Evaluating Effects of Electronic Gadgets on Learners’ Attention and Focus

Abstract

This study investigated the impact of electronic gadget use on the attention and focus of kindergarten learners. Utilizing a descriptive-correlational research design, data were collected from sixty kindergarten teachers who were purposively selected to complete a validated survey instrument. The analysis employed weighted means and Pearson correlation to determine the relationship between electronic gadget use and various dimensions of learners’ attention and focus. The demographic profile revealed that most learners were six years old, predominantly female, from families with two to three children, and raised by parents who had attained at least a high school level of education. These parents typically exhibited authoritative parenting styles. The findings indicated that learners used electronic gadgets occasionally, mainly for entertainment purposes such as playing games or watching videos on smartphones and tablets. While teachers generally rated learners’ attention span and task completion as high, statistical analysis showed a significant negative correlation between gadget use and learner engagement. This suggests that excessive or unsupervised screen time may hinder children’s active participation, curiosity, and overall classroom involvement. The study emphasizes the importance of guided and purposeful use of technology in early childhood education to ensure it supports, rather than detracts from, cognitive and behavioral development. Based on the results, the study recommends that parents and educators work collaboratively to establish balanced digital habits. This can be achieved by setting screen time limits, prioritizing educational content, and integrating interactive, developmentally appropriate activities that promote attention and engagement.