Abstract
This study explores the perceptions of Grade 9 and 10 learners regarding the influence of cell phone use on learning and academic performance within a South African private high school. The investigation is grounded in a constructivist paradigm and adopts a qualitative methodology to explore the subjective experiences of learners in two distinct policy environments: Grade 9 students are prohibited from using cell phones during school hours, while Grade 10 learners have unrestricted access to their phones during the academic day. Data were collected through a questionnaire administered to 41 learners, as well as focus groups, and analysed thematically using Braun and Clarke's six-phase framework. Six key themes emerged from the analysis: (1) academic benefits of cell phone use; (2) distraction and loss of focus; (3) perceptions of policy fairness; (4) screen-time management strategies; (5) designated use periods; and (6) learner recommendations. The findings indicate that while learners recognise the value of mobile phones for academic support—such as conducting research and accessing resources—they are also aware of the distractions posed by social media and messaging. Furthermore, students also expressed strong views about the fairness and consistency of school policies and offered mature suggestions for balancing the educational potential of cell phones with the need for focus. The study contributes to limited research on learner perspectives in high school settings, specifically in a South African context, and provides insight into Grade 9 and 10 learners perceptions of the role cell phones play in learning and academic performance as well as their perceptions of phone use policies.