MULTY-TASKING AND STUDENTS` PERFORMANCE

This article contains the preliminary results of a descriptive study of multitasking students. Students use information and communication technologies at much higher levels and in different ways than prior generations. They are also more likely to multitask while using information and communication technologies. Use of ICT allows them to multitask while studying the distribution of power and time allocation. Multitasking creates a challenge conventional thinking and teaching. Group research projects in a philosophy course allow students to use the potential of ICT and act to multitask. In the process of drafting a student is in a state of multitasking in several senses. First, the student feels cognitive dissonance because current group. Students organize a social network group - virtual learning communities. Secondly, there is a multi-tasking, caused by the need to solve a complex problem, which has no analog solutions for the student and his entourage. However, few studies have examined the impacts of multitasking on educational outcomes among students. Once students realize that they can cope with multitasking, learning to distribute privileges, priorities and time, perform complex work (creating project in philosophy) brings them pleasure. Faster than the other predictors of multitasking skills is formed to distribute the benefits of the group. In this case, the teacher has the opportunity to appeal to the social experience of multitasking and leadership qualities of student. As for the distribution predictor priority tasks, the situation becomes more manageable when the teacher constantly draws students’ attention to the need to formulate theoretically competent and relevant objectives of the project output. This study fills a gap in this area by utilizing a large-sample web-based survey of student technology usage to examine how multitasking affect perceived educational outcomes. Since multitasking can impede the learning process through a form of information overload, we explore possible predictors of academic impairment due to multitasking. The success of the students in multitasking associated with their age and activity of the group research projects. There is the attempt to show the relationship between demographic variables (age students), the ability of students to cope with multi-tasking and academic performance. Comparison of predictors of multitasking with academic performance of students showed that the use of authority and allocation of time is positively correlated with students’ attempts to manage multitasking and affect their academic performance. Students can demonstrate all the skills at once, so only one of them. If the student has more skills to operate in multi-tasking, we can predict a high level of academic achievement and vice versa, if the student is not able to work in a multitasking or hard to form any of the predictors of multitasking, we can predict the low level of academic achievement.

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