The objective of this investigation was to determine the effect of technology on attention and
achievement within a classroom context, taking motivation and concentration into account as
well. Lessons in Geography, English and Mathematics were presented to an experimental and
a control group consisting of 23 and 22 Grade 8 learners, respectively. Technology was imple-
mented for the experimental group but not for the control group. Significant differences were
found between the average achievements of a group of learners, exposed to technology during
a lesson, compared to a group not exposed to technology. Significant differences were also
found between the average attention of a group of learners, exposed to technology during a
lesson, compared to a group not exposed to technology. A high positive relationship was ob-
tained between motivation and concentration and moderate to high positive correlations were
obtained between attention, concentration and motivation, taken jointly as independent vari-
ables and achievement as the dependent variable.

doi: 10.15700/saje.v33n2a405