## 3 Results
### Students' Views on the Use of Smartphones and Tablets in Biology Classes  
Students' views on the use of smartphones and tablets in biology classes (N = 312) were examined using the theoretical constructs SUP, PU, PEOU, ATT, and PPI. From the results in Table 6, it appears that all constructs are appropriate enough to be used as a combination or individually in follow-up studies in similar contexts. In addition, it is felt that students recognize the positive effects of smartphones in biology classes; however, the averaged results show that these are not extremely positive. However, use in class is generally not well supported. Hypothetical Model Representing the Effects of the Constructs of Interest (SUP, PU, PEOU, ATT, and PPI) on the Construct QUAL  
Using SEM analysis, we sought to answer the research question, \"Do the opinions represented by the latent variables (SUP, PU, PEOU, ATT, PPI) influence students' opinions about the quality of smartphone-based schoolwork (QUAL)?\" (Figure 2). The proposed model (Figure 2) shows a reasonable fit, and the reliability of the included constructs, calculated as AVE, is above the proposed threshold of 0.5 for all constructs except SUP (AVE = 0.448). This problem could be solved by deleting some items, but we did not want to use this option because of information reduction. The values of the fit indices are as follows: SRMR = 0.0052; RMSEA = 0.049 (95% CI = 0.0044-0.054; \(p\) = 0.667); and TLI = 0.997. With the model presented in Figure 2, it was possible to explain around 70% of the variance QUAL (R2 QUAL= 0.68). use cell phones, and 81% of them use smartphones. We do not have sufficient surveys on smartphone (tablet) ownership among Slovenian preschool and primary school children, but from the different studies [54; 55; 56], we can infer that even primary school children are already heavy users of screen media. We can only speculate that Slovenians are in line with findings from other developed countries. For example, in a 2020 Pew Center study (www.pew-center.com accessed on 1 March 2023), 49% of children were exposed to smartphones and 35% to tablets before age 2. By age 11, these numbers increase to 78% for tablets and 67% for smartphones. Problematic smartphone use has been reported in preschool children [57], and there is evidence that higher exposure to screens is negatively correlated with school achievement [54] and information literacy [11]. Although preschoolers are not a study group in our study, findings related to them can be considered predictors of habits later in life. Most children in our study reported already using smartphones for schoolwork or in class (Table 3), some of them even (about 10%) in the first three grades before the age of 9, and almost all of them by the end of compulsory education. It is not possible to infer from these results whether they did it on their own initiative or upon instruction from teachers. However, if we combine the results with the use of smartphones in different subjects (Table 2), where large differences can be seen, we can safely assume that smartphones have found their way into education. At this point, we cannot say whether the small number of students who did not report using smartphones in any subject was due to a ban on use in their schools or a coincidence. The median of the total number of uses in all subjects is 25, suggesting that the majority of students rarely or very rarely use smartphones. We cannot speculate on whether this is due to school policy or other factors that might lead teachers to use them or not. Therefore, answering dilemma if smartphones should be banned from schools may start from the findings that many children use them even before entering compulsory education. It can be concluded that at these levels of school do not influence the use of smartphones and other screen media in preschool children, or at least those who do not visit kindergartens.