Analyzing the Effects of Modern Distractions on Learning Mathematics Among Junior High School Students at MSU–Sulu Laboratory High School

This study examined the level of effects of modern distractions on learning Mathematics among junior high school students at Mindanao State University–Sulu Laboratory High School, focusing on critical thinking, problem-solving skills, and working memory capacity. Using a descriptive–correlational research design, data were collected from 120 students across Grades 7 to 10 through a validated survey questionnaire. Statistical tools such as descriptive statistics, t-tests, analysis of variance (ANOVA), and Pearson correlation were used for data analysis. Results revealed that modern distractions have a neutral and varied influence on students’ Mathematics learning, as reflected by “Undecided” overall mean ratings across the three cognitive domains. Findings further indicated that students’ perceptions of modern distractions do not significantly differ when grouped according to gender, age, parents’ educational attainment, and parents’ monthly income; however, significant differences were observed when grouped by grade level, suggesting the role of academic maturity. Correlational analysis showed strong to very high positive relationships among critical thinking, problem-solving skills, and working memory capacity, confirming that these cognitive processes are closely interconnected. Based on the findings, the study recommends that school administrators and teachers may implement instructional strategies that strengthen students’ attention control and higher-order thinking skills, parents provide supportive and distraction-minimized learning environments, and students develop self-regulation skills in managing distractions. Future research may further explore intervention strategies to reduce the impact of modern distractions on Mathematics learning.