Digital Distraction in OBE Classrooms: Smartphone Addiction and Student Learning Outcomes in Girls’ Secondary Education in Pakistan

Abstract

This research analyzed the trends of social media/smart phone usage among high school girls and their effects on academic activities i.e. distraction, sleep disorders and Student Learning Outcomes (SLOs) in an Outcome-Based Education (OBE) model. Data were gathered using a survey-based, descriptive, case study design in a sample of 100 female students, in Grades 6-10, at Frontier Science Academy, Peshawar, Pakistan. The findings revealed that there are extensive ownership and heavy usage of smartphones with most respondents having over three hours of usage per day. There was a frequent report of smartphone interaction in the late-night and frequent use of social media, as well as signs of emotional dependence and perceived academic disturbance. Statistically significant differences in high and low smartphone users were found in inferential analyses. Students who reported spending over three hours daily on their smartphone showed a lot of perceived academic disruption as compared to lower-use students (t = 5.87, p <.001, Cohen d = 0.83). On the same note, sleep disturbance was significantly higher in frequent late-night users than infrequent users (t = 6.34, p <.001, Cohen d =0.88). There were positive correlations among the intensity of smartphone use and academic disruption (r =.62), sleep disturbance (r =.67) and lower family interaction (r =.59), which revealed that there were strong relationships between smartphone use and academic and wellbeing outcomes. The awareness and intervention component performed better than the preset benchmark of 65 by achieving 75% success, and a significant effect size (r =.61), which was an increase in recognition of the unhealthy digital behaviours. Although the study does not allow making causal conclusions, the results indicate overuse of smartphones and social media as a key impediment to effective engagement of learners and SLO achievement. The paper highlights the necessity to incorporate digital self-management in the OBE-specificized curricula as a tool to assist adolescent girls in meaningful learning.

Keywords: Digital Distraction, Smartphone Addiction; Social Media Use; Outcome-Based Education; Student Learning Outcomes; Girls’ Secondary Education; Academic Engagement.