THE RELATIONSHIP OF ATTENTION SPAN AND SMARTPHONE

ADDICTION ON STUDENTS’ ACADEMIC PERFORMANCE AMONG SESS

STUDENTS, MSU

CLIFFORD NG YONG YANG

Thesis submitted in partial fulfilment of the requirement for the Degree of Psychology in
the School of Education and Social Science, Management and Science University

FEBRUARY 2023
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APPROVAL

This thesis submitted to the Senate of Management and Science University has been accepted as
fulfillment of the requirement for the Degree of Psychology (Hons). The members of the
Supervisory Committee are as follows:

____________________________________________

Navintharan Thanks Velu, Master

Lecturer

School of Education and Social Sciences

Management and Science University

Date:

____________________________________________

NORHISHAM BINTI MOHAMAD, PhD

Dean

School of Education and Social Sciences

Management and Science University

Date:
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DECLARATION

I hereby declare that the thesis is based on my original work except for quotations and
citations which have been duly acknowledged. I also declare that it has not been previously or
concurrently submitted for any other degree at MSU or other institutions.

Clifford

___________________________

10 JUNE 2023 CLIFFORD NG YONG YANG

012021090013
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ACKNOWLEDGEMENTS

I would like to express my sincere appreciation and deepest gratitude to the following
persons for their support during the research. To my supervisor Sir Navinthran, thank you for
your guidance and advice throughout the process of completing this research. To my research
method lecturers, Prof. Datin Norhisham Binti Mohamad and Sir Alif Fadzly, thank you for
your endless patience in guiding me with the thesis format.

My deepest gratitude is extended to the closest circle to me, Clifford Ng, Mastura
Marsaleh, Amirul Zafran, Nadzreen Hakimi and Zulkarnain who has always been a great support
for me through this bachelor’s degree and has helped and encouraged me so much in my studies.
I’m also grateful as without their support, I would not be able to complete this thesis. I also want
to express great appreciation to my mentor Dr Hazwani for her motherly kindness and concern
towards me, and my friends and schoolmate for assisting me in participating in this study and
indirectly sparking my interest to start this research topic.

Not forgetting the lecturers who have taught me throughout these past three years, whom
I looked up to and inspired, especially Madam Shabina, Sir Azman, Madam Adilah, Madam
Lydia, Dr Foo and many more. Lastly, I would also like to extend my special thanks to my
friends and coursemates who are fighting this journey with me, Noornabila Natasha, Meliesha
Manimaran, Aishewenee Arijina and Zulkarnain, Izzah Yusrin, Arif Faiz, Siti Sarah and Nur
Fathihah as I am forever grateful for their involvement, support and encouragement.
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Table of Content

ABSTRACT
ABSTRAK
Chapter 1
Introduction
1.0 Introduction
1.1 Background of the Study
1.2 Problem Statement
1.3 Research Objectives and Questions
1.4 Research Hypotheses
1.5 Significance of Study
1.6 Key Terms of Definition
1.6.1 Attention Span
1.6.2 Perceptual Load
1.6.3 Smartphone Addiction
1.6.4 Academic Performance
1.7 Conclusion
Chapter 2
Literature Review
2.2 Historical Literature Review
2.2.1 Attention span
2.2.2 Addiction
2.2.3 Behavioral Addiction
2.3 Theoretical Framework
2.3.1 Kahneman’s capacity model of attention
2.3.2 Dyer, Moss & Albery’s Dual Systems theory of addiction.
2.3.3 Bronfenbrenner’s Ecological System
2.4 Empirical Studies
2.4.1 Impact of attention span
2.4.2 Attention span and academic performance
2.4.3 Impact of Addiction
2.4.4 Smartphone addiction and Academic Performance
2.6 Conclusion
Methodology
3.1 Introduction
3.2 Research Design
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3.3 Population
3.4 Sample
3.5 Instruments
3.5.1 Demographics
3.5.2 Smartphone Addiction Scale
3.5.3 Attention Control Scale
3.6 Pilot Study
3.6.1 Reliability
3.7 Procedure of Data Collection for Actual Study
3.8 Data Analysis for actual study
3.9 Ethics
3.10 Conclusion
Results
4.1 Introduction
4.2 Stages of Data Analysis
4.3 Stage One-Pre-Analysis Stage
4.3.1 Screening and Cleaning the Data
4.3.2 Reducing the Influence of Outliers
4.4 Assessing Normality
4.4.1 Attention Control Scale
4.4.2 Smartphone Addiction Scale
4.5 Demographic Characteristics
4.6 Descriptive information on the measurement of study
4.7 Correlational Analysis
4.7.1 The relationship between Attention span and Academic Performance
4.7.2 The relationship between Smartphone addiction and Academic Performance
4.7.3 The relationship between Attention Span and Smartphone Addiction
4.8 Multiple Regression
4.9 Conclusion
Discussion
5.1 Introduction
5.2 Discussion
5.3 Conclusion
Conclusion
6.1 Introduction
6.2 Conclusion
6.3 Implication
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6.4 Practical Implication

6.5 Limitation
6.6 Recommendation
References
Appendix
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THE RELATIONSHIP ON ATTENTION SPAN AND SMARTPHONE ADDICTION ON

STUDENT’S ACADEMIC PERFORMANCE IN SESS FACULTY, MSU

ABSTRACT

This study examined attention span and smartphone addiction as predictors of academic
performance of students in SESS, MSU, Shah Alam. This study involved 332 respondents from
Management and Science University (MSU). The instruments used were: (1) Derryberry & Reed
Attention Control Sale (ACS; Derryberry & Reed, 2002) , (2) Smartphone Addiction Scale
(SAS; Kwon et al, 2013). The results found a significant relationship between attention span and
motivation on students’ academic performance. This indicates that attention span and motivation
have a problem that affects academic performance. This study also found that there is a positive
linear regression between attention span and academic performance which is consistent with
previous studies. Furthermore, this study found that there is positive linear regression between
smartphone addiction and academic performance, the results showed contradiction to previous
studies. As a conclusion, awareness of this information can help university students and youth in
general to be aware of how attention span and academic performance can affect students’
academic performance.

Keyword : Attention Span, Smartphone Addiction, Academic Performance

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HUBUNGAN TENTANG PERHATIAN DAN KETAGIHAN TELEFON PINTAR

TERHADAP PRESTASI AKADEMIK PELAJAR DI FAKULTI SESS, MSU

ABSTRAK

Kajian ini mengkaji rentang perhatian dan ketagihan telefon pintar sebagai peramal
prestasi akademik pelajar di SESS, MSU, Shah Alam. Kajian ini melibatkan 332 responden dari
Universiti Pengurusan dan Sains (MSU). Instrumen yang digunakan ialah: (1) Jualan Kawalan
Perhatian Derryberry & Reed (ACS; Derryberry & Reed, 2002), (2) Skala Ketagihan Telefon
Pintar (SAS; Kwon et al, 2013). Hasil kajian mendapati hubungan yang signifikan antara rentang
perhatian dan motivasi terhadap prestasi akademik pelajar. Ini menunjukkan bahawa rentang
perhatian dan motivasi mempunyai masalah yang mempengaruhi prestasi akademik. Kajian ini
juga mendapati terdapat regresi linear positif antara rentang perhatian dan prestasi akademik
yang konsisten dengan kajian lepas. Tambahan pula, kajian ini mendapati terdapat regresi linear
positif antara ketagihan telefon pintar dan prestasi akademik, keputusan menunjukkan
percanggahan dengan kajian lepas. Kesimpulannya, kesedaran tentang maklumat ini dapat
membantu pelajar universiti dan belia amnya untuk menyedari bagaimana rentang perhatian dan
prestasi akademik boleh mempengaruhi prestasi akademik pelajar.

Kata kunci : Jangka Perhatian, Ketagihan Telefon Pintar, Prestasi Akademik

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Chapter 1

Introduction

1.0 Introduction
Chapter 1 of the proposal begins with the background of the study. The discussion covers
the relationship between attention span and motivation on students’ academic performance
among SESS faculty students in Management and Science University (MSU). The problem
statement will be discussed next, followed by research objectives and research questions. Later,
the significance of the study and the definition of key terms follow. Lastly, the chapter ends with
a chapter summary.
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1.1 Background of the Study

Since the COVID-19 pandemic began, students have been studying using an online
platform for nearly three years. The closing of educational institutions as a preventive step
against the spread of COVID-19 has impacted the world's educational systems (Duraku &
Hoxha, 2020). The COVID-19 epidemic has compelled an instant worldwide shift from face-to-
face education in classrooms and lecture halls to online instruction via different video
conferencing systems (Vries, 2021). A major component of cognitive function, meaningful
information processing, and self-regulation are all dependent on attention, which is crucial for
academic achievement. Smart phones and similar devices have a number of unmentioned
consequences on the human body. Unrecognized applications of information technology (IT) are
significantly more potent than usually recognised (Subramanian, 2018). Recent studies focus on
attention span influenced by online learning, and online learning and its effects on motivation.
Studies that focus on the relationship between student attention levels during the course, factors
that negatively affect student attention in the classroom, student distractibility, and the teaching
methods of the teachers were mostly conducted abroad (Ciceki & Sadik, 2019). High demands
on working memory have a negative impact on sustained attention, but high perceptual loads,
especially visual ones, have a beneficial impact. Moreover, it is believed that executive function
no longer has the resources to discern between targets and distractions, making it incapable of
controlling adequate focus (Allison, 2020).

People now typically lose focus after eight seconds, illustrating the negative effects of a
lifestyle that is more and more reliant on technology. According to Microsoft (2015), it was
discovered that the average attention span has decreased from 12 seconds to eight seconds since
2000, when the mobile revolution began to take off. In fact, according to their studies, humans
today have attention spans that are lower than those of goldfish, which can focus on an object or
job for 9 seconds.

Evidently, online classes come with a few advantages and disadvantages (Rawashdeh et
al., 2021). A study done by Alawamleh, Al-Twait, and Al-Shat (2020), found that students
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continue to prefer classroom or face-to-face classes over online classes due to a variety of issues
they encounter when taking online classes, including a lack of motivation, a lack of
understanding of the material, a decrease in communication levels between students and
instructors, and a sense of isolation caused by online classes. As of recently, classes are now able
to start physically with presentations and examinations. The Ministry of Higher Education
(MoHE) has announced the continuation of physical teaching and learning based on their
particular campuses' capacity and capabilities (Malaymail, 2022). According to Ayamany
(2022), 1140 students across Malaysian states participated in a survey titled Student Voice
Matters 2022. The results of the survey found that 53% of the students preferred having fully
physical classes, 40% preferred a mixture of both online and offline classes, and 17% had
negative feelings or took a neutral stance. However, students that were required to learn via
online were not prepared, both literally (having basic and simple internet access via their mobile
phones, relying primarily on university facilities to meet group members, complete coursework,
and work on projects), and mentally (used to living in hostels, going to classes, and using the
library and labs to meet group members and do assignments instead of being isolated in an
unsuitable environment). As a result, students have expressed their worry about the impact of
this circumstance on their performance (Nassr et al., 2020). Moreover, the learning environment
has a significant impact on student learning results (Gilavand, 2016).

1.2 Problem Statement

Due to how quickly things are changing today, many members of younger generations do
not want to miss anything. Their attention spans are consequently getting shorter to make room
for the next "BIG" event, which can only be experienced online or through a smartphone
(Subramanian, 2018). Despite being useful in many ways, smartphones have drawbacks include
diminished productivity, attention-deficit disorder, and psychological addiction. Additionally,
Harries (2020), Problematic attachment to technology, such as smartphone use, was linked to
poorer social abilities, emotional IQ, and lack of empathy, as well as more interpersonal conflict.
Furthermore linked to heavy use and dependence on mobile devices are social anxiety and
loneliness, raising the possibility that excessive smartphone use leads to interpersonal
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dysfunction. Relatedly, it has been demonstrated that there is a negative correlation between self-
reported subjective smartphone addiction and psychological well-being. According to Statista
(2022), 88.79% of the Malaysian population owns a smartphone, which makes up 21 million
Malaysians. Students are increasingly reliant on their mobile phones to manage stressful
circumstances and sustain social ties. This habit may impair cognitive processes, hinder
reasoning, and promote reliance. Constantly checking your phone for no reason, feeling worried
or restless without it, waking up in the middle of the night to check your messages, a delay in
professional performance due to continuous phone use, and becoming sidetracked by smartphone
apps are all symptoms of smartphone addiction (Parasuraman, 2017). The open space and noise
in schools, as well as the incorrect temperature, impacts insufficient light, overcrowded classes,
misplaced boards, and inappropriate classroom layout, all of which contribute to variables that
may be confusing and distracting for students in an educational setting (Gilavand, 2016). In a
study by Najafi et al. (2018), they studied the environmental factors affecting students’ stress in
the educational environment. The findings from the study suggest that thermal comfort factors,
physical factors, security, and environmental interventions can influence attention span in an
educational setting.

It was discovered that certain students' attention spans were significantly impacted by
offered learning resources, like 1-hour video lectures or timed tasks with extensive reading
materials (Cicek, 2019). The student's motivation is another aspect of online learning that is
impacted in addition to their attention span. Many issues emerged with the rise of "completely
online" learning, including: if the students' motivation levels can be negatively affected by their
online learning, as well as the students' attention span (Selvi, 2010). Nevertheless, these previous
studies do not look into the context in Malaysia, and not enough research has been done in
Malaysia. Therefore, this present study will examine the relationship between attention span and
motivation on students’ academic performance among SESS faculty students in Management
and Science University (MSU) in Shah Alam, Selangor.
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1.3 Research Objectives and Questions

Research objectives:

1. To study SESS students’ attention span on academic performance in MSU.

2. To study the SESS students’ smartphone addiction on academic performance in MSU.
3. To study the relationship on attention span and smartphone addiction in MSU
4. To study the relationship between SESS student’s attention span and smartphone
addiction on the students’ performance in MSU.

Research questions:

1. What is the relationship of attention span on SESS students’ academic performance in

MSU SESS Students?
2. What is the relationship between smartphone addiction and SESS students' academic
performance in MSU SESS Students?
3. Is there any relationship between attention span and smartphone addiction?
4. Is there any relationship between SESS students’ attention span and smartphone
addiction on their academic performance in MSU SESS Students?
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1.4 Research Hypotheses

1. H1: There is a significant relationship between attention span on SESS students'

academic performance in MSU.

H0: There is no significant relationship between attention span on SESS students'

academic performance in MSU.

2. H2: There is a significant relationship between smartphone addiction on SESS students'

academic performance in MSU.

H0: There is no significant relationship between motivation on SESS students' academic

performance in MSU.

3. H3: There is a significant relationship between attention span and smartphone addiction
on SESS students' academic performance in MSU.

H0: There is no significant relationship between attention span and smartphone addiction
on SESS students' academic performance in MSU.

4. H4: Attention span positively predicts lower academic performance in SESS, MSU, Shah
Alam.

H0: Attention span negatively predicts lower students’ academic performance in SESS,
MSU, Shah Alam.

5. H5: Smartphone addiction negatively predicts lower students’ academic performance in

SESS, MSU, Shah Alam.

H0: Smartphone addiction negatively predicts lower students' academic performance in

SESS, MSU, Shah Alam.

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1.5 Significance of Study

This research will provide intellectual inputs for future researchers that need the
knowledge in understanding the relationship between stress and motivation on students’
academic performance among SESS faculty students post-pandemic. Currently, there are only a
few studies on the relationship between attention span and motivation on students' academic
performance; therefore, the current research decided to contribute to the topic in the hope that the
findings will be useful to future researchers.

This study would be beneficial to the public as this study provides the information on the
relationship between attention span and motivation on students' academic performance. Students
with this information can identify what is affecting their attention span and motivation, which is
suitable for students who are currently studying in the SESS faculty at MSU.

This study is also beneficial to mental health experts and MSU in developing programs
for individuals' attention span and lack of motivation. Programs and interventions can be applied
to students to overcome their mental barriers and to increase awareness of this issue among
SESS faculty. Second, therapy programs can help improve attention span or boost motivation,
which can improve academic performance among students.

1.6 Key Terms of Definition

1.6.1 Attention Span

Conceptual Definition: The amount of time a person can focus on a single task or other topic of
interest. Compare the span of apprehension.

Operational Definition: Respondent score on 20 items on Derryberry & Reed Attention Control
Sale, reporting on attention focus. Higher scores means low attention span (Derryberry & Reed,
2002).
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1.6.2 Perceptual Load

Conceptual Definition: The subjective awareness of such stimuli by humans is also impacted by
perceptual load, in addition to the distraction caused by irrelevant stimuli (Murphy & Greene,
2016).

1.6.3 Smartphone Addiction

Conceptual Definition: Smartphone addiction is characterized as a pattern of conduct that

involves obsessive smartphone use and causes a range of physical, psychological, or social
problems (Loleska & Pop-Jordanova, 2021).

Operational Definition: Respondent score on 33 items on Smartphone Addiction Scale (SAS)

(Kwon et al, 2013). The higher scores means high smartphone addiction.

1.6.4 Academic Performance

Conceptual Definition: Academic performance/achievement is the degree to which a student,

instructor, or institution has met their immediate or long-term learning objectives and is assessed
continuously or through a cumulative grade point average (CGPA) (Lamas, 2015).

Operational Definition: Respondent score on a self-adopted questionnaire.

1.7 Conclusion

This chapter starts with the background of the study. The study's background material
addresses the seriousness, pervasiveness, and scarcity of the phenomenon as well as the necessity
of undertaking the current investigation. The problem statement clarifies the study's variable, its
relationship to other variables, and the significance of carrying out the current investigation.
Following that, a theoretical framework was created that incorporates Kahneman’s capacity
model of attention, Moss & Albery's dual system theory of addiction, and Bronfenbrenner’s
ecological system. The conceptual framework, research questions, objectives, and significance of
the study are further discussed following the explanation of the theoretical framework. The paper
also discusses its limitations and the definition of its nomenclature.
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Chapter 2

Literature Review

2.1 Introduction

Attention span, motivation, and environmental factors that can affect academic
performance will be covered in this chapter. The impact of attention span and smartphone
addiction on academic achievement will also be explored in this chapter. A summary of the
reviewed literature will be available at the chapter's conclusion.

2.2 Historical Literature Review

2.2.1 Attention span

The quantity of things that can be understood in a brief presentation is referred to as the
"span of attention." The first person to do experimental research on this topic was Sir William
Hamilton in 1859. According to the definition of attention, it is the process that forces people to
choose a certain stimulus from among the variety of environmental stimuli based on their
interests and attitudes. In other words, it is the selected action of awareness as a method of
bringing a thought object clearly before the mind. The span of attention truly reveals how many
things can be in a person's conscious awareness at once. It relates to the quantity of items that
can be understood in a brief presentation (Berlyne, 1974).

2.2.2 Addiction
A condition of mental or bodily reliance (or both). The phrase is frequently applied to
behavioral problems including sexual, smartphone, and gambling addictions as well as to
chemical dependency (American Psychology Association, 2023).

2.2.3 Behavioral Addiction

According to Zsolt (2012), a special category of mental and behavioral illnesses is known
as behavioral addictions. Behavioral addictions appear to be addictions that are non-chemical,
such as video game addiction, sex addiction, and exercise addiction.
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2.3 Theoretical Framework

2.3.1 Kahneman’s capacity model of attention

According to Kahneman (1973), every instance of attention is a manifestation of effort,
and every expression of effort is a manifestation of attention. It appears that the distinction
between effort and attention is part of the cognitive activity called attention. An alternative to
theories that presume structural bottlenecks exist to explain human limitations is the capacity
theory of attention. A capacity hypothesis contends that man's ability to conduct mental tasks has
a general limit rather than such bottlenecks. Kahneman claims that his hypothesis is a capacity
theory of attention. It implies that the resource of attention is a shared one and that it is not
endless.
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Figure 3

Kahneman’s capacity model of attention

The distinction between mental and physical effort is the first interpretive inference that
can be made from Kahneman's theory of effort. The divide between the mental and physical,
however, is somewhat fading away because most researchers now speak of the cognitive rather
than the mental, assuming that the cognitive has a physiological basis in the nervous system.
Mental can be misunderstood to mean that the spiritual mind and the physical body are two
separate entities. Instead of mental effort, it will now be referred to as cognitive effort (Smit,
2005).

The distinction between the objective and the subjective is the second interpretive
inference we might draw from Kahneman's theory of effort. The cognitive process of effort is
objective, whereas the subjective experience of effort is. Although Kahneman speculates (see
passage below) that he may be referring to effort as subjective at one point, he seems to
understand it as mostly objective. Which causes us to wonder if he sees it as solely objective or
as both objective and subjective (Bruya, 2018).
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2.3.2 Dyer, Moss & Albery’s Dual Systems theory of addiction.

According to Vandermeeren (2012), addiction is a complicated and prevalent problem
that impacts everyone. A theoretical framework that clarifies the underlying cognitive processes
involved in addictive behaviors is provided by the dual process model of addiction. In order to
comprehend the emergence and maintenance of drug use disorders, it is important to grasp the
dual process model of addiction, which this article will address.

Figure 2

Dyer, Moss & Albery’s Dual Systems theory of addiction.

There are 2 systems which are the impulsive system and the reflective system. The
automatic, ingrained, and unconscious processes that make up the impulsive system, a key
element of the dual process paradigm, are its defining characteristics. It is motivated by the need
for instant satisfaction and rewards. The impulsive system is crucial in the setting of addiction in
maintaining drug-seeking behaviors. Dopamine-fueled reward circuitry in the brain promotes
these behaviors, creating a vicious cycle of addiction. Impulsive people frequently give in to the
attraction of drugs because they prioritize short-term pleasure above long-term harm (McClure,
2014).

The reflective system incorporates cognitive, deliberate, and judgmental processes in

contrast to the impulsive system. It makes it possible for people to exercise self-control, think
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about long-term effects, and make thoughtful decisions. The reflecting system acts as a check on
impulsive inclinations, enabling people to resist instant gratification and make decisions that are
consistent with their long-term objectives. It gives people the capacity to weigh the advantages
and disadvantages of substance use, which has an impact on their behavior (Vandermeeren,
2012).

According to the dual process concept, addiction develops when there is an imbalance or
dysregulation between the impulsive and reflective processes. The reflecting system frequently
loses control in people with drug use problems, resulting in a loss of self-control and a reduced
capacity to think about long-term effects. Numerous elements, including genetic predispositions,
environmental signals, stress, and emotional states, have an impact on this interaction. Repeated
drug use may also strengthen the impulsive system, enhancing its dominance and escalating
addictive behaviors (McClure, 2014).

2.3.3 Bronfenbrenner’s Ecological System

Bronfenbrenner’s ecological system explains child development in the complex system of
interactions that constitutes his or her environment. Bronfenbrenner's theory identifies numerous
"layers" of the environment, ranging from intimate home and school settings to broad societal
values, laws, and practices, each of which has an impact on the development of a child. This idea
was recently dubbed "bioecological systems theory" to stress the importance of a child's own
ecosystem (Bronfenbrenner, 1990).
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Figure 3

Bronfenbrenner’s ecological system

According to Bronfenbrenner (1990), there are five layers in Bronfenbrenner’s ecological

system. The first is the microsystem, which is the closest layer to the child and contains
structures that the child has direct interaction with, such as the child's relationships and
interactions with her immediate environment.

The second layer is the mesosystem. The mesosystem is the layer that connects the
structures of the child's microsystem, for example, the relationship between the child's instructor
and his or her parents, the church and neighborhood, and so on (Bronfenbrenner, 1990).

The exosystem comes next, as it outlines the wider social system in which the child does
not have a direct role. The structures in this layer influence the child's growth by interacting with
structures in her microsystem, such as a parent's work schedule and community-based family
resources. At this level, the youngster is not actively participating, but he feels the positive or
negative force associated with the contact with his own system (Bronfenbrenner, 1990).

The macrosystem is the child's environment's outermost layer. While not a distinct
framework, this layer is made up of cultural values, conventions, and laws. For example,
 23

children in war-torn places will develop differently than children in peaceful areas
(Bronfenbrenner, 1990).

The chronosystem encapsulates the dimension of time as it applies to a child's

surroundings. Elements in this system might be external, such as the time of a parent's death, or
internal, such as physiological changes that occur as a child ages (Bronfenbrenner, 1990).

Therefore, Bronfenbrenner’s (1990) Ecological System provides the theoretical

framework for guiding this study in determining the relationship between environmental factors
and academic performance. A study was done by Harun et. al. found that the pandemic's impacts
on society's socioeconomic structure have wide-ranging implications; students from the most
vulnerable classes were placed in accommodations that were least favorable to studying,
including cramped rooms without adequate lighting and basic amenities like fans. Additionally,
they experience family conflict.

Furthermore, another study was done by Realyvasquez (2020) on the impact of

environmental factors on academic performance during COVID-19. This study recruited 206
university students. The study found that the impacts of temperature, lighting, and noise on
university students' academic performance are strong and direct. The researcher concluded that
lighting, noise, and temperature play a significant role in how well university students do in their
online classes, indicating that these factors affect students' academic performance, concentration,
and comfort.
 24

2.4 Empirical Studies

2.4.1 Impact of attention span

The term "attention span" refers to how long someone can concentrate before getting
bored or easily distracted (Lodge, 2019). Attention span is directly connected to the mental
presence necessary to sincerely engage in person-to-person interaction (Subramanian, 2018).
Due to the amount of information available and the pace at which it reaches people through
advertising and multimedia, people are continuously experiencing information overload. Because
it is difficult to draw people in and retain their interest for long enough for them to read or watch
information like work memos, advertising, etc., attention impairments tend to be on the rise .

2.4.2 Attention span and academic performance

According to Saka (2022), did a study on the impacts of attention span and parental
engagement on students’ academic performance. The researcher recruited all the students that
were offered computer studies in public senior secondary school in Sagamu Local Government
Area of Ogun State. The results showed that students' academic performance in computer studies
was highly impacted by attention span. Also, it was discovered that pupils learn more effectively
the longer their attention spans are. According to this study, students would benefit greatly from
education if their attention could be maintained during teaching and learning. The students'
perception that they avoided activities that would distract them from their studies may be the
cause of this result. The researcher concluded that students' academic performance in computer
studies was impacted by their attention span. It has been demonstrated that attention span is a
reliable indicator of students' success in the topic.

Furthermore, Balan (2021), did a study on the influence of online learning towards the
attention span and motivation of college students. The research recruited 253 college students
from different Universities around Metro Manila and Calabarzon. The researcher discovered that
students' attention span can have a significant impact on their academic performance in an online
classroom setting. The researcher concluded that despite technological advancements, many
students still struggle to pay attention to the material. This indicated that the problems with lack
of attention span are caused by the students themselves, not by the lessons that are being taught.
In light of this, various investigations claimed that because of failing to complete the tasks. It had
 25

a negative effect on students' attention; as a result, other outside factors may have contributed to
pupils' decreasing attention spans.

Moreover, Cid-Sillero (2020), did a study on the influence of self-esteem and attention
on students’ academic performance. The researcher recruited 336 students from six different
schools located in the Basque Country autonomous region. The results show that a larger
attention span favors a higher level of academic performance, and students with strong attention
capabilities also tend to receive higher grades. The researchers concluded that it is necessary to
maintain high levels of self-esteem and attention ability so that these two variables can interact
and lead to individual academic success.

2.4.3 Impact of Addiction

According to Chatterjee (2021), addiction is an emotional and motivational problem in
psychiatry. Some pertinent hypotheses are thought to be useful for pinpointing the causes of
addiction. There are several obstacles and goals associated with various addiction theories. It's
critical to understand how addiction manifests in society and how to address it. Studies show that
none of the ideas completely account for addiction to any type of technology usage.

2.4.4 Smartphone addiction and Academic Performance

A different factor that can affect academic success is smartphone addiction, which has the
ability to influence academic achievement. Additionally, the lower the smartphone addiction
leads to greater academic success. As a result, there is a good chance that smartphone addiction
and academic success are closely related. Tian et al. (2021) conducted research on mobile phone
addiction and academic procrastination negatively impact academic achievement among medical
students. The study recruited a total of 1824 medical students. Academic procrastination was
inversely related to learning commitment, learning effectiveness, interpersonal facilitation, and
goal achievement. It has been shown that procrastination in school and mobile phone addiction
are common , and both of these behaviors have a detrimental impact on their academic
performance.

According to Damai (2021), the researchers conducted a study on the relationship

between smartphone addiction and academic performance in college students. The researcher
recruited 83 undergraduate students from Dominican college. The researchers found that the
 26

higher the student scored on the smartphone addiction score, the lower the student’s GPA was.
The researchers concluded There is a recognised issue with medical students using their phones
excessively and putting off their homework. This study sought to investigate the impact of
demographic variables on medical students' addiction to mobile devices, academic
procrastination, and academic success.

2.5 Conceptual Framework

The current study, based on the discussed theoretical framework, attempts to investigate
the relationship between attention span and smartphone addiction on students' academic
performance among MSU, SESS students. It is assumed that attention span and smartphone
addiction affect students’ academic performances. Figure 3 below illustrates the conceptual
framework of the current study.

Figure 4

Conceptual Framework

2.6 Conclusion

This chapter begins by discussing the dependent variables, which are attention span and
smartphone addiction, and the independent variable, which is academic performance. Finally, the
chapter reviewed the relationship between the two variables and addressed the issues that gave
more reason to conduct the present study.
 27

Chapter 3

Methodology

3.1 Introduction

Chapter 3 will cover the methodology used for the study, the population and location that
will be covered for the present study, the sampling procedure and sample size, followed by the
measurement or instrument used for the study, the procedure for data collection, and data
analysis. Lastly, the summary of the chapter will be discussed.

3.2 Research Design

This study will employ a quantitative methodology. According to Creswell (2012), he

states that factors are explained and predicted using a quantitative method. The study's
quantitative research approach was employed to explain the relationship of attention span and
smartphone addiction on students’ academic performance among SESS faculty students post-
pandemic at Management and Science University (MSU) in Shah Alam, Selangor. In order to
examine the relationship between the independent variables and dependent variables, which is
both continuous and categorical, the correlational research design was used in this study.
Convenience sampling will be employed to gather the data, which is one of the most practical
approaches, and it will be then distributed to the study's chosen sample of participants both
physically and online. For the first and second study objectives, Pearson correlation and multiple
regression will be used to analyze the data using Statistical Pack for Social Sciences (SPSS).

3.3 Population

The population of the study will be drawn from students from the Management and
Science University in Shah Alam's faculty of School of Education and Social Sciences (SESS).
The estimated population is around 1,500 people. The instability of new students, students who
are graduating, and students who are switching courses, as well as a number of other factors that
could affect population size, is the cause of the uncertainty in population size. Teaching English
as a Second Language (TESL), Early Childhood Education (ECE), Counseling and Guidance
(BCG), English Language and Literature Studies (ELS), Public Relations Management (PR),
Psychology (BPSY), Education of Science (BES), Education of Visual Arts (BEV), Education of
 28

Electric and Electronic Engineering (BEE), Education of Health and Physical Education
(BHPE), Broadcasting (BB), and Liberal Arts (BLA) are listed as courses under the SESS
faculty. The students' involvement and the obligation to participate in education and social
science courses made the population a good fit for this study because they are essential in
competing in daily communication tasks. The students in this faculty should have a greater
understanding of the study's topic given that some of the curriculum includes learning social
interaction in educational settings and cultural values.

3.4 Sample

The sample will be students that enrolled in or are currently in the SESS faculty, which
makes up the chosen sample from the population as it includes various races, genders, and age
groups in the data collection. According to Krejcie & Morgan (1970), based on the population
chosen for the study, which is 2209 students in SESS faculty , the sample size is projected to be
around 327 population members, which would be the minimum required to be able to generalize
the study's findings.

3.5 Instruments

The present study will be split into three sections: Section A, Section B, Section C to
measure the variables.

3.5.1 Demographics
The present study will include a demographics section that lists information on the
respondents' age, faculty, gender, education level, and CGPA.

3.5.2 Smartphone Addiction Scale

The Smartphone Addiction Scale is a 30-item scale that assesses four different
difficulties associated with mobile phone use: perceived dependency, forbidden (or antisocial)
use, unsafe use, and financial issues (Bilieux, Van der Linden, & Rochat, 2008). The instrument
that will be used in the present study is SAS-SV which is the revised version of the original SAS.
SAS-SV has been used in studies with valid reliability and validity (Kown, 2013; Servidio,
2022).
 29

3.5.3 Attention Control Scale

The Attention Control Scale (ACS) is an attention control assessment instrument. The
tool, which was originally developed in 2002, is a psychological instrument for measuring
attention. The ACS measures individual differences in attentional control. The ACS has 20 items
with questions containing attention focusing and attention shifting, and it takes 5 to 10 minutes to
complete the questionnaire (Derryberry & Reed, 2002). The instrument that will be used in the
present study is a self-adopted from ACS, the self-adopted version of ACS has shown valid
reliability and validity.

3.6 Pilot Study

The same respondents who will participate in the main study served as pilot test subjects
for the study's measurements. This is to guarantee that the guidelines, inquiries, and scale items
are understandable, straightforward, and capable of eliciting the proper responses. Also, the pilot
study is conducted to find any potential problems with the data collection procedure. For these
reasons, 30 respondents were chosen for the pilot study (Brown, 1995), and they were asked for
their thoughts on the administered instruments. Findings from the pilot study are as follows:

a. When responding to the survey, respondents did not ask for an explanation. Hence, it is
acknowledged that the respondents could understand the questionnaire's items.

b. It takes a respondent on average 10 to 15 minutes to finish the survey. As a result, the duration
of the primary study will rise from 10-15 minutes to 20-25 minutes.

c. The Statistical Package for the Social Sciences (SPSS) was used to test the reliability and
validity of the instruments. After doing a reliability analysis, it was determined that all measures
had Cronbach alpha coefficients over 0.5, making them all reliable.

Smartphone Addiction Scale - Short Version (SAS-SV) & Self-adopted Attention Control
Scale (ACS) serves as a dependent construct, according to the findings of the pilot study. 10
items that make up the (SAS-SV) instruments & Self - Adopted ACS made up 11 items.
 30

3.6.1 Reliability

The Statistical Package for the Social Sciences was used to examine the dependability of
the instruments (SPSS). Before starting to gather data, a test run of the research apparatus is
conducted to make sure it is both practical and useful. 30 respondents made up the final sample,
which was selected using the snowball approach. A pilot study was conducted to avoid any
participant misunderstandings or mistakes and to give the researcher a chance to fine-tune the
research tools. The average survey participant completed it in less than 10 minutes.

Another important factor is an instrument's reliability. To assess a measuring tool's

consistency, utilize Cronbach's alpha (α). For an instrument to be useful, its reliability must be
good enough. According to Taber (2018), the majority of individuals view a rating of .70 or
higher as acceptable. However if the alpha value is too high it may be due to the evaluation of
the same question under various covers. Hence, the highest alpha value suggested is .90
(Tavakol, 2011).

Table 1

Reliability Test of All Instruments

Measures Cronbach’s α

Self - Adopted Attention Control Scale .801

Smartphone Addiction Scale - SV .867

3.7 Procedure of Data Collection for Actual Study

The reliability coefficients ranging from table 1, showed that all the questionnaires were
stable and consistent. After pilot study was conducted, questionnaires were distributed via online
to student’s in Management and Science University, Shah Alam. During the data collection,
informed consent forms were given prior to the survey to ensure participants are aware of the
 31

purpose, procedure, risks and benefits of the study. All data of the current study was collected
anonymously, private and confidential.

3.8 Data Analysis for actual study

The Statistical Package for Social Sciences (SPSS) Version 27 programme was used to
evaluate all the data gathered from the self-administered questionnaire. The data from every
survey was coded, categorized, and entered into SPSS. Descriptive statistics, Pearson correlation,
and multiple regression were among the statistical techniques performed to meet the study's
objective.

3.8.1 Descriptive statistics

The sample and findings of the current study were summarized using descriptive statistics
(Mathur & Kaushik, 2014). Descriptive statistics were employed in the current study to calculate
frequency and percentage as well as to explain the respondents' demographics, participants'
attention spans, and smartphone addiction.
 32

3.8.2 Pearson Correlations

The linear impact of attention span and smartphone addiction on students' academic
performance was measured using Pearson correlation. The p-value indicates if a link exists, and
the coefficient r, which has a range of -1 to +1, indicates how strong the association is linear
(Samuels & Gilchrist, 2014).

3.8.3 Multiple Regression

Researchers can evaluate the strength of the relationship between an outcome (the
dependent variable) and a number of predictor variables, such as attention span and smartphone
addiction negatively predict academic performance, as well as the significance of each predictor
to the relationship, using multiple regression analysis, frequently with the effect of other
predictors statistically eliminated (Petchko, 2018).

3.9 Ethics
Ethics standards were taken into account for the present study. First, the Dean of the
Faculty approved the collection on the MSU campus in Shah Alam. The purpose of the research
was explained to research participants in the Google Form during the data collection process.
Through the permission form presented before the questionnaire, research participants were also
informed about the study, their right to withdraw, confidentiality, and anonymity. The research's
findings will also be made available upon request from participants.

3.10 Conclusion

The research methodology is discussed in the first section of this chapter, which is then
followed by the demographics, study location, sampling method, sample size, instruments, pilot
study, reliability, data collection process, data analysis process, and ethical considerations.
 33

Chapter 4

Results

4.1 Introduction

The outcomes of the statistical method used in this investigation will be covered in
Chapter 4. The outcomes of the pre-analysis step, which includes the results of data screening,
data cleaning, and determining normalcy, will be shown graphically at the start of this chapter.
Following that, descriptive statistics of the study's metrics and demographic factors were run.
The results of inferential statistics, including the Pearson correlation coefficient and independent
t test, are then discussed, and the chapter is concluded with a summary.

4.2 Stages of Data Analysis

The graphic below shows the steps and phases of data analysis for quantitative data.

Figure 5

Stages of Data Analysis

According to Figure 4.1, this study's data analysis is divided into two primary phases.
While Stage Two intends to conduct inferential statistics, Stage One strives to do preliminary
statistical analyses, such as data screening, cleaning, and normality assessments.
 34

4.3 Stage One-Pre-Analysis Stage

4.3.1 Screening and Cleaning the Data

Missing, incomplete, and skipped questions were looked into before data entry. From
337 of the collected questionnaires, 6 (1.48%) dropped out due to different faculty.

4.3.2 Reducing the Influence of Outliers

Outliers were found in both the independent and dependent constructs when the data
were analyzed. Rousseeuw & Hubert (2011) assert that it's critical to identify outliers since they
can be errors or other issues and have a significant impact on the study's findings. As a result,
outliers were found using the normalization procedure. The sample decreased from 331
respondents to 294 respondents after the outliers were eliminated.

4.4 Assessing Normality

Skewness, kurtosis, Histogram, and Boxplot are all used in this study to assess for
normality. Both independent and dependent constructions are put through the normalcy test. the
outcomes of Skewness and Kurtosis values, which are considered to be the primary determinants
of the normal distribution in table 4.2. According to George and Mallery (2010), psychometrics
may be used with skewness and kurtosis values between -2 and +2. Because of this, the reported
values for skewness and kurtosis are those of a normal distribution, and parametric testing will
be employed to analyze the data. This choice was also supported by Pallant (2016), who argued
that positively or negatively skewed results in social science scales and measurements do not
necessarily indicate a problem with the scale itself but rather that the results reflect the nature of
the construct (in this case, the Attention Span and Smartphone addiction) being measured.
 35

Table 2

Test of Normality

4.4.1 Attention Control Scale

The data for attention controlled scale scored 0.432 in skewness and -.459 in kurtosis,
which indicate normal distribution (George, & Mallery, 2010). The data normality was supported
by the normality plot based on the `histogram and boxplot (Das & Imon, 2016) below.

Table 3

Description for Attention Control Scale

 36

Figure 6

Histogram of Attention Control Scale

Figure 6.1
Boxplot of Attention Control Scale
 37

4.4.2 Smartphone Addiction Scale

The data for attention controlled scale scored 0.809 in skewness and .172 in kurtosis,
which indicate normal distribution (George, & Mallery, 2010). The data normality was supported
by the normality plot based on the histogram and boxplot (Das & Imon, 2016) below.

Table 3

Description for Smartphone Addiction Scale

Figure 7
Histogram of Smartphone Addiction Scale
 38

Figure 7.1

Boxplot of Smartphone Addiction Scale

 39

4.5 Demographic Characteristics

Table 4

Demographics statistics

Sociodemographic details Particulars Frequency Percentage

(n)

Gender Female 199 67.7

Male 95 32.3

Educational Level Diploma 78 26.5

Degree 215 73.1

Masters 1 0.3

CGPA 2.0 - 2.5 18 6.1

2.6 - 3.0 116 39.5

3.1 - 3.5 124 42.2

3.6 - 4.0 36 12.2

This study included 294 participants from Management and Science University, Shah
Alam, who are currently pursuing the Pre-U to Post Graduate. The population participating in the
study consisted of more females (67.7%; n=199) than males (32.3%; n=95). As shown in table 4.
The majority of the level of education in this study is Degree students (73.1%; n=215), followed
by Diploma (26.5%; n=78) and Masters (0.3%; n=1). The academic performance that was
collected in this study ranged from CGPA 2.0 - 2.1 (6.1%; n=18), followed by CGPA 2.6 - 3.0
(39.5 %; n=116), CGPA 3.1 - 3.5 (42.2%; n= 124) and lastly, CGPA 3.6 - 4.0 (12.2%; n=36).
 40

4.6 Descriptive information on the measurement of study

Table 5
Descriptive statistics for Attention Span and Smartphone Addiction

Table 4.10 shows the means and standard deviations of CGPA and both the attention
control scale and smartphone addiction. The score of CGPA (M= 2.61; SD= .780)followed by
ATTC (M= 26.65; SD= 3.71), and (M= 21.81; SD= 4.62 ) for total scores of smartphone
addiction.
 41

Table 6
Item-Total Percentage of Attention Control Scale

Almost Never Sometimes Often Always

ATTC 1 7.5 51 39.8 1.7

ATTC 2 4.1 56.1 33.7 6.1

ATTC 3 4.4 56.1 35.7 3.7

ATTC 4 9.2 52.7 33 5.1

ATTC 5 5.4 57.5 31.3 5.8

ATTC 6 7.1 56.1 32.3 4.4

ATTC 7 5.1 50.3 37.8 6.8

ATTC 8 3.1 22.1 65.6 9.2

ATTC 9 10.2 49.3 37.1 3.4

ATTC 10 6.8 53.7 35.4 4.1

ATTC 11 5.1 51.7 36.1 7.1

The Attention Control Scale's item total percentage is shown in Table 5 above. According
to the data, item number 8 in the "often" category has the largest proportion, accounting for
65.6%. The statement under item 8 is “ I can become interested in a new topic very quickly when
I need to.” indicating that respondents can often shift their attention.
 42

Table 7
Item-Total Percentage of Smartphone Addiction Scale

Strongly Agree Agree Disagree Strongly Disagree

SAS1 8.5 69 16.7 5.8

SAS2 17 50.7 20.7 11.6

SAS3 6.8 67.3 14.6 10.2

SAS4 12.2 56.8 22.4 8.5

SAS 5 10.5 61.6 24.5 3.4

SAS 6 12.9 55.4 22.4 9.2

SAS 7 13.3 64.3 15.3 7.1

SAS 8 18.7 65 13.3 3.1

SAS 9 19.7 67.3 11.6 1.4

SAS 10 16 60.9 14.3 8.8

The smartphone addiction scale’s item total percentage is shown in Table 6 above.
According to the data, item number 1 in the "agree" category has the largest proportion,
accounting for 69%. The statement under item 1 is “ missing planned work due to smartphone
use.” indicating that respondents tend to overuse their smartphones and miss planned work.
4.7 Correlational Analysis
To test hypotheses 1 to 3, Pearson correlations were calculated. The interpretation of the
correlation coefficient by Patrick and Lothar (2018) determined the direction, strength, and
significance between two variables. Since the research's alpha level was set at 0.05, alternate
hypotheses must be accepted in the current investigation when their p-values are less than or
 43

equal to the alpha value (p 0.05). In other words, there is a strong link between the variables
when the alternative hypothesis is adopted.

4.7.1 The relationship between Attention span and Academic Performance

Table 8

Table 8 presents the result of the correlation analysis between attention span and
academic performance. The results showed that there is a moderately positive and statistically
significant (r = .531, p = < .001) relationship between attention span and academic performance.
Therefore, H1 is supported. This indicates that there is a significant relationship between
attention span and academic performance.
 44

4.7.2 The relationship between Smartphone addiction and Academic Performance

Table 9

Correlation of smartphone addiction and academic performance

Table 9 presents the result of the correlation analysis between attention span and
academic performance. The results showed that there is a moderately positive and statistically
significant (r = .538, p = < .001) relationship between attention span and academic performance.
Therefore, H2 is supported. This indicates that there is a significant relationship between
smartphone addiction and academic performance.
 45

4.7.3 The relationship between Attention Span and Smartphone Addiction

Table 10

Correlation of smartphone addiction and attention span

Table 10 presents the result of the correlation analysis between attention span and
academic performance. The results showed that there is a moderately positive and statistically
significant (r = .435, p = < .001) relationship between attention span and academic performance.
Therefore, H3 is supported. This indicates that there is a significant relationship between
attention span and smartphone addiction.
 46

4.8 Multiple Regression

Table 11

Multiple Regressions of Attention Span and Smartphone Addiction

Variable CGPA

B SE.B Beta.β

Attention Control .075 .010 .367

Smartphone Addiction .064 .009 .380

Adjusted R2 .396

F 96.939

Note: CGPA (2,291) = 96.939

*** Level of significant is at p < .05

Table 11 presents the regression of attention control, smartphone addiction and CGPA
The results of multiple regression revealed that the overall model was statistically significant (F
(2, 291) = 96.939, p < .01). The model showed that (39.6%) (R²=.400) of the variance in CGPA.
This shows that the calculated linear regression model's slope is not equal to 1, demonstrating
that the correlation between the predictor variables and the CGPA is linear.. Hence, Ho3 is
supported.

Based on the multiple regression analysis, two variables were significantly contributed to
CGPA which are Attention Control (β = .367, p < .01) and smartphone addiction (β = .380, p
< .01). Remarkably, attention control was found to be the strongest predictor of CGPA. This
finding is in line with results from previous studies (Deepa., 2022; Preston et.al., 2009).
 47

4.9 Conclusion

This chapter discussed the research findings after data analysis were carried out and the
results then interpreted in view of the study hypothesis. The summary of the research findings
presented at the last section were helpful to gain an overview of the research results.
 48

Chapter 5

Discussion

5.1 Introduction

Chapter 5 gives a summary of the study's findings and expands on the findings from the previous
chapter's analysis.

5.2 Discussion

Investigation of the first hypothesis, which is the relationship between attention span and
students’ academic performance. The present findings show that there is a moderate significant
positive relationship between attention span and students’ academic performance. The present
study is consistent with previous studies which found a significant relationship between attention
control and students’ academic performance (Deepa, 2022; Bouzaboul, 2021; Shannon, 2019.)

A possible explanation regarding the current finding is that attention control can affect
CGPA. According to Deepa (2022), attention control has a moderating effect on academic
performance. A study by Kiley (2014), respondents also concurred that they had grown more
dependent, lazy, had a short attention span, and were less able to focus on specific concerns
(Nayak, 2018).

Investigation of the second hypothesis, which is the relationship between smartphone

addiction and students’ academic performance. The current findings shows that there is a
moderate significant relationship between smartphone addiction and students’ academic
performance. The result of H2 is consistent with previous studies which found a significant
relationship between smartphone addiction and students’ academic performance. (Domoff, 2019;
Raza, 2020).

Investigation of the third hypothesis, attention span negatively predicts lower academic
performance in students. The current findings show that there is a positive linear regression
between attention span and CGPA. Which means with the increase of attention control it
increases CGPA by .075 %. Hence, H3 is accepted. The result of H3 is consistent with a
 49

previous study in which attention control can negatively impact CGPA. Students' attention is a
driving force to improve themselves when necessary. Maintaining good attention can increase
students' attention span, which positively affects performance (Qiao, 2020).

A possible explanation for the current finding is that attention span can affect CGPA.
According to Cicekci (2019), Multiple stimuli in the classes such as noises in the classroom
environment distracts students which affects students’ ability to focus and affects their academic
performance.

Investigation of the last hypothesis, smartphone addiction negatively predicts lower

academic performance in students. The current finding shows that there is a positive linear
regression between smartphone addiction and CGPA. It is interpreted that the increase in
smartphone addiction increases CGPA by .065%, Hence H4, fails to reject the null hypothesis.
The current findings contradict previous studies. According to Sunday (2021), excessive and
compulsive phone use can have a detrimental impact on the time and attention that children
require for studying and academic achievement.

5.3 Conclusion

In summary, this chapter discussed the findings of this study. This chapter has explored
other studies that backs up the current study as well as contrasting results that can be drawn from
the fields of psychology and counseling.
 50

Chapter 6

Conclusion

6.1 Introduction

For this study, Chapter 6 had numerous crucial aspects. The consequences of this study
were examined after first discussing the results drawn from this investigation. The limitations of
this study were then discussed, followed by suggestions for future studies.

6.2 Conclusion

This study found that attention span and smartphone addiction is correlated and positively
predicts the effect on students’ academic performance. In other words, attention span plays a
significant role in students’ academic performance, the present study shows that the lower the
attention control, the lower the CGPA Deepa (2022) . On the other hand, the present study shows
that smartphone addiction has an influence on students’ academic achievement. . The current
study is important as the influence of attention span is not heavily studied in Malaysia. The new
generation as mentioned above is in the digitalization age where everyone uses smartphones
which can lead to addiction if used without restriction. This finding extends the relevance of
Kahneman’s capacity model of attention .

6.3 Implication

The results of this study provide theoretical contributions to the subject. The results of
this study help to further knowledge in this area and give a better understanding of the impact of
students' smartphone addiction and attention span on their academic performance. Through
Kahneman's capacity model of attention, the results of this study specifically allow us to
comprehend the significance of the link between attention span and smartphone addiction on
students' academic performance. When conducting research in a related topic, future researchers
might refer to the present work as a guide.
 51

6.4 Practical Implication

The results of this study have applications in the fields of education. Accordingly,
government officials and education specialists may now know and comprehend how kids'
academic performance is influenced by their attention spans and smartphone addiction. The
creation of various ways for prompt interventions to help students with their academics would be
aided by this information and understanding. Understanding the link between smartphone
addiction and attention span aids policy makers in creating lectures to raise awareness among
students. For instance, policymakers can create ways and strategies to help students use their
smartphones less or just during specific hours in order to concentrate in class. The study's
conclusions also have significant ramifications for educators and students.

6.5 Limitation

The study's generalizability to Malaysia's complete population may or may not be

possible given that it was restricted to students at MSU university. In addition, there are a lot of
participants with degrees and diplomas compared to their level of schooling. Therefore, because
responders from different educational levels were lacking, the results cannot be generalised and
may even be biased. This is because diploma- or degree-seeking students make up the majority
of the student body at MSU Shah Alam.

6.6 Recommendation

Future research can expand its sample size to include more individuals, which will
improve the study's reliability and validity from an external perspective. In addition, a
comparable study on the population might be conducted in a wider region as opposed to just at
MSU University in Shah Alam. To improve the external validity of the current findings, more
varied samples can also be used in future research to ensure that participants are more typical of
the geographic variety prevalent in Malaysia. Future study can focus on the linkage of how
smartphone addiction can affect students’ attention span. According to Nayak (2018), among
students, the urge to check their smartphones was quite strong, and if they were unable to do so,
they became frustrated. They suggest that people are using smartphones as a means of
disengaging from reality. Some of the respondents also concurred that they had grown more
 52

dependent, have a short attention span, are less able to focus on specific concerns, and spend
more time on their smartphones.

6.7 Conclusion

This chapter discussed a number of crucial areas for this subject. The consequences of
this study were examined after first discussing the results drawn from this investigation. The
limitations of this study were then discussed, followed by suggestions for future studies.
 53

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Appendix

Appendix 1.0 Attention control scale questionnaire

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Appendix 2.0 Smartphone addiction scale

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