Hidden Cost of Technology: Distraction, Digital Device Use, Mathematics Achievement Saudi Arabia Compared with OECD (PISA 2022)

Abstract

This research paper examines the association between digital distractions, presence of digital technologies in the household, and mathematics scores of Saudi students through data analysis from the Programme for International Student Assessment (PISA) 2022. Three dimensions of digital exposure are analyzed, namely, the distraction due to the student him/herself, distraction due to peers, and the level of device availability at home. Students’ sample includes 15-year-old Saudi students who were selected based on regular PISA 2022 sampling methods used by the Organization for Economic Co-operation and Development. Hierarchical regression model with two levels was developed, where students are nested within schools. Gender and index of economic, social, and cultural status (ESCS) were included as covariates. Plausible values, final student weight, and replicate weight were utilized according to large-scale assessment recommendations. It was found out that reduction of classroom distraction because of the presence of digital devices results in increasing of mathematics scores by 31.09 points on average. Reduction of peer-related distractions leads to increasing mathematics scores by 30.21 points on average. Regarding home digital access, moderate device availability (1-5 devices) results in the best mathematics scores, while higher device availability has a negative effect on students’ performance. ICCs that vary from 0.091 to 0.111 suggest that 10% of the variance of achievement happens between schools and, thus, a multilevel modelling should be used. All results show that digital distractions have socially mediated effects beyond the student him/herself. There is a need to optimize the policy regarding the use of devices in classrooms and at home according to the goals of Saudi Vision 2030.