Influence of Electronic Gadgets on Academic Performance and Family Interaction among Adolescents in Selected Schools at Mangaluru: A Descriptive Study

Abstract

Background: The increasing dependence on electronic gadgets among adolescents has raised concerns regarding their impact on their academic performance and family interaction. With adolescents being especially vulnerable to digital distractions due to developmental and cognitive factors, it is crucial to assess the extent of this influence.

Aim: To assess the excessive use of electronic gadgets and its effect on academic performance and family interaction among adolescents in selected schools in Mangaluru.

Methods: A descriptive non-experimental correlational study was conducted among 100 adolescents aged 12–16 years at St. Lawrence English Medium School, Bondel, Mangaluru. Data were collected using a structured baseline proforma and two 5-point Likert scales to assess electronic gadget usage and family interaction. Data were analyzed using descriptive and inferential statistics.

Results: The study disclosed that 60% of adolescents used electronic gadgets moderately, while 40% used them at an average level. Regarding academic performance, 57% showed average performance, 33% had good performance, and 10% had poor performance. Alarmingly, 98% of adolescents demonstrated poor family interaction. A statistically significant negative relationship was found between excessive gadget use and both academic performance and family interaction. No significant association was found between cell phone use and socio-demographic variables. However, other gadget usages showed associations with variables such as age, hobbies, residence, and standard.

Conclusion: Excessive use of electronic gadgets negatively influences both academic performance and family interaction among adolescents. Strengthened parental supervision and awareness programs are recommended to promote balanced gadget use and healthy adolescent development.