Interactive Effect of Screen Time, Distance from School and Socio-economic Status on the Mathematics Performance of the Elementary Learners

Education

The purpose of this study was to investigate the interactive effect of screen time, distance from school, and socio-economic status on the mathematical performance of elementary school learners. The research was carried out at San Juan Elementary School located in the Nabunturan East District of the Schools Division of Davao de Oro, Philippines. The participants who have taken part in the study were the 128 learners in grades 1 through 6. A quantitative-correlational research design, employing survey questionnaires as the primary means of data collection and the learner's grade as the basis of mathematics performance was adopted in the study. The survey questionnaires for the study included queries concerning the amount of time that a learner spent watching television, using computers, tablets, and cellphones, as well as the distance that the student residence from the school and their level of socio-economic status. The gathered data went through statistical analysis using percentage, mean and Pearson r correlation. As for the result, a negative association was found between the amount of time spent in front of a screen and the performance in mathematics, indicating that the performance of learners in mathematics declines as the amount of time spent in front of a screen increases. However, distance from school and socio-economic status did not have a significant impact on mathematics performance, they did not influence each other. Therefore, the study suggests that rigorous regulation of screen time be implemented, as well as the development of more effective teaching strategies and compassion to respond to the diverse needs of every learner.

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