Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction of the Study Formatted: Line spacing: Double

In daily life, people are often confronted with more than one source of Formatted: Justified, Indent: First line: 0.5"

information at a time, as, for example, when watching television. A television program

has at least two channels of information: a visual one (the image) and an auditory one

(the sound). In some countries most of the television programs are imported from

abroad and subtitled in the native language. The subtitles, then, are a third source of

information. Characteristically, each of these three sources of information are partly

redundant: they do not contradict but rather supplement one another, or express the

same content in a different form ( d’Ydewalle & Gielen, 2017).

Let’s admit it: we’re mesmerized by these devices. We’re glued to our phones.

We’ll pick them up reflexively whenever there’s a pause in a conversation. Some of us

won’t hesitate to check status updates, tweets and game scores between bites at the

dinner table. The recent Pokemon Go! craze is driving hordes of people to distraction

(and occasionally onto city streets). And for parents who feel stressed out and

exhausted most of the time, it’s easy to just hand our restless kids a tablet with a bunch

of easily accessible educational apps while we go and relax.

According to Mari Swingle (2016) neurotherapist and doctor of psychology,

we’re starting to notice changes in early learning and development as a result of our

increased reliance on interactive technology. If it all seems too good to be true,

however, that’s because it is. Some researchers are now reporting on the

consequences of our children’s digital habits.

“All human systems – brain-wiring – is through touch, visualization and voice

prosody (non-phonetic elements of speech, such as intonation, tone, stress and

rhythm). And what we’re noticing is that when we put the devices in the cradle and

when parents and young caregivers are on their devices, there is a notable reduction in

all of this that’s affecting attachment.” (New Society Publishers, 2016).

According to a post by new society publishers (2016). A lot of the problem,

started from the fact that when a child is staring at a screen, they tend to block out the

physical environment around them. It means, for instance, that they’re not learning as

much language from their parents or siblings because they’re disengaged from the

conversations going on around them. They’re not getting the usual back-and-forth that

they would get from, for instance, story time, when there’s typically a dialogue going on

between parent and child over the subject matter. And that, in turn, means they’re

missing out on the broader contexts that normally would help them to understand what

they’re reading, not to mention to expand their vocabularies or learn some of the

nuances of vocal inflection and tone. Learning from an interactive app thus occurs in a

way that is less organic and more compartmentalized.

It’s hardly a minor issue. Kids need that time to interact and build strong

relationships with their parents, siblings, friends, extended family and neighbours. A

smartphone app might provide entertainment, a basic lesson, or even some temporary

relief to a parent in need of a break. But it can’t take over a parent’s job as chief
educator. It can’t substitute for real social and emotional connections, or supplant our

kids’ fundamental need to get out and play. It can’t address the full spectrum of needs

that our kids demand in order to become fully-functioning human beings. (Swingle,

2016)

From this point of view the researcher believe that without technology, life is so

boring and also youngsters cannot manage their time effectively because of too much

spending on a screen time. From here, this study came up to find out the possible

influences of the screen time to attention span and how this young generation deal with

the technology, rather than spending their time with their family.

Background of the Study

The invention of the smartphone is a turning point in history because it's a

huge addition of technology. Without smartphones, there would be no such thing as

using internet on the go. The iPhone and Droid are 2 popular types of smartphones. A

smartphone is a device that combines a cell phone with a hand-held computer, typically

offering Internet access, data storage, e-mail capability, etc. This is useful for quick

references like looking something up on google or using google maps in the car to find

your destination. This is one reason why smartphones are a great addition to

technology. Our lives would be very different without smartphones (Weebly.com, 2017).

Based on the observation and experience of the researcher, focus on screen

time and attention on a device such as a smartphone of mostly Grade 12 Computer

Hardware Services students of Centro Escolar Integrated School who are using a

device on a daily basis can greatly influence their attention span. This study is
conducted to be able to know how long do respondents spend their time on a certain

device and find out how this affect their attention span.

Conceptual Framework

Input Process Output

Related literature Evaluation using Influences of screen

and studies about survey questionnaire time to the attention
screen time and and interview span of grade 12 CHS
attention span. students
likert scale technique
and percentage are
utilized.

Paradigm of the study

The paradigm adapts the input-process-output scheme. Input is steered by

related literature about screen time and attention span. The process involves the

analysis of data using likert scale. This was followed by careful evaluation and

interpretation of the researchers.

After the process, the researcher posits that the expected output is the influence

of screen time to the attention span of grade 12 CHS students.

The researcher focused on the screen time and attention span of the Grade 12

Computer Hardware Services (CHS) in the Centro Escolar Integrated School (CEIS) to

see the potential and problems of the research. The data gathered was computed to

clearly describe the desired end goal.

 After having analyzed the screen time and attention span of CHS students using

survey and questionaire, recommendations was made so that parents be aware of the

possible output.

Statement of the Problem

This study aims to determine the extent of influence of screen time to attention

span of Grade 12 Computer Hardware Services (CHS) students.

Furthermore, this study would like to answer the following specific questions:

1) How long is the screen time of the respondents?

2) How long is the attention span of Grade 12 Computer Hardware Services

students?

3) What are the influences of screen time to attention span of the grade 12 CHS

students?

Hypothesis

Screen time influences the attention span of Grade 12 Computer Hardware

Services (CHS) of Centro Escolar Integrated School.

Scope and Delimitation

The study focuses on the screen time and attention span of grade 12 CHS

students.

Screen time per day was dealt on the time allotted by the respondents with a

device, such as television, computer, laptop and smartphones

The attention span is limited only to the time concentrated on a certain task

particularly in academics.
 The study was conducted to the Grade 12 Computer Hardware Services

students at Centro Escolar Integrated School on the first semester of SY 2017-2018 to

find out the number of screen time spent by the respondents and the possible

influences to the attention span.

Significance of the Study

This study focused on the influence of screen time to the attention span of grade

12 CHS students at Centro Escolar Integrated School. This study is significant to

parents and students.

Parents, the result of this study will give information to the parents of the

possible influences of screen time to attention span of their children. For this they will be

aware what to do next.

Student, the result of this study will warned the students of the effects they will

gain after spending too much time at the front of a screen.

Definition of Terms

To fully understand the study more, the following terms are defined operationally

to indicate the context in which were used in this study.

Attention Span. This refers to the length of time for which a person to

concentrate mentally on a particular activity.

Grade 12 CHS students. Students who are currently enrolled at the Centro

Escolar Integrated School taking stem as their strand and majoring in Computer

Hardware Services.

Screen time. This refers to the time spent per day on a device such as TV,

smartphone, computer, laptop or and device.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the different literatures that we’ve gathered about our major

variables, the screen time and attention span.

Screens are frying our brains

According to O'Rourke (2016), “Screen time,” or time spent staring at a screen on

a device, is linked to a lot of negative influences on our brains, from disturbed sleep

patterns, to—you guessed it—our attention spans. Our brain identifies something as a

“reward,” we feel the positive effects of the naturally-occurring brain chemical,

dopamine. Novelty, such as a notification popping up on your phone (especially a

novelty that is already linked to something positive like a social connection or progress

in a game) registers as a reward to your brain.

According to Dunckley, L., M.D. (2014), excessive screen-time appears to impair

brain structure and function. Much of the damage occurs in the brain’s frontal lob, which

undergoes massive changes from puberty until the mid-twenties. Frontal lobe

development, in turn, largely determines success in every area of life—from sense of

well-being to academic or career success to relationship skills. Use this research to

strengthen your own parental position on screen management, and to convince others

to do the same.

According to Dr. Hysing (2015), the longer a teenager spends using electronic

devices such as tablets and smartphones, the worse their sleep will be, a study of
nearly 10,000 16- to 19-year-olds suggests. More than two hours of screen time after

school was strongly linked to both delayed and shorter sleep.

According to Knapton (2017), the researchers say that digital connectivity may

enhance creativity, communication skills and development and conclude there is little to

support fears that spending time on digital devices is harmful.

The longer you spent time on your device the higher the risk of, lack of sleep and

the brain is linked to the negative influence of the screen and it may enhance creativity,

communication skills but its harmful for the brain.

Screen time has no impact in teenagers

According to Dunham (2017), teenagers (aged 12 to 18) using a screen for six or

less hours a day were not significantly impacted in other areas of their lives such as

their grades, fitness level, mental health or propensity for risky behaviour.

According to Graaf (2017), four hours and 17 minutes is the Goldilocks number,

providing enough time to develop social connections and skills. It is only after that point

that devices could begin to cripple teenage brains.

Spending four hours and seventeen minutes or spending six hours on your device

doesn’t affect the mental health and it’s the goldilocks number to develop connection

and skills but beyond four hours and seventeen minutes or beyond six hours, it can be

harmful.
Poorer, Shorter Attention

According to Daley (2014), few researchers have examined links between other

electronic media and attention, but one study did find an association between gaming

and attention. Adolescents gaming for more than one hour a day displayed poorer

attention, but there was no association between internet use and attention.

According to Borreli (2015), the researchers sought to gauge overall attention and

gauge habits and perceptions by dividing the respondents into three equal sized groups

based on performance — low, medium, and high attention — representing one-third of

the sample. For the neurological component, participants’ brain activity was recorded

and behavior was filmed while they interacted with different media and performed

several activities across devices and in different environments. EEGs were used to

measure their attention levels and activities were mapped against tasks and behaviors

to view how attention varied by screen, task, content type, and structure. The findings

revealed human attention span has fallen from an average of 12 seconds in the year

2000 to just eight seconds today.

According to Smigel (2013), one of the downsides of the digital age is that we

spend a lot more time staring at the screen on one electronic device or another. In many

cases, too much time. Some of us remember life before the LCD screen, but our

children don’t. It’s the only world they’ve ever known.

Paying too much time on your screens, you gadgets even for just an hour, our

attention becomes’ shorter and poorer every time we look at the screens of our gadgets.
21st Century Teenagers

According to eMarketer (2016), the image of teenagers staring at smartphone

screens is a time-capsule-worthy emblem of our times. The irony is that teens have

suffered the indignity of underindexing significantly for owning smartphones.

According to Wallace (2016), fifty percent of teens feel they are addicted to their

mobile devices, according to the poll, which was conducted for Common Sense Media,

a nonprofit focused on helping children, parents, teachers and policymakers negotiate

media and technology. A larger number of parents, 59%, said their teens were addicted.

The poll involved 1,240 interviews with parents and their children, ages 12 to 18.

According to Sellgren (2016), a survey of 2,750 11- to 18-year-olds found one in

10 admitted checking their mobile phones for notifications at least 10 times a night.

Teenager’s age twelve to eighteen years old confessed that they checked at least

ten times a night. Fifty percent of teenagers is addicted to their phone and the image of

teenagers in this time is a time-capsule-worthy emblem of our times.

Synthesis

The present study assumed that screen time has greatly influence the attention

span of grade 12 students is similar to the different studies and literatures presented

previously. Since this study mainly deals with the influence of screen time to the

attention span of grade 12 computer hardware services students.

 O'Rourke (2016), Dunckley, L., M.D. (2014), Dr. Hysing (2015) & Knapton (2017)

provides a similar idea about screen time and the conclusion of these researchers is

that it is unhealthy to our brains to look at the screens for a very long period of time.

The study of Dunham (2017) & Graaf (2017) agree that four to six hours of

screen time does not affect the health of teenagers and says that it’s the goldilocks time

to enhance connection and skils but beyond six hours it cripples the brain of a teenager.

Daley (2014), Borreli (2015) & Smigel (2013) claims that looking at the screen of

the device for just one hour the attention becomes poorer and shorter and that the

childrens and teenagers today doesn’t know what life is before digital age.

Furthermore the study of eMarketer (2016), Wallace (2016) & Sellgren (2016)

explains that teenagers twelve to eighteen years are addicted to their devices and

checks their phone ten times a night and each teenagers are significantly has a

smartphone.

Based on the related literatures and studies presented, the researchers

hypothesize that screen time affects attention span of a teenager’s life. The researchers

felt the need to conduct this study to help teenagers to be aware and to know that their

attention is affected by the screens of their devices, specifically smartphones, and to

help them plan of how many hours should be spent on a device there using in their daily

routine and to lose attention and spending too much time on a device.
 Chapter 3

RESEARCH METHODOLOGY

This chapter described the research design, the population and sample size of

the respondents, the sampling technique, the description of the respondent, the

instrumentation, the data gathering procedure, and the statistical treatment of data used

by the researchers.

Research Method Used

The purpose of the study is to determine the extent of influence of the screen

time to the attention span of Grade 12 Computer Hardware Services (CHS) students,

thus Likert scale method used. This method includes a survey paper for checking their

status regarding the influence of screen time and attention span.

Population and Sample Size

The respondents of the study are the students from Senior High School (SHS)

who are studying STEM-CHS course in Centro Escolar Integrated School (CEIS). As

there are many students in CHS course, CHS was divided to 3 sections. First section is

CHS-A section, there are 45 students. Second section is CHS-B section, there are 49

students and, last section is CHS-C, there are 43 students. Total number of students

who are taking CHS course are 137 students. As there are many students in CHS

course, the researchers decided to pick only CHS-A to their research.

Sampling Technique

The researchers used Cluster Sampling to select the respondents. Since the

research aims to define the extent of influence of the screen time to the attention span

of CHS-A students.

Description of the Respondents

The respondents are from Senior High School (SHS) students who are taking

Computer Hardware Services (CHS) in Centro Escolar Integrated School (CEIS). 45

students are prompted to answer the survey and would help the researchers to collect

survey form quickly.

Instrument of the Study

MOSS ATTENTION RATING SCALE (MARS)

The researchers used (MARS) for surveying. This survey form was made by

John Whyte, MD, PhD and Tessa Hart, PhD and the description was change to the

great extent to make the measurement responsive to the problem of the study. The

researchers adopted the (MARS) for students respondents. In this paper, survey form

consists of 22 items for student’s status and the researchers gave them 10 minutes to

answer. Instead of writing a letter for answering, the researchers supervised to write the

specific numbers for grading their status by themselves and as there is no specific

answer, the respondents are not require to write their name.

 The researcher also used percentage to compute for the possible influences

screen time may give to the attention span of students in terms of academics. The result

in percentage is presented using pie graph.

To determine the mean average, the researchers used the Likert Scale for

statistical treatment. These numbers are only the selectable numbers for checking the

status of the each respondent.

Scale Range Descriptive Rating

5 4.5 - 5 Very Great Extent

4 3.5 - 4.49 Great Extent

3 2.5 - 3.49 Moderate extent

2 1.5 - 2.49 Little Extent

1 1 - 1.49 No Extent at All

Statistical Treatment

All the data obtained from the respondents are tallied and tabulated using mean

and its descriptive rating.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered through the use

of questionnaire. Results of data analysis are interpreted in relation and in the order of

research questions stated in Chapter 1.

1. SCREEN TIME OF GRADE 12 COMPUTER HARDWARE SERVICES

STUDENTS

The screen time and attention of the respondents is presented using the Moss

Attention Rating scale by John Whyte, MD, PhD, Tessa Hart, PhD. Table 1.1 shows the

Moss Attention Rating Scale.

Screen time of Grade 12 computer Hardware Services Students

Table 1.1 Screen time of Grade 12 computer Hardware Services Students

Question Weighted Standard Verbal

I spend….. Mean Deviation Interpretation

1 The whole day 3 0.88 Moderate extent

using your phone

2 6 to 7 hours on my 3 0.87 Moderate extent

phone

The whole time

3 watching TV when 3 1.02 Moderate extent
doing nothing

GRAND
MEAN 3 0.90 Moderate Extent
N = 45

For question number 1 is “moderate extent”, spends the whole using their phone

with a weighted mean of 3 and the standard deviation of 0.88. On the other hand,

Numbers 2 to 3 are also “moderate extent” and they are in between and obtained an

average of 3 and the standard deviation of number 2 is 0.87, while the other has the

highest standard deviation of 1.02.

2. Attention Span of Grade 12 computer Hardware Services Students

Table 1.2 Attention Span of Grade 12 computer Hardware Services Students

Question Weighted Standard Verbal

Mean Deviation Interpretation

1 Restless or fidgety 3 0.86 Moderate extent

Sustains 3 0.77 Moderate extent

2 conversation

3 Persist at a task 3 0.8 Moderate extent

Stops a task when 1.01 Moderate extent

4 given something 3
else

Misses materials Moderate extent

5 needed even its 3 0.95
within sight and
reach

Great extent
6 Performs best in a 1.14
day or after rest 4

Performs best in a Moderate extent

7 day or after break 3 1
GRAND
MEAN 3.1 0.93 Moderate

N = 45

Table 1.2 indicates the responses gathered on numbers 1 to 7 of the

questionnaire which depicts the attention span of grade 12 computer hardware services

students.

For question number 1 is “moderate extent” on being restless or fidgety when

unoccupied with a weighted mean of 3 and the standard deviation of 0.86. On the other

hand, Numbers 2 to 5 are also “moderate extent” and that they are in the middle and

obtained an average of 3 and the standard deviation of number 2 is 0.77,number 3 has

the lowest standard deviation of 0.8, 4 is 1.01, 5 is 0.95, 6 has the highest standard

deviation of 1.14 followed by number 7 which has a standard deviation of 1.

Based on the results, the participants got a verbal interpretation of “moderate

extent” in all items except for number 6 which only yield a verbal interpretation of “great

extent”.
 3. INLUENCES OF SCREEN TIME TO THE THE ATTENTION SPAN OF THE

GRADE 12 CHS STUDENTS?

Influences of Screen time to Attention span

Cant focus on Assigned task

10%
Limited number of hours
30%
15% Not all assignments are
finished
Cannot sleep early

Blurred visions

20%

25%

Figure 2. : Influences of Screen Time to Attention Span

From the 45 respondents, 30% of them answered that they cannot focus on the

study because of too much use of screen time. 25% answered that they only have

limited time in academics because of playing mobile game. 20% of respondents

answered that not all of their assignment are done because of too much use of gadgets.

15% of the students answered they cannot sleep early because of watching movies.

And 10% answered it affects their visions so that they can’t focus on reading

comprehension.
 From the interview, respondents can’t focus on assigned task because students

are being inclined to their personal satisfaction to answer their friends thru chat and this

includes facebook, entering into chatroom, doing discussion online and many others.

Other respondents said that they have only limited number of hours in reading

because many of their time has been used in exploring the internet: facebook, google,

searching for more online games and playing with friends online.

So therefore the more screen time spent by the students, the more they cannot

focus on studies.
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of this study.

This study aimed to evaluate and determine the influence of screen time to

attention span of Computer Hardware Servicing Students of Centro Escolar Integrated

School and how the screen time affects their attention span.

Summary

The Profile of Computer Hardware Servicing students section CHS-A.

Computer Hardware Services (CHS) section A of Centro Escolar Integrated

School (CEIS) is composed of 45 students.

The study was conducted at Centro Escolar Integrated School on October 6,

2017. The sampling technique that was used is cluster sampling . There are three

sections of Computer Hardware Services (CHS) which has the population of 40-45

each. CHS-A has the large- scale in terms of population; the researcher considers the

said section to be the respondents of the study. The method use is descriptive because

it was used to describe characteristics of a population being studied.

M.A.R.S (Moss Attention Rating Scale) has been utilized and somewhat adopted

the description to Likert scale as represented by the questionnaire to measure the

attention span of students towards anything . the questionnaires were distributed to

come up with a good result. Researchers also interviewed respondents to know the

possible influences of screen time to their attention span.

Result of the Study

For the questionnaires to perceive the screen time of the Computer Hardware

Students they responds to the question’s, “I spend the whole day using my phone”, falls

between moderate extent with the average mean of 3 and standard deviation of 0.88.

They also respond to the questions, “I spend 6-7 hours on my phone”. Also falls

between moderate extent with the average mean of 3 and standard deviation of 0.87.

For the questionnaires to perceive the attention span of the Computer Hardware

Services (CHS) section A they responds to the question’s, “sustains conversation

without interjecting irrelevant and off-topic comments” falls between moderate extent,

with the average mean of 3 and standard deviation of 0.77.

Another part of the questionnaire ask, “Tends to initiate task which are within

their capabilities”, the majority of the CHS-A agreed with an answer of 3-moderate

extent. The result of the study fall’s between the middle, this means that the screen time

and attention span of CHS-A are fair-equal.

For the interview, researcher know that the influence of the screen time to the

attention span greatly affect their academics, because they can’t focus on their studies

thus it affects their sleeping habit so the students cannot attend to their early classes.
Conclusions

The following conclusions have been derived from the findings of this study:

1. Majority of Computer Hardware Services (CHS) student’s response fall’s

between moderate extent.

2. Majority of the verbal interpretation is moderate extent of a weighted mean of 3.

3. Screen time and attention span of the respondents are fair-equal.

4. Computer Hardware Services students cannot focus on their studies because of

spending too much screen time. Their attention span is affected because of

screen time spent to many other things not related to academics.

Recommendations

Based on the findings and conclusions drawn from this study, the following

recommendations are formulated by the researchers.

1. A Computer Hardware Servicing Student Should limits the use of Electronics and

gadgets to have balance lifestyle.

2. Schools should use E-learning often as CHS students more likely to rely on

electronics and gadgets. Thus, it may improve their academics.

3. Future research on the following are suggested:

a. Use a larger sample

b. Find out if screen time has a relationship to attention span

c. Determine if screen time really affects attention span and studies as well.
 Instrument of the Study

Moss Attention Rating Scale

by John Whyte, MD, PhD, Tessa Hart, PhD

Name(Optional)____________________

Section _________________

………………………………………………………………………………………………………

Using the number key below, please indicate to what degree each descriptor applies to
the person you are rating. Please make sure that you don’t discuss the rating scale at
all with your co-rater until both of you have filled it out independently.

Please don’t leave any items blank. If you are not sure how to answer, just make your
best guess.

1 = No Extent at All
2 = Little Extent
3 = Moderate Extent
4 = Great Extent
5 = Very Great Extent

1. ________ Is restless or fidgety when unoccupied

2. ________ Sustains conversation without interjecting irrelevant or off-topic comments
3. ________ Persists at a task or conversation for several minutes without stopping or
“drifting off”
4. ________ Stops performing a task when given something else to do or to think about
5. ________ Misses materials needed for tasks even though they are within sight and
reach
6. ________ Performance is best early in the day or after a rest
7. ________ Initiates communication with others
8. ________ Fails to return to a task after an interruption unless prompted to do so
9. ________ Looks toward people approaching
10. ________ Persists with an activity or response after being told to stop
11. ________ Has no difficulty stopping one task or step in order to begin the next one
12. ________ Attends to nearby conversations rather than the current task or
conversation
13. ________ Tends not to initiate tasks which are within his/her capabilities
14. ________ Speed or accuracy deteriorates over several minutes on a task, but
improves after a break
15. ________ Performance of comparable activities is inconsistent from one day to the
next
16. ________ Fails to notice situations affecting current performance, e.g., wheelchair
hitting against table
17. ________ Perseverates on previous topics of conversation or previous actions
18. ________ Detects errors in his/ her own performance
19. ________ Initiates activity (whether appropriate or not) without cuing
20. ________ Reacts to objects being directed toward him /her
21. ________ Performs better on tasks when directions are given slowly
22. ________ Begins to touch or manipulate nearby objects not related to task

II. Interview with students ( local instrument )

What is the possible influence of your screen time to your attention span? Check only
one

_____________ Can’t focus on assigned task

_____________ Limited number of hours in academics because many hours was spent
on mobile games

_____________ Not all assignments are finish because of lack of time

_____________ Cannot sleep early so that the students came late in school

_____________ Blurred visions that affects reading comprehension in school

Other answer:____________________________________________________
 References

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