The problem with distraction in schools today could be affecting student’s learning. Our hypothesis is that students who are confronted with a distraction do not do as well as students who are not confronted with distractions while doing homework. There was a total of thirty five participants. The procedure was for participants in the experimental group would begin doing a math worksheet and a distraction (cell phone ring tone) would be introduced. For participants in the control group they would do the math worksheet in silence with out distraction. The results showed that the distraction did not affect the participant’s scores on the math worksheet in comparison to the control group.
Fincher, Brad; Nelson, Kate; and Bray, Carter
"Math Magician: A Study on Distraction and Testing Ability,"
Undergraduate Psychology Research Methods Journal: Vol. 1:
6, Article 3.
Available at: https://digitalcommons.lindenwood.edu/psych_journals/vol1/iss6/3
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