Abstract This study examined the relationship between smartphone features and students’ engagement in academic activities among college students at Palompon Institute of Technology, Palompon, Leyte, Philippines. Specifically, it assessed students’ usage of smartphone features in terms of capturing/recording, searching, editing, downloading/uploading, and presenting; determined the level of students’ engagement; and tested the significant relationship between smartphone feature usage and engagement. Anchored on the Technology Acceptance Model and Student Involvement Theory, the study employed a descriptive-correlational design with 65 respondents selected through universal sampling. Data were gathered using a structured questionnaire and analyzed using mean, standard deviation, and Pearson’s r correlation. Findings revealed a high level of students’ engagement and high levels of smartphone usage across all features. Results further showed significant positive relationships between students’ engagement and all smartphone features, with searching and capturing/recording demonstrating the strongest associations. The findings indicate that smartphone features serve as valuable academic tools that support student engagement in technology-enhanced learning environments. The study concludes that increased utilization of smartphone features is associated with higher academic engagement and recommends integrating smartphone-supported learning strategies in higher education.
Mondragon et al. (Tue,) studied this question.