Technology and academic performance in basic cycle students: case of the Leovigildo Loayza Loayza School

Abstract

This research examines the influence of the intensive use of digital technologies on key cognitive processes such as working memory, sustained attention and academic performance in young high school students in Piñas, El Oro, Ecuador. Through a mixed methodological design, with a quantitative emphasis, standardized instruments (WMT, D2), structured questionnaires and interviews with teachers were applied. The sample included 240 students between 15 and 18 years old, and 12 teachers. It was evidenced that more than four hours of daily use of digital media is negatively associated with academic and cognitive performance. Research suggests that regulating technological use can contribute to strengthening school learning in adolescents. The research addressed how the intensive use of digital resources influences specific cognitive functions and academic performance in General and Technical Baccalaureate students in Piñas, El Oro, Ecuador. A mixed methodological design with quantitative predominance was used. Standardized tests (WMT, D2), digital use questionnaires and interviews with teachers were applied. The sample included 240 students between 15 and 18 years old and 12 teachers from the Leovigildo Loayza Loayza School. Data collection was carried out between April and June 2025. The results showed that 64.2% of students reported a daily interaction with digital platforms of more than 4 hours. Students with excessive use obtained significantly lower scores on the operational retention capacity test (WMT) (mean of 76.3 vs. 84.9 in moderate use and 87.1 in low use; ANOVA, p < 0.01). In the prolonged attentional focus test (D2), the excessive use group presented an average percentage of correct answers of 71.4% (SD = 9.2), lower than the moderate (78.3%) and low (82.0%) groups. A significant negative correlation was observed between hours of digital use and D2 scores (r = -0.42, p < 0.01). Academic averages were also lower in the excessive use group (7.22 vs. 8.14 in low use; Student's t, p < 0.05). Interviews with teachers pointed out difficulties with concentration and cognitive regulation. The study concluded that high digital exposure without adequate regulation can negatively affect the cognitive and school performance of adolescents.