Author

Virgilyn B. Dacula*
Capiz National High School, Roxas City, Capiz, Philippines

Abstract

This study examined the relationships among digital distraction, vocabulary size, and grammatical accuracy of Grade 10 students in the Province of Capiz for the school year 2025 to 2026. Using a mixed methods design that combined survey correlational research with a focus group discussion, the study gathered data from 388 students selected through stratified random sampling from a total population of 12,941 Grade 10 learners across the province. Three researcher made instruments were used, namely a 20 item Digital Distraction Questionnaire, a 25 item Vocabulary Size Test, and a 25 item Grammatical Accuracy Test, all of which underwent expert validation and reliability testing through Cronbach’s Alpha. Results showed that students exhibited a high level of digital distraction, a moderate level of vocabulary size, and a moderate level of grammatical accuracy. Analysis of variance revealed a significant difference in grammatical accuracy when students were grouped according to levels of digital distraction and according to levels of vocabulary size. Pearson r results indicated a significant relationship between digital distraction and grammatical accuracy, while no significant relationship was found between digital distraction and vocabulary size, nor between vocabulary size and grammatical accuracy. Findings from the focus group discussion affirmed and enriched these quantitative results, revealing that students perceive vocabulary knowledge and grammatical accuracy as related yet distinct skills, and that digital engagement affects language performance differently depending on individual self-regulation and study habits. The study concludes that digital distraction significantly influences grammatical performance, while vocabulary size functions independently of grammatical accuracy. These findings underscore the need for balanced technology integration, focused instructional strategies, and combined vocabulary and grammar interventions to strengthen the English language proficiency of Grade 10 learners in digitally mediated classrooms.

Keywords:  Digital distraction, vocabulary size, grammatical accuracy.

*Corresponding author / Email: virgilyn.dacula@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031443

Recommended citation:
Dacula, V. B. (2026). Digital distraction, vocabulary size and grammatical accuracy of Grade 10 learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3002-3026. http://doi.org/10.69651/PIJHSS05031443

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