Evaluation of Mobile Phone Use and Its Influence on Learning Engagement Among Primary School Pupils in Kwara State, North Central Nigeria

The proliferation of mobile phones among Nigerian primary school-age children and their potential role in both enhancing and disrupting learning engagement is a topic requiring empirical investigation, particularly in North Central states where ICT integration in primary education is still nascent. This study evaluates the patterns of mobile phone use among primary school pupils and examines their association with learning engagement in Kwara State. A cross-sectional survey was conducted among 250 pupils aged 9 to 14 years from ten public and private primary schools in Ilorin and Offa local government areas. Parental consent was obtained for all respondents. Questionnaire items assessed ownership and access to mobile phones, frequency and purpose of use (educational apps, gaming, social media, phone calls), and learning engagement measured through classroom participation ratings by teachers and end-of-term academic scores. Descriptive statistics and Pearson correlation were computed using SPSS. Literature from North Central Nigeria identifies educational app usage for mathematics and literacy practice as positively associated with performance, while gaming and social media use during study periods are negatively correlated. Social Cognitive Theory and the Constructivist Learning Theory provide the theoretical framework. Findings indicate a significant curvilinear relationship between mobile use and engagement. Recommendations include school mobile use guidelines, teacher training on mobile learning integration, and parent awareness programmes. Keywords: mobile phone use, learning engagement, primary school pupils, Kwara State, North Central Nigeria.