Influence of Academic Distraction on Academic Performance of Students in Public Senior Secondary School in Alimosho Local Government Area
CHAPTER ONE
Purpose of the study
The primary purpose of this study is to investigate the influence of academic distraction on the academic performance of students in public senior secondary schools. The study is designed to accomplish the following specific objectives:
- Toassess the extent to which academic distraction affects students in public senior secondary schools.
- To identify the primary sources of distraction encountered by students in public senior secondary schools.
- To investigate the relationship between academic distraction and students’ academic performance.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
THEORETICAL FRAMEWORK
The theoretical framework for understanding the influence of academic distraction on academic performance draws upon several key theoretical perspectives from educational psychology and cognitive science. These theoretical frameworks provide valuable insights into the cognitive processes underlying attention, learning, and academic achievement, as well as the factors that may disrupt these processes.
Cognitive Load Theory (CLT):
Cognitive Load Theory, proposed by Sweller (1988), posits that cognitive processing is limited by the amount of mental effort required to complete a task. When students are exposed to extraneous cognitive load, such as distractions, their cognitive resources are depleted, leading to decreased performance on academic tasks. This theory suggests that academic distraction may impede students’ ability to effectively allocate their cognitive resources to learning tasks, thereby reducing their academic performance (Sweller et al., 2011).
Selective Attention Theory
Selective Attention Theory, rooted in the work of Broadbent (1958) and Treisman (1964), emphasizes the role of attentional processes in information processing. According to this theory, individuals selectively attend to relevant information while filtering out irrelevant stimuli. Academic distraction may disrupt this selective attention process, leading to reduced focus and concentration on academic tasks. Consequently, students may fail to encode, process, and retain critical information, resulting in lower academic performance (Eysenck & Keane, 2015).
CHAPTER THREE
METHODOLOGY
RESEARCH DESIGN
The design of the study is a descriptive research design. It sought to establish the Influence of academic distraction on academic performance of students in public senior secondary school in Alimosho local government area. The design is suitable because Nworgu (2016) states that the design seeks to establish cause – effect relationships and the researcher usually has no control over the variables of interest and therefore cannot manipulate them
POPULATION
The population of the study comprises of all the teachers and school leaders of secondary schools in Alimosho Local Government Area. Approximately 867 of teachers and students.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
Data Presentation
This chapter presents data gathered from the field. The statistical technique of analysis, testing of hypotheses, distribution of responses and discussion of findings based on the test are also presented in this chapter. Out of the 150 copies of the questionnaire that were distributed, only 145 copies were returned representing (95%) return rate. Five copies of questionnaire returned were discarded for incomplete filling out; the remaining 145 copies were utilized for the study
Data are presented in tables and discussed using percentages method while hypotheses are tested using chi-square test of significance.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
- Summary
The study examined Influence of academic distraction on academic performance of students in public senior secondary school in Alimosho local government area. The study shed light on academic distraction on academic performance. The ascertain with the following objectives: To assess the extent to which academic distraction affects students in public senior secondary schools, to identify the primary sources of distraction encountered by students in public senior secondary schools and to investigate the relationship between academic distraction and students’ academic performance. Addressing distractions and implementing strategies to improve focus and concentration are essential for supporting students’ academic success in this context.
Conclusion
In conclusion, the study examining the influence of academic distraction on the academic performance of students in public senior secondary schools in Alimosho Local Government Area reveals the significant impact of distractions on students’ educational outcomes. Academic distractions, ranging from noise and social interactions to digital devices and poor time management, contribute to reduced focus, impaired learning, decreased productivity, and ultimately, lower academic performance.
The findings underscore the importance of addressing academic distractions to enhance students’ educational experiences and outcomes. Implementing interventions such as creating conducive learning environments, promoting digital literacy and responsible device use, improving time management skills, and providing support services for students dealing with personal challenges are crucial steps in mitigating distractions and fostering academic success.
Furthermore, recognizing the unique context of Alimosho Local Government Area and tailoring interventions to address specific challenges faced by students in this community is essential for maximizing the effectiveness of efforts to minimize academic distractions.
Overall, by understanding the influence of academic distraction on students’ academic performance and implementing targeted strategies to mitigate its effects, educators, policymakers, and stakeholders can work collaboratively to create an environment conducive to learning and academic success for students in public senior secondary schools in Alimosho Local Government Area.
Recommendation
Based on the findings of the study on the influence of academic distraction on the academic performance of students in public senior secondary schools in Alimosho Local Government Area, the following recommendations are suggested to address and mitigate the impact of distractions:
- Schools should strive to create environments that are conducive to learning by minimizing noise and other environmental distractions. This can include implementing soundproofing measures, establishing designated quiet study areas, and maintaining discipline in classrooms to reduce disruptions.
- Educators and parents should work together to promote digital literacy skills among students and teach them how to use digital devices responsibly. This includes setting guidelines for device use during study time, encouraging breaks from screen time, and providing education on the potential negative effects of excessive digital media consumption.
- Schools can incorporate time management training into the curriculum to help students develop effective study habits and organizational skills. This can include teaching students how to prioritize tasks, set realistic goals, and allocate time efficiently for studying and other activities.
- Schools should offer support services such as counseling and mentoring to help students cope with personal challenges that may contribute to academic distraction. By providing a supportive environment and access to resources, schools can help students navigate difficult circumstances and stay focused on their academic goals.
- Parents and guardians play a crucial role in supporting students’ academic success. Schools should engage parents in discussions about academic distraction and provide resources and strategies for supporting their children’s learning at home. This can include setting limits on screen time, creating a designated study space, and encouraging open communication about academic challenges
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