Comparative Analysis of Educational and Recreational Screen Time, LMS Utilization, Academic Achievement and Anxiety among Secondary School Students (Classes IX–XII)

Abstract

In this era of internet and digitalization where infinite number of applications are available on mobile phones and digital devices, adolescents most of the time engage their time on screens. it is quite challenging and concerning situation for adolescents. It is affecting not only academic performance but their psychological well-being. However, screen time is also become essential due to learning through Learning Management Systems (LMS) in secondary education. The current comparative research assesses differences in educational screen time (i.e., time dedicated to LMS and its associated activities for learning) and recreational screen time (i.e., social media and gaming activities) and corresponding educational outcomes with respect to academic achievement and educational anxiety. Three hundred secondary school pupils (Classes IX - XII) both governmental and private were examined. Researchers used a quantitative research design, gathering information using a self-developed Screen Time Questionnaire (alpha = .82), LMS Utilization Scale, a standardized measure of Academic Anxiety Scale, and institutional records of achievement scores. Analytical processes included descriptive statistics, t-tests of significance using independent samples to compare genders and different classes engaged in screen time and LMS usage, and one -way ANOVA comparing screen time and LMS usage groups. Results showed large differences-students reporting high level of recreational screen-time achievement score lower (M = 62.4, SD = 12.1), and also higher levels of anxiety (M = 38.7, SD = 9.2) than those reporting low level recreational use (Achievement: M = 81.3, SD = 10.5; Anxiety: M = 24.6, SD = 7.8), F(2,297) = 15.42, p <. 001. On other hand, LMS utilization was directly proportional to academic performance (M = 85.2, SD = 9.4) without quoting usage parameters. These findings highlight effect of screen time for different purposes recreational vs educational. It is also suggested that preventive rules and policies should be developed for LMS usage. This study integrated with recommendations with New Education Policy 2020 and focus on issuance of guidelines related to screen time utility in schools. This study provides essential inputs for educators and policy makers to develop LMS module and providing training courses to teachers about module and anxiety management so that they can teach students about digital well-being and time management.