Integrative Research and Consultancy Project (IRCP) · Masters in Business Administration · London School of Business and Finance (LSBF)
Managing Smartphone Distraction to Improve Student Learning Outcomes: A Study of School Management Strategies in a Private Secondary School in Mekelle, Ethiopia
Purpose: This questionnaire, as part of an academic research study, is intended to collect relevant and valuable data on smartphone management, school policy, leadership support, classroom implementation and parental engagement. Participation is voluntary, and thank you for your willingness to participate. No name or contact details are required. Please circle or mark one answer per question. Questions marked with an asterisk (*) are required.
Scale: 1 = Strongly Disagree, 5 = Strongly Agree. Circle one number per row.
| Statement | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 4. The school's current smartphone policy is well designed and clearly communicated. * | 1 | 2 | 3 | 4 | 5 |
| 5. The policy reflects genuine input from teachers, not just school leadership. * | 1 | 2 | 3 | 4 | 5 |
| 6. Students understand the policy and the reasons behind it. * | 1 | 2 | 3 | 4 | 5 |
7. Can you describe the current school policy on smartphone use and how it was developed?
8. How is the policy communicated to students, teachers and parents?
Scale: 1 = Strongly Disagree, 5 = Strongly Agree. Circle one number per row.
| Statement | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 9. School leadership actively supports teachers in enforcing the smartphone policy. * | 1 | 2 | 3 | 4 | 5 |
| 10. There is a reliable system for monitoring compliance with the policy. * | 1 | 2 | 3 | 4 | 5 |
| 11. Leadership follows up consistently when a policy breach is reported. * | 1 | 2 | 3 | 4 | 5 |
12. How does school leadership support teachers in enforcing the policy?
13. What monitoring systems are in place to ensure consistent application?
Scale: 1 = Strongly Disagree, 5 = Strongly Agree. Circle one number per row.
| Statement | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 14. Managing smartphone use during lessons is a significant challenge in my day-to-day teaching. * | 1 | 2 | 3 | 4 | 5 |
| 15. Enforcing the policy takes time away from actual teaching. * | 1 | 2 | 3 | 4 | 5 |
| 16. I have the tools and authority I need to enforce the policy in my classroom. * | 1 | 2 | 3 | 4 | 5 |
17. What are the main challenges you have faced when managing smartphone use in the classroom?
18. What additional support would help you enforce the policy more effectively?
Scale: 1 = Strongly Disagree, 5 = Strongly Agree. Circle one number per row.
| Statement | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 19. Parental involvement at home generally reinforces (rather than undermines) the school's smartphone rules. * | 1 | 2 | 3 | 4 | 5 |
| 20. Parents respond constructively when contacted about their child's smartphone use. * | 1 | 2 | 3 | 4 | 5 |
| 21. More structured parent communication (e.g. workshops, guidance) would improve outcomes. * | 1 | 2 | 3 | 4 | 5 |
22. How are parents involved in the school's approach to smartphone management?
23. Does parental involvement at home reinforce or undermine school rules on smartphones?
24. What has changed (positively or negatively) in student learning behaviour since the policy was introduced? (optional)
25. Is there anything else about smartphone management or school policy you would like to add? (optional)