In today’s classrooms, the buzz of a smartphone notification isn’t just a distraction — it might be detrimental to high school students’ performance on the ACT test.
New ACT research investigated the relationship between classroom smartphone distractions and a student’s performance on the ACT math and science tests. These findings come amid a flurry of state-wide smartphone bans across the country, with many policymakers hoping to boost academic performance and student engagement in classrooms. In fact, half of all states are considering an outright ban or other smartphone regulation in schools.
Students distracted by smartphones performed worse on the ACT math section
So, how exactly are classroom smartphone distractions related to students’ subsequent performance on the ACT math test? ACT’s recent study found that the average ACT math score of students who reported they were almost always distracted by their phones in math classes (20.3) was 2.5 points lower than the average score of students who were never or almost never distracted by their phones (22.8).
Our research found similar results for students who were distracted by their peers’ smartphone use. The average ACT math score of students who reported they were almost always distracted by other students’ smartphones in math classes (20.5) was 2.3 points lower than the average score of students who were never or almost never distracted by other students’ smartphones (22.8).
Anxiety also plays a role in math performance
Smartphones aren’t the only factor linked to lower scores. ACT’s research also found a strong connection between math learning anxiety and ACT math performance.
Our research revealed a significant difference between students with relatively low anxiety about learning math and those with relatively high anxiety. Students with high anxiety had an average ACT math score of 19.2, while students with low anxiety had an average score of 24.6 — a difference of more than 5 points
The impact extends beyond math
These patterns held true for science performance, as well. As the frequency of distractions in science classes increased, ACT science scores typically decreased. The average ACT science score of students who reported that they were never or almost never distracted by their own smartphones in science classes (23.6) was higher than that of students who reported that they were almost always distracted (21.6).
Similar results were observed when examining students’ anxiety about learning science. Students with relatively low science learning anxiety had an average ACT science score of 25.2, which was significantly higher than that of students with relatively high anxiety (22.0).
It’s important to acknowledge that classroom culture matters
These findings underscore an important truth: Learning environments can shape students’ individual success and academic outcomes.
At ACT, we know that preparing students for success goes beyond academics. It includes equipping students with the lifelong skills and strategies they need to navigate challenges, build resilience, and thrive in and out of the classroom. That includes:
- Reducing distractions with realistic and enforceable classroom technology policies — approaches rooted in student engagement that foster meaningful relationships with education and technology.
- Supporting mental health with services and curricula that help students manage self-esteem and well-being and building rapport with peers and educators, so students feel safer and more comfortable about their learning anxiety.
- Promoting digital responsibility and teaching students to maximize tech-free times and finding a balance in and out of the classroom.
In a recent study conducted by ACT, essential skills like sustaining effort, getting along with others, maintaining composure, keeping an open mind, and social connection were shown to have a consistent and positive association with students’ academic and career success.
Interested in learning more? Explore ACT’s latest research: “How ACT Math Performance Is Related to Classroom Smartphone Distractions and Math Anxiety.”