Abstract:

The coming of GSM to Nigeria was widely applauded because of its numerous advantages over other forms of communication. In educational circles it was seen as an affordable easy to operate device that an innovative teacher can convert into an audio visual aid in class. In recent times, however, there is a growing concern about the distractions of GSM in schools. This study examined the effects of GSM on the writing skills of senior secondary school students in Cross River State of Nigeria. Literature was reviewed. A sample of 300 students was drawn in two groups. Group A consisted of students from schools where the use of GSM is not permitted while group B consisted of students from schools where the use of GSM is freely allowed. Data analised revealed a significant mean deference between the two sampled groups with regards to their writing skills and interest in the culture of writing. Recommendations were made to modify the use of GSM in schools.