Tablet Use, Self-Regulated Learning and Academic Outcomes among Senior High School Students
DOI:
https://doi.org/10.5281/zenodo.21208633Keywords:
Tablet-mediated learning, self-regulated learning (SRL), academic performance, guided instructionAbstract
This research examined the impact of tablet use on self-regulated learning (SRL), digital distraction and academic performance in senior high school students in Ghana. Specifically, it sought to determine if tablets assist in the development of effective learning behaviours, or if they are a source of distraction, and how these factors may have an impact on academic performance. To achieve this goal, a quasi-experimental design with pre-test and post-test measures was employed using three groups (Control, unguided tablet use, and guided tablet use) and a total of 150 students participated in this research. Data was obtained using self-regulated learning questionnaires, digital distraction Scales, observation checklists, and academic achievement tests, and was analysed using ANOVA, ANCOVA, Correlation, Regression and Mediation analysis. The results indicated that students who used tablets in a guided manner (M=70.5) achieved higher academic performance compared to those who used tablets in an unguided manner (M=60.2) and those in the control group (M=58.3). Additionally, students who used tablets in a guided manner exhibited significantly higher self-regulated learning and significantly lower levels of distraction than those who used tablets in an unguided manner. Self-regulated learning was a strong predictor (β = 0.45) of students’ academic performance, while digital distraction had a negative impact (β = -0.38) on performance. Mediation analysis confirmed that self-regulated learning mediated the positive relationship between tablet usage and student achievement; and conversely, digital distraction mediated the negative relationship. Data collected for this study indicates that tablet use only enhances learning when students are provided with clearly defined instructional guidance on how to use tablets. When students do not have this assistance, tablets contribute to student distractions, with greater negative impacts on student learning outcomes. Results of this study provide educators and educational policy makers in Ghana with the necessary evidence to create structured digital learning environments that enhance student engagement and performance.
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