The socio-economic use of mobile phones by high school students: A case study of Samia District, in Busia County
This paper looks at the evolution of the mobile ICellular telephones and the effects it has had on our Society, more specifically among the youth (herein represented by high school students). This paper is a shift from the tendency to regard media as a necessary and sufficient cause of audience effects to a view of media as working amid other influences, in a total situation. The mediating factors in effects of mass communication have been identified and illustrated to show how the mobile phone has become part of our lives through its various uses they work. Chapter 1 introduces us to the study, the statement of the problem, and the objectives of the study and dissemination strategy. In Chapter 2, we look at the Literature review, including the theoretical framework and theories that informed this study, we also look at some of the previous studies that have been done and also have a broader view of what uses the students utilize their mobile phones. Data was collected from 40 students and analyzed using SPSS and spreadsheets. The findings obtained were presented using tables, pie charts and bar graphs. There were various socio- economic aspects related to the use of mobile phones by students. The use of mobile phones in schools was determined by affordability of phones. As such, the family incomes of students determined whether students could afford mobile phones or not. Safari com services were the most used although they were not the best juicy in the view of students. Indeed, YulEssar had the best services. Mobile phones were indeed used for academic reasons such as getting help on class work, mainly peers and learning online. On the negative side, students agreed that mobile phones could be used for examination cheating. As such various measures had to be put in place to curb such cheating. The various service stakeholders in mobile phone use for academic reasons (the school, parents, mobile service providers and the government) could enhance the use of mobile phones for academic reasons through the following ways: mobile service providers could reduce calling rates, have cheap airtime value, provide current and up to date education materials, reduce prices of data bundles and, make data bundles offer constant not periodic and reducing call rates to other networks. The government put in place policies to guide use of mobile phones in learning places); harmonizing call rates across all networks; give priority to challenged students to use mobile phones in schools; create checks and balances to prevent cheating through proper invigilation of examinations; lower importation charges of phones; ensure the availability of phones to ensure easy access to phones, reduce internet bills and; providing free cyber cafes. On their part, the school could allow students to use mobile phones in studies; create strict rules on use of music phones; allow phones that are web-enabled in school; allow students to use mobile phones in school at a certain time; install phones in accessible areas in case of emergency in schools; create systems that help students to move with digital evolution; create a website that has academic information and; create free Wi-Fi. Lastly, parents to foster the use of mobile phones for academic reasons by buying affordable handsets for their children to enable them communicate; controlling the use of phones among their children; advising students not to access websites that will degrade their morals and; buying laptops to do assignments.