How Watching Short Videos Affects Students’ Focus and Grades

This study investigates the relationship between time spent watching short videos can impact students’ attention and academic performance. The hypothesis suggests a negative relationship between increased short video consumption and academics. Researchers used qualitative and quantitative approaches, surveys, and interviews to evaluate the effects of short video usage on students' focus, retention, and academic outcomes. The purpose of the study is to raise awareness of the short video usage; inform strategies for media habits; and highlight the need to address the issue of attention span reduction among students.

The average grades of students who watch short videos every day for about an hour are shown in Figure 1. The scores are compared between 10th and 12th grade students. Researchers got information from students about how long they watched videos and how well they did in school. The time spent watching the short videos was the independent variable, and the grades were the dependent variable. This graph shows the sample of students who watch the least amount of short videos, which is category 1. The numbers show that the average grades for both grades are about the same, going from 62.9% in 10th grade to 63% in 12th grade. This trend shows that watching short videos probably doesn’t have an effect on how well you do in school.

Figure 2 illustrates the findings from the qualitative interviews. The data presented in this graph highlights the results of 10 students who were interviewed and reported to have watched more than two hours on short daily videos whose retention was adversely affected. The independent variable in this analysis was the time spent watching the videos while the dependent factors were the difficulties that each student faced with concentration and the ability to recall information. The analysis found that the participants who watched an excessive amount of hours had a drop in academic performance. A weak positive correlation of 0.0392 was found to support this trend, while a weak negative correlation of -0.088 was observed amongst the older 12th grade students, indicating that age might be another determining factor in academic performance.

In figure 4, you can see a comparison of the grades students got in 10th and 12th grade who watched short movies for more than 4 hours a day. The time spent on watching short videos was the independent variable, and the students’ academic performance was the dependent variable. Students’ average grades dropped from 69.3 in 10th grade to 63.9 in 12th grade, indicating poorer performance. This suggests that watching short videos for a long time can affect the students' grades. The large reduction in scores from 10th to 12th grade suggests that watching short videos repeatedly may make it harder for students to focus and learn.

The study supports the hypothesis that short video consumption negatively impacts students' academic performance. Figures 1, 2, and 4 demonstrate the adverse effects of video consumption, with minimal impact at lower levels but academic decline with prolonged usage. These findings show the importance of controlled digital media habits. Future research should determine tools needed to improve the cognitive skills and develop interventions to limit over indulgence. Educators, parents, and policymakers can use these insights to promote healthier media consumption and maintain a balance between entertainment and academic success.

Asif, M., Kazi, S. Examining the Influence of Short Videos on Attention Span and its

Relationship with Academic Performance. International Journal of Science and

Research. 13(4), 1877-1883. 10.21275/SR24428105200