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To support continued research and practice, the study developed and authenticated a standalone digital distraction scale for pre-service science, technology, and mathematics (STM) teachers in Nigeria using instrumentation survey research and a multidimensional, higher-order modelling approach. Results indicate a high distraction level, structured into emotional distraction, digital addiction, and procrastination-related distraction, supported by higher-order structural validity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-digital-distraction-among-pre-service-science-technology-and-mathematics-teachers-in-nigeria/601180/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-digital-distraction-among-pre-service-science-technology-and-mathematics-teachers-in-nigeria/601180.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study develop and validate?","Question",{"text":112,"@type":113},"It develops and authenticates a standalone digital distraction scale for pre-service science, technology, and mathematics (STM) teachers in Nigeria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is digital distraction structured in the scale?",{"text":117,"@type":113},"Digital distraction is composed of multiple connected yet distinct factors: emotional distraction, digital addiction, and distraction by procrastination.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study report about the scale’s reliability over time?",{"text":121,"@type":113},"Test-retest reliability shows that scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601180,1792161106,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Investigating science, technology, and mathematics teachers in Nigeria  \nInvestigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria  \nAdeneye O. A. Awofala  \n[aawofala@unilag.edu. ng](aawofala@unilag.edu. ng)  \nUniversity of Lagos, Nigeria  \nOladiran S. Olabiyi  \n[solabiyi@unilag.edu. ng](solabiyi@unilag.edu. ng)  \nUniversity of Lagos, Nigeria  \nAwoyemi A. Awofala  \n[awofalaaa@tasued.edu. ng](awofalaaa@tasued.edu. ng)  \nTai Solarin University of Education, Nigeria  \nOmolabake T. Ojo  \n[otojo@unilag.edu.ng](otojo@unilag.edu.ng)  \nUniversity of Lagos, Nigeria  \nRacheal O. Okunuga  \n[rokunuga@unilag.edu. ng](rokunuga@unilag.edu. ng)  \nUniversity of Lagos, Nigeria  \nAbisola O. Lawani  \n[lawaniao@tasued.edu. ng](lawaniao@tasued.edu. ng)  \nTai Solarin University of Education, Nigeria  \nAbstract  \nInternationally, the proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice . While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria . The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria . The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale . Finally, test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu . Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction  \nA.O.A. Awofala, O.S. Olabiyi, A.A. Awofala, O.T. Ojo, R.O. Okunuga & A.O. Lawani Digital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n32  \nwhich may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom .  \nKeywords  \nDigital distraction, scale, pre-service teachers, science, mathematics, technology, Nigeria  \nI. Introduction  \nWorldwide, in this 21st century, the proliferation of digital technologies has produced digital distractions among the digital natives, in particular, the higher education students . McCoy (2016) found that American Millennial Generation students expended an average of 20.9% of class time deploying a digital device for non-class purposes including texting, social networking, and emailing and that the average participant deployed a digital device 11.43 times for non-class purposes during a typical school day in 2015 compared to 10.93 times in 2013 (McCoy, 2013) . Among employees, digital distraction has reduced efficiency and wore down office good manners (PR Newswire, 2013) . Although digital technologies are precious in pedagogical discourse (Wen, Tsai, Lin, & Chuang, 2004), they can as well act as an obstacle if students deploy them to activities unconnected to their schoolwork. There is a shred of compelling evidence","cbCaivWcBNDMLMZo","https://ap.wps.com/l/cbCaivWcBNDMLMZo","pdf",200890,17,"English","# Abstract\n# Keywords\n# I. Introduction\n# Background and rationale\n## Digital distraction in education\n## Prior research on effects and measurement","[{\"question\":\"What does the study develop and validate?\",\"answer\":\"It develops and authenticates a standalone digital distraction scale for pre-service science, technology, and mathematics (STM) teachers in Nigeria.\"},{\"question\":\"How is digital distraction structured in the scale?\",\"answer\":\"Digital distraction is composed of multiple connected yet distinct factors: emotional distraction, digital addiction, and distraction by procrastination.\"},{\"question\":\"What does the study report about the scale’s reliability over time?\",\"answer\":\"Test-retest reliability shows that scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu.\"}]","Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria | PDF",1792092129,43]