Electronic Gadget Usage and Its Relationship to Learners’ Attention and Focus in Classroom Setting

Abstract

This descriptive-correlational study delved into the impact of electronic gadget use on the attention and focus of kindergarten learners. The research was carried out at Naga Central Elementary School, Cebu, involving 60 kindergarten teachers who assessed the learners using a validated survey tool. The study's setting encompassed a blend of urban and rural environments, reflecting varying levels of access to technology. Data analysis was conducted using weighted mean and Pearson correlation to establish relationships between variables. The findings revealed that the majority of the learners were six years old, female, and came from families with two to three children, primarily guided by authoritative parenting styles. Gadget usage was reported as occasional, with entertainment being the primary purpose. Despite this, the learners demonstrated robust attention spans and task completion abilities. The study found that the engagement levels showed minimal association with the extent of gadget exposure. Interestingly, a weak but statistically significant positive correlation was observed between gadget use and both attention duration and task completion. The study concludes that the guided and moderate use of gadgets may support certain attention-related behaviors in young children. Based on these findings, the study recommends the implementation of structured digital activities under adult supervision.