Digital Distractions and Study Discipline: An Empirical Study of Academic Performance in Selected Secondary Schools in Rivers State, Nigeria
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| Title: | Digital Distractions and Study Discipline: An Empirical Study of Academic Performance in Selected Secondary Schools in Rivers State, Nigeria |
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| Language: | English |
| Authors: | Victoria Obiageli Obiajulu Akpadaka (ORCID |
| Source: | Asian Journal of Contemporary Education. 2026 10(1):60-71. |
| Availability: | AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, Study Habits, Sleep, Computer Use, Social Media, Influence of Technology, Academic Achievement, Attention Control, Student Behavior, Sex |
| Geographic Terms: | Nigeria |
| ISSN: | 2617-1252 |
| Abstract: | This study investigated how digital distractions and study discipline influence the academic performance of senior secondary school students in Rumuokwurusi Local Government Area, Rivers State, Nigeria. The purpose was to determine the extent to which study hours, sleep duration, and social media use predict academic outcomes in a context where adolescent digital engagement is rapidly increasing. The design followed an ex post facto approach grounded in Self-Regulated Learning Theory and Cognitive Load Theory. A sample of 117 students was selected from three public secondary schools, and data on study habits, sleep patterns, and digital usage were collected through a structured behavioral questionnaire, while academic performance was obtained from school records. The analysis combined descriptive statistics, correlation patterns, and multiple regression. The findings show that study hours and sleep duration significantly enhance academic performance, whereas social media use significantly reduces it. The interaction between study time and social media use was positive but statistically weak, indicating that disciplined study behavior can mitigate the negative influence of digital distractions but cannot fully eliminate it. Gender did not significantly predict academic outcomes once behavioral factors were controlled. These results demonstrate that consistent study routines, healthy sleep patterns, and moderated digital engagement are essential for improving academic readiness and learning effectiveness. The practical implications point to the need for school-level digital discipline programs, enhanced parental guidance on online activity, and policies that promote structured study schedules and adequate rest to support students' academic performance in digitally saturated environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499630 |
| Database: | ERIC |
| Abstract: | This study investigated how digital distractions and study discipline influence the academic performance of senior secondary school students in Rumuokwurusi Local Government Area, Rivers State, Nigeria. The purpose was to determine the extent to which study hours, sleep duration, and social media use predict academic outcomes in a context where adolescent digital engagement is rapidly increasing. The design followed an ex post facto approach grounded in Self-Regulated Learning Theory and Cognitive Load Theory. A sample of 117 students was selected from three public secondary schools, and data on study habits, sleep patterns, and digital usage were collected through a structured behavioral questionnaire, while academic performance was obtained from school records. The analysis combined descriptive statistics, correlation patterns, and multiple regression. The findings show that study hours and sleep duration significantly enhance academic performance, whereas social media use significantly reduces it. The interaction between study time and social media use was positive but statistically weak, indicating that disciplined study behavior can mitigate the negative influence of digital distractions but cannot fully eliminate it. Gender did not significantly predict academic outcomes once behavioral factors were controlled. These results demonstrate that consistent study routines, healthy sleep patterns, and moderated digital engagement are essential for improving academic readiness and learning effectiveness. The practical implications point to the need for school-level digital discipline programs, enhanced parental guidance on online activity, and policies that promote structured study schedules and adequate rest to support students' academic performance in digitally saturated environments. |
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| ISSN: | 2617-1252 |
