SJDM CORNERSTONE COLLEGE INC.
190 Libis II, Muzon, San Jose del Monte City, 3023 Bulacan
Contact No. (0916) 474 3154 / (0917) 706 1869 / (044) 234 4338
Email Address: [email protected] / [email protected]
Group #5
Leader: Saga, Jeffry Z. Section: 12-HUMSS A Date: Jan 21, 2025
Members: De Torres, Jherald Teacher: Sir Ronie Ngo, LPT
Ga-ano, Jake
Gaviola, Frederick
Ramos, Rico
Sumatra, Reniel
Writing No.4 Introduction
A. BACKGROUND INFORMATION
One of the things that needs to improve for 11 HUMSS Students is their Academic
Performance which is one of the essential things to improve if you are a student. Academic
performance refers to the measurable outcomes of students who have achieved their learning
objectives or educational goals. It is evaluated through different metrics such as grades, test
scores, class participation, and the completion of assignments. Academic performance is an
important indicator of a student’s understanding skills, and competencies in a specific subject.
One of the struggles of students when they are going to improve their academic performance is
Distraction. Distraction refers to anything that diverts attention away from the task or activity at
hand, often leading to reduced focus. Distractions can be internal (e.g., thoughts, emotions, or
fatigue) or external (e.g., noise, technology, or interruptions from people); eliminating this
distraction through setting boundaries can improve their academic performance. Setting
boundaries is another way to reduce distractions by creating clear rules and structures that
minimize interruptions and help maintain focus.
Review of Related Literature (RRL)
Numerous studies have highlighted the detrimental impact of distractions on academic
performance. According to Smith (2015), digital distractions, such as smartphone usage and
social media, are among the leading causes of decreased academic focus among high school
students. Smith’s study found that students who used their smartphones while studying had
significantly lower test scores compared to their peers who did not engage in digital activities
during study time. Similarly, a study by Williams and Lee (2017) concluded that academic
performance improved when students engaged in boundary-setting practices, such as
designating specific study times and limiting interactions with technology. The researchers also
noted that students who set clear boundaries between schoolwork and leisure time demonstrated
better time management skills, which contributed to improved academic outcomes.
Furthermore, boundary-setting has been shown to enhance students’ focus and productivity.
According to Johnson (2019), students who created structured environments for studying by
setting physical boundaries—such as having a dedicated study space free from distractions—
reported higher levels of concentration and were more likely to complete assignments on time.
In another study, Carter et al. (2020) found that students who restricted the use of social media
during study sessions achieved higher grades and experienced less academic stress. These
studies suggest that eliminating distractions through setting boundaries can significantly
improve student performance, yet research specifically addressing this phenomenon in the
context of the HUMSS (Humanities and Social Sciences) track is limited.
B. PROBLEM STATEMENT
C. RESEARCH QUESTION
D. OBJECTIVES or PURPOSE OF THE STUDY
E. SIGNIFICANCE OF THE STUDY
The significance of this study is to provide a better understanding of different types of
distraction that they can face when they are studying. This study will provide an information to
avoid those kinds of distraction that can make them struggle. The findings of this study will be
beneficial not only to the subjects involved and the researcher, but also to everyone involved in
the field of education such as students, teachers, parents, school and Future Researchers.
To the Students- The results of this study will benefit them by better understanding the
importance of eliminating distraction through setting boundaries on their academic
performance. They will identify different types of distraction when they are going to study and
they will also identify the different ways to avoid those distraction. It provides actionable
insights into strategies for improving focus and academic results
To the Teachers- Teachers can use the findings of our study to create supportive classroom
policies that encourage focused study and to reduce the distraction on students and to divert
their focus on studying. This can lead on improvement on academic performance of students.
To the Parents- Parents can apply these techniques at home to foster a conducive learning
environment. By addressing the root cause of distractions, so they can avoid to become one of it
and give their children a peaceful area to study.
To the School- Schools will benefit from improved academic performance among students who
are able to manage distractions more effectively. By understanding how boundary-setting can
help eliminate distractions, schools can encourage students to implement these strategies,
leading to higher grades, better test scores, and increased overall achievement. This, in turn,
enhances the academic reputation of the school and contributes to overall student success.
To the Future Researchers- Future researchers will benefit from this study as a foundational
resource for exploring the relationship between distraction management and academic
performance. The results provide a clear starting point for further investigations into how
boundary-setting can be applied to improve student performance across different educational
contexts, particularly for senior high school students in the HUMSS track. They can use this
study as reference for their future study.
F. SCOPE AND DELIMITATION
The study was conducted to assess the effects of eliminating distraction through setting
boundaries on academic performance of 11 HUMSS Students. Twenty-five (25) students who
are distracted in 11 HUMSS A and 11 HUMSS B are the respondents of the study. It was
conducted during the 2nd semester of academic year 2024-2025. The study limited only on
variables of Eliminating Distraction through Setting Boundaries that the researchers assumed
that has effects of respondents’ academic performance.
