The effect of screen time on students’ concentration in online education in Lafia South LGA, Nasarawa State
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- NGN 5000
Background of the study
Screen time has become an inevitable aspect of modern education, particularly with the widespread adoption of online learning platforms. In Lafia South LGA, Nasarawa State, the increased reliance on digital devices for educational purposes has raised concerns about its effects on students’ concentration and overall academic performance. Prolonged exposure to screens may contribute to cognitive overload, visual fatigue, and reduced attention spans, thereby impacting the quality of learning (Adewale, 2023). Educators and researchers have noted that while digital tools can enhance learning through interactive content, excessive screen time can be detrimental to students’ ability to focus on academic tasks. As schools shift to online education, understanding the delicate balance between beneficial digital engagement and potential distractions is critical.
The study explores the intricate relationship between screen time and concentration, examining how various factors such as content type, duration of exposure, and the design of digital learning environments influence student attention. In online classes, where traditional classroom cues are absent, students rely heavily on digital interfaces for guidance and motivation. However, continuous exposure to screens may lead to mental fatigue and diminished cognitive processing, hindering the absorption of information (Ibrahim, 2024). Additionally, the interactive nature of online platforms often includes multiple notifications and pop-ups that can further disrupt concentration. The study also considers the role of parental monitoring and the design of online curricula in mitigating these adverse effects. By focusing on the students in Lafia South LGA, this research aims to provide a comprehensive analysis of how screen time influences concentration in an online educational setting, thereby offering insights that could help optimize digital learning environments. The findings of this study are expected to contribute to the development of guidelines that balance effective digital engagement with the need to preserve cognitive focus in students (Adewale, 2023; Ibrahim, 2024).
Statement of the problem
While online education offers numerous benefits, the effect of excessive screen time on students’ concentration has emerged as a significant concern in Lafia South LGA. Many students report difficulty in maintaining focus during extended online sessions, which is partly attributed to prolonged exposure to digital screens. The symptoms include eye strain, mental fatigue, and a general decline in cognitive processing capabilities. These issues are compounded by the design of many online learning platforms that often incorporate multiple interactive elements and notifications, further distracting students (Mustapha, 2023). Moreover, there is a lack of clear guidelines on optimal screen time for students, leaving educators and parents to navigate the challenges without a standardized framework. This gap has led to inconsistent practices in managing screen time, which may adversely affect students’ academic performance and overall well-being (Olorunfemi, 2024).
Additionally, the absence of sufficient parental monitoring and institutional support exacerbates the situation, with some students lacking the necessary guidance to balance screen exposure with offline activities. The problem is further complicated by individual differences in susceptibility to digital distractions, making it difficult to establish a one-size-fits-all solution. The study seeks to critically assess the impact of screen time on student concentration, exploring the interplay between technological design, individual behavior, and external regulation. By doing so, the research aims to identify effective strategies for mitigating the adverse effects of prolonged screen exposure on concentration in online education settings (Mustapha, 2023).
Objectives of the study:
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To assess the impact of screen time on students’ concentration during online learning.
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To identify factors that exacerbate the negative effects of excessive screen time.
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To recommend strategies for optimizing screen time and improving student concentration.
Research questions:
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How does screen time affect students’ concentration in online education?
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What specific factors contribute to reduced attention spans in digital learning environments?
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What measures can be implemented to mitigate the negative effects of excessive screen time?
Research Hypotheses:
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Excessive screen time significantly diminishes students’ concentration levels.
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Interactive design elements in online platforms are associated with increased digital distractions.
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Structured breaks and guided screen time protocols improve student focus.
Significance of the study
This study is significant as it explores the impact of screen time on student concentration in online education within Lafia South LGA. The findings will assist educators and policymakers in developing guidelines and interventions that balance digital engagement with cognitive well-being. Improved management of screen time can lead to enhanced concentration and academic performance, contributing to more effective online learning environments (Adewale, 2023).
Scope and limitations of the study:
The study is limited to online education in Lafia South LGA, Nasarawa State, focusing exclusively on the effect of screen time on students’ concentration. It does not extend to offline learning or other aspects of digital health. Limitations include variability in individual screen usage patterns and differences in online platform designs.
Definitions of terms:
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Screen Time: The duration for which students are exposed to digital screens during learning activities.
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Concentration: The ability of students to maintain focus on academic tasks despite potential distractions.
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Online Education: A mode of learning that utilizes digital platforms for delivering instructional content.
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