THE CORRELATION OF SOCIAL MEDIA USAGE AND MIND-WANDERING AMONG COLLEGE STUDENTS IN ST. MARY'S COLLEGE INC. DURING LECTURES

Abstract

There has been extensive discussion about the impact of social media on individuals, particularly in relation to attention and cognitive engagement. Previous studies on mind-wandering and social media usage have shown that distraction tends to increase as lecture durations progress. This study, titled “The Correlation of Social Media Usage and Mind-Wandering Among College Students at St. Mary’s College Inc. During Lectures,” aims to investigate the following:  The prevalence and duration of social media use among students; The point in time during lectures when students begin to show signs of distraction; The relationship or correlation between patterns of social media use and instances of mind-wandering among students during lectures. This study employs a mixed-method (correlational) design. For the quantitative data, Pearson’s r and a 5-point Likert scale (measuring frequency) are used for analysis. For the qualitative data gathered through open- and closed-ended survey questionnaires, content analysis is conducted using inductive coding. The data collection follows a random sampling method. Based on the results:  Facebook/Messenger received an average Likert scale rating of 4.63, indicating frequent use.  The average reported onset of mind-wandering during lectures is 3.39 on the scale.  The Pearson r value is 0.11, suggesting a positive but very weak correlation between social media usage and mind-wandering.  The dominant themes reported in students’ mind-wandering experiences include work and/or school, being productive, and things to do later. Notably, 56% of respondents indicated that these thoughts were unrelated to the social media platforms they were using. Considering the findings:  Facebook/Messenger is the most widely used social media platform among students at St. Mary’s College Inc., with students reporting an average daily usage of over three hours.  On average, college students begin to mind-wander approximately 30 minutes into a lecture or oral presentation.  The data shows no statistically significant relationship between social media use and mind-wandering among the students. The content of students’ mind-wandering primarily centers around responsibilities outside the current class, such as academic or personal tasks. Many students reported thinking about how to use their time productively and plan for upcoming responsibilities after the lecture. These findings suggest that mind-wandering is not significantly influenced by the social media platforms they use.