Mobile Addiction and its Prevention in Selected School

This study was undertaken to assess the effectiveness of structured teaching programme on the levels of knowledge and attitude of school students regarding mobile addiction and its prevention in selected school, Vellore. Mobile phone addiction appears to be a new disorder that merits inclusion in new classification systems of ICD-XI and DSM-V. Withdrawal includes feelings of anger, tension and depression when phone network is not available or battery got over, along with arguments, social isolation and fatigue. The objectives are, to assess the pre-test and post-test levels of knowledge and attitude of school students regarding mobile addiction and its prevention, to assess the effectiveness of structured teaching programme on the levels of knowledge and attitude of school students regarding mobile addiction and its prevention and to find an association between post-test levels of knowledge and attitude on structured teaching programme regarding mobile addiction and its prevention with selected demographic variables. The research design selected for this study is pre-experimental one group pretest and posttest design. The tool consists of demographic variables, structured knowledge questionnaire to assess the levels of knowledge and Korean smart phone addiction scale to assess the levels of attitude of school students regarding mobile addiction and its prevention. Hundred samples were selected by using Non probability convenience sampling technique. The study finding revealed that out of the 100 samples, the pretest mean value for levels of knowledge and attitude was 13.26 and126.65 and posttest mean value was 28.27 and 76.86. The paired ’t’ value (t=37.97 and 18.17) was higher than the table value 3.390 and 3.883 at the level of p<0.01. The ‘chi’ square values of selected demographic variables on posttest levels of knowledge shows gender was significantly associated at the level of p<0.05. The findings of the study reveals that there was a significant improvement in the levels of knowledge and attitude, after the structured teaching programme on mobile addiction and its prevention. Hence it is found that the structured teaching programme is effective in enhancing knowledge and attitude regarding mobile addiction and its prevention.