Scrolling Minds, Struggling Grades: The Impact of Digital Distraction on Students’ Focus and Academic Performance

Vollständiger Abstract

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This study examined the relationship between digital distractions, students' focus, and academic performance among Grade 6 pupils. Digital distractions, operationally defined in this study as interruptions caused by social media usage, online and offline gaming, video and music streaming, and messaging notifications, were examined in relation to students’ focus and academic performance. This study examined how exposure to digital devices affects learners’ concentration and academic outcomes in an elementary school context. A descriptive-correlational research design was employed, and data were collected through a validated survey administered to 51 Grade 6 pupils from three selected elementary schools using stratified proportional sampling. The findings revealed that students experienced high levels of digital distraction, with messaging applications and chat notifications identified as the most prevalent sources. In terms of student focus, learners demonstrated low focus, suggesting that exposure to digital distractions adversely affects concentration during academic tasks. Regarding academic performance, most students maintained outstanding academic achievement, suggesting that distractions had noticeable but not severely damaging effects on their grades. Statistical analysis further indicated significant relationships between digital distraction and student focus, as well as between digital distraction and academic performance. Overall, the study concludes that digital distractions are prevalent among elementary learners and have significant implications for students’ focus and academic outcomes, underscoring the need for responsible and regulated use of digital technologies in educational contexts.