Multitasking is a common practice among secondary school students today. Many try to complete assignments while listening to music, revise their lessons while chatting online, or switch constantly between social media and their studies.
With so many responsibilities and distractions, multitasking feels like a natural way to cope. On the positive side, multitasking can help students manage their time more efficiently.
Secondary students often juggle schoolwork, co-curricular activities, house chores, and even part-time jobs. By combining simple tasks, such as revising notes while commuting or listening to a recorded lesson while doing light exercise, they can save precious hours.
This ability to manage several responsibilities at once is useful, especially for those who must balance study with other commitments.
Multitasking also trains students to be adaptable and flexible. Life is full of interruptions, and those who are accustomed to switching between different tasks can adjust quickly to unexpected situations.
For example, a student who learns to balance homework with group projects, sports practice and family obligations is likely to cope better under pressure in future studies or careers. In this sense, multitasking can be seen as a form of preparation for adult life, where competing demands are a daily reality.
Another benefit is that multitasking can make certain activities more productive or enjoyable. For instance, listening to background music while doing household chores or reviewing flashcards while waiting in line makes routine tasks less boring. When the main task does not require deep concentration, pairing it with another simple activity can increase overall productivity.
However, despite these benefits, multitasking also has significant drawbacks. The biggest concern is reduced concentration and learning quality.
The human brain is not designed to give full attention to two demanding activities at the same time. A student who tries to study while replying to instant messages or browsing social media may understand less and remember little. This divided attention often results in lower academic performance.
Moreover, multitasking increases stress and mental fatigue. Constantly switching between tasks requires the brain to readjust each time, which consumes energy and creates a sense of restlessness.
Instead of feeling accomplished, students may end the day exhausted but with little meaningful progress made. In the long run, this can lead to anxiety and burnout.
Another disadvantage is the development of shallow work habits.
Students who multitask frequently may become used to doing things quickly without deep thinking. This undermines the cultivation of critical thinking, problem-solving and creativity, all of which require focus and sustained effort.
In addition, multitasking sometimes disguises procrastination. A student may feel busy by alternating between homework and entertainment, but in reality, the important tasks remain unfinished.
In conclusion, multitasking has both positive and negative effects on secondary students. It can help with time management, adaptability and productivity in simple tasks, but it can also reduce focus, harm academic performance and increase stress.
The key lies in practising selective multitasking.
Students should avoid combining serious study with distractions, but they can pair light, repetitive activities with less demanding ones.
By learning when to multitask and when to focus, students can enjoy the best of both worlds and prepare themselves more effectively for future challenges.
LIONG KAM CHONG
Seremban
