SEMO Sociology professor finds that technology use could lead to lower grades

April 5, 2026 - 10:01

A recent experiment conducted at Southeast Missouri State University has provided compelling evidence that restricting technology in classrooms may lead to better student outcomes. The sociology department study compared two groups of students: one prohibited from using laptops or tablets during lectures, and another permitted to use devices freely.

The results revealed a significant disparity. Students who were barred from using technology not only earned higher average grades but also demonstrated markedly greater engagement in class discussions and activities. Researchers observed that these students were more attentive, participated more frequently, and exhibited improved note-taking habits.

The findings challenge the assumption that digital devices inherently aid learning in lecture-based settings. Instead, the study suggests that the mere presence of screens can be a substantial source of distraction, diverting attention from the instructor and course material. This multitasking, often termed "continuous partial attention," appears to fragment focus and hinder information retention.

Professors involved note that the implications extend beyond grades, touching on the quality of classroom interaction and the depth of student comprehension. While technology remains a vital educational tool for research and specific assignments, this experiment indicates that strategic limits on its use during instructional time could foster a more focused and effective learning environment.