Technology Usage and Attention Span's Correlation in Grade 12 Humanities and Social Sciences Students at Immaculada Concepcion College IN RESEARCH TEACHING

Abstract

Technology usage is omnipresent in the lives of students, yet their impact on attention spans remains a crucial area of investigation. This study addresses several research gaps, specifically how different technological devices correlate with attention span, how these devices affect various attentional subdomains (divided, sustained, and selective attention), and the overall relationship between technology usage and attention span. These gaps are critical to understanding the nuanced effects of technology on cognitive functions among Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. Bridging these gaps is essential for developing effective strategies to integrate technology into educational practices without compromising students' attention spans.

A sample of 238 students from a total population of 586 was selected using simple random sampling. A 4-point Likert scale was used to collect data on the type of technological devices used (smartphones, laptops/computers, and tablets) and the respondents' attention span across three subdomains: divided, sustained, and selective attention. A validated survey questionnaire was administered via Google Forms, and statistical analyses were conducted to determine the correlations between technology usage and attention span.

Statistical analysis revealed significant positive correlations between technology usage and all attention span subdomains. Smartphones exhibited a high positive correlation with divided attention (r=0.893), sustained attention (r=0.899), and selective attention (r=0.923). Laptops/computers showed very high positive correlations for divided attention (r=0.924) and sustained attention (r=0.942), as well as a high positive correlation for selective attention (r=0.826). Tablets demonstrated a high correlation with divided attention (r=0.844), along with very high correlations to sustained attention (r=0.928) and selective attention (r=0.976). These findings suggest that technological devices significantly enhance students' ability to manage divided, sustained, and selective attention.

These results indicate that technology usage can enhance cognitive functions, contradicting existing research that often suggests a negative correlation. The study provides evidence for the positive correlation between technology usage and attention span. However, limitations include the sample scope and the need for longitudinal studies. To be less reliant on self-reported data, future studies could integrate open-source screen time apps for technology use and objective measures like the digit span test and Stroop task for attention span. These strategies were initially planned but were hindered by time constraints. This study suggests that appropriate use of technology can benefit students' attention spans and advocates for promoting mindful tech use through initiatives like the 'Digital Detox Initiative.'