The extent of digital distraction among the senior high school students at Olivarez College

Tagaytay

I. ABSTRACT
Using digital devices for unrelated applications that breaks a person’s concentration
during work is considered digital distraction. Due to the development of technology and the
occurrence of the COVID-19 pandemic, the new learning modality was used exposing students
to digital devices that can incite distraction during class hours when untended. Furthermore, this
study determined the extent of digital distraction among senior high school students in Olivarez
College Tagaytay. The researchers used a quantitative-descriptive research design. 324 senior
high school students were selected with the use of a stratified sampling technique and Slovin's
formula. The researchers used a modified questionnaire and distributed it through Google Forms.
Also, statistical treatments were utilized such as frequency and percentage and the weighted
mean. The findings revealed that students usually talk with someone using messenger
simultaneously while in class but rarely do it for unrelated classroom activities. Regarding their
learning indicators, it was revealed that the students are more engaged in their class performance
than opening unrelated tasks. In conclusion, it was found that although students may sometimes
use their devices for unrelated tasks, they can still interact effectively in class discussions.
Therefore, the extent of the digital distraction of the respondents is classified as not distracted.
The researchers recommend conducting a correlational study on the number of devices used
during class and the extent of digital distraction and include contextual factors and different sets
of indicators for intrapersonal and family interactions. For the students, it is recommended
practicing self-discipline and utilizing interactive school websites.
Keywords: digital distraction, non-classroom activities, online learning, distance learning, class
performance

II. INTRODUCTION
Digital distraction is caused by using electronic devices and opening unrelated
applications that break the concentration during work. This has been a current issue due to the
continuous development of technology. It has become a part of people’s lifestyle because of the
COVID-19 pandemic and the utilization of distance learning since students are more exposed to
digital devices and online platforms. When they are inclined to delay, they have a variety of
distractions at their fingertips. According to the study of Attia et al. (2017), there are numerous
distractions that impair students' concentration and prevent them from learning to their full
potential. Laptops and cell phones have infiltrated the classroom, causing significant worry about
their impact on college students' attentiveness in the classroom. In school, digital distraction is
the applications and websites that are unrelated to the E-learning system. In this study, digital
distraction is a defining problem wherein the class performance of the student is affected due to
the usage of digital devices for non-classroom activities. For instance, browsing on social media
during class hours or playing online games in class is an example of a non-classroom related
activity. Recent studies have focused on the instructors’ perspective on how digital distraction
affects their relationship with the students. A study has shown digital distraction impacts student
learning, but the view and reactions of instructors to this behavior are undiscovered (Flanigan &
Babchuk, 2020). Another study focused on the impact of using digital devices outside the
classroom. Patil et al. (2019) focused on digital distractions during assignments completion
outside of the classroom in a post-secondary setting. The findings show that digital distraction
has an impact on the quality and quantity of students’ work outside the classroom.
The issue of digital overload in the workplace may be the main problem in the workplace.
People in the workspace are bombarded with so many notifications and alerts all day and night
on their PCs, laptops, tablets, and cellphones that it is practically impossible to focus (Agrawal et
al., 2017). Since all the interaction is online, students are engaging more with the gadgets to
interact with people. Even in online learning, where students need to adjust, the chances of
having digital distraction affecting class performance are increasing. During class, the students
resort to interacting with other students through chats that can pull their attention away from the
task at hand and diminish productivity. Students can be easily distracted by a notification or
message, taking them away from the lesson and focusing on texting a friend back or reaching
that next level in their favorite game. As the classes are out of school, online learning can also be
challenging and can incite distractions. In this situation, the class performance of the students is
affected.
 This study is anchored to the study of Africa et al. (2017), where according to the study's
findings, respondents used digital devices for non-classroom purposes for 5-6 hours every day.
The respondents frequently used gadgets to download online programs, listen to music,
dubsmash, create video logs, and communicate with their social networks. It was also discovered
that using digital gadgets for non-classroom activities significantly distracts students from
learning. The findings indicated that their respondents are greatly distracted. Additionally, in the
study conducted by McCoy (2016), it was discovered that student’s usage of digital devices such
as smartphones, laptops, and tablets for non-classroom purposes had increased from 10.93 to an
average of 11.43 times in a school day, resulting in 20.9% of students' class time being occupied
by a digital device. Respondents in a prior study admitted that such behavior was distracting and
could affect their class performance. In another study of Tindell & Bohlander (2011), 92 percent
of college students admitted to sending text messages while in class. In another study, according
to Hembrooke & Gay (2003), as cited by Agrawal (2021), the students attempted to do numerous
things at once, such as talk, play games, write e-mails, and try to grasp complex content being
taught but they fail.
This study aimed to determine the extent of digital distraction among Senior High School
students in Olivarez College Tagaytay. The researchers also aimed to identify if the usage of
digital devices for non-classroom activities during class hours affects the ability of the
respondents to interact relevantly in class activities during online classes. In addition, this study
can contribute to the study of digital distraction in a new learning system. This study also aimed
to give awareness to the students and teachers about the extent of digital distraction of the
respondents. This helps the students to lessen their use of non-classroom activities during class
hours and have active class participation. As for the teachers, this benefits them in a way that
they can use another teaching strategy to maintain the engagement between their students to
avoid digital distraction during class.
Specifically, this study aimed to answer the following:
1. What is the demographic profile of the respondents in terms of:
1.1. grade level, and
1.2. number of devices used during class hours?
2. What is the extent of digital device usage for non-classroom related activities during class
hours to the Senior High School Students in Olivarez College Tagaytay?
3. What is the extent of digital distraction to the Senior High School Students in Olivarez
College Tagaytay?

III. METHODS
The research design used by the researchers is descriptive since this study describes the
characteristics of the Senior High School Students of Olivarez College Tagaytay, specifically
their extent of digital distraction. Descriptive research is defined as a research method that
describes the features of the population or subject under investigation. The descriptive research
method focuses on identifying the characteristics of a demographic group (Davis, 2021).
This study used a stratified sampling technique. Stratified sampling is a method of
sampling from a population that can be partitioned into subpopulations. The population of the
Senior High School students in Olivarez College Tagaytay is 1710 and using Slovin’s formula
the computed sample size is 324 respondents. Through the use of stratified sampling technique,
the respondents of the study were subdivided into 35 sections from different strands in the Senior
High School department in Olivarez College Tagaytay. Therefore, sections Aquamarine,
Emerald, Sphene, Turquoise, Zircon, Garnet, Peridot, Obsidian, Pearl, Diamond, Tourmaline,
Amethyst, Crystal, Carnelian, Cassiopeia, Hercules, Taurus, Pisces, Orion, Vega, Aquarius, Leo,
Libra, Phoenix, Vela, and Virgo have 9 respondents while the sections Jasper, Alexandrite,
Sapphire, Jade, Aquila, Rigel, and Andromeda, Lyra, and Ruby have 10 respondents each.
The researchers used a modified survey questionnaire due to some minor changes that
were done in the statements for it to be related to the study during the online learning system.
The survey questionnaire is based on the study conducted by Africa et al. (2017). The survey was
used to determine the extent of digital distraction among the Senior High School students of
Olivarez College Tagaytay. The survey questionnaire is composed of three parts: the
demographic profile, use of digital devices for non-classroom related activities during class
hours, and learning indicators by which learning is distracted when the student uses non-
classroom related activities during class. The survey questionnaire underwent content validation
first before conducting a pilot testing and reliability testing which resulted in a Cronbach Alpha
score of .843 which is interpreted as good.
 The researchers sought permission from the principal to conduct this study. Then, the
researchers sent the survey questionnaires through google form to the respondents. Afterward,
the researchers calculated and analyzed the data containing the response of the respondents.
The statistical treatment that was used is frequency distribution that determines the
profile of the respondents. The percentage was used to get the percentage of frequency
distribution per category or data set. For the purpose of arriving at the definite result and to
determine the verbal interpretation of the respondents in each statement, a mean score range used
was:
Extent of Digital Usage
Scale Ranges Qualitative Description
3.26-4.00 Very Great Extent
2.51-3.25 Great Extent
1.76-2.50 Less Extent
1.00-1.75 Very Less Extent

Extent of Digital Distraction

Scale Ranges Qualitative Description
3.26-4.00 Highly Distracted
2.51-3.25 Distracted
1.76-2.50 Slightly Distracted
1.00-1.75 Not Distracted

IV. RESULTS
Problem 1. What is the demographic profile of the respondents in terms of:
1.1 grade level, and
1.2 number of devices used during class hours?
 Table 1. Grade level of the respondents

Grade Level Frequency (f) Percentage (%)

Grade 11 176 54.32%

Grade 12 148 45.68%
Total 324 100%

Table 1 shows the frequency and percentage of the grade level of the respondents. There
were a total of 148 students from Grade 12 that had a percentage of 45.68%. While the majority
of the respondents were Grade 11 students with a total number of 176 and a percentage of
54.32%. It presents that the majority of the students at Olivarez College Tagaytay were Grade 11
students.
According to Wulick (2018), 11th year is the most important year in school before going
to college, reasons why it has a higher number of students in any level. Also, it is their time to
show their full capacities in school and the reason why it lowers the number of students when
they reach Grade 12.

Table 2. Number of devices used during class hours

Number of Device of Used During Class Hours Frequency (f) Percentage (%)

1 160 49.4%
2 151 46.6%
3 11 3.39%
4 2 0.61%
Total 324 100%

Table 2 shows the frequency and percentage of the number of devices used during class
hours of the respondents. First, only 2 respondents used 4 devices during class hours with the
percentage of 0.61%. Second, there were only 11 or 3.39% respondents who used 3 digital
devices during class hours. Third, 2 devices were used by 151 respondents with a percentage of
46.6% during class hours. Last, most of the respondents used 1 device during class hours with a
total number of 160 or 49.4%. It presents that most of the Senior High School students at
Olivarez College Tagaytay use one digital device during class hours.
During the 2018–2019 academic year, 159 first-, 124 second-, and 78 third-year
psychology students from the University of Liverpool who used at least one digital device during
lecture time answered an online questionnaire (Laminiou, 2021). According to the findings of
Anshari et al. (2017), discovered that people utilize their cellphones to access educational
materials or supporting information that is often only available via the Internet. Smartphones are
used as learning tools by students for a variety of reasons, including convenience, portability,
complete learning experiences, multi sources and multitasking, and environmental friendliness.

Problem 2. What is the level of digital device usage for non-classroom related activities
during class hours to the Senior High School Students in Olivarez College Tagaytay?

Table 3. Use of Digital Devices for Non-Classroom Activities During Class Hours

Weighted Verbal
Indicators
Mean Interpretation

1. I’m reading news online while in class that is 1.93 Less Extent
unrelated to the discussion during class.
2. During our class period, I am playing games 1.21 Very Less Extent
while listening to the discussion.
3. I tend to open other tabs, windows, or visit other 2.35 Less Extent
internet web sites during class.
4. I watch different clips and movies when our class 1.58 Very Less Extent
is ongoing.
5. I use my phone to take pictures in our class for 2.88 Great Extent
documentaries.
6. I am browsing online shops during class hours. 1.47 Very Less Extent
7. I tend to read wattpad stories during online class. 1.18 Very Less Extent
8. During online class, I used to write wattpad 1.10 Very Less Extent
stories and poems.
9. Within our school hours, I use tiktok and other 1.77 Less Extent
 music applications.
10. I browse my twitter while listening to class. 1.6 Very Less Extent
11. I upload pictures and videos during class. 1.39 Very Less Extent
12. I use Facebook while having a discussion in the 2.17 Less Extent
class.
13. I listen to music during our online class 1.57 Very Less Extent
discussion.
14. I usually chat on messenger while listening to the 2.90 Great Extent
discussion.
15. I send voice messages while in class. 1.41 Very Less Extent

Total 1.75 Very Less Extent

Table 3 presents the usage of digital devices for non-classroom activities during class
hours. Among the fifteen (15) specific indicators, students usually chat on messenger while
listening to the discussion obtained the highest weighted mean with the total of 2.90 which is
verbally interpreted as high. On the other hand, students who browse their Twitter while listening
to class had the least result of weighted mean which has a total of 1.6 that is verbally interpreted
as very less extent. It implies that students usually talk with someone using messenger
simultaneously while in class instead of paying full attention to the class discussion rather than
browsing their Twitter during their time in class, which students rarely do.
In the research of Kim et al. (2021), there are growing worries regarding messaging
behaviors in schools, as frequent in-class monitoring and reacting may interfere with students'
ability to study. Messages are received and checked frequently throughout class. Willful
disregard of incoming messages was favorably connected to overall academic achievement,
while frequent checking behaviors were positively related to prolonged app usage.
Overall, the result shows that the total weighted mean of the use of digital devices for
none-classroom activities during class is 1.75 that is verbally interpreted as Very Less Extent. It
shows that the Senior High School students of Olivarez College Tagaytay rarely use their digital
devices to open activities unrelated during class. Therefore, even if sometimes they do unrelated
activities on their digital devices, their focus is still on the discussion.
 According to Judd & Kennedy (2011), as cited by May & Elder (2018), students who
have less important goals, such as chatting with friends on Facebook or email for fun, are more
likely to multitask. In addition, another study from Ettinger & Cohen (2020) states that the
majority of observed multitasking was really task switching, with multitasking occurring more
frequently during leisure than during study time.

4. What is the level of digital distraction to the Senior High School Students in Olivarez
College Tagaytay?
5.
Table 4. Learning Indicators by which Learning is Distracted when the Student Use Non-
Classroom Related Activities During Class

Weighted Verbal
Indicator
Mean Interpretation

1. I don’t engage in meaningful course-related 1.34 Not Distracted

interactions in class because I’m busy browsing on
my social media.
2. I cannot pay attention to our class discussion because 1.52 Not Distracted
of being busy talking to my friends online.
3. I cannot put my interest in any subject matter 1.34 Not Distracted
because I’m busy doing other things on my phone.
4. I don’t demonstrate enthusiasm and excitement about 1.36 Not Distracted
the said lesson because I am more focused on other
applications unrelated to our class.
5. I didn’t respond to school work because I am busy 1.17 Not Distracted
playing games online.
6. I can’t state the connection discovered in lessons 1.39 Not Distracted
because I pay more attention reading posts unrelated
to our topic.
7. I can’t express what I understood in the lesson 1.32 Not Distracted
because I was chatting online the whole time
 8. I am not motivated to do school related work because 1.52 Not Distracted
I enjoy doing other things on my phone.
9. I can’t follow instructions that are given because I 1.40 Not Distracted
don’t pay attention to our teacher’s explanation.

Total 1.37 Not Distracted

Table 4 presents the learning indicators by which learning is distracted when the student
uses non-classroom related activities during class. In this section, among the nine (9) indicators,
there were two (2) specific statements that obtained the same results. Students cannot pay
attention to their class discussion because they are busy talking to their friends online as well as
becoming unmotivated to do school related work because they enjoy doing other things on their
phone; got the highest weighted mean which was 1.52 and is verbally interpreted as not
distracted. Meanwhile, unable to respond to school work because they are busy playing games
online got the lowest weighted mean of 1.17 which is verbally interpreted as not distracted.
Considering the gap between the highest weighted mean that the students cannot pay attention to
their class discussion, they are unmotivated to do school related works, and the lowest weighted
mean that they are unable to respond to school work because they are busy playing games online,
both results are still considered as not distracted. This has shown that although students may
experience the given situation, it does not affect them too much to be considered as digitally
distracted.
According to the 2014 study of Dahlstrom & Bichsel (cited by McCoy, 2016), Many
college students utilize mobile devices for academic reasons but are concerned about their
potential for distraction. In McCoy’s (2016) study research has found that just because a student
is multitasking in class with a digital device does not automatically imply he or she is being
distracted from the education and learning going on.
Overall, the total weighted mean of learning indicators by which learning is distracted
when the student uses non-classroom related activities during class is 1.37 which is verbally
interpreted as not distracted. This means that Senior High School students at Olivarez College
Tagaytay rarely use their digital devices for non-class related activities. As a result, even if they
are exposed to the circumstances, the students are not distracted and can effectively interact
during the class discussion.
 In the 2019 study conducted by Neiterman & Zaza, it was stated that because most
students were involved in some form of off-task activity at some time during class, the research
found that using social media in the classroom had become normalized, and students viewed off-
task activities less negatively. According to researchers, several students believed that allowing
for a little distraction when bored would make them feel more involved for the remainder of the
class hour. On the other hand, contrary to the result of this study, the study of Africa et al.
(2017), shows that utilizing digital gadgets for non-classroom purposes distracts students from
learning to a great extent. The result implied that the respondents are distracted to a great extent.
The usage of digital gadgets during class hinders students from engaging in meaningful
interaction, which is destructive to their learning. It indicates that learning may be hampered and
that students may not benefit fully from the lessons provided to them.

V. DISCUSSION
The study revealed the findings that the respondents open other non-class related
applications and websites while listening to the discussion. This study supports Carrier & Lim
(2015), claiming that everyday multitasking with electronic devices is popular among people of
all ages, but the younger generations do the most of it, particularly in the form of media
multitasking. Students frequently use technology to multitask while studying at school or at
home. However, the respondents are not affected to the extent where students are not paying
attention to the class. Moreover, in terms of learning indicators, the students are more engaged in
their class performance than opening digital devices for non-academic related tasks. In
accordance with the study conducted by Lam and Tong in 2012, they have found that
participants read class materials the most frequently and found academic-related activities were
beneficial to their learning experience, accounting for 70% of their academic-related activities as
their class participation. According to the result of this study, the extent of digital distraction of
the Senior High School students of Olivarez College Tagaytay is classified as not distracted.
Overall, even though the students sometimes do unrelated activities on their digital devices, they
can still focus and interact relevantly in class.
Additionally, the researchers included the number of digital devices used during class
hours to the demographic profile of the respondents. The finding says that most of the students
use only one device during class and the overall result of the study is verbally interpreted as not
distracted. With that, the researchers did not find any significant relationship between the
number of digital devices used during class hours and the extent of the digital distraction of the
respondents mainly because, in this study, the researchers only focused on determining the extent
of the digital distraction of the students. According to the article published by Harvard
University, the issue is a distraction, not a digital device. The presence of electronic devices in
the classroom is not the issue itself. Rather, it is how they integrate electronic gadgets into
situations where they are already prone to be distracted by too many things.
To clarify, this analysis has only concentrated on the extent of digital distraction among
senior high school students in Olivarez College Tagaytay School Year 2021-2022. Although the
researchers obtained samples from all senior high school strands, they were unable to collect data
from a wide range of respondents since certain senior high school students at Olivarez College
Tagaytay preferred modular learning. In addition, the gender and the number of hours spent
using digital devices for non-classroom purposes categories are not part of the scope of this study
since the researchers used adaptive questionnaires that are only related to the academic
performance of the respondents.
With the above mentioned, the researchers concluded that there is no significant relation
between the number of digital devices used during class hours and the extent of digital
distraction of the students. The researchers recommend conducting a correlational study about
the relationship between the number of devices used during class and the extent of digital
distraction of their respective respondents. Because the data gathered by researchers is not
enough to identify the correlation between the two, in the future studies, there can be a
possibility that it might affect the digital distraction of the students. They can also include gender
as their demographic characteristics to determine if there is a significant difference to be found.
Lastly, in the future studies, contextual factors other than class performance may also be
significant in determining the extent of digital distraction of the respondents. The researchers
may consider having different sets of indicators such as intrapersonal and family interactions.
In addition, the researchers recommend the students to practice self-discipline because
the findings show that the students' use of messenger during class is verbally interpreted as high,
which can still possibly cause digital distraction to the students. The purpose of this
recommendation is to limit their use of non-classroom related activities during class to lessen the
possibility of being digitally distracted and to maintain the interactive engagement in the
classroom. According to the findings of this study despite the very less extent of device usage
for non-classroom activities, the result of the indicators did not fall to 0.00 weighted mean. This
implies that some students still experience the given situations that might incite digital
distraction. Thus, the researchers recommend to the teachers to utilize interactive school websites
(e.g. Quizlet, Pear Deck, and Nearpod) for real-time activities to make the online class discussion
be more engaging. This would help them monitor if the students are engaged enough to the
discussion as this allows the students to participate and be more attentive in class, and become
motivated during the discussion. In addition, this would help both teachers and students maintain
a lesser extent of digital distraction in class.

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