Republic of the Philippines

Department of Education
DIVISION OF PUERTO PRINCESA CITY
CABAYUGAN NATIONAL HIGH SCHOOL

INVESTIGATING DIGITAL DISTRUCTIONS AMONG THE GRADE 11

A Qualitative Research Submitted in Partial Fulfilment of the

Requirements for the Practical Research 1 Subject to the

Faculty of the Senior High School Department

Ausan, Paul Alexander P.

Buenafe, Rhea Mae V.

Cabansag, Keanan Allen M.

Princess Mae A. Gimeno

Research Adviser

February 2025

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 Table of Contents

Title Page………………………………………………………………………………….....
….i

Table of
Contents…………………………………………………………………………...ii

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Background of the Study……………………………………………… 4

Domain of Inquiry………………………………………………………. 5

Significance of the Study……………………………………………… 6

Scope and Delimitation……………………………………………….. 7

Definition of Terms..………………………………………………….… 8

Chapter 2: REVIEW OF RELATED LITERATURE

Foreign Literature…..……………………………………………………. 9

Local Literature….……………………………………………………...… 10

Chapter 3: RESEARCH METHODOLOGY

Research Design…………………………………………………………. 11

Local of the study………………………………………………………… 12

Participants of the Study…………………………………………….… 12

Research Sampling Technique……………………………………….. 12

Data Gathering Procedure ………………………………………...… 12

Data Analysis Procedure………………………………………….…… 13

Ethical Consideration ……………………………….……......…….… 13

Chapter 4: DATA PRESENTATION, ANALYSIS, AND PRESENTATION

Theme 1…………………………………………………………………… 20

Theme 2…………………………………………………………………… 21

Theme 3…………………………………………………………………… 22

Theme 4…………………………………………………………………… 23
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 Theme 5…………………………………………………………………… 24

Theme 6…………………………………………………………………… 25

Chapter 5: SUMMARY OF FINDINGS, CONCLUSION, AND

Summary of Findings…………………………………...………….… 27

Conclusion……………………………………………..………………… 29

Recommendations……………………………………………………… 31

References…………………………………………………………..……………
32

Appendices…………………………………….…………………………….….
37

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

I. Background of the Study

The generation of digital devices and platforms has transformed the

way students’ access and engage with information, entertainment, and

social connections. While these tools can enhance learning and

communication, they also present a double-edged sword of potential

distractions that can disrupt academic focus and productivity. By focusing

on Grade 11 students at Cabayugan National High School, this study aims

to uncover the specific digital distractions that students encounter, such

as social media, online games, and messaging apps. Understanding these

distractions is crucial in assessing their impact on students.

According to Mitchell (2022), schools increasingly use educational

technology, such as laptop computers, as tools to enhance learning. There

are so many distractions including digital distraction it can distract the

student while using this gadgets. The findings of this study demonstrates

differences between the beliefs and behaviors of students who frequently

multitask on their school laptop computer and students who rarely

multitask. To help students and educators better understand the

implications of technology on academic distraction and academic

performance, this literature review discusses the effects of three forms on

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technology on student distraction: laptops, smartphones, and social media

use, particularly the social media platform, facebook (Dontre, 2020).

Technology can enable personalized learning, which allows students to

learn at their own pace and according to their own preferences. This can

reduce student dropout rates and make learning more sustainable over

time. Technology can enable collaboration between students and

professors from different parts of the world, fostering a more diverse and

sustainable learning environment. By enabling international collaboration,

technology can help students develop a global perspective and learn

about sustainable practices in different cultures. Overall, technology can

enable a more sustainable educational model by increasing access,

reducing costs, and minimizing waste. By leveraging technology,

educational institutions can promote sustainability and ensure that

education is accessible to everyone, regardless of their location or

financial situation.

Moreover, in local context Facebook emerged as the most stress-

inducing platform. While students felt a strong need for constant phone

access, they seldom feared missing out on experiences. Students reported

self-distraction and positive reframing as their coping strategies (Louie

et.al., 2024). Meanwhile, this study focuses on uncovering the root causes

of this phenomenon through a more holistic approach.

If this study is not carried out at Cabayugan National High School,

the unique experiences, difficulties, and coping strategies of Grade 11 TVL

students in that particular learning environment could not be fully

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appreciated if this study is not conducted at Cabayugan National High

School. Every school has a different environment, collection of resources,

and student body that affects how learning is affected by digital

distractions. If the study were conducted anywhere else, the results might

not accurately represent the challenges and coping mechanisms faced by

Cabayugan National High School students, which would reduce the

research's relevance and applicability to their requirements. Furthermore,

without this study, school administrators and teachers could not have

access to important information that could aid them in creating

techniques that reduce digital distractions and assist students in better

managing their learning.

This study is important because it clarifies how digital distractions

affect the wellbeing and academic achievement of Cabayugan National

High School students in Grade 11 TVL. As technology becomes more and

more integrated into the classroom, students frequently find it difficult to

weigh its advantages against its drawbacks, which impairs their ability to

focus and be productive. This study offers important insights for

educators, parents, and legislators to create successful policies that

encourage responsible digital use by recognizing the difficulties

adolescents encounter and the coping solutions they utilize. By being

aware of these distractions, kids can develop a more positive connection

with technology and enhance their ability to focus, manage their time,

and succeed academically overall.

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II. Domain of Inquiry

This study seeks to investigate the nature and extent of digital

distractions among Grade 11 students in Cabayugan National High School.

Specifically, it aims to address the following questions:

1. What are the most common reasons of Grade 11 students in

engaging/ using gadgets in frequent manner?

2. What are the challenges encountered by the Grade 11 students in

too much engagement to gadgets?

3. What coping mechanisms do Grade 11 students employ to manage

digital distractions effectively?

III. Significance of the Study

This study will help contribute to existing knowledge concerning the

investigating digital distraction among the Grade 11 students in

Cabayugan National High School: Challenges and Coping Mechanism. This

study is made with to aim of investigating the distraction, challenges and

will help various authorities such as students, teachers, parents, school,

and future researchers.

To Students: This study will help students recognize the extent and

impact of digital distractions on their academic performance, focus, and

overall well-being. It will provide them with insights into effective coping

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mechanisms they can adopt to manage distractions and improve their

productivity.

To Teachers: By understanding the challenges students face due to

digital distractions, teachers can develop more engaging teaching

strategies, incorporate time management and focus-building activities,

and adjust their teaching methods to minimize distractions in and outside

the classroom.

To Parents: Parents will gain valuable information about how digital

distractions affect their children’s education and behavior. This study can

guide them in creating a supportive home environment that encourages

proper digital use and balanced routines.

To School : The findings can inform the school administration about the

need to implement policies or programs aimed at reducing digital

distractions, such as workshops, seminars, or stricter guidelines on device

usage during school hours.

To Future Researchers: This study contributes to the growing body of

knowledge on the effects of digital distractions in the education sector. It

serves as a basis for future research on similar topics and provides data

for educators to explore interventions that address digital distractions

effectively.

IV. Scope and Delimitation

This study aims to the Digital distraction among the Grade 11

students at Cabayugan National High School: Challenges and Coping

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Mechanism. It examines how the Digital distractions among grade 11

students of Challenges in Coping Mechanism.

This study is only for grade 11 students at Cabayugan National High

school in the 2024-2025. This study will be delimited to eleven (11) grade

11 students of Cabayugan National High School. Data will be collected

from interview questionnaires and analysis of responses. Data may be not

limited to students answers and may not fully explain their decision. The

study focuses only on the school year 2024-2025 and does not follow that.

V. Definition of Terms

In this part it will give an explanation about the words that you can

encounter in this study. The following terms are defined operationally:

Investigating. This study carries out a systematic or formal inquiry to

discover and examine the facts of the problem so as to establish the truth.

Digital. This study utilizes digital tools, systems, and processes for

creating, storing, processing, and communicating information.

Distractions. It refers to something that prevents students from giving

their attention to their studies.

Challenges. It is a task, a duty, or a situation that is difficult to handle by

the students due to digital distractions.

Coping Mechanism. It is the adaptation to environmental stress such as

digital distractions that is based on conscious or unconscious choice and

that enhances control over behavior or gives psychological comfort.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes Foreign Related Literature and Studies and

Local Related Literature and Studies that supports this study.

Foreign Related Literature and Studies

Based on Awofala et.al.(2020) the results showed a high level of

digital distraction among the pre-service STM teachers in Nigeria and the

digital distraction is composed of several connected yet distinctive factors

(emotional distraction, digital addiction, and distraction by

procrastination), with proof backing up a higher-order structural

archetypal.

This underscores the importance of implementing structured

strategies and guidelines to manage the use of technology in the

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classroom, ensuring that it serves as a tool for learning rather than a

hindrance to student focus and productivity. However, the introduction of

educational technology in the classroom can also interfere with the

learning process by distracting students through multitasking. Based on

Mitchell (2022), the use of educational technology in the classroom can

have a significant drawback to learning if the device becomes a

distraction.

The detrimental effects of academic distraction have become

increasingly problematic in recent years due to student media

multitasking. According to Dontre (2020), in recent years, educators have

gradually transitioned many classes to the online learning environment,

effectively reducing teacher supervision. Dontre’s findings emphasize the

need for educators to address these challenges by adopting strategies

that promote engagement and minimize the opportunities for media

multitasking, particularly in online learning settings where direct

supervision is limited.

Local Related Literature and Studies

In the Philippines, parents and educators are increasingly concerned

about the significant issue of excessive smartphone usage among

adolescents (Buctot et.al., 2021). This statistic is reminiscent of the

findings of Lin et.al. (2020), who emphasized that digital stressors could

contribute to health problems in individuals who regularly use digital

devices. Consequently, digital stress encompasses not only physical

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health issues but also emotional distress. Therefore, these findings

underscore the importance of addressing excessive smartphone use and

managing digital stress through interventions that promote healthier

digital habits, particularly among adolescents.

This dual approach reflects the need for balance—minimizing the

harmful consequences of social media use while leveraging its potential as

a tool for enhancing engagement and collaboration in education. There

has been growing concern on the distraction caused by social media

resulting to the youth’s weakened schooling and social skills. According to

Aragdon et. al. (2023), educators have looked for ways to lessen its

detrimental consequences on educational achievement while

incorporating its beneficial qualities into the teaching and learning

process.

Synthesis

Digital distraction poses serious problems for modern education in

both national and international contexts. Social media use, media

multitasking, digital addiction, and emotional distraction are common

issues that have a detrimental impact on academic achievement.

Although digital platforms and technology present chances for creativity

and interaction, their abuse can compromise educational objectives. A

balanced strategy that reduces distractions and makes use of

technology’s advantages to increase engagement and improve learning

outcomes is needed to address these issues. Teachers may lessen the

negative impacts of digital distraction and establish more productive

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learning environments by putting planned tactics into practice and

encouraging healthy digital habits.

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the Research Design, Locale of the Study,

Participants of the Study, Sampling Technique, Research Data Gathering

Procedure the (Before, During, After), and Data Analysis it will also present

the Ethical Consideration that are present in this study.

A. Research Design

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 Research approach to be used is Phenomenology, qualitative

design because it seeks the instructions of digital to students challenges

coping mechanism.

B. Locale of the Study

Study will be conducted at Cabayugan National High School, Senior

High School building, Barangay Cabayugan, Puerto Princesa City, Palawan

Philippines.

C. Participants of the Study

Participants of study are the students of Cabayugan National High

School particularly students from grade 11 who are using gadgets and

experiencing digital distraction.

D. Sampling Technique

Sampling technique of study is purposive sampling, because

research will only select sample that is most useful to the purpose of the

study. The selected participants are from Cabayugan National High

School, grade 11 to be challenges and coping mechanism of digital

distraction.

E. Data Gathering Procedure

Preparatory Phase (Before interview)

Before interview, the Researchers prepared consent letter to as for

formation to gather data, sign by the school . The researcher also

prepared three questions to ask to the participants of Cabayugan

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National High School, grade 11 to be challenges and coping mechanism

of digital distraction.

Interview Phase (During the interview)

During interview, the Researchers will ask formation to the

participants to contact. After that, the researchers will discuss propose of

the research and the roles of the participants in the study. Then, the

researchers will ask permission to record the participants answers. Lastly,

the researchers will begin interview.

Analysis phase (after the interview)

The researchers will ensure that the data gathered from the

participants will be kept confidential and private. Afterwards, the

Researcher will analyze the gathered data.

F. Data Analysis

The collection data will be analyzed by the Researcher using

thematic analysis. The data was first transcribed by the Researchers.

Next, translate the data transcription to English language. The researchers

will then look for codes or formulated meanings in each interviewee’s

response. The final step is to formulate a theme based on the significant

meaning of each participants responses.

G. Ethical Considerations

These will guide the researchers in making responsible decisions

that respect the rights, dignity, and well-being of the participants,

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communities, and the environment. Below are the ethical considerations

that are present in the study:

Confidentiality

The researchers will uphold strict confidentiality for all participants,

ensuring that all information remains private. Only members of the

research team will have access to the data, which will be used exclusively

for the study and will not be disclosed to the public.

Carefulness

The researchers will take great care to prevent mistakes or

negligence during the study. They will exercise caution in conducting the

thematic analysis, as even a single error could alter the meaning or

interpretation of the data.

Objectivity

The researchers will ensure that personal biases, opinions, or

preconceptions do not influence the study. They will use a systematic

approach to data collection and analysis, ensuring that findings are based

solely on the participants’ responses. Additionally, multiple researchers

will review the data to minimize subjectivity and enhance the study’s

reliability.

Honesty

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 The researchers will maintain honesty in all aspects of the study,

including data collection, analysis, and reporting. Misrepresentation,

fabrication, or manipulation of data will be strictly avoided. Participants

will be given truthful information about the research objectives and

procedures, ensuring transparency. Any limitations or challenges

encountered during the study will also be acknowledged to uphold the

integrity of the research.

CHAPTER IV

DATA PRESENTATION, ANALYSIS, AND PRESENTATION

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 This chapter’s primary focus is to present the results and

discussions from the thematic analysis. It will also present the theme,

theme definition (in context of the study), elaboration of definition, as well

as the significant meaning from the part the participants responses. Since

the purpose of this study is to understand the digital distractions among

the grade 11 TVL students, the researchers used purposive sampling

technique because the researchers will only select samples that are most

useful to the study, and those samples are the five participants of

Cabayugan National High School, Grade 11 TVL Senior High School

students that uses digital distractions.

Theme 1: Lack of Concentration

Difficulty concentrating on tasks and assignments refers to the

inability to direct and sustain attention, leading to distractions, missed

details, and difficulty completing work.

The participants revealed that they negatively perceived the digital

distractions and challenges and coping mechanisms. Regarding this,

participants commented:

“Sometimes my eyes hurt when I use gadgets for too long. And

sometimes I can’t even finish my assignments.” (P1)

“ Excessive use of gadgets causes me to lose sleep, focus, and delay

tasks.” (P5)

Theme 2: Restlessness

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 The condition of not getting enough quality sleep to support decent

alertness, performance, and health. This can lead to various physical and

mental health problems, reduced productivity, and difficulty with daily

tasks.

The participants revealed that they mostly used gadgets and can cause

their illness. Regarding this, participants commented:

“One of the challenges is the lack of focus on important tasks due to

digital distractions. Sometimes, my rest and sleep time is disrupted due

toComprehending excessive use of gadgets.” (P1)

“Sometimes my head or eyes hurt because I spend too long staring at the

screen. I also notice that sometimes I have difficulty focusing on tasks

because of excessive cellphone use. My time for moving around or doing

other things is reduced because I am too focused on gadgets. There are

times when I stay up late because of watching or playing at night.” (P2)

Theme 3: Gadgets Addiction

The excessive and compulsive use of electronic devices or

technology, despite negative consequences, leading to problems in daily

life.

The participants revealed that on a positive note, digital distractions cause

addiction in students. Regarding this, the participants commented:

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“What I experience when using gadgets is that, of course, I sometimes get

addicted to using them, leaving no time for reviewing. Then my grades

drop, and I forget to review because of the gadgets.”(P3)

Theme 4: Time Management

Setting boundaries and controlling the amount of time spent using

electronic devices like phones, tablets, and computers, to prevent

potential negative impacts on health, well-being, and productivity.

The participants revealed that on a positive note, they perceived how

students are being limited in their gadget use for their activities.

Regarding this, participants commented:

“To control the use of gadgets, I set a schedule for when I use them,

especially when there are important tasks to be done. I also try to use an

app with a time limit to avoid excessive use.” (P1)

“I limit my gadgets usage and set time for other important activities.” (P5)

Theme 5: Goal – Setting

Defining specific, measurable, achievable, relevant, and time-bound

(SMARTPHONE) objectives to guide your actions and track progress

towards desired outcomes.

The participants revealed that they set goal setting to avoid their gadgets.

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Regarding this, participants commented:

“I’m trying to set aside time for using gadgets and allowing myself to take

breaks from them. I avoid using my cellphone when doing important tasks

so I don’t lose focus. I prefer to engage in other activities like reading or

exercising to reduce excessive gadgets use. Sometimes, I turn off app

notifications so I’m not easily tempted to check my cell phone.” (P2)

“What I’m doing is managing, I set goals to manage gadgets and my

reviews.” (P3)

Theme 6: Parental Control

Means that you took your phone out (from a pocket, bag, or another

place) and then gave it to your mother, permitting her to hold it.

The participants revealed that they were not using gadgets properly, so

they gave them to her mom to hold their gadgets. Regarding this,

participants commented:

“I put my cell phone away and let my mom hold it so I can focus on

my tasks like reports, reviews, and assignments.” (P4)

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 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter will present to you the summary of findings,

conclusions, and recommendations that is useful for future studies. This

research explores the digital distractions among the of Grade 11 TVL

students; challenges and coping mechanisms for academic achievement

in Cabayugan National High School.

Summary of Findings

1. The study conducted found out that the using devices is an essential

component of daily life. Among the many functions of gadgets are

communication, education, research, and amusement. They are frequently

used for music streaming, assignment completion, and instructive video

viewing. Devices also help with everyday chores like bill paying and

internet shopping, which improves contact with friends and family.

Additionally, participants emphasize how important they are for school-

related tasks like research and report writing. All things considered,

devices are regarded as necessary tools that provide many advantages,

particularly in terms of learning, comprehension, and maintaining

connections.

2. The study reveals that those who use their gadgets/ devices excessively

suffered from several detrimental effects. They claim to have experienced

digital distractions that impair concentration on critical jobs, interfere with

sleep and rest cycles, and exacerbate physical ailments including

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headaches and eye pain. Addiction to gadgets impairs academic

performance, resulting in worse marks and lost study time. Additionally,

excessive device use causes participants to experience stress, difficulties

finishing assignments, and task delays.

3. The study showed that the participants have come up with a number of

ways to control and cut back on excessive device use. They use time-

limited apps, prioritize key work, and schedule their device use to avoid

misuse. By avoiding using their phones during important tasks, switching

to other hobbies like reading or working out, and turning off notifications

to keep their focus, many participants intentionally cut down on screen

time. In order to reduce distractions, some participants even turn over

their devices to a guardian. Setting goals for gadget management is a

frequent practice. In general, they employ self-control techniques to strike

a balance between using technology and important duties and obligations.

Conclusion

The researchers conducted this study in an attempt to investigating

digital distractions among the Grade 11 TVL students in Cabayugan

National High School and know the challenges and its coping mechanism.

To achieve this objective, the researchers employed qualitative method

through an in-depth, one-on-one interview. A total of five participants

composed of four females and one male, were interviewed individually. To

qualify for the study, the participants had to be grade 11 TVL students at

Cabayugan National High School. A purposive sampling method is used to

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identify the participants. In addition to that, the researchers applied a

semi-structured interview to counterbalance the structure and the

freedom of the interviewer to conduct the interview. This study utilized a

phenomenological approach which investigating digital distractions

among the Grade 11 TVL students in Cabayugan National High School:

Challenges and coping mechanisms.

The findings of this study showed the different ways of investigating

digital distractions, the significant effects of digital, and the ways how

students evaluate its reliability and accuracy of information retrieved

digital distractions.

The results show that restlessness, gadget addiction, and lack of

focus are significant issues affecting productivity, mental health, and

quality of life. Inadequate sleep and extended screen time contribute to

these issues. To improve focus and wellbeing, a balanced strategy

involving time-controlled screen time, and better sleep hygiene is needed.

The efficient screen time management is crucial for maintaining

well-being, productivity, and health while using electronic gadgets. It

involves setting clear boundaries, limiting screen usage, and prioritizing

face-to-face interactions, ultimately promoting improved physical and

mental health and productivity.

The goal-setting and parental control are crucial in shaping behavior

and decision-making. Goal-setting using the smartphone framework

ensures precise, attainable, and time-sensitive goals, while parental

control, particularly in technology use, maintains safety, punishment, and

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responsible use. Both methods emphasize the importance of structured

guidance in promoting discipline, responsibility, and long-term.

Recommendations

The research team recommends the following for future studies,

similar studies, or a continuity of this study:

For students, it is suggested to develop self-regulation strategies and

time management skills to mitigate digital distractions and improve

learning outcomes.

For the School, they could create and implement policies and programs

that promote responsible technology use, such as digital literacy

workshops and structured study environments.

For Parents, play a crucial role in guiding their children toward healthy

digital habits by setting screen time boundaries and encouraging offline

activities.

To Future Researchers, exploring digital distractions among students

can expand upon this study by incorporating a broader range of variables,

such as the psychological and social impacts of digital distractions on

academic performance. They may also conduct comparative studies

between different grade levels or schools to identify trends and patterns.

Additionally, conducting both quantitative and qualitative research on this

topic allows for a more comprehensive understanding of students'

experiences, providing deeper insights into the effectiveness of various

coping mechanisms. Future studies may also explore interventions that

25
schools and families can implement to support students in maintaining

focus and reducing digital distractions.

REFERENCE

Pérez-Juárez, M. Á., González-Ortega, D., & Aguiar-Pérez, J. M. (2023).

Digital Distractions from the Point of View of Higher Education Students.

Sustainability, 15(7), 6044. https://doi.org/10.3390/su15076044

Giray, L., Nemeño, J., Braganaza, J., Lucero, S. M., & Bacarra, R. (2024). A

survey on digital device engagement, digital stress, and coping strategies

among college students in the Philippines. International Journal of

Adolescence and Youth, 29(1), 2371413.

Aragdon, A. A., Biagan, M. V., Amoroso, S. E., & Paterno, K. V. (2023).

Exploring the Effects of Social Media on the Study Habits of Grade 6

Pupils. International Journal of Research and Innovation in Social Science,

7(7), 449-457.

Dontre, A. J. (2021). The influence of technology on academic distraction:

A review. Human Behavior and Emerging Technologies, 3(3), 379-390.

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Mitchell, N. G. (2022). The Digital Distraction of Educational Technology: A

Mixed-Methods Analysis of the Multitasking Behavior of Middle School

Students. Lehigh University.

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