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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
Language: English
Authors: Victoria Obiageli Obiajulu Akpadaka (ORCID 0009-0001-4660-8535), Ovbe Simon Akpadaka (ORCID 0009-0009-6699-307X)
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
FullText Text:
  Availability: 0
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  Data: Digital Distractions and Study Discipline: An Empirical Study of Academic Performance in Selected Secondary Schools in Rivers State, Nigeria
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  Data: <searchLink fieldCode="AR" term="%22Victoria+Obiageli+Obiajulu+Akpadaka%22">Victoria Obiageli Obiajulu Akpadaka</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4660-8535">0009-0001-4660-8535</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ovbe+Simon+Akpadaka%22">Ovbe Simon Akpadaka</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6699-307X">0009-0009-6699-307X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Contemporary+Education%22"><i>Asian Journal of Contemporary Education</i></searchLink>. 2026 10(1):60-71.
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  Data: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Sleep%22">Sleep</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 2617-1252
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  Data: 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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      – Text: English
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        PageCount: 12
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Study Habits
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      – SubjectFull: Sleep
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      – SubjectFull: Computer Use
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      – SubjectFull: Social Media
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      – SubjectFull: Influence of Technology
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Attention Control
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      – SubjectFull: Student Behavior
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      – SubjectFull: Nigeria
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      – TitleFull: Digital Distractions and Study Discipline: An Empirical Study of Academic Performance in Selected Secondary Schools in Rivers State, Nigeria
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