{"id":55164,"date":"2020-12-11T00:00:11","date_gmt":"2020-12-11T08:00:11","guid":{"rendered":"https:\/\/world.edu\/?p=55164"},"modified":"2020-12-10T11:35:08","modified_gmt":"2020-12-10T19:35:08","slug":"no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools","status":"publish","type":"post","link":"https:\/\/world.edu\/no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools\/","title":{"rendered":"No, Education Minister, we don\u2019t have enough evidence to support banning mobile phones in schools"},"content":{"rendered":"

\"\"<\/p>\n

Last week,\u00a0South Australia announced a mobile phone ban<\/a>\u00a0in primary schools. Federal Education Minister Dan Tehan endorsed the ban, saying:<\/p>\n

Data shows a correlation between the uptake of mobile phones by young people and a downturn in student performance.<\/em><\/p><\/blockquote>\n

The federal government put \u201cmobile phones on the agenda\u201d in a September 2019\u00a0meeting with the Education Council<\/a>. The minister then quoted research from Canadian Assistant Professor Louis-Philippe Beland, that he said:<\/p>\n

[\u2026] found the positive effect of banning mobile phones was equivalent to an additional hour a week in school, or increasing the school year by five days.<\/em><\/p><\/blockquote>\n

He went on to say the research:<\/p>\n

[\u2026] also found the positive effect was even greater for low-achieving students, with a mobile phone ban the equivalent of an additional two hours a week, or ten school days a year.<\/em><\/p><\/blockquote>\n

The\u00a0study<\/a>\u00a0the minister is referring to was published in 2016 about schools in the United Kingdom. The authors \u2014 Beland and Murphy \u2014 actually showed only a very minor correlation between students\u2019 exam scores and their schools\u2019 mobile phone policies.<\/p>\n

The claim students\u2019 use of mobile phones at school is connected with lower academic performance has consistently featured in the popular debate around school mobile phone bans. It has been used to justify blanket bans, both in\u00a0Australia<\/a>\u00a0\u2014 such as the one in\u00a0NSW public primary schools<\/a>\u00a0and all\u00a0Victorian state primary and secondary schools<\/a>\u00a0\u2014 and\u00a0overseas<\/a>.<\/p>\n

Despite the claims, we actually don\u2019t have sufficient data to back the policy.<\/p>\n

What the science actually says<\/strong><\/h4>\n

The best kind of policy is grounded in evidence. But not all evidence is created equal and, when cited out of context, can obscure rather than illuminate the path forward.<\/p>\n

Unfortunately, the ways evidence has been mobilised in the school mobile phone ban debate in Australia has turned children\u2019s digital practices \u2014 and potentially their digital futures \u2014 into a political football.<\/p>\n

Beland and Murphy\u2019s study surveyed 91 high schools in four English cities about their mobile phone policies. It then matched those schools\u2019 mobile phone policies with students\u2019 standardised test scores to estimate the effect of mobile phone bans on student performance.<\/p>\n

The study reported that, when schools instituted a ban, student test scores improved by 6.41% of a standard deviation \u2014 which is an effect size of 0.06.<\/p>\n

Let\u2019s unpack what this means.<\/p>\n

A small \u2018effect size\u2019<\/strong><\/h4>\n

First, the \u201cdata\u201d did not show that students\u2019 \u201cuptake\u201d of mobile phones related to a \u201cdownturn\u201d in their performance. Rather, it showed restrictive school mobile phone policies related to an upturn in student performance. These are different things.<\/p>\n

Second, the study did not find a strong correlation between schools\u2019 restrictive mobile phone policies and student performance. An improvement in student performance of 6.41% of a standard deviation is actually an effect size of 0.06 \u2014 though it has been\u00a0reported as a 6% improvement<\/a>.<\/p>\n

Effect sizes of 0.24 are considered small, 0.50 is moderate and 0.75 is large. So, an effect size of 0.06 is insignificant.<\/p>\n

Students in the lowest quintile (fifth) of prior achievement gained slightly more in test scores when mobile phone bans were in place: 0.14% of a standard deviation, which is still very small. School bans neither positively nor negatively affected the test performance of students in the top quintile.<\/p>\n

As for bans granting the equivalent of ten days of extra class time for low-achieving students quoted by the minister, this number doesn\u2019t seem to be in the study.<\/p>\n

In a Conversation article by\u00a0Murphy and Beland<\/a>\u00a0about their study, they write:<\/p>\n

We found the impact of banning phones for these [low-achieving] students equivalent to an additional hour a week in school, or to increasing the school year by five days.<\/em><\/p><\/blockquote>\n

But even in this case, the data was collected from 2001 to 2011 in the United Kingdom. So the specific number of days of extra class time don\u2019t directly apply to the Australian context.<\/p>\n

Correlation is not causation<\/strong><\/h4>\n

Third, although media coverage correctly reported the study found a correlation, many people mistake correlation for causation. Cheese consumption strongly correlates to\u00a0death by bedsheet entanglement<\/a>, but we wouldn\u2019t say cheese causes such deaths.<\/p>\n

If we noted a strong correlation between increased ice-cream sales and sunglass purchasing, we might infer, not that wearing sunglasses causes one to eat ice-cream, but that a third variable influences both outcomes \u2014 namely hot, sunny weather.<\/p>\n

In the same way, the correlation between mobile phone bans and student performance could be caused by other variables simultaneously impacting the school environment and student performance.<\/p>\n

Beland and Murphy acknowledge this limitation when they write: \u201cWe may be concerned that student sorting by observable or unobservable characteristics may be driving this estimate\u201d.<\/p>\n

The results haven\u2019t been replicated<\/strong><\/h4>\n

Lastly, good science means repeating studies and finding similar results. Two other studies replicated Beland and Murphy\u2019s research design.<\/p>\n

A\u00a0Norwegian study<\/a>\u00a0found no significant effect of mobile phone bans on academic results. However, when they divided the sample into public and private schools, they did \ufb01nd private schools experienced a somewhat positive effect of a mobile phone ban on academic performance.<\/p>\n

This points to the fact school culture could make a difference to whether or not bans improve student performance. Or, put differently, blanket bans may not serve the best interests of all schools and their students.<\/p>\n

And a\u00a0study in Sweden<\/a>\u00a0found school mobile phone bans had zero impact on student performance. The authors said:<\/p>\n

In Sweden, we find no impact of mobile phone bans on student performance and can reject even small-sized gains.<\/em><\/p><\/blockquote>\n

The main problem, though, is not the limitations of Beland and Murphy\u2019s specific study. The real issue is the dearth of evidence to drive decision making about students\u2019 use of mobile phones at school.<\/p>\n

Until this vacuum is addressed, we cannot know for certain mobile phone bans in schools are a good idea. And it remains possible current policies are compromising students\u2019\u00a0best interests<\/a>, both now and into the future.<\/p>\n

Author Bios:<\/strong> Marilyn Campbell is Professor Faculty of Education, School of Cultural and Professional Learning at the Queensland University of Technology and Amanda Third is Co-Director, Young and Resilient Research Cenyre\/Professorial Research Fellow, Institute for Culture and Society at Western Sydney University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Last week,\u00a0South Australia announced a mobile phone ban\u00a0in primary schools. Federal Education Minister Dan Tehan endorsed the ban, saying: Data shows a correlation between the uptake of mobile phones by young people and a downturn in student performance. The federal government put \u201cmobile phones on the agenda\u201d in a September 2019\u00a0meeting with the Education Council. […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":55165,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[357544],"coauthors":[11733],"class_list":["post-55164","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-mobile-phone-ban"],"acf":[],"yoast_head":"\nNo, Education Minister, we don\u2019t have enough evidence to support banning mobile phones in schools - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/no-education-minister-we-dont-have-enough-evidence-to-support-banning-mobile-phones-in-schools\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"No, Education Minister, we don\u2019t have enough evidence to support banning mobile phones in schools - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Last week,\u00a0South Australia announced a mobile phone ban\u00a0in primary schools. Federal Education Minister Dan Tehan endorsed the ban, saying: Data shows a correlation between the uptake of mobile phones by young people and a downturn in student performance. The federal government put \u201cmobile phones on the agenda\u201d in a September 2019\u00a0meeting with the Education Council. 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