Association Between Digital Distractions, Time Management, and Math Performance of Aspiring Teachers

This study examines the impact of digital distraction and time management skills on the pre-service teachers’ academic performance in mathematics. A total of 121 aspiring educators were selected using simple random selection. They responded to two sets of adopted survey questionnaires that evaluated their digital distraction and time management skills. Moreover, their Mathematics in Modern World (MMW) grade was used as basis for their math performance. Weighted mean was used to assess the levels of the variables and Pearson’s correlation was applied to determine their relationship to the respondents’ math performance. The results show that they had moderate level of digital distraction, high level of skills in managing time, as well as outstanding math performance. Despite exhibiting these levels, the results reveled that digital distraction and time management skills have insignificant impact on the respondents' mathematics performance. These suggest that other underlying factors may play a greater role in influencing student performance. Further research may consider investigating additional variables or employing qualitative methods to gain a better understanding of what truly influences students' academic performance in math.