Thus, I looked at one of the Peer-Reviewed research paper ‘Students distracted by electronic devices perform at the same level as those who are focused on the lecture’ by Romesh P. Nalliah and Veerasathpurush Allareddy (Peer J, 2014;2:e572).
The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). Their finding can be summarised as such: “ There were no significant differences in test scores between distracted and non-distracted students”. For the statistically literate people the authors write, “Gender and types of distractions were not significantly associated with test scores (p>0.05).
Conclusion was: ‘Every class member felt that they acquired the important learning points during the lecture’.
My interpretation is, in Secondary Schools (which is equivalent to Middle School and High School in other parts of the world), the situation is different. There are so many confounding variables e.g influence of family and literacy, a major shift of discipline structure in schools. Interpretation/misinterpretation of so to say, ‘Restorative Discipline System’ has major effect on the literacy and numeracy, however indirect it might be. Back in my days of schooling, I picked up basic concept of literacy and numeracy in my family (whanau), then I went to the primary school, somewhat informed about learning that is required to ‘walk the enduring path of education’.
I have attached the statistical table for those who love to churn numbers. These are just numbers and can be ignored.