Digital Divide: Senior High School STEM Students' Perceptions of School Policies Addressing Digital Distraction

Abstract

This descriptive-narrative qualitative paper explores the perceptions of Senior High School (SHS) STEM students regarding the digital divide and school policies addressing digital distraction at Lipa Adventist Academy (LAA). The study utilizes semi-structured interviews and documentary analysis to address a significant research gap in how students with varying levels of technology access—specifically dormitory versus non-dormitory students—perceive institutional regulations. Grounded in Jan van Dijk’s Resources and Appropriation Theory, the research moves beyond a binary definition of access to examine motivational, material, skills, and usage access. The findings reveal a persistent tension between high academic requirements for digital engagement in the STEM strand and restrictive school policies that limit device usage. Participants emphasize that technology is essential for research, assignments, and school requirements, yet institutional prohibitions often create barriers to completing these tasks efficiently. Furthermore, the study identifies significant inconsistencies in policy enforcement among faculty, leading to confusion and a sense of unfairness among the student body. The results indicate that while students acknowledge the effectiveness of policies in reducing off-task behaviors, they advocate for clearer guidelines and greater flexibility for academic purposes. These findings serve as a foundation for educational stakeholders to develop more balanced policies that support both academic discipline and equitable technology access. Ultimately, the study underscores the importance of fostering digital inclusion to enhance the academic experiences of all learners in a technology-dependent landscape.