DETERMINING THE IMPACT OF CLASSROOM USE OF DIGITAL

DEVICES TOWARDS LEARNING ENGAGEMENT AMONG GRADE

- 12 STUDENTS OF TAGUM NATIONAL TRADE SCHOOL

CHAPTER 1

INTRODUCTION

The promise of instant communication offered by modern

information technologies has createddigital distractionsthat reduce

employee productivity and erodeworkplace etiquette (Rigby, 2006).

There issubstantial empirical and anecdotal evidencethat

suggeststhatglobally,university students are prone to use these

technologies in class for activities that are irrelevant to the

classwork such as, playing computergames, emailing and texting,

engaging in social networks, surfing the web and shopping online.

Millenniums today have grown up in an era of technology and

have been familiar with computers, mobile devices and the internet

from an early age. Digital technology constitutes a substantial

presence in many classrooms across the world today. There is

indicative evidence that digital tools and resources can help to

reduce gaps in subject attainment where they are effectively

implemented. There is promising evidence that digital equipment

and resources can help learners with additional support needs to

improve their skills and competences in literacy and numeracy.

 The devices allow users wider access to information and people.

As more students use digital devices, research shows their use is

causing more classroom learning distractions.

Richtel (2012)reported a belief among teachers that constant

use of digital technology hampered their student’s attention spans

and ability to persevere in the face of challenging tasks.

Purcell, et al. (2012) found sharply diverging teacher views in a

survey they conducted. Seventy-seven percent of teachers they

surveyed thought the Internet and search engines had a “mostly

positive” impact on student research skills. However, most of the

respondents believed digital technologies were creating “an easily

distracted generation with short attention spans,” and most said

digital technologies did “more to distract students than to help them

academically.”

Ophir, Nass, Wagner, Anthony & Posner (2009) noted society’s

increasingly saturated media environment means more people are

consuming more than one content stream at the same time. Ophir

told Thomas (2009) the human mind is not really built for

processing multiple streams of information. Foerde and Poldrack

(2006) found people had a harder time learning new things when

their brains were distracted by another activity. In classroom

settings, Wei, Wang and Klausner (2012) found texting during class

partially affected a students' ability to self-regulate their attention

to classroom learning. In an earlier study, Wei and Wang (2010)

noted college students’ ability to text and perform other tasks

simultaneously during class might become a habit over time. Such

habits may be defined as automatic behaviors triggered by

minimum consciousness. This research will serve as a tool or

guidance to reduce or decrease the ever growing problem among

millenniums in terms about the overuse of digital gadgets not

relating to classroom activities.

RESEARCH OBJECTIVE

The research aims to address the frequency and intensity of

non-class related digital distraction:

 To determine the level of digital distraction for non-classroom

related purposes among Grade 12 students’ of Tagum National

Trade School in terms of lack of focus and digital tool usage.

 To determine the significant difference between the usage of

digital devices and students’ academic performance.

Review of Related Literature

According to Khalaf (2014), there is indicative evidence that

digital tools and resources can help to reduce gaps in subject

attainment where they are effectively implemented. There is

promising evidence that digital equipment and resources can help

learners with additional support needs to improve their skills and

competences in literacy and numeracy.Teachers' skills and

competences in recognizing how to use digital tools and resources

and apply them effectively are critical to achieving positive results

for learners with additional support needs or who are disadvantaged

in other ways.

Becta reviewed the literature (2007) on the potential for digital

learning to overcome disadvantage and disaffection. They found

evidence that digital learning increased learners' interest in

learning, their confidence in practising a skill and the time they

spent on non-formal learning.There is very little meta-analysis

covering this area or examining specific groups of disadvantaged

learners. In the main there are small numbers of small scale

empirical studies in a variety of contexts for different groups of

learners. This makes it difficult to draw conclusions, although

Higgins et al (2011), concluded that digital tools and resources can

be 'particularly practical for lower ability learners and those with

special educational needs where they allow for differentiation and

more intensive practice, and provide a greater motivation to learn.

In one controlled study of the use of laptops in classrooms for

literacy and numeracy learning which examined differences between

girls and boys (Yang et al, 2013), no difference was found in the

results.
 Research over the past decade offers compelling evidence of

these emerging trends. In the Pew Foundation’s “Millennials in

Adulthood” report (2014), these so-called “digital natives,” were

described as “the only generation for which these new technologies

are not something they’ve had to adapt to. Not surprisingly, they

are the most avid users.” Experian Marketing Services “Millennials

Come of Age,” (2014) report found that having grown up in the age

of the internet and mobile phones, Millennials “account for 41% of

the total time Americans spend using smart phones, despite making

up just 29% of the population.”

A 2015 survey by Bernard R. McCoy of American college

students examined classroom learning distractions caused by the

use of digital devices for non-class purposes. The purpose of the

study was to learn more about Millennial Generation students’

behaviors and perceptions regarding their classroom uses of digital

devices for non-class purposes. The survey included 675

respondents in 26 states. Respondents spent an average of 20.9%

of class time using a digital device for non-class purposes. The

average respondent used a digital device 11.43 times for non-class

purposes during a typical school day in 2015 compared to 10.93

times in 2013. A significant feature of the study was its

measurement of frequency and duration of students’ classroom

digital distractions as well as respondents’ motivations for engaging

in the distracting behavior.

Studies have revealed concerns by teachers over distractions

caused by their students growing use of digital devices. Constant

use of digital technology hampered students` attention spans and

ability to preserve in the face of challenging tasks. We as concerned

individuals have to make a step forward to prevent or decrease the

evergrowing problems of digital distraction that serves as a

hindrance for students to achieve academic standards.

Several studies have found a link between the Millennial

Generations’ growing use of digital tools and the distractions they

may cause in educational settings. Kuznekoff, Munz & Titsworth

(2015) examined student mobile phone use in the classroom and

found sending/receiving text messages unrelated to class content

negatively impacted learning and note-taking. Beland & Murphy

(2015) studied 91 schools in England where more than 90% of teen

students own mobile phones. The study found test scores were

6.41% higher in schools where cellphone use was banned.

Researchers concluded that mobile phones “can have a negative

impact on productivity through distraction.”

THEORETICAL FRAMEWORK

Digital overload may be the defining problem of today’s

workplace. All day and night, on desktops, laptops, tablets, and

smartphones, we’re bombarded with so many messages and alerts

that even when we want to focus, it’s nearly impossible. And when

we’re tempted to procrastinate, diversions are only a click

away.This culture of constant connection takes a toll both

professionally and personally. We waste time, attention, and energy

on relatively unimportant information and interactions, staying busy

but producing little of value (Widyanto, L., Griffiths, M.D., &

Brunsden, V.2011).

CONCEPTUAL FRAMEWORK

Independent: Dependent:

Overuse of Digital Student`s

Devices Performance

Intervening:

Work Diversion
Scope and Limitation of the study

This study focuses on determining the level of usage on digital

devices in today`s generation in terms of their learning

engagement. The participants involved are specifically Grade 12

students of Tagum National Trade School. The significant difference

between the usage of digital devices and students’ academic

performance will be further discussed in this research study.

SIGNIFICANCE OF THE STUDY

This study makes a contribution to the understanding of why

students engage in digital usage involving non-class related

activities. While there has been some published research that

examines the challenges of digital distraction, only a limited number

of studies have delved into the motivations behind these distractive

behaviors. Given their comfort with and pervasive use of

technology, today's students are undeniably different from those

twenty, ten, or even five years ago. The prevalence of technological

tools has clearly affected how the youth of today read, write, and

communicate, which has, in turn, led to a technology-based

generation divide.

Digital distraction is a term only those living in our Information

Age might know. Being distracted by technology isn't a new thing,

but today's tech is different. It's personal—so personal, in fact, that

we can't imagine living our lives without it now. This is especially

true of our digital youth, who didn't inherit digital distraction but

were born into it.Digital devices such as smart phones, tablets, and

laptop computers are important college classroom tools. They

support student learning by providing access to information outside

classroom walls. However, when used for non-class purposes,

digital devices may interfere with classroom learning.

Between the live notifications from our desktops, chimes from

our smartphones, and vibrations from our smartwatches, the

"always-on" lifestyle of the digital age has raised concerns about its

adverse effects on creativity, productivity, and both our mental and

physical health. As a result, there's been a growing army of

advocates urging us to digitally disconnect, invest more in offline

connections, and become more mindful of our screentime.

REFERENCES

Richtel, M. (2012, November 1). Technology Changing How Students Learn,

Teachers Say. [Web site] Retrieved from
http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-
students-learn-teachers-say.html?pagewanted=all

Rubinkam, M. (2010, November 26). During boring classes, texting is the new
doodling. [Web site] Retrieved from
http://www.boston.com/news/nation/articles/2010/11/26/during_boring_classes_textin
g_is_the_new_doodling/

Aagaard, J. (2015). Media Multitasking, Attention, and Distraction: A Critical

Discussion. Phenomenology and the Cognitive Sciences, vol. 14(4), p. 885-896.