This study looks at how technology screens have an effect on academic performance considering how technology is becoming relied upon more every day. A meta-analytic review that quantitively combines data was conducted to estimate effect sizes between technology screens and academic performance. The study held no restrictions on location or ethnicity. 12 studies were chosen, consisting of 31,844 total participants. Ethnicity, research design, and screen type were found to moderate the effect of screen time on academic performance. Theoretical implications and future research is also discussed in this study.
Bachelor of Science (B.S.)
College of Sciences
Haxel, Carly A., "Technology Screens and Effects on Attention: A Meta-Analysis" (2022). Honors Undergraduate Theses. 1275.