Short Reels and their Influence on Attention Span, Academic Performance, and Literacy Habits of Generation Z

Authors

Jenny Pearl A. Credo, Jocelyn C. Udal, Ligaya G. Novida

Abstract

Concerns about their possible impact on learning-related outcomes are raised by the fact that short-form video platforms like TikTok, Instagram Reels, and YouTube Shorts have become an essential element of Generation Z’s daily media consumption. During the school year 2025–2026, this study looked at how short reels affected the attention span, academic performance, and reading habits of Generation Z students in District 7, Ozamiz City. Data from 181 students chosen by stratified random selection from four public schools were gathered using a quantitative descriptive-correlational study approach. In addition, academic performance was derived from learners' general weighted averages, while attention span and literacy habits were assessed using modified and validated questionnaires. Frequency distribution, weighted mean, standard deviation, regression analysis, and correlation analysis were among the statistical studies. The results showed that students often had above-average academic performance and moderate attention span and literacy practices. However, the findings showed that using short reels had a substantial detrimental impact on reading habits, academic achievement, and attention span. Additionally, attention span, academic performance, and literacy habits were found to be significantly positively correlated. According to the findings, Generation Z students’ literacy habits, academic performance, and sustained attention may all be negatively impacted by excessive exposure to short-form video content.

Keywords

Academic performance, attention span, literacy habits, Generation Z, short reels