The Impact of Gadget Usage Duration on Mathematics Learning Outcomes of Elementary School Students

The increasing integration of digital devices into children’s daily lives has raised important questions regarding their potential influence on academic achievement, particularly in mathematics learning. This study examined the relationship between digital device use duration and mathematics learning outcomes among elementary school students using a quantitative ex post facto correlational design. The participants consisted of 395 fourth-, fifth-, and sixth-grade students selected through proportionate stratified random sampling. Data were collected using a digital device use questionnaire and a mathematics achievement test. Descriptive analysis, classical assumption testing, Pearson correlation, and simple linear regression analysis were conducted to determine the predictive contribution of digital device use duration to mathematics performance. The results indicated that students demonstrated a moderate level of digital device use duration, while mathematics learning outcomes were also within a moderate achievement range. The regression analysis showed that digital device use duration did not significantly predict mathematics learning outcomes, with the predictor explaining only a negligible proportion of variance in students’ mathematics achievement. These findings suggest that device-use duration alone is insufficient to explain differences in mathematics performance among elementary school students. Instead, the educational consequences of digital technology use may depend on contextual factors, including the purpose of use, learning strategies, and students’ ability to regulate their digital engagement. The study highlights the importance of moving beyond time-based perspectives and adopting a more comprehensive understanding of children’s digital behaviors in educational contexts.