Effects of Digital Distraction and Time Management Skills on the 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.本研究探讨数字分心（digital distraction）与时间管理技能对职前数学教师学业表现的影响。研究采用简单随机抽样法选取121名准教育工作者作为研究对象。参与者填写了两套经过改编的调查问卷，分别用以评估其数字分心程度与时间管理技能。此外，研究以《现代世界中的数学》（Mathematics in Modern World，MMW）课程成绩作为其数学学业表现的衡量依据。本研究采用加权均值（weighted mean）法评估各变量的水平，并通过皮尔逊相关分析（Pearson’s correlation）探究各变量与受访者数学学业表现之间的关联。结果显示，受访者的数字分心程度处于中等水平，时间管理技能处于较高水平，且数学学业表现优异。尽管呈现上述特征，但研究结果表明，数字分心与时间管理技能对受访者的数学学业表现并无显著影响。这暗示或许存在其他潜在因素对学生学业表现的影响更为显著。未来研究可考虑纳入更多变量，或采用质性研究方法，以更深入地探究究竟哪些因素真正影响学生的数学学业表现。