Navigating Distractions: A Convergent- parallel Study on the Attention Control among College Students

Abstract

This study aimed to investigate the level of attention control among English major college students at Kapalong College of Agriculture, Sciences, and Technology, focusing on the dimensions of attention focusing and attention shifting. Employing a convergent–parallel mixed-methods design, the researchers collected quantitative data from 175 students using a validated five-point Likert-scale questionnaire and qualitative data through interviews and focus group discussions with 14 purposively selected participants. Quantitative results revealed a moderate level of attention control, with both attention focusing and attention shifting scoring a mean of 3.15. Thematic analysis of qualitative data identified five key themes: self-regulation, structured academic support, conducive learning environments, self-discipline, and the dual role of technology as both a distraction and a coping tool. The convergence of quantitative and qualitative data highlighted how internal and external factors shape students' ability to control their attention. The study concludes by recommending institutional strategies such as time management training, goal-setting support, improved study environments, and mindful technology use to enhance academic focus and engagement