Abstract
This study aimed to explore the impacts of common distractions to the academic performance of selected students in a private school in Gumaca, Quezon. Aspects studied were the profile of the respondents, such as their age, sex, grade level, and program. It is also viewed as one of the top contributors to distraction to academic among the three variables, such as use of digital devices, multitasking, and mind wandering. To achieve the researcher goal, the researcher used a questionnaire to determine the respondent’s profile and administer the questionnaire for the impacts of common distractions to the academic performance. This study involved 80 college students from one of the private schools in Gumaca, Quezon. The result showed that most of the respondents were in the age group of 18–33 years old. The respondents are mostly female, and the majority come from the BSBA department. When it comes to the results of the impacts of common distraction to the academic performance, the study found that the most common contributor to academic distraction is use of digital devices. Most of the respondents are distracted because of use of digital devices. According to the Kruskal Wallis H-test implicated significant difference on the perceive impacts of common distractions to the academic performance when respondents are grouped by age, sex, year level, and department. Since all the computed p-value are less than level significant. The null hypothesis is rejected. This would imply that the perceptions on the common distraction to the academic performance varies between the profile.
