Abstract
ABSTRACT This article focuses on evaluating the connection between academic achievements and the receipt of text messages. A total of 106 students with ADHD were randomly divided into groups: the ‘Turned off’ (1) (phone is turned off completely); the ‘Enabled & Mute’ (2) (phone is on and the ‘silent mode’ has been activated); the ‘Enabled and Sound’ (3) (phone is on and sound is on). It was found that students’ achievements are affected by the sound mode of the mobile phone; that turning off the phone significantly increases the number of correct answers; and that students with ADHD tend to be more easily distracted by the sound than their peers. Within this framework, participants in group 1 scored a significantly higher number of correct answers and were more successful in answering complex questions compared to the participants in group 3.
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