Exploring The Different Technological Distractions on Abellana National Schools’ Senior

High School Students Academic Concentration

Rationale

Technology is an indisputable fact that exists in today's technologically advanced

world, especially for students juggling the demands of a modern education. Although there are

certain advantages to this widespread use of technology in terms of communication and

information availability, it also poses a serious obstacle to students' ability to concentrate on their

academic goals. Excessive dependence on gadgets can negatively impact attention spans, hinder

cognitive function, and ultimately lower academic attainment, according to a growing body of

studies. Research such as Ezemenaka (2013) has started to illuminate these deleterious

consequences, emphasizing the possible harm that computer and phone use may cause to

learning. Nevertheless, a thorough comprehension of the exact mechanisms via which

sophisticated technologies impair scholastic focus is still unclear.

Although earlier studies have successfully brought attention to students' concerns

about distractions, a more thorough and detailed investigation is required to identify specific

distractions coming from these gadgets that disrupt academic focus. This study requires a further

exploration of the complex interactions between technology, learning, and attention, taking into

account elements like the types of distractions, students' different exposure, and the particular

learning environments in which these distractions occur. Teachers and researchers can create

workable solutions that successfully reduce distractions and promote focused learning settings in

the classroom by knowing more about this intricate problem

of study for pupils. It calls for a change in approach from merely recognizing the issue of

technology-induced distractions to actively locating, examining, and resolving the particular

processes by which these distractions impair the curriculum. Thus, this study offers the potential

to guide the creation of treatments and techniques that allow learners to deal manage the

difficulties posed by technological advances to their academic lives, and ultimately promote a

more concentrated and productive learning

Theoretical background

This study is anchored in three theories, namely Cognitive Load Theory,

Attention Restoration Theory, and Intrinsic Motivation Theory.

According to Sweller (1988), the Cognitive Load Theory (CLT) suggests that

individuals are able to keep an unlimited amount of knowledge in our working memory at any

given time. In the context of technology, CLT emphasizes how, despite providing tools and

information access, technology may also provide distractions that overwhelm working memory,

possibly impairing academic focus. Further highlighting the negative impacts of technology's

continuous stimulation is Attention Restoration Theory (ART), which contends that it might

cause "directed attention fatigue" by draining our attention and cognitive resources (Kaplan,

1995). Lastly, the theory of intrinsic motivation emphasizes the significance of internal

motivation in learning, which might be compromised by the attraction of technology-mediated

other, more engaging activities like social media or gaming. This research attempts to provide a
detailed knowledge of how technology may assist or hinder students' learning by integrating

these perspectives, eventually guiding techniques for maximizing its use in educational contexts.

Statement of the Problem

The aim of the study was to ascertain how students' use of technology affected

their academic focus as senior high school students at Abellana National School. The research

for this project will be carried out in the 2024–2025 school year. It is critical to understand how

social media, online games, and messaging apps cause students to become distracted from their

studies and hinder their academic progress. This study aimed to ascertain the relationship

between students' use of technology and their academic concentration of senior high school

students at Abellana National School. The research for this project will be carried out in the

2024–2025 school year. It's critical to comprehend how social media, online gaming, and

messaging applications detract from academic work and harm students' academic achievement as

their use of these delays grows.

1. What is the profile of the respondents in terms:

a. Age

b. Gender

2. How much screen time did you spend on your electronic device?

3. What do you do if you can’t concentrate?

4. Which technology options are most frequent among Abellana National School senior

high school students?

do these distractions impact their ability to concentrate in class, particularly with regard

to:

a. Emotion regulation

b. Attention impulsiveness

c. Multitasking

d. Motivation

e. Concentration

Statement of the Null Hypothesis

H0: There is not a significant difference in the degree of technological distraction experienced by

pupils according to their age or gender.

H0: Students' level of technological distraction is unaffected by the amount of time they spend in

front of screens.

H0: If pupils are distracted by technology, there is no discernible difference in the effectiveness

of various methods of concentration.

H0: The manner that students use their phones, laptops, and other electronic devices does not

affect how distracted they are.

distractions.

H0: Students' motivation to learn isn't affected by technological distractions.

H0: Students' ability to regulate their emotions while attempting to learn is not influenced by

technological distractions.

H0: Students aren't less likely to become sidetracked from their work by technological

distractions.

H0: Students' ability to multitask is unaffected by technological distractions.

Scope and Delimitation

The impact of technology on senior high school students' academic concentration

at Abellana National School is the main topic of this study. It attempts to identify the variety of

devices that students use and how they impact their focus, establish the connection between

technology use and academic focus, and investigate methods for reducing technological

interruptions and optimizing output. The study will concentrate on the direct consequences of

technology on concentration, eliminating other potential factors that may influence student

performance, and it will be restricted to senior high school students enrolled at Abellana National

School for the current academic year. The long-term consequences of technology on academic
performance as well as the particular psychological mechanisms underlying technology-induced

distractions will not be explored in this study.

Significance of the Study

The findings in this research will have crucial significance to improving the

achievement of learners in a world with advanced technology. The findings will prove helpful.

Students. This could assist establish procedures for enhancing concentration control

interruptions and manage education settings by identifying the precise technological advances

components that impact attention additionally by using this knowledge to mold learning

strategies to the particular requirements of each student methods for overcoming the addiction to

technology can be guided.

Teachers. Possess an essential role of establishing successful environments for learning by

supporting ethical technology use and personalizing instruction. Students can develop engaging

learning settings, provide clear guidelines regarding the use of electronic devices in the

classroom, and give children the abilities and understanding required to reduce distractions.

Professors may adapt their lessons to satisfy many different kinds of the needs of learners by

knowing how electronics impacts each individual student. Furthermore, by encouraging screen

breaks, offline activities, as well as time managerial abilities, they observe the early warning

signs of technology and addiction and promote good tech habits.

it affects the learners capacity to pay attention in class was significant these are in charge of

defining specific rules for the use of technology imposing limitations on time designating areas

free of technology and enforcing standards for proper conduct along with material online parents

may assist kids avoid unnecessary temptations and develop healthy technological habits by

establishing these boundaries

School administrators. Are essential in controlling whether technology affects the capacity of

pupils to pay attention in class. They influence how computers are utilized in classrooms to

improve learning outcomes by establishing guidelines and restrictions. That entails establishing

rules about using gadgets, educating teachers, and motivating kids to utilize technology

thoughtfully.

Future Researcher. Regarding the way the internet affects students' ability to focus

academically will be important in determining the way schools develop in the future. Through

their research, we may better understand how technology impacts focus, identify distraction-

causing elements, and devise solutions to mitigate adverse consequences. The development of

more effective educational technology tools that improve interest and concentration may result

from this research. Furthermore, studies can look into how technology affects student behavior

and thinking abilities over a period of time, which can give parents, legislators, and teachers

important information.

Definition of Terms
Academic Attainment: This refers to how well students perform in school, like their grades

and test scores.

Academic Focus: This means how well students can concentrate on their schoolwork and

learning.

Attention Restoration Theory (ART): This theory says that being constantly bombarded by

technology can tire out our brains, making it harder to focus later.

Cognitive Load Theory (CLT): This theory says our brains can only hold a certain amount of

information at once. Technology can overload our brains with distractions, making it harder to

focus.

Deleterious Consequences: These are harmful effects, in this case, the negative impacts

technology can have on learning.

Digitally Age-Appropriate Environment of Study: This means creating a learning

environment that works well with technology, but also helps students use it responsibly.

Exposure: This refers to how much time students spend using technology.

Gadget Dependence: This means relying too much on electronic devices, making it hard to

focus on anything else.

Intrinsic Motivation: This means being driven to learn because you find it interesting or

enjoyable. Technology can sometimes make us less motivated to learn because it offers more

exciting things to do.

Learning Environments: These are the places where students learn, like classrooms or libraries.

Long-Term Consequences: These are the effects technology can have on students' brains and

learning habits over time.

distractions, like impulsiveness or getting easily drawn to new things.

Scholastic Focus: This is another word for academic focus, meaning the concentration needed to

learn in school.

Technology-Induced Distractions: These are things that distract students from their studies

because of technology, like notifications on phones, social media, or games.

Treatments and Techniques: These are strategies and methods to help students manage the

challenges of technology and improve their learning.

Types of Distractions: These are the specific things that distract students, like notifications,

social media, or games.

Workable Solutions: These are practical ways to reduce distractions and help students focus

better in the classroom.

Reference

Feng, S., Wong, Y. K., Wong, L. Y., & Hossain, L. (2019b). The Internet and Facebook Usage

on Academic Distraction of College Students. Computers & Education, 134, 41–49.

https://doi.org/10.1016/j.compedu.2019.02.005

Ezemenaka, E. (2013d, December 27). The usage and impact of internet enabled phones on

academic concentration among students of tertiary institutions: A study of University of Ibadan,

Nigeria. Learning & Technology Library (LearnTechLib).

https://www.learntechlib.org/p/130268/
A, Y., Bakarbessy, N. Y., Hasyim, R., & Irjayanti, D. (2024d, February 29). Factors Affecting

Students’ Concentration in Online English Learning.

https://www.ejournal.um-sorong.ac.id/index.php/juliet/article/view/3226

Attia, N. A., Baig, L., Marzouk, Y. I., & Khan, A. (2017b). The potential effect of technology

and distractions on undergraduate students’ concentration. Pakistan Journal of Medical Sciences,

33(4). https://doi.org/10.12669/pjms.334.12560

Le, H. V. (2021b). An Investigation into Factors Affecting Concentration of University Students.

Journal of English Language Teaching and Applied Linguistics, 3(6), 07–12.

https://doi.org/10.32996/jeltal.2021.3.6.2

The importance of cognitive load theory | Society for Education and Training. (n.d.-b).

https://set.et-foundation.co.uk/resources/the-importance-of-cognitive-load-

theory#:~:text=Cognitive%20Load%20Theory%20(CLT)%20%2D,learning%20(Sweller%2C

%201988)

Attention Restoration Theory: A systematic review | ECEHH. (2024d, March 25). European

Centre for Environment and Human Health | ECEHH. https://www.ecehh.org/research/attention-

restoration-theory-a-systematic-review/#:~:text=Attention%20Restoration%20Theory%20(ART)

%20(,in%20'directed%20attention%20fatigue'.

3
Oudeyer, P. Y., & Kaplan, F. (2007b). What is intrinsic motivation? A typology of

computational approaches. Frontiers in Neurorobotics, 1.

https://doi.org/10.3389/neuro.12.006.2007

Zhao X, Hu T, Qiao G, Li C, Wu M, Yang F, Zhou J. Psychometric Properties of the

Smartphone Distraction Scale in Chinese College Students: Validity, Reliability and Influencing

Factors. Front Psychiatry. 2022 Jun 16;13:859640. doi: 10.3389/fpsyt.2022.859640. PMID:

35782432; PMCID: PMC9243416.

An Investigation into Factors Affecting Concentration of University Students. (2021, May 2).

Retrieved from https://www.al-kindipublisher.com/index.php/jeltal/article/view/1783

Ghasemi, M. R. (2018, June). Student-related factors affecting academic engagement: A

qualitative study exploring the experiences of Iranian undergraduate nursing students. Retrieved

from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6092140/