVERSITY

COLLEGE OF NURSING

FEBRUARY 2016

CHARLES DAVE BISNAR

VENICE GWEEN M. MONEL
ANGELA A. NATULLA
ALEXANDER GORDON D. PALLASIGUE
BENJAMIN L. ANGOS
ELBERT S. OBOD

Acknowledgements

At this level, this work is a product of us but at a micro-level, it is an amalgamation of

contributions from a number of people for variety of reasons. This research paper is a
complete formula with vital contributions from several people at various stages in different
forms. Love, Care, Support, Encouragement, Inspiration, Perceptions, Criticisms, Guidance and
Knowledge are some of the elements that went into making this formula.

At the outset, we would like to thank all the parents/caregivers for their vital contribution and
their precious time, without which this work would not have existed. Our sincere thanks to
our close friends who enabled initial leads to parents/caregivers of different ethnic groups.

Our hearty thanks to our dean, Mrs. Domagsang . Maam! During this journey, you have
instilled in us a sense of reflexivity (to reflect upon the work), promptness (to do it at once) and
scholastic aptitude (to focus on academic writing). Our respects to you.

Our sincere thanks to our school clerk, Ms. Narsico for her review and feedback. Maam! You
challenged us against our own abilities (with constructive criticisms) that helped us to shape our
work. Our regards to you.

Huge thanks to Ms. Danna Karyl Jane Canarecio for her patience and scrutiny of our work.
Maam! we should say that we are lucky to get your help, which is just invaluable for us. Your
microscopic view and passion for research aided us to fine-tune our work. Our salutations to
you.

Our special thanks to Ms. Ubanan for proof-reading the work. Che! Your suggestions meant
a lot to our work and now this research paper reads better and makes more sense.

This is a good time for us to offer our sincere appreciation to all our lecturers. Each one of them
has a particular strength that has influenced us and, in turn, enabled us to produce some good
assignments in their individual course works. All that we have inherited from them has helped us
in bringing out this piece of work.

Last but not the least, we could not have pursued our studies without the sacrifice of our family.
You are awesome. Thanks for being such a responsible person and putting up with my stress
due to academic deadlines.

Acknowledgements.. 2 & 3
Chapter 1 : Introduction .......................................................................... 5
1.1 Introduction............................................................................................................... 5
1.2 Statement of the Problem.. 6
1.3 Objectives of the Study6
1.4 Significance of the Study6
1.5 Scope and Delimitations 6

Chapter 2 : Literature Review..................................................................... 7

2.1 Review of Related Literature 7
2.2 An activity-based approach to considering 7 & 8
2.3 Cellphone Popularity. 8
2.4 Influence of Cellphones 9
2.5 Cellphone Dependency 9 & 10
2.6 Gender Differences in the Use of Cellphones.. 10
2.7 Theoretical Perspective. 11 & 12

Chapter 3 : Methodology and Methods ......................................... 12

3.1 Methodology 12
3.2 Respondents of the Study.. 12
3.3 Locale of the Study.. 12
3.4 Data Gathering of procedures.. 12 & 13

Chapter 4 : Results and Discussions ........................................ 13 & 14

Chapter 5 : Summary, Conclusion and
Recommendations......................................................................... 15, 16 & 17
Chapter 8 : References......................................................................... 17, 18 & 19
Chapter 9 : Appendices ............................................................................ 19
Appendix A: Survey Questionnaire.................................................................................... 19
Appendix B: Interview Questions....................................................................................... 20
Appendix C: Information Sheet.......................................................................................... 20
Appendix D: Consent Form...............................................................................................

Introduction

Almost everyone has a cellphone nowadays. Everywhere you go, youll see people
having different kind of cellphones. Cellphones, have completely changed the way people
interact, you can call, send text messages, read emails, play games as well as read and edit
documents. Today, the cellphones has become part of many people lives. Leaving home
without your phone is kind of leaving without your shoes on.
Our phones can do so much these days that some people have trouble tearing
themselves away long enough to reconnect with the real world. Youve likely seen them
around town, on public transportation, and in stores with their eyes and fingers glued to
their mobile device. Instead of interacting with the people around them, they ignore face-toface conversation for virtual ones.
The adoption of the cellphones by young people has been a global phenomenon in
recent years. It is now an integral part of adolescents daily lives and for the majority, the
most popular of electronic communication. In fact, the mobile phone has turned from a
technological tool to a social tool. People use the mobile phone in positive ways to organize
and maintain their social networks. However, there are also negative impacts on dynamics
in the family, with issues of safety and surveillance from a parental prospective leading to
negotiated changing freedoms for young people. This includes the rate or percentage of how
many people are using cellphones. In conducting the research or the study, we could
determine the impact of the phone on the peer group, and Impact of the mobile phone on
the institution of the school. We are going to conduct a research about how cellphones can
affect to the respondent which is the nursing student of Central Mindanao University.

Statement of the problem

1. What impact does cellphones do to the respondents of Central Mindanao University?

2. How can cellphones be used for respondents everyday living?
3. How can cellphone affects the respondents life in his daily activities?

Objectives of the Study

1. To determine how cellphones can affect the respondents life.

2. To arbitrate the impact of using cellphones.
3. To distinguish the impact of cellphone on peer group.

Significance of the study

The significance of the study is to determine how electronic devices such as cellphone,
affects our daily basis in life. Like Communicating with friends, family, and co-workers.
This one is pretty obvious but bear with us since the first cellphone; weve been able to
make calls while on the go. But given the fact that almost everyone today owns at least a
basic cellphone and the majority have their phone on hand at all times. And a Constant
internet access, It doesnt take much of an imagination to come up with tons of advantages
of having the internet at your fingertips any time you need it.
Scope and Delimitation
The scope of our study focuses only to the nursing students of Central Mindanao
University. And our delimitation will only reach out the objectives and the statement of the
problem, just like in our respondents we can only conduct an interview to the target respondent
only, so that we will able to possibly make the objectives. This study explored the impact,
consequences and concerns of teenagers mobile phone usage.

REVIEW OF RELATED LITERATURE

We all know those mobile phones are very useful. For example in emergency situation; if you have
a phone, you can obviously contact everyone especially in times of needs. For instance, if a student
has some problem in school, he can contact his family or guardian immediately. Likewise, a
student with a phone can at any harmful situation. Cellphone can be great equipment in order to
improve knowledge. Internet helps us much more than old days. It is also a source to be updated.
The whole world is going mobile. Phones, computers and media devices now fit in our pockets and
can connect us to variety of information sources and enable communication nearly everywhere we
go. There is considerable interest in exploiting the almost universal appeal and abundance of these
technologies for their educational use.

An Activity-Based Approach to Considering Learning with Mobile TechnologiesS

Much of the research into the use of mobile technologies for learning is driven by the
technical capabilities of new devices. This is not unexpected, given the rapidly changing face of
mobile computing. These new capabilities inspire new practices which can lead to valuable
outcomes, but, to date, application of theory to the use of these technologies for educational
purposes is lacking. In this section we consider the kinds of activities that can be enabled through
the use of mobile devices under the categorization of relevant theories from the study of learning
and, in particular, learning with technology. Mobile technologies are computers, but that does not
mean that they should be viewed as simply providing more portable versions of the learning
activities that are currently supported on more static machines. Being mobile adds a new dimension
to the activities that can be supported, both because of the personal and portable nature of the
devices themselves, and because of the kinds of interactions they can support with other learners

and the environment. Klopfer et al (2002) identify five properties of mobile devices (PDAs in this
case) that produce unique educational affordability: First is portability, due to its small size and
weight of mobile devices means they can be taken to different sites or moved around within a site.
And another benefits like Social interactivity, data exchange and collaboration with other learners
can happen face-to-face. Nyiri (2002), with reference to Deweys emphasis on the need to facilitate
face-to-face interactions, posits a new philosophy of mobile learning that points to mobile
technologies as facilitators for the innate anthropological need to communicate. And the Context
sensitivity of mobile devices can both gather and respond to real or simulated data unique to the
current location, environment and time. While its Connectivity as a shared network can be created
by connecting mobile devices to data collection devices, other devices or to a common network.
And its another use to each individual like scaffolding for difficult activities can be customized for
individual learners. To fully appreciate the potential of mobile technologies for learning, we must
look beyond the use of individual devices and consider their use embedded in classroom practice,
or as part of a learning experience outside the classroom.

Cell Phone Popularity

The cell phone is one of the most rapidly growing new technologies in the world (Rebello,
2010). In 2001, cell phone subscriptions were less than a billion worldwide with the majority of
the subscriptions from the developed countries. At the end of 2010, however, cell phone
subscriptions had reached five billion worldwide with subscriptions from developing countries
outnumbering that of the developed countries (Kelly, 2009; Rebello 2010).
Cell phones have become quite popular in a short time among the younger generations. A
study in Norway, for example, reported that almost 100% of 16 year- old owned a cell phone in
2001 while less than 20% of 16 years old owned them in 1997 (Ling, 2001). For cell phone users,
this possession has become as important as wallets (International Telecommunication Union,
2004).

Influence of Cell Phones

The increased popularity of cell phones in recent years has attracted research attention.
Some of the common cell phone related research topics include cell phone use while driving
(Caird, Willness, Steel, & Scialfa, 2008; Horrey & Wickens, 2006; McCartt, Hellinga, & Braitman,
2006), cell phone etiquette (Lipscomb, Totten, Cook, & Lesch, 2007), cell phone cultures and
behaviors (Campbell & Park, 2008; Bakke, 2010; Ling, 2004), text messaging (Pettigrew, 2009),
health risks from cell phone radiation (Anna, Kari, & Anssi, 2006), and cell phone
dependency/addiction (Billieux, Linden, D,acremont, Ceschi, & Zermatten, 2007; Ezoe et al.,
2009; Zulkerfly & Baharudin, 2009).
Recent studies suggest that cell phones have evolved into something more than a simple
communication tool, gaining its own place in various aspects of social interaction. For instance, a
qualitative study on Australian adolescents revealed that cell phones play an integral part in the
lives of young Australians (Walsh, White, & Ross, 2008). Some of the participants in the study
reported very strong attachment to their cell phones; they felt as though their cell phones were part
of them. In another qualitative study, Bond (2010) examined children's cell phone use and
concluded that cell phones were fundamental tools with which the children maintain and manage
their relationships contributing to reinforced peer ties.
Among the cell phone users in romantic relationships, a higher number of voice calls was
associated with positive relationship qualities (Jin & Pea, 2010). Other studies reported that the
presence of cell phones provide a higher sense of security in potentially harmful situations. This
has contributed to an increase in cell phone value, leading cell phone users to perceive cell phones
as a must-have tool (Nasar, Hecht, & Wener, 2007; Walsh et al., 2008).
Cell Phone Dependency
Many people develop dependency to new technological devices as they become
increasingly integrated into their daily lives (e.g., Block, 2008; Pies, 2009; Choliz, 2010). For

example, some view that excessive Internet use, along with pathological gambling, should be
included in DSM-V as behavioral addiction (Block, 2008; O'brien, 2010; Pies, 2009). Similarly,
excessive use of and dependency on the cell phone may be considered an addictive disorder
(Chliz, 2010). Factors associated with pathological cell phone dependency have been examined
(e.g., Ezoe, Toda, Yoshimura, Naritomi, Den, & Morimoto, 2009; Bianchi & Phillips, 2005). Ezoe
and colleagues (2009) found that extra version, neuroticism, and unhealthy lifestyle were
associated with cell phone dependency among female Japanese nursing students. Bianchi and
Phillips (2005) also found that high extraversion was associated with the problematic cell phone
use but they failed to identify neuroticism. Youth (Bianchi & Phillips, 2005) and low self-esteem
(Bianchi & Phillips, 2005; Zulkerfly & Baharundin, 2009) were also associated with problematic
cell phone use. Other contributing factors to problematic cell phone use include a number of social
calls made, a number of functional features on the handset, and the duration of cell phone use
(Zulkerfly & Baharundin, 2009). In addition, earlier adoption of cell phone use was correlated
with a greater number of cell phone interaction partners, a greater number of average monthly
incoming and outgoing calls and text messages, higher monthly phone bills, and higher emotional
attachment to cell phones (Geser, 2006).

Gender Differences in the Use of Cell Phones

Previous findings on gender differences in the use of cell phone are mixed (Junco, Merson,
& Salter, 2010; Bianchi & Phillips, 2005; Wei & Lo, 2006). Females spent more time talking on the
cell phones than men (Junco, Merson & Salter, 2010). Females were also more likely than men to
make and receive more family-oriented as well as social-oriented calls (Wei & Lo, 2006). This
social use of the cell phone among females is congruent with previous findings on the use of
conventional telephones (Bianchi & Phillips, 2005; Smoreda & Licoppe, 2000; Wei & Lo, 2006).
In addition, females consistently displayed higher levels of attachment to their cell phones (Geser,
2006). Regarding the overall time spent on the cell phone and problematic cell phone use, however,

Bianchi and Phillips (2005), failed to identify any significant relationship with gender, concluding
that the cell phone is a gender neutral device.

Theoretical Perspective
Erikson (1968), in his psycho social theory, describes adolescence as a period of searching
for identity. Adolescents struggle with identifying who they are, to what group they belong, and
whom they want to be. Elkind (1967), in his theory on adolescent ego-centrism, pointed out
heightened self-consciousness during adolescence. Adolescents become extremely self-conscious
and pay significant attention to what peers think of them. Both Erikson and Elkind highlighted
increased peer influence on adolescent development. An empirical study also confirmed that
adolescents are particularly susceptible to trends, fashions and styles, which make them more
willing to adopt new technological devices and certain behavioral characteristics (Ling, 2001).
Nested in a subculture of language, music, and clothing as well as social values, peer
influence is expected to play a role in acquiring knowledge, skills, and devices in the area of
communication, especially as they become readily available. In addition, adolescents tendency to
value a sense of being a part to their peer groups is likely to influence their decisions to acquire a
cell phone as well as their perceptions of cell phones as a social-relationship-maintaining tool.
Both theoretical perspectives and previous empirical studies suggest that the recent rapid
increase in cell phones has influenced multiple aspects of our daily lives, particularly those of
young adults. The aim of the current study, therefore, is to examine how important it is for college
students to own a cell phone, to what extent they communicate on the cell phone, with whom they
frequently communicate, how serious cell phone dependency has become, as well as general cell
phone use (e.g., prevalence, purpose, cost, history). Gender differences were also examined to
provide additional evidence that clarifies current controversial findings. Financial responsibility
(who is responsible for the cell phone cost), a scarcely examined topic, was also examined.

It is hypothesized that age, gender, and cell phone history (how long one has owned a cell
phone) are associated with students perception of cell phone importance and with cell phone
dependency. It is also hypothesized that older students are more likely to be responsible for the cell
phone subscription cost.
METHODOLOGY

This paper presents an innovative set of tools developed to support our research topic. The
researchers planned to have an interview/survey to all nursing students of Central Mindanao
University for us to determine the advantages and disadvantages of cellphones. To do this, we will
give them a prepared questionnaire to the student of College of Nursing. The researchers aim to
achieve the objectives.

Respondents of the Study

The respondents of this research will be the Nursing students from Central Mindanao
University .Level 1 and only 15 students will be interviewed.
Locale of the Study
Central Mindanao University is managed and accredited by the Commission on Higher
Education (CHED). This school offers a lot of courses. The school has a lot of colleges like College
of Education (COED), College of Human Ecology (CHE), College of Arts and Sciences (CAS),
College of Veterinary Medicine (CVM), College of Business Management (CBM), College of
Forestry and Environmental Science (COFES), College of Agriculture (COA), College of Nursing
(CON), College of Engineering (COE). We decided to conduct our research at College of Nursing,
which is composed of 116 students.

Data Gathering of Procedures

To gather a data we decided to interview/survey a student by giving a questionnaire to know
their aspects of the advantages and disadvantages of cell phones. Information relevant to the study
will be gathered from different sources such as books, journals, newspapers, magazines and
periodicals.

IV. Results and Discussions

Contained within the questionnaire was a question asking whether the interviewee was
willing to take part in an interview with the researcher on the same topic.
Majority of our respondents says that cellphones is a mean of communication but due to
modern and high technology today cellphones become a must-have gadget. Cellphones does give
impact but as what we have observed it really make students lazy. Lazy in a way that in everything
they do they want it to be as instant as cup noodles, ready to be serve as if all things are just like a
meal in a fast food chains. They must not be too dependent in cellphones.
Sometimes, it has a big impact to students lives it becomes a helpful tools where they can
research their projects on and for entertainment purposes, it merely depends on them on how they
are going to handle everything.
Cellphones in everyday living can be used in terms of communication, time management,
and it is useful because when there are emergencies happen, both friends and relatives can easily
be informed.
Cellphones can affect students with its advantages and disadvantages depending on how
theyre going to use it. For instance, cellphones serves as alarm clock and used to cope loneliness
through playing music or games in times where students are alone and stress.Communicate
with family

Security reasons
Used in emergencies
Social networking
Micro-coordinate
Macro-coordinate
Listen to music
Download information
Play and have fun with games and ring tones
Texting is discrete, no noise pollution

Intensifies networking with peers

Dilutes family relationships
Usage without the knowledge of PACG
Addiction and obsession with texting
Text language affects proper language
Text messaging influences communication skills
Bullying and abuse especially via texting
Anti-social activities through macro-coordination
Nasty Pictures
Unnecessary information
Risky to use while driving
Health issues
Environmental concerns

V. Summary, Conclusion and Recommendations

In summary, the foregoing discussion shows the advantage and disadvantages of using
cellular phones. In our survey, the respondents answered where, there are positive and negative
effects. According to the survey, cellphones is a big help to each individual because it serves as the
root of communication. It is a modern and high technology gadget. Aside from the use of
communication, it also had a big help especially to the students. It serves as a source or guide to
their studies. And, it also helps from being updated about whats happening to the world and
important news. Those are some of the positive or advantages of using cellular cellphones. Also,
there are negative effects of having or using a cellular phone. Like online apps/games, text
addiction, surfing various websites and many other things that can distract the students on their
individual studies.
Therefore, cellular phones has an important rule on each individual at the same time has a
negative effect.
Recommendation
For the future researchers, it is highly recommended that;

It is needed to be persistent on data gathering

Surveys about the given topic should be conducted in specified areas for a much accurate
result.

Further discussion about this research on how it changes the cognitive development of a
person.
After all the survey and researches that we did, we found out that cellphones has a great

advantage to every student and it also has a bad effect. Cellphones can adverse good effect to

every individual not just to students when properly used. Cellphones is a means of communication
and it can also be used when students are having their research. But students must not put too
much time using cellphones because it will make students lazy and dependent. Recommendations
for promoting better use of mobile phones, mainly to outweigh the negative impacts, are
acknowledged. In addition, some avenues for further research are identified. Strengths and
limitation of the study are given, which helps the reader to understand the value and
weight of the study. One of the most important factors of the research is to reflect upon the
journey, which is expressed at the end of the chapter.
This study focused on understanding the impact of mobile phones from nursing students
perspective.
This study reveals that teenagers using mobile phones for coordinating their social life and
subsequent distractions, have become appropriate/to some extent appropriate in some cultures
and inappropriate in some. The alarming concerns of respondents have situated them in a
position where they can neither accept the technology nor reject it. Thus, mobile phones,
through which teenagers construct their selves and thus their community, have to find their place
in culturally defined and socially shared practices. How is this possible?

Mobile phone makers and service providers researching on the social context of
teenagers mobile phone usage and then promoting products or services suitable to the
research findings.

Media taking a lead role in bringing to the knowledge of the general public about the
negative consequences of mobile phone usage and tips to tackle such consequences.

Allowing teenagers to use mobile phones by setting a minimum age limit (either
legally or teachers to consider when it is appropriate) and by providing education
(making the teens understand the negative impacts and the best ways to deal with them).

Schools taking responsibility by portraying a bigger picture of the consequences,

especially regarding bullying which is the most common problem in school going
teenagers.

Giving greater urgency in exploring the merits of curbing mobile phone use while
driving, whether by education (highlighting the consequences of risks) and/or legislation
(legally banning their use while driving).

Above all, teenagers shouldering the responsibility for making the best possible use of the

device.
The findings of this research suggest that teenagers feel that negative impacts outweigh
positive purposes from teenagers mobile phone usage. The study also showed a significant
relationship between gender of the teenager and the bullying issue. In addition, ethnicity has
an established significance with many of the issues raised in the study. This gives a new
focus for the study.

REFERENCES
AAP. (2008). Bullying in NZ, Aust schools among worst in world: report New Zealand
Herald. Retrieved December 15, 2008, from
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10547991

Alreck, P. L., & Settle, R. B. (1995). The survey research handbook (second ed.). Chicago:
Irwin.

Alvesson, M., & Skoldberg, K. (2000). Reflexive methodology. New vistas for qualitative
Research. London: Sage

Beede, K. E., & Kass, S. J. (2006). Engrossed in conversation: The impact of cell phones on
simulated driving performance. Accident Analysis & Prevention, 38(2), 415-421.
Blaikie, N. (2003). Analysing quantitative data. Thousand Oaks, CA: Sage. Bouma, G. D.
(2000). The research process. New York: Oxford University Press. Boyatzis, R. E. (1998).
Transforming qualitative information: Thematic analysis and code
development. Thousand Oaks, CA: Sage.

Brereton, P., & OConnor, B. (2007). Pleasure and pedagogy. The consumption of DVD addons among Irish teenagers. Convergence: The Journal of Research into New Media
Technologies, 13(2), 143-155.

Brown, J. (2007, March 24). Cyber-bullying goes high-tech. The New Zealand Herald.
Retrieved May 15, 2007, from http://www.nzherald.co.nz/section/2/story.cfm?
c_id=2&objectid=10430504

Buckley, O. (2005). How I...Connected with teens by text messaging Pulse, 65(39), 58.

Byrne, R., & Findlay, B. (2004). Preference for SMS versus telephone calls in initiating
romantic relationships. Australian Journal of Emerging Technologies and Society
2(1), 48-61.

Campbell, S. W., & Park, Y. J. (2008). Social implications of mobile telephony: The rise of
personal communication society. Sociology Compass, 2(2), 371-387.

Carlson, G. (2004). Digital media in the classroom: Increase the learning potential of today's
digital generation. San Francisco: CMP Books.

Caronia, L. (2005). Mobile culture: An ethnography of cellular phone uses in teenagers

everyday life. Convergence: The International Journal of Research into New Media
Technologies 11(3), 96-103.

Caronia, L., & Caron, A. H. (2004). Constructing a specific culture: Young people's use of
the mobile phone as a social performance. Convergence: The International Journal of
Research into New Media Technologies, 10(2), 28-61.

Cavanagh, A. (Ed.). (2007). Sociology in the age of the internet. New York: Open University
Press.

Cellular-news. (2008). Countries that ban cell phones while driving. Retrieved December
15, 2008, from http://www.cellular-news.com/car_bans/

Appendices

Appendix A: Survey Questionnaire

SURVEY QUESTIONNAIRE (Please use one form for each teenager)
2. Gender (Please tick one)

3. Age group of the teenager

13 -14

Gi

oy

rls

s
15- 16

17-19

13 -14

15- 16

17-19

4. Possession of mobile

Yes

Yes

Yes

Yes

Yes

Yes

phone/s
5. Who pays the monthly

Parent

Parent

Parent

Parent

Parent

Parent

bills?
6. Relationship of the person

Mother

filling

Appendix B: Interview Questions

1. What impact does cellphones do to
you as a nursing student of Central Mindanao
University?
2. How cellphones can be used for your
everyday living as a student?
3. How does cellphones affects your
lives in your daily existence?

Appendix C: Information Sheet

Information for Participants

ADVANTAGES AND DISADVANTAGES OF CELLPHONES

We are the group four a nursing student in Central Mindanao University. As a

part of our requirements in English 12, we chosen the topic entitled

Advantages and Disadvantages of Cellphones to do the research upon. Our

research is to understand the Advantages and Disadvantages of Cellphones.

What am I doing?
I would like to have a deeper understanding on the topic that enables me to come up and
recommend some solutions to mitigate negative consequences

I request you if you could spare some time for an interview on the said topic. The maximum
time would be 30 minutes and I will use a note-taker to record our conversation and will be
transcribing it (typing the conversation out) later. All features that could identify you will be
removed and the information on the tapes used will be erased, once the transcription is done.
Please let me know if it is OK with you. If not then I will manually jot down our conversation
which might take a total of about 45 minutes (15 minutes more than the scheduled time)

You are free to withdraw from this project for whatever reason within two weeks of the
interview.

What will I do with this?

Every answer of yours will add value not only to my work but also for future research. By taking
part in this you will be helping me to understand what are the social consequences being faced
and/or anticipated on account of mobile phone usage by teenagers. This will enable us (my
supervisors and me) to find some practicable solutions for the problems, if any

Consent
If you agree to participate, you will be asked to sign a consent form. This does not stop you from
changing your mind if you wish to withdraw from the project. However, because of our

schedule, any withdrawals must be done within 2 weeks after we have interviewed you.
Please contact us if you need more information about the project:

At any time if you have any concerns about the research project you can contact our supervisor:

Confidentiality
Your name and information that may identify you will be kept completely confidential. All
information collected from you will be stored on a password protected file and the only access to
your information is yourself, our supervisors and I.

Thank you!

This study has been approved by the Research Adviser. If you have any Leader of the group
through email (bisnarcharles@gmail.com)
Any issues you raise will be treated in confidence and investigated fully, and you will be
informed of the outcome
Appendix D: Consent Form

Consent Form
ADVANTAGES AND DISADVANTAGES OF CELLPHONES

I have had the research project explained to me and I have read and understand the information
sheet given to me.

I understand that I don't have to be part of this if I don't want to and I may withdraw at any time
prior to the completion of the research project.

I understand that everything I say is confidential and none of the information I give will identify me
and that the only persons who will know what I have said will be the researchers and their
supervisor. I also understand that all the information that I give will be stored securely on a
permanent record.

I understand that my discussion with the researcher will be taped and transcribed. I
understand that I can see the finished research document.

I have had time to consider everything and I give my consent to be a part of this.
Participant Signature: ..

Date:

Project Researcher Signature: .

Date:

This study has been approved by the Research Adviser. If you have any Leader of the group
through email (bisnarcharles@gmail.com)
Any issues you raise will be treated in confidence and investigated fully, and you will be
informed of the outcome.