Teacher’s Observations on the Effects of Electronic Gadget Usage on Learners’ Attention and Focus

Abstract

This research assessed the influence of electronic gadget usage on the attention and focus of kindergarten learners through a teacher-based assessment conducted at a selected kindergarten institution during the school year 2023–2024. The primary goal was to provide data for the development of a proposed intervention plan. Employing a descriptive-correlational research design, the study involved 60 purposively chosen kindergarten teacher-respondents who answered a validated survey questionnaire. The data gathered were analyzed using statistical tools such as the weighted mean and Pearson product-moment correlation coefficient. The results revealed that the majority of the pupils were six years old, female, had parents who were high school graduates, and came from families with two to three children, typically raised under an authoritative parenting style. Gadget usage among the children was generally described as “occasional,” with smartphones and tablets commonly used for entertainment purposes. In terms of learners’ attention and focus, high ratings were reported for both attention duration and task completion. However, learner engagement, although still rated high, showed a significant negative correlation with gadget usage. Statistical results indicated weak but significant positive correlations between gadget usage and both attention duration (r = 0.330) and task completion (r = 0.347). On the other hand, Pearson correlation showed negligible and non-significant associations between gadget use and all three attention-focus areas, implying that screen time alone may not substantially impact early learners’ attentiveness and engagement in school tasks.