ENSIGN GLOBAL COLLEGE, KPONG 

EASTERN REGION, GHANA 

 

 

 

 

ASSESSING PARENTAL AWARENESS OF THE HEALTH IMPACTS OF EXCESSIVE 

SMARTPHONE/TABLET USAGE IN CHILDREN IN THE 

GREATER ACCRA REGION, GHANA 

 

 

 

By 

 

BUERKIE DARKOR 

(227100219) 

 

 

A THESIS SUBMITTED TO THE DEPARTMENT OF COMMUNITY HEALTH, 

FACULTY OF PUBLIC HEALTH, ENSIGN GLOBAL COLLEGE IN PARTIAL 

FULFILLMENT OF THE REQUIREMENTS FOR THE 

MASTER OF PUBLIC HEALTH DEGREE 

 

 

 

SEPTEMBER, 2023



i 
 

DECLARATION 

 I hereby certify that except for references duly cited for other people’s work, this project submitted 

to the Department of Community Health, Ensign Global College, Kpong is the result of my 

investigation under the supervision of Dr Stephen Manortey, and has not been presented for any 

other degree elsewhere. 

 

 

Buerkie Darkor, (227100219)       …………………      ……28/8/23………… 

(Student’s Name & ID)               Signature          Date 

 

 

 

Certified by: 

Dr Stephen Manortey   ……………………  ……………….. 

(Supervisor’s Name)            Signature                       Date 

 

 

 

Certified by: 

Dr Stephen Manortey   ……………………  ……………….. 

(Head of Academic Program)         Signature                       Date 

 

 

 



ii 
 

DEDICATION 
 

This work is dedicated to my Father Dr. Francis Teye Darkor (deceased), my mother Rosina 

Darkor, my siblings, Dr. Buerkuor Darkor, Buermle Darkor, Mrs. Buernakie Banahene and Mrs 

Rejoice Mensah. I also dedicate it to Nicholas Duse and the children, Sedinam and Seli Duse. 

My uncle Mr. Adinortey and Dr. Bempong, Dr. Joseph Mensah-Ansah, Mr. John Eshun and my 

Friend Dr. Agbleze for the encouragement from whom I draw my academic aspirations.  

I also want to thank my Staff at the Dar-Bem Medical Centre, Ashiaman for the encouragement. 

I dedicate this work to my Pastor Reverend Thomas Mensah-Yawson and his team for their prayers 

and encouragement. I also dedicate this work to all my friends. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



iii 
 

ACKNOWLEDGEMENTS 

I foremost express deep gratitude to God, the essence of my being, through whose efforts I was 

able to complete this dissertation making all the daunting challenges I grappled with surmountable. 

I am also thankful for being a beneficiary of His abundant grace. 

I acknowledge my family notably my mother for her instrumentality in bringing me up in the face 

of the towering difficulties that I faced when growing up. I fervently thank my hardworking and 

affable Supervisor, Dr. Stephen Manortey whose expertise and thoughtful insights guided me to 

write my dissertation. I also thank all the history Lecturers in the Department of Community Health 

in Ensign Global College. 

I am also grateful to the Director of Ghana Educational Service for granting me permission to 

collect data from the schools. 

Finally, my special thanks go to all the teaching and non-teaching staff of the schools that 

participated the study. 

 

 

 

 

 

 

 

 

 

 

 



iv 
 

DEFINITION OF TERMS 

Cyberbullying: is a form of bullying or harassment using electronic means. 

Mesosystem: is a combination of two or more microsystems.  

Exosystem: refers to one or more settings that do not involve the developing person as an active 

participant, but in which events occur that affect—or are affected by—what happens in the setting 

containing the developing person.   

Bias: is a disproportionate weight in favor of or against an   idea or thing, usually in a way that 

is closed-minded, prejudicial, or unfair 

Obesity: Is a medical condition, sometimes considered a disease in which excess body fat has 

accumulated to such an extent that it negatively affects health. 

 

 

 

 

https://en.wikipedia.org/wiki/Electronic_communication_network
https://en.wikipedia.org/wiki/Open-mindedness
https://en.wikipedia.org/wiki/Prejudice
https://en.wikipedia.org/wiki/Disease
https://en.wikipedia.org/wiki/Adipose_tissue
https://en.wikipedia.org/wiki/Health


v 
 

ABBREVIATIONS / ACRONYMS 

AOR     Adjusted Odds Ratio 

CI     Confidence Intervals 

EST     Ecological System Theory 

HBM     Health Belief Model 

JHS      Junior High School 

KG     Kindergarten  

SES     Socio-economic Status 

SPSS     Statistical Product and Service Solutions 

 

 

 

 

 

 

 

 



vi 
 

ABSTRACT 

Introduction: Children can benefit from having gadgets because they can be creative through 

mobile games or creative applications that stimulate their senses and imagination. However, if 

children use gadgets without parental supervision, they run the risk of becoming dependent on 

them and developing an addiction. The purpose of this study is to show how children's use of 

technology affects their development and acceptance. Face-to-face interviews were used to select 

fifteen informants from children, caregivers, parents, and educators. Methodology: The study 

adopted a quantitative study that employs a cross-sectional survey approach to assess parental 

awareness of the health impacts of excessive smartphone/tablet usage in children within the Tema 

Municipality in the Greater Accra Region. The study site was Tema Municipality in the Greater 

Accra Region. Also, the population included parents whose children attend private and public 

schools within the metropolis. Also, parents whose children are less than 15 years old, whose 

children use smartphone-tablet. A sample size of 200 was selected using purposive sampling 

techniques. Data was collected through questionnaires, ensuring confidentiality. Data was stored 

securely, and analysis involved descriptive statistics using SPSS version 26. Results: According 

to the findings, the kids are okay with using gadgets because they are useful and easy to use. 

However, children's social lives, health, speech delay, and cognitive abilities were all negatively 

impacted by their use of technology, which could also have an impact on their education in the 

long run. Conclusion: The study provides comprehensive insights into children's gadget usage, 

parental awareness, and educational performance. It reveals that most children actively engage 

with smartphones and tablets, while a subset refrains from their use. Smartphones and tablets have 

emerged as dominant devices, highlighting a balanced preference for handheld and larger screens.

Keywords: Smartphones, Children, Tema, Greater Accra Region, Ghana 

 



vii 
 

TABLE OF CONTENTS 

DECLARATION ............................................................................................................................ i 

DEDICATION ............................................................................................................................... ii 

ACKNOWLEDGEMENTS ........................................................................................................ iii 

DEFINITION OF TERMS .......................................................................................................... iv 

ABBREVIATIONS / ACRONYMS ............................................................................................. v 

ABSTRACT .................................................................................................................................. vi 

LIST OF TABLES ........................................................................................................................ xi 

LIST OF FIGURES .................................................................................................................... xii 

CHAPTER ONE ........................................................................................................................... 1 

1.0 INTRODUCTION................................................................................................................... 1 

1.1 Background ............................................................................................................................... 1 

1.2 Problem Statement .................................................................................................................... 2 

1.3 Rationale of the Study ............................................................................................................... 4 

1.4 Conceptual Framework ............................................................................................................. 5 

1.5 Study Objectives ....................................................................................................................... 6 

1.5.1 General Objective .................................................................................................................. 6 

1.5.2 Specific Objectives ................................................................................................................ 6 

1.6 Research Questions ................................................................................................................... 6 

1.7 Profile of Study Area ................................................................................................................ 6 

1.8 Scope of the Study .................................................................................................................... 7 

1.9 Organization of the Study ......................................................................................................... 8 

CHAPTER 2 .................................................................................................................................. 9 



viii 
 

LITERATURE REVIEW ............................................................................................................. 9 

2.1 Introduction ............................................................................................................................... 9 

2.2 Parents' Awareness of Excessive Use of Smartphones ............................................................. 9 

2.3 Benefits and Negative Effects of Children’s Smartphone Use ............................................... 12 

2.4 Factors Influencing Children's Gadget Use ............................................................................ 15 

2.5 Parental Monitoring and Control Strategies ........................................................................... 16 

2.6 Barriers to Effective Parental Intervention ............................................................................. 18 

2.7 Parental Awareness and Education ......................................................................................... 19 

2.8 Theoretical framework ............................................................................................................ 21 

2.8.1 Social cognitive theory ........................................................................................................ 21 

2.8.2 Ecological System Theory ........................................................................................... 23 

2.8.3 Health Belief Model ..................................................................................................... 24 

CHAPTER THREE .................................................................................................................... 27 

METHODOLOGY ..................................................................................................................... 27 

3.1 Introduction ............................................................................................................................. 27 

3.2 Study Design ........................................................................................................................... 27 

3.3 Data Collection Techniques/ Instrument ................................................................................. 27 

3.4 Study Population ..................................................................................................................... 28 

3.5 Inclusion and Exclusion Criteria ............................................................................................. 28 

3.5.1 Inclusion Criteria ................................................................................................................. 28 

3.5.2 Exclusion Criteria ................................................................................................................ 28 

3.6 Study Variables ....................................................................................................................... 28 



ix 
 

3.6.1 Dependent variable ...................................................................................................... 28 

3.6.2 Independent variables .................................................................................................. 29 

3.7 Sampling Technique and Sample Size .................................................................................... 29 

3.8 Pre-testing ............................................................................................................................... 30 

3.9 Validity and Reliability ........................................................................................................... 30 

3.10 Data Handling and Confidentiality ....................................................................................... 30 

3.11 Data Collection Procedure .................................................................................................... 31 

3.12 Data Processing ..................................................................................................................... 31 

3.13 Statistical Data Analysis ....................................................................................................... 32 

3.14 Ethical Considerations .......................................................................................................... 32 

3.15 Limitations of the Study........................................................................................................ 33 

3.16 Assumptions .......................................................................................................................... 33 

CHAPTER FOUR ....................................................................................................................... 34 

RESULTS ..................................................................................................................................... 34 

4.1 Introduction ............................................................................................................................. 34 

4.2 Sociodemographic Characteristics of Respondents (Parents)................................................. 34 

4.3 Sociodemographic Characteristics of Children ...................................................................... 36 

4.4 Parents/Guardians Awareness of the Excessive Use of Smartphones and Tablets ................. 37 

4.6 Perceived Benefits and negative Impact of Using Gadgets .................................................... 40 

4.6.1 Perceived Benefits of Using Gadgets .......................................................................... 40 

4.7 Bivariate analysis of gadget use on other correlates ............................................................... 42 

4.8 Multivariate logistic analysis selected variation on usage of Smart Device ........................... 44 



x 
 

CHAPTER FIVE ........................................................................................................................ 46 

DISCUSSIONS ............................................................................................................................ 46 

5.1 Introduction ............................................................................................................................. 46 

5.2 Parents/Guardians Awareness of the Excessive Use of Smartphones and Tablets ................. 46 

5.3 Educational Performance of the Child .................................................................................... 48 

5.4 Perceived Benefits and Negative Impact of Using Gadgets ................................................... 50 

5.4.1 Perceived Benefits of Using Gadgets .......................................................................... 50 

5.4.2 Perceived Negative Impact of Using Gadgets ............................................................. 52 

5.5 Factors that affect the Gadgets usage ...................................................................................... 53 

CHAPTER SIX ........................................................................................................................... 56 

CONCLUSIONS AND RECOMMENDATIONS .................................................................... 56 

6.1 Introduction ............................................................................................................................. 56 

6.2 Conclusions ............................................................................................................................. 56 

6.3 Recommendations ................................................................................................................... 57 

REFERENCES ............................................................................................................................ 58 

APPENDIX .................................................................................................................................. 64 

APPENDIX: Study Questionnaire ................................................................................................ 64 

 



xi 
 

LIST OF TABLES 

Table 1: Demographic Characteristics of Parents ......................................................................... 35 

Table 2: Demographic Characteristics of Children ....................................................................... 36 

Table 3: Awareness of the Excessive Use of Smartphones and Tablets ........................................ 38 

Table 4:  Educational performance of the studied children .......................................................... 39 

Table 5: Positive perception on the use of gadgets ....................................................................... 40 

Table 6: Negative perception on the use of gadgets ..................................................................... 41 

Table 7: Bivariate analysis of gadget use on other correlates ....................................................... 42 

Table 8: Multiple logistic regression model of selected indicator on usage of smart device ....... 44 

 

 

 

 

 

 

 

 

 

 

 



xii 
 

LIST OF FIGURES 

Figure 1: Author’s construct (2023) ................................................................................................ 5 



1 
 

CHAPTER ONE 

1.0 INTRODUCTION 

1.1 Background  

According to the Screen Time guidelines by the Indian Academy of Pediatrics (Gupta et al., 2022), 

children below the age of 2 years should ideally not be exposed to the screen of any electronic 

device. For children between the ages of 2 and 5 years, it should not exceed one (1) hour; For older 

children and adolescents, it is essential to balance screen time for about two-three hours with other 

activities like physical activity, adequate sleep, time for schoolwork, meals, hobbies, and family 

time that are required for overall development (Khan et al., 2022).  

Modern families spend less time interacting face-to-face in outdoor settings and more time indoors 

with multiple electronic devices. 78% of children aged 3 to 18 years old owned mobile phones, 

23% had personal tablets, and 93% had access to a laptop or computer. Children use mobile devices 

to access the internet either daily (60 per cent of the time) or weekly (93 per cent of the time), with 

87 per cent using them at home and 63 per cent at school (Ryan & Lewis, 2017). 

Current trends suggest that children are acquiring their first personal mobile devices at a younger 

age and that there is a growing reliance on mobile devices for staying connected. This raises the 

question of how the evolution of social relationships and the nature of peer interaction in the digital 

age are being altered by mobile devices (Livingstone, 2014). Although many parents are perplexed 

by the contradictory information that can be found in the media regarding the advantages and 

disadvantages of mobile devices, they are aware of the significance of utilizing mobile technology 

to function effectively in the twenty-first century (Chaudron et al., 2015). 

Parents compare their children's childhood experiences to the reality of their children growing up 

in the digital age, which is dominated by screens and devices. This creates a generational gap 

between parents and children (Brown, 2008). Claims that children's socialization processes in the 



2 
 

digital age are significantly different from those of their parents, even though the developmental 

progression into adulthood remains the same.  

Children feel that their parents do not understand the reality of living in a digital age when parents 

limit their access to mobile devices (Booth, 2010). On the other hand, parents are concerned that 

their children are growing up with poor social skills, superficial relationships, and unhealthy 

obsessions or addictions to mobile devices, and multipurpose tools and have become an extension 

of their physical, psychological, and social selves (al-Khaddam & Al-Rawashdeh, 2013); 

(Buckingham, 2008). As a result, some users have reported that they cannot carry out their daily 

activities without their mobile devices (Holloway et al., 2013). This study will assess parental 

awareness of the health impacts of excessive smartphone/tablet usage in children within the Tema 

Municipality in the Greater Accra Region of Ghana. 

 

1.2 Problem Statement  

The current generation is the first generation of children growing up with mobile devices (Radesky, 

et al., 2015); hence, there is no known empirical longitudinal data that exist on the assessment of 

the long-term effects of mobile device usage on children’s development (Radesky, et al., 2015). It 

should be noted that easy access to mobile devices is enabling children to explore a lot of 

knowledge from videos and messages online rather than reading books nowadays. There is an 

imperative need for research to encompass the early and middle childhood stages to high school, 

especially at the age when smart device and internet use is rapidly increasing. 

The excessive usage of smartphones, tablets, electronic games and other handheld screens has 

become a health concern as the number in the Tema Municipality now, as some children begin 

using these devices before beginning to talk are having issues with speech. Children in Ghana in 



3 
 

their early and middle childhood stages to high school, especially at the age of the smart device 

and Internet use, are rapidly increasing. However, this increase is causing them to be reluctant to 

learn and understand basic knowledge in school, which can affect their cognitive skills and 

increase their risk of a CoComelon speech delay. 

 CoComelon speech delay is a type of speech delay that affects the ability to produce clear speech 

sounds (VivaHealth, 2021). The excessive usage of gadgets is leading children to become anti-

social and lack emotional management, so they tend to have tantrums in public or in their own 

homes (Suhana, 2017). 

It was noted that mobile device research with young children has been scarce due to the challenge 

of collecting reliable first-hand data from children themselves; hence, data on mobile device habits 

and practices of young children have been collected through secondary accounts, such as a parental 

report, naturalistic observation, and thematic analysis of interviews with primary caregivers. In 

addition, parents play an important role in modelling, monitoring, and regulating mobile device 

usage to ensure it is done in an appropriately meaningful way.  

The main limitation of extant research is that, although parents are becoming increasingly 

concerned with the extensive use of mobile devices by children, no researcher has looked into 

children’s mobile device usage to examine its effect on the development of social competency.  

In an era dominated by digital technology, the pervasive use of smartphones and tablets among 

children has become a subject of concern. The potential health impacts of excessive screen time 

in this demographic raise questions about parental awareness and understanding of the associated 

risks. This study seeks to assess parental awareness of the health impacts of excessive 

smartphone/tablet usage in children within the Tema Municipality in the Greater Accra Region, 

Ghana, aiming to identify gaps in knowledge that may hinder effective parental guidance.  



4 
 

1.3 Rationale of the Study 

This study aimed to explore the awareness of the health impacts of the overuse of the smartphone 

or tablets among children and its detrimental effects on their health, and how to avoid these 

detrimental impacts in this generation. By analysing the various ways children use their mobile 

devices, it is easier to establish whether mobile device usage will ultimately support or hinder the 

development of social competency. The study on assessing parental awareness of the health 

impacts of excessive smartphone/tablet usage among children in the Greater Accra Region of 

Ghana holds several significant implications.  

Also, it will help identify knowledge gaps among parents regarding the health effects of excessive 

screen time. This understanding is crucial for developing targeted interventions and educational 

programs to address these gaps and enhance parental knowledge. Moreover, the study will 

contribute to the development of evidence-based interventions and educational programs aimed at 

promoting responsible smartphone/tablet usage among children. By addressing specific areas of 

misconception or inadequate awareness, interventions can be tailored to meet the needs of parents 

in the region. Furthermore, increasing parental awareness will contribute to the protection of 

children's health and well-being. By understanding the risks associated with excessive screen time, 

parents can adopt measures to mitigate these risks and foster healthier habits for their children.  

By providing evidence-based recommendations, the study can contribute to the formulation of 

policies that address the specific needs of the Greater Accra Region and promote a healthy digital 

environment for children. Ultimately, the study has the potential to enhance the overall well-being 

of children in the region and beyond. Promoting responsible smartphone and tablet usage can 

contribute to reduced screen time, improved sleep patterns, increased physical activity, and 

enhanced social interactions among children. 



5 
 

1.4 Conceptual Framework 

From the Conceptual Framework below, the individual variables are mental development, physical 

development, parents' characteristics, and child characteristics. However, the dependent variable 

is parental awareness. The level of awareness and understanding among parents regarding the 

health impacts of excessive smartphone and tablet usage in children.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1: Author’s construct (2023) 

Source: Author’s construct (2023) 

 

 

SMARTPHONE/ 

TABLET  

USAGE 

Parents 

Characteristics 

i. Age  
ii. Gender  

iii. Level of 
Education 

iv. Income Status 
 

Child Characteristics 

i. Age 
ii. Gender 

iii. Attendance of school 
 

 

Physical 

Development 

i. Visual ability 
ii. Hearing ability 

iii. Obesity  
iv. Body imbalance 
v. Socialization  

 

Mental Development 

i. Emotional instability 
ii. Depression 

iii. Anger 
iv. Lack of attention 

 



6 
 

1.5 Study Objectives 

1.5.1 General Objective 

The study aims to assess parental awareness of the health impacts of excessive smartphone/tablet 

usage in children within the Tema Municipality in the Greater Accra Region. 

 

1.5.2 Specific Objectives  

The study specifically sought to; 

1. Examine Parents/Guardians’ awareness of the excessive use of smartphones and tablets by 

their children 

2. Explore what parents perceive as the benefits and negative effects of gadget use in their 

children. 

3. Investigate the factors associated with the gadgets used by children. 

 

1.6 Research Questions  

1. What is the level of awareness or knowledge of parents of the excessive use of gadgets in 

their children? 

2. What do parents perceive as gadget use's negative and positive effects on their children? 

3. What are the factors associated with gadgets use in children? 

 

1.7 Profile of Study Area 

The Tema Metropolis is a coastal district situated about 30 kilometres East of Accra, the Capital 

City of Ghana. It shares boundaries on the North-East with the Kpone Katamanso and Ningo-

Prampram Districts, South- West by Ledzokuku Krowor Municipal, North-West by Adentan 

Municipal and the Ga East Municipal, and the South by the Gulf of Guinea. The Ashaiman 



7 
 

Municipal is an in-lock enclave within the Tema Metropolis. The Metropolis covers an area of 

about 396 km2 with Tema as its capital and lies within the coastal savannah zone  (Tema 

Metropolitan Assembly, 2023). 

The Greenwich Meridian (i.e., Longitude 0º) passes through the Metropolis, which meets the 

equator or latitude 0° in the Ghanaian waters of the Gulf of Guinea. The Metropolis' proximity to 

the sea with its low-lying terrain which projects into the sea makes it a natural endowment for a 

harbour. This evidently informed the decision the construction of the Tema Harbour in 1957, 

making the Metropolis “the Eastern Gateway of Ghana”  (Tema Metropolitan Assembly, 2023). 

According to the 2010 Population and Housing Census, the total population of the Tema 

Metropolitan Assembly was 292,773. This consists of 139,958 males representing 47.8% and 

152,815 females representing 52.2%. The Metropolis has no rural settlements. The 2014 projected 

population of the Metropolis is pegged at 324,429 persons. The distribution of the population of 

the Tema Metropolitan area shows that the age group 25-29 recorded the highest population with 

11.4 per cent whilst the 90-94 and 95-99 age groups had the least population which represents 0.1 

per cent respectively. On average, there are more females than males in the metropolitan with a 

male-female ratio of 92:100. This means that for every 100 females in the Metropolitan area, there 

are approximately 92 males  (Tema Metropolitan Assembly, 2023). However, Tema Metro is a 

place for several educational facilities. Ranging from Government and Private schools. 

 

1.8 Scope of the Study 

This research assesses parental knowledge of the health effects of excessive smartphone and tablet 

use among children in the Tema Metropolitan Assembly of the Greater Accra Region of Ghana. It 

seeks to assess the knowledge and comprehension of parents and guardians living in the defined 



8 
 

region about the possible detrimental consequences on children's physical and mental health, social 

development, and academic achievement. The study employed a quantitative research approach, 

including surveys, interviews, and a review of the relevant literature. The examination of acquired 

data entailed detecting patterns and themes. The research admits limitations including a small 

sample size and the possibility of bias. Ultimately, it intends to give insightful information on 

parental awareness in the context of the Tema Metropolitan Assembly. 

 

1.9 Organization of the Study 

There are six (6) chapters in this work. Chapter One serves as a broad introduction and examines 

the study's history, goals, and issue statement. Additionally, it briefly discusses the study's 

structure, limits, and research topics. The review of the literature is in Chapter Two. The study's 

research questions are utilized to guide the review of the literature. The study's conceptual 

framework is also described. The methodology is covered in Chapter Three, which also provides 

details on the population, sample, and sampling techniques utilized in the study. It also describes 

the research tools, methods of data collection, and data analysis strategy.  Chapter Four focuses on 

the data analysis and presentation, while Chapter Five provides very detailed discussions of key 

findings compared to similar works in mainstream literature. The summary of the study's findings 

and recommendations is covered in Chapter Six. 

 

 

 

 

 



9 
 

CHAPTER 2 

LITERATURE REVIEW 
 

2.1 Introduction 

This chapter examines significant literature for the research to identify knowledge gaps and 

the parental awareness of the health impacts of excessive smartphone/ tablet usage in 

children. PubMed, Scopus, Google Scholar, Hinari, JSTOR, and Google search were used 

to conduct the literature search.  

 

2.2 Parents' Awareness of Excessive Use of Smartphones 

Parents’ awareness of the risks of the excessive use of smartphones among their children and 

parents’ attitudes toward this societal phenomenon are crucial factors to consider when examining 

the causes and effects of, as well as interventions to control, this public health issue. Kabali (2015) 

noted that a revolutionary change in society has been brought about by the recent emergence of 

smart devices that are Internet-based. He further explained that children's quick adoption of mobile 

devices is expected to have an effect on family relations as well as children's development, health, 

and literacy. In today's society, the negative effects of excessive smartphone use are plain to 

discern. According to Radesky (2015), children are increasingly choosing mobile devices as their 

favourite media source due to their large screens, portability, capacity to stream material, 

interactive features, and declining pricing. They added mobile devices that are used by kids to play 

games, view videos, chat, snap photos, and access software (apps).  

A countrywide poll conducted by Common Sense Media found that in 2013, 72% of kids aged 0 

to 8 years old used a mobile device, up from 38% in 2011. Even more striking was the rise in usage 

among toddlers: 38% in 2013, up from 10% in 2011 (Kabali, 2015). Kwon et al., (2013) 

highlighted using a smartphone while driving can result in accidents, watching videos on a 



10 
 

smartphone while crossing the street puts pedestrians in danger of being hit by cars, and kids in 

elementary school are much more likely to become addicted to smartphone games. They added 

that kids struggle to focus in class and cell phone usage is getting more expensive.  Moawad & 

Ebrahem, (2016) wrote that teenagers spend a lot of time on their phones, computers, and various 

video games, which may be one of the main reasons why new technology may lead to a decline in 

face-to-face relationships like the one between an adolescent and their parent. They further said 

that social media platforms have changed how teenagers interact and learn, and they provide new 

concerns for parents, researchers, and educators to consider. 

According to a conclusive study on parental mediation, parents alter their mediation tactics per 

their beliefs about the diverse effects of media material on children (Nikken and Scholes, 2015). 

Parents of young children, in particular, are expected to take into account the importance of media 

for their children's development and adapt their parenting to these values because children today 

begin utilizing media at a young age (Australian Government, 2014). Per Lee (2013), the various 

chances and threats that kids and teenagers may run across online are documented by research on 

kids' internet use. He continued that Learning, communication, creativity, and expression are all 

possibilities and risks including being exposed to violent, hateful, or pornographic content, as well 

as invasions of privacy, cyber-bullying, and inappropriate interaction. 

In his study, Genc (2014) found that parents that expressed a favourable opinion discussed 

advantages such as how children's motor and cognitive skills would develop, how they would 

become more tech-savvy, and how their visual memory would increase. Again, He also discovered 

that parents who hold negative views about smartphones have expressed concern that their children 

may become introverted, lead a lonely existence, or be exposed to dangerous radiation as a result 

of using them. Ultimately, many parents are uncomfortable with their children using smartphones 



11 
 

due to the cost and fragility of the devices. To control and manage the hazards they see, parents 

engage in a variety of behaviours, with excessive "screen time" and unsuitable content being of 

particular concern (Hinkley and McCaan, 2018). 

Terras & Ramsay (2016) highlighted that our comprehension of the difficulties parents has in 

regulating their children's technology use is expanded when psychological influences are taken 

into account. He continued that a greater comprehension of children's motivations for using 

smartphones would improve parenting skills and increase parents' awareness of the myriad aspects 

that affect their children's behavior.  For instance, using a broad age range of 6–15 years implies 

that 20% of their weekly use of all electronic gadgets is for smart devices. According to finer-

grained research, smartphone use accounts for just 6% of time spent by children aged 6 to 11, but 

35% of time spent by children aged 11 to 15, which is substantially higher than the reported adult 

(16 years and older) weekly use rate of 20% (Ofcom, 2016). 

In their study, Bubbas et al, (2021) discovered that even while most parents could not limit how 

much time their kids spent on the gadgets, they were aware of the negative effects of smartphone 

usage. Sharp worries about the harmful effects of unrestrained smartphone use, such as sleep 

deprivation (Adams and Williford,2013) and attention deficit (Matthew and Hamilton, 2014) have 

followed the recent explosive rise in smartphone adoption and use by teenagers. Because of this, 

many parents are uncomfortable or anxious about their kids using smart devices, even though they 

want them to be proficient with technology for their benefit.  

Zainelabdin (2020) concluded their study to determine the negative effects of smartphones on 

children that parents were eager to instill good social habits that contribute to the development of 

the child's personality, as well as the development of an accurate and structured programme for 

children on the hours and times of their use of the smartphone to activate the role of social 



12 
 

institutions, especially the family, through the protection of children from programmes, videos, 

and applications and awareness of the seriousness of what is provided in the smartphone. There is 

mounting evidence that the amount of time kids spends using technology and using social media 

at home and school is having a negative influence on their development (Goh et al,2015). 

 

2.3 Benefits and Negative Effects of Children’s Smartphone Use 

In modern society, smartphones have taken the place of essential daily tools and play a significant 

role in research.  Gladkaya et al, (2018) wrote that using smartphones among children has a wide 

range of negative effects and very few beneficial effects. He continued to explain that Children's 

learning experiences can be improved by using the numerous educational tools and apps available 

on smartphones. Cheung and Mak (2018) noted that instructional smartphone apps helped kids 

become better readers and academic performers. With the help of smartphones, kids can stay in 

touch with friends and family, promoting social connections and lowering feelings of loneliness. 

According to a study by Madell and Muncer (2015), they can make texting, voice calls, and video 

chats easier to use for communication. Oei and Patterson found in their study that games and apps 

for smartphones help improve cognitive abilities like memory, concentration, and problem-

solving. They further stated that children's cognitive capacities were enhanced by gaming apps 

with strategic components. 

Numerous types of research show that using smartphones negatively affects a child's sleep patterns. 

Screen time, especially used in the evening, causes people to go to bed later and sleep for fewer 

hours (Brambilla et al,2017). Even though the results of Chahal et al.'s (2013) study on children's 

cell phone use do not establish a link between nocturnal smartphone use and reduced sleep time, 

they do demonstrate that the mere presence of a cell phone in the bedroom shortens sleep time. 



13 
 

Importantly, nightly smartphone usage affects both the quantity and quality of sleep (Dube et 

al,2017). 

According to Mustafaoğlu (2018), in preschool- and school-aged children, the use of digital 

technology has been linked to issues with sleep, aggression, physical inactivity, and lack of focus. 

Children squander their time inefficiently due to the overuse of digital technology. The influence 

that these technologies have on children's cognitive and emotional development should also be 

taken into consideration. Park and Park (2021) identified that several smartphone apps have been 

developed to be accessed and used intuitively, and to easily allow moves from one option to 

another to obtain interesting information, which could harm brain development and educational 

attainment. They further explained that children may be separated from real social interactions, 

including interactions with other children and the people around them. Overuse of smartphones 

can have a negative effect on academic achievement. High smartphone dependence was linked to 

lower academic attainment and increased levels of distraction during studying, according to 

research by Lee et al., (2018). 

The relationship between smartphone use and child development in children between the ages of 

6 months and 2 years was examined in a study by Kabali et al. (2015). The study discovered that 

more handheld screen usage was linked to worse results on tests of language and cognitive 

development. To promote healthy development, the authors emphasized the significance of 

restricting smartphone use in early infancy. Excessive use of smartphones is associated with 

musculoskeletal pain (Xie et al., 2016), traffic and pedestrian accidents (Cazzulino et al., 2014), 

poorer physical fitness (headaches, weariness, dizziness, tension, memory loss, and hearing loss) 

(Alosaimi et al., 2016), and academic difficulties (Lepp et al., 2014). 



14 
 

Moreover, there is extensive evidence demonstrating the adverse effect of excessive smartphone 

use on mental health, such as stress (Venkatesh et al., 2019), poor sleep quality (Demir and Sümer, 

2019; Wang et al., 2019), depression (Firat et al., 2018), and anxiety (Hawi and Samaha, 2017). 

A separate investigation by Radesky et al,(2016) investigated how parent-child relationships are 

impacted by parental mobile device use. The results showed that excessive parental smartphone 

use was linked to lower-quality interactions and less positive parent-child involvement. The child's 

social and emotional development may be hampered by these poor parent-child relationships. 

Researchers looked into the effects of excessive smartphone use on children and teenage obesity 

and levels of physical activity in a study by Chen et al,(2020). The authors revealed that greater 

smartphone use was linked to decreased levels of physical activity and a higher risk of obesity. 

These findings highlight the significance of finding a balance between smartphone use and 

physical activity for healthy development. 

Several factors could account for the mechanisms. Thomee, (2018) wrote that blue light from 

smartphones may interfere with melatonin levels excessive use of smartphones may result in 

physical discomfort like headaches and muscle aches, and exposure to electromagnetic fields (such 

as using a smartphone at night) may interfere with the activity of the brain (especially the pineal 

gland) and cause changes in cerebral blood flow and brain electrical activity, leading to poor sleep 

quality. Alonzo et al,(2021) found significant correlations between heavy social media use and 

negative mental health outcomes, poor sleep quality, and negative mental health in their cross-

sectional studies. The authors revealed that regular social media use was linked to both poor mental 

health and poor sleep outcomes in longitudinal studies. According to some studies, poor sleep 

quality mediates the link between teenage social media use and poor mental health outcomes. 



15 
 

2.4 Factors Influencing Children's Gadget Use  

In recent years, the usage of gadgets by kids has increased, particularly among gaming consoles, 

cellphones, and tablets. Children's usage of technology is influenced by several elements, such as 

personal, familial, and environmental factors. Gentile et al.'s (2012) study showed that children's 

use of gadgets is influenced by their age and gender. They further explained that since they may 

participate in more age-appropriate games and activities, younger kids prefer to utilize gadgets 

more frequently. Boys and girls may have different interests and preferences because boys tend to 

utilize gadgets more frequently than women do (Fagot et al., 2015). Children's use of gadgets is 

also influenced by personality factors. Children with higher degrees of impulsivity and sensation-

seeking inclinations were shown to be more likely to engage in excessive gadget use, according to 

a study by Lemola et al,(2015). Additionally, it was discovered that kids who had more self-control 

used their gadgets less. 

Children's use of gadgets is significantly influenced by parental influence. According to research 

by Radesky et al,(2016) and Kabali et al,(2015), the parental gadget uses and parenting techniques 

were linked to children's gadget use. The study revealed that Children who had parents who used 

technology excessively were more likely to use technology more frequently themselves. 

Furthermore, kids with less frequent gadget use tended to be those whose parents established 

explicit guidelines and limits on their use. The use of gadgets by kids has also been connected to 

socioeconomic status. According to research by Rideout (2017), kids with lower SES backgrounds 

use gadgets more frequently. This can be a result of the lack of alternative resources and learning 

and entertainment options. 

Children's use of gadgets is influenced by the media environment in which they are raised. As 

noted by Montgomery et al,(2017), marketing and advertising of devices aimed at youngsters 



16 
 

encourage higher gadget use. They explained that children's preferences and motivations for using 

gadgets can also be shaped by exposure to media messages and peer pressure. Additionally, there 

are educational and school-related variables. Children's patterns of gadget use can be influenced 

by access to technology in educational contexts, such as the presence of digital learning initiatives. 

According to a study by Walsh et al,(2018), kids who attended schools with more digital learning 

resources used their gadgets more frequently than kids who attended schools with fewer digital 

resources. Children's usage of technology might also be influenced by cultural influences. 

Children's attitudes and behaviours toward technology are influenced by cultural norms, beliefs, 

and expectations within a specific nation or group (Stephen et al., 2013). 

 

2.5 Parental Monitoring and Control Strategies 

Concerns have been expressed about the possible harm that children's excessive smartphone use 

may do to many elements of their development. Strategies for parental supervision and monitoring 

are essential for controlling and minimizing excessive smartphone use. Active monitoring, such as 

talking about smartphone regulations, setting time limits, and frequently checking content and 

apps, was associated with reduced levels of excessive smartphone use in children, according to 

studies by Valkenburg and Peter (2013) and Madell and Muncer (2016). Active supervision 

enables parents to follow and participate in their child's smartphone activity.  

The techniques parents employ to direct and interpret their child's smartphone use are referred to 

as parental mediation (Shin and Li, 2017). Along with advocating ethical smartphone use, this also 

includes talking about internet safety. The relevance of parental mediation in decreasing excessive 

smartphone use and encouraging positive digital behaviours in children was underlined by research 

by Livingstone and Helsper (2019). The key to minimizing excessive smartphone use is to 



17 
 

establish clear guidelines and restrictions. According to studies by Kabali et al., (2015) and 

Radesky et al., (2016), restricting screen time, designating device-free areas, and establishing 

technology-free hours are all useful techniques for reducing excessive smartphone use. 

Parents act as role models for their kids when it comes to using smartphones. According to Domoff 

et al., (2018) and Rideout et al., (2017) studies, parents who used smartphones responsibly 

themselves were more likely to have kids who used them less excessively. Parents can have a 

beneficial impact on their child's smartphone usage habits by setting a good example. Open 

conversation about smartphone use among parents and kids encourages comprehension, 

confidence, and teamwork. Studies by Livingstone et al., (2019) and Lenhart et al., (20,15) 

highlighted the value of continual discussion, outlining potential advantages and disadvantages, 

and addressing issues related to excessive smartphone use. Parental control over their child's 

smartphone use can be improved with good communication. 

Parents can monitor and manage their child's smartphone use by using technological tools and 

parental control apps. The advantages of utilizing parental control applications to set time 

restrictions, filter content, and track usage were emphasized in studies by Kabali et a., (2019) and 

Chassiakos et al., (2016). The authors revealed that these technologies give parents more 

assistance in controlling their children's excessive smartphone use. In general, parental 

management and monitoring techniques are crucial in dealing with children's excessive 

smartphone use. Parents can effectively regulate and supervise their child's smartphone use by 

using active monitoring, parental mediation, clear rules, parental role modelling, open 

communication, and technology tools (Benedetto& Ingrassia, 2020). This will encourage good 

digital habits and reduce the risks associated with excessive use. 



18 
 

2.6 Barriers to Effective Parental Intervention 

Parental intervention is essential in monitoring and minimizing children's excessive smartphone 

use, which is a behaviour that is becoming a rising cause for concern. However, several obstacles 

prevent parents from intervening effectively. Some parents can find it challenging to understand 

and keep an eye on their child's smartphone use because they lack technological proficiency (Yardi 

and Bruckman, 2011). According to research by Moreno et al., (2018) and Kabali et al., (2019), 

parents with less technology literacy may find it difficult to use monitoring applications or manage 

parental control settings, which limits their ability to step in. Effective intervention may be 

hampered by parental attitudes concerning smartphone use. According to a 2014 study by Van den 

Bulck and Van den Bergh, parents who saw smartphones as useful educational tools were less 

inclined to step in and place restrictions on their kids' smartphone use. Consistent intervention 

techniques could also be hampered by opposing attitudes and beliefs in the parental home. 

Effective intervention may be hampered by inconsistent parental guidelines and enforcement 

surrounding smartphone use. According to Nikken and Schols' (2015) research, kids who had 

inconsistent rules and punishments for using their smartphones were more inclined to use them 

excessively. Consistency can lead to misunderstanding and reduce the effectiveness of parental 

guidance. Peer influence has a big impact on how children use smartphones, and when kids hear 

contradictory signals from their friends, it can make it harder for parents to intervene. According 

to a study by Lemmens et al., (2017), peer pressure and norms had a significant impact on 

adolescents' smartphone use, frequently outweighing parental guidelines or limitations. Children 

might fight parental attempts to intervene and bargain for prolonged smartphone use. Smetaniuk's 

(2014) research found that kids used negotiation, persuasion, and defiance of authority to get more 



19 
 

access to smartphones. Parental reluctance to face opposition can make interventions less 

successful.  

The time and effort parents invest in monitoring and regulating their children's smartphone use 

may be constrained by their busy schedules and their stress levels. According to a study by 

Weinstein et al., (2018), parents who were more stressed out were less likely to use monitoring 

and intervention techniques that were effective. They further explained that. The amount and 

effects of their child's excessive smartphone use may go unnoticed by many parents. According to 

Mollbom et al,(2022), parents frequently underestimate how much time their kids spend on 

smartphones and the potential drawbacks. This ignorance may make it more difficult for parents 

to intervene. The authors concluded that a multifaceted strategy is needed to overcome these 

obstacles, including increasing parental awareness, offering technical support and instruction, 

supporting clear and consistent regulations, and encouraging open communication between 

parents and children. Intervention programs that emphasize the value of balanced smartphone use 

and are directed at both parents and kids can assist in removing these obstacles and fostering 

positive smartphone habits (Nahum-Shani et al., 2018). 

 

2.7 Parental Awareness and Education 

The use of smartphones by children in excess has become a common worry, and controlling and 

addressing this problem requires parental awareness and education. Parents' understanding of the 

advantages and disadvantages of smartphone use is essential for influencing their child's 

behaviour. The importance of educating parents about the potential risks, such as cyberbullying, 

privacy issues, and sleep disruption, as well as the potential benefits, such as educational resources 

and communication opportunities, was stressed in studies by Kabali et al,(2015) and Radesky et 



20 
 

al,(2016). Teaching parents about these aspects might assist them in making wise choices and 

establishing reasonable smartphone usage restrictions.  

Parental education initiatives have been successful in raising public awareness of the dangers of 

excessive smartphone use. According to research by Leung et al,(2014), parental awareness and 

behaviour improved as a result of a parent-focused intervention program that offered advice, 

support, and information on how to manage kids' smartphone use. These programs give parents 

the skills and tactics they need to deal with excessive smartphone use. The degree of their children's 

smartphone use and its possible drawbacks are often underestimated by parents, according to 

studies. According to Mollbom et al,(2022), parents frequently have little knowledge of how much 

time their kids spend on smartphones and how it can affect different elements of their development. 

In order to recognize and handle excessive smartphone use, parents must be aware of it. 

Programs that teach media literacy and digital citizenship can increase parental knowledge of and 

comprehension of smartphone use. The need of teaching parents digital literacy, responsible online 

conduct, and critical thinking skills was underlined by studies by Livingstone et al,(2017) and 

O'Keeffe and Clarke-Pearson (2011). The authors wrote that these programs give parents the tools 

they need to understand the digital world and teach their kids how to responsibly use cell phones. 

Parents and kids need to have regular, open conversations regarding smartphone use. According 

to research by Lenhart et al,(2015), parents must regularly speak with their kids about the 

advantages, risks, and expectations of smartphone use. Between parents and children, effective 

communication encourages awareness, comprehension, and cooperation in regulating excessive 

smartphone use. 

Giving parents access to expert assistance and resources can improve their knowledge of and 

comprehension of excessive smartphone use. According to research by Van den Bulck et al,(2018) 



21 
 

and Rideout and Robb (2017), healthcare professionals, educators, and community organizations 

can all be very helpful in providing parents with knowledge, direction, and resources. They further 

explained that these resources assist parents in navigating the difficulties caused by excessive 

smartphone use. The issue of youngsters using smartphones excessively can be better addressed 

by society if it encourages parental awareness and education. Growing parental awareness, 

understanding of the benefits and risks, and accessibility to education programs and resources 

enable parents to successfully supervise their kids' smartphone use and cultivate positive digital 

habits (Clark, 2013). 

 

2.8 Theoretical framework 

A theoretical framework is significant for guiding a study, maintaining coherence, and defining 

the study's boundaries (Anderson & Holloway, 2020). The study is guided by social cognitive 

theory, ecological system theory, and health belief model.  

 

2.8.1 Social cognitive theory 

Albert Bandura's social cognitive theory places a strong emphasis on how one's personality, 

surroundings, and conduct are all interconnected (Bussey & Bandura, 1999). This theory was 

selected because it can be used to comprehend parental knowledge of children's excessive 

smartphone use. The importance of observational learning, in which people pick up knowledge by 

seeing and imitating others' behaviour, is emphasized by the social cognitive theory. Parents may 

monitor the smartphone use patterns and actions of other parents or their children in the context of 

parental awareness of excessive smartphone use. Parental awareness worries and subsequent 



22 
 

intervention tactics may be influenced by children's experiences with excessive smartphone use 

and its effects on their social milieu.  

Albert Bandura described Self-efficacy in his theory. According to Albert Bandura, Self-efficacy 

describes people's confidence in their capacity to carry out a specific behaviour successfully 

(Porter et al., 2003). The level of knowledge, confidence, and actions parents take to control their 

children's smartphone use are all heavily influenced by parental self-efficacy in the study. A greater 

sense of awareness, proactive monitoring, and successful intervention techniques can result from 

higher levels of self-efficacy.  

The importance of outcome expectations of people's ideas about the probable results or 

repercussions of particular behaviours is emphasized by the social cognitive theory (Lent et al., 

2017). Parental outcome expectations in the context of the study refer to parents' perceptions about 

the potential effects of excessive smartphone use on their children's development. These 

expectations may affect a parent's awareness, worries, and desire to step in. For instance, parents 

are more likely to be aware of the problem and take aggressive actions to remedy it if they think 

that excessive smartphone use may harm their kids' social or academic skills. Social cognitive 

theory can be used to evaluate how parental awareness, concerns, and intervention measures about 

excessive smartphone use are influenced by observational learning, self-efficacy, and result 

expectancies. Understanding the cognitive processes and social factors that affect parents' 

judgments and actions around their children's smartphone use is useful. Targeting these cognitive 

and social aspects can also help interventions and educational initiatives by raising parental 

awareness and promoting successful intervention techniques. 



23 
 

2.8.2 Ecological System Theory 

Ecological Systems Theory, proposed by Urie Bronfenbrenner, focuses on the influence of various 

environmental systems on human development (Bronfenbrenner, 2000). It offers a comprehensive 

framework for examining parental awareness of excessive smartphone use. The Ecological 

Systems Theory (EST) offers a thorough framework to comprehend the effects of numerous 

environmental systems on parental awareness and intervention options, making it extremely 

relevant to the study on parental awareness of children's excessive smartphone use. The home, 

school, and peer group are examples of the immediate surroundings in which kids and parents 

interact. Parents can see and participate in their children's smartphone use within these 

microsystems. The norms, beliefs, and expectations of these microsystems as well as their direct 

observations of youngsters using smartphones in social and familial situations may have an impact 

on their awareness of excessive smartphone use. 

The links and interactions between several microsystems are referred to as the mesosystem. The 

mesosystem can investigate how knowledge and experiences from multiple sources, including the 

school, community, and media, affect parental awareness of and perceptions of excessive 

smartphone use in the setting of the study (Chang, 2022). For instance, parents might get advice 

or information from schools or community organizations that affect how they perceive the problem 

and how they plan to intervene. The exosystem stands in for the larger societal systems that 

inadvertently affect parents' knowledge of and response to unrestrained smartphone use (Grandner, 

2013). This covers cultural values, societal standards, and how smartphone use is portrayed in the 

media. Parental views, worries, and expectations around children's smartphone use can be 

influenced by these variables. Parental awareness and intervention techniques, for instance, may 



24 
 

be influenced by cultural norms surrounding technology usage or media coverage of the possible 

consequences of excessive smartphone use. 

The larger social and cultural circumstances that affect parental awareness are included in the 

macro system. This encompasses socioeconomic variables, technological developments, and 

institutional frameworks (Townsend, 2016). These elements may affect how parents view 

excessive smartphone use, how much they know about it, and how they approach intervention. For 

instance, socioeconomic gaps may impact parental resources for monitoring smartphone use as 

well as access to cell phones. Researchers can explore the complex influences on parental 

awareness of excessive smartphone use by using Ecological Systems Theory. It enables the 

investigation of how many systems interact as well as the dynamic nature of the link between a 

child's environment and their parents. This viewpoint aids researchers in comprehending how 

cultural contexts, social systems, and environmental elements influence parental awareness, 

concerns, and intervention options. It also emphasizes how crucial it is to take into account the 

larger ecological context when developing interventions and assistance programs to encourage 

successful parental intervention regarding children's smartphone use. 

 

2.8.3 Health Belief Model 

In the 1950s, a group of social psychologists, led by Irwin M. Rosenstock, Godfrey M. Hochbaum, 

and Stephen Kegels, established the Health Belief Model (HBM). It was created to describe how 

people behave concerning their health and how they make decisions about health-related matters. 

The health belief model has been extensively employed in health psychology and public health 

research to comprehend and forecast people's reactions to information and treatment linked to their 

health. The health belief model contends that people's behaviour is influenced by how likely they 

believe they are to have a health problem. Parental perceived susceptibility in the context of the 



25 
 

study relates to parents' perceptions of how susceptible their kids are to the drawbacks of excessive 

smartphone use. Parents who believe their kids are more vulnerable may be more aware of and 

concerned about the problem. They are more likely to be aware of the possible hazards linked to 

heavy smartphone usage and take action to solve them. 

The health belief model described "perceived severity" as how seriously and negatively parents 

see their children's excessive smartphone use (Green et al., 2020). The likelihood that parents will 

be aware of the problem and take steps to solve it is higher if they believe that the negative effects 

of excessive smartphone use are serious. These repercussions could have a detrimental effect on 

one's physical health, emotional health, social interactions, or academic performance. For instance, 

parents are more likely to be aware of the problem and put mechanisms in place to restrict 

smartphone usage if they believe that excessive smartphone use can result in worse academic 

achievement, harmed social relationships, or a greater risk of cyberbullying.  

The health belief model contends that people's behaviors are influenced by how they perceive the 

advantages of acting. Perceived benefits in the study's context refer to parents' perceptions of the 

benefits or advantages of controlling excessive smartphone use (Green et al., 2020). Parents are 

more likely to be aware of the problem and use intervention measures if they see the benefits as 

greater child well-being, stronger family ties, or improved academic performance. Parents may be 

more inclined to intervene and actively control their children's smartphone use if they believe that 

doing so will improve family communication, sleep quality, or cognitive development, for 

instance. 

Parents may encounter perceived roadblocks while attempting to manage their children's excessive 

smartphone use. Lack of information, contradicting counsel, worries about children's resistance, 

or trouble enforcing regulations are a few examples of these obstacles. Effective intervention 



26 
 

options may be difficult for parents to undertake if they believe there are significant barriers to 

awareness of the problem. To improve parental knowledge and intervention, it is crucial to 

recognize and overcome these alleged impediments. Giving parents the knowledge, tools, and 

techniques to get past these obstacles might help them better control how much time their kids 

spend on smartphones. Parents' self-efficacy is their faith in their capacity to carry out the advised 

actions. Increased awareness and proactive intervention techniques are linked to higher levels of 

parental self-efficacy. Parents who have faith in their ability to impose boundaries, set limitations, 

and enforce rules about smartphone use are more likely to be aware of the problem and take the 

necessary steps.  

Interventions that boost parental efficacy, such as offering helpful advice and support, can help 

raise awareness of and effectively regulate excessive smartphone use. Researchers can explore 

parental attitudes, perceptions, and expectations surrounding excessive smartphone use by using 

the Health Belief Model. It clarifies how parents' awareness and intervention tactics are influenced 

by their perceptions of risk, severity, advantages, obstacles, and self-efficacy. This information 

can help in the creation of interventions and educational initiatives that tackle parental concerns 

and support efficient awareness-raising and intervention efforts surrounding kids' smartphone use. 

 

 

 

 

 

 

 



27 
 

CHAPTER THREE 

METHODOLOGY 

3.1 Introduction 

This chapter describes the research methodology. It comprises the description of the study site; 

study population; inclusion and exclusion criteria; study design; sample size determination; 

sampling methods; data collection techniques and tools; data analysis; ethical considerations and 

study limitations.  

3.2 Study Design 

The study employed a cross-sectional survey design (Setia, 2016) to investigate into parental 

awareness of the health impacts of excessive smartphone/tablet usage among children in Tema in 

the Greater Accra Region of Ghana. Data were collected from the month of August to September 

2023, using hardcopies of a structured questionnaire. A cross-sectional study gives a snapshot of 

a defined population at a particular point in time or records information on outcome and exposure 

at a single point in time. A cross-sectional design was used because it is relatively fast, it is 

logistically efficient and also it is often generalizable. Using a cross-sectional survey design, 

researchers can learn more about a population at a specific period.  

 

3.3 Data Collection Techniques/ Instrument  

The data for the study was collected using a printed questionnaire. The questionnaire was designed 

in both closed-ended and open-ended. However, the questionnaire was in three in two sections; the 

first comprised the respondents' demographic characteristics, and the second assess the usage of 

smart devices by school children and the last was factors associated with smartphone usage by 

children.  



28 
 

3.4 Study Population 

The study's focus is to obtain parents' perspectives from the various private and international 

schools in the Tema Metropolis. In this regard, the study's population is parents who have their 

wards in private and international schools in Tema Metro.   

3.5 Inclusion and Exclusion Criteria 

3.5.1 Inclusion Criteria 

The study included; 

1. Parents whose children attend Private and International schools within the Metropolis. 

2. Parents whose children are less than 15 years of age. 

3. Parents whose children use smart electronic devices 

4. Parents who have consented to participation in the study 

3.5.2 Exclusion Criteria 

The study excluded;  

1. Parents whose children do not attend Private and International schools within the 

Metropolis. 

2. Parents whose children are more than 15 years of age. 

3. Parents whose children do not use smart electronic devices 

4. Parents who have not consented to participation in the study 

3.6 Study Variables 

3.6.1 Dependent variable  

The dependent variable is parental awareness. The level of awareness and understanding among 

parents regarding the health impacts of excessive smartphone and tablet usage in children. 



29 
 

3.6.2 Independent variables 

The study utilized the following independent variables; mental development, parent characteristic, 

child’s characteristic, and physical development   

3.7 Sampling Technique and Sample Size 

The case study was done within the Tema Metropolitan Assembly, specifically from Community 

One through to Community 12, where the both private and public schools were selected. The 

prevalence of children who regularly use smart device is14% (Hosokawa et al., 2018). Adopting 

sample size formula by Cochran formula: 

𝑛 =
𝑍𝛼/2

2  ×  𝑝(𝑞)

𝑒2
 

Where: 

n = sample size 

Z = Z-score (1.96 for a 95% confidence level) 

p = prevalence of children who regularly use smart device is 14% (Hosokawa et al., 2018). 

q = 1 - p 

e = margin of error (0.05) 

 

Therefore; 

𝑛 =  
1.962  ×  0.14 (1 − 0.14)

0.052
  ≈  185 

 

However, to account for potential non-response or incomplete data, a slightly larger sample size 

was used. The addition of a non-response rate of 10%, gives (185 × 0.10 = 18.9 ≈ 19) gives 19 + 

185 = 204. A total sample size of 204 respondents was selected to participate on the study. 

 

A multi-stage sampling technique was then used to recruit the study participants. First, the 

institutions were purposively selected. A randomized sampling method where all members in the 



30 
 

population had an equal chance of being chosen for the sample was then used to pick the children 

whose parents were invited to participate on the survey.  

 

3.8 Pre-testing 

To enable the researcher to test the reliability of the questionnaires, pre-testing of the instrument 

was conducted. The pre-testing was carried out to ensure the planning of the main study and to 

enable study tools to be corrected to ensure reliability and validity. It helped in finding out whether 

there was a need to re-arranges the response categories to a particular question or to let it remain 

as it is. Pre-testing enabled the researcher to discover possible weaknesses, inadequacies and 

ambiguities in the research instruments so that they could be corrected before the actual data 

collection takes place. 10 percent of the copies of sample questionnaires were pre-tested. 

 

3.9 Validity and Reliability 

Researchers utilize the concepts of validity and reliability to assess the quality of a study's findings. 

The extent to which a study captures what it set out to capture is called validity. Reliability, 

however, refers to the consistency and stability of the study's findings throughout time and in many 

contexts. In other words, sound research yields dependable and consistent results and measures 

what it promises to measure.  

According to (Bless et al., 2006), reliability includes the exactness of the instrument. Whether it 

can be trusted to provide a precise and constant calculation of an endless amount, an instrument is 

highly reliable.  

 

3.10 Data Handling and Confidentiality 

All the participants in this study were assured that the information they shall be provided for the 

survey was treated strictly as confidential. Thus, all information about them shall be protected to 



31 
 

my capacity. Their names and locations were not included in the study reports. However, 

participants were individually approached to seek their consent to participate in the study 

voluntarily. The researcher explained the purpose of the study, confidentiality procedures, risks 

involved, benefits and the freedom to opt out of the study at any time. A participant who opts out 

of the study was excluded and were not be persuaded or forced in any form to participate in the 

study. The study data was in the researcher's and her supervisors’ care. 

 

3.11 Data Collection Procedure 

The data collection took place at the selected schools in the Tema communities. Research assistants 

were hired and trained to help collect data in the Tema Metropolitan. Participants were provided 

with hardcopies of the survey questionnaire by the research assistants. They were instructed to 

complete the survey and all data were collected. The questions on parental awareness of the health 

impacts of excessive smartphones/ tablet usage in children were asked in English. It took 15 to 30 

minutes to finish the questionnaire on each respondent. All of the questionnaires were checked for 

accuracy and completeness at the conclusion of each data collection session. Up until the study’s 

required sample size was reached, this process was continued.  

 

3.12 Data Processing 

Data collected with questionnaires was screened for completeness and errors. The data was entered 

using Statistical Product for Social Sciences version 26.0. The principal investigator was 

responsible for data cleaning and management. The original entry on the questionnaire was used 

as source data. Soft copies of all datasets and work done were sent to the supervisor by e-mail and 

on an external drive.  

 



32 
 

3.13 Statistical Data Analysis  

The gathered data was crosscheck for completeness and consistency then coded and entered into 

Epi Data version 4.1 statistical program. Data was cleaned and exported to STATA version 17.0 

for analysis.  Descriptive statistics was used to describe all variables. Frequency distribution was 

used to compute proportions on all categorical variables. Precise measures of central tendencies 

such as frequency, percentages, mean and standard deviation. The categorical and numerical data 

was described using simple proportions and means. A bivariate analysis was done using a Chi-

square test to identify the association between gadget usage (dependent variable) and demographic 

factors (independent variables) and other explanatory variables. A p-value of less than 0.05 at a 

95% confidence interval was considered to show statistically significant factors throughout the 

data analysis. A binary logistic regression was carried out on variables that showed association in 

the bivariate analysis. The variables that showed statistical significance in the binary logistic 

regression was then in-cooperated into a multivariate logistic regression model for further analysis 

to determine the strength of association between gadget usage (dependent variable) and 

demographic factors (independent variables) and other explanatory variables. 

 

3.14 Ethical Considerations 

Ethical clearance was obtained from the Ethical Committee of the Ensign Global College of Public 

Health before the study began. Also, administrative permissions were sought from the participatory 

schools on the project. Oral informed consent was sought from participants after explaining the 

study to them before recruitment. Furthermore, this research sought the consent of participants by 

asking them to sign a consent form. Participants were made aware of the research objectives and 

were assured of anonymity and confidentiality for all information they provide. Participants were 



33 
 

also assured that at any point during the data collection, they had every right to withdraw without 

any consequences to their person, image or self-esteem. 

 

3.15 Limitations of the Study 

The study assessing parental awareness of the health impacts of excessive smartphone/tablet usage 

among children in the Greater Accra Region of Ghana had several limitations. These included the 

potential lack of a representative sample, reliance on self-report measures that could introduce 

bias, recall bias affecting accurate reporting, social desirability bias due to the sensitive topic, 

limited scope in assessing only awareness, and a cross-sectional design that couldn't capture 

changes over time. Additionally, the study focused solely on the Greater Accra Region, potentially 

limiting generalizability. Despite these limitations, the study provided valuable insights into 

parental awareness levels, which should be considered when interpreting its findings. 

 

3.16 Assumptions  

It was assumed that the selected respondents were met the set inclusion and exclusion criteria. 

Also, that the respondent could recall rightly any information that has happen in the past but was 

need to support the current request. Finally, that all the respondents were truth in their answers and 

have avoid the tendency to just please the researcher. 

 

 

 

 

 

 

 



34 
 

 CHAPTER FOUR 

RESULTS  

4.1 Introduction  

This chapter presents the results of the data collected from the field. The researcher presented 

systematically, the data based on the research questions. These include; the sociodemographic 

characteristics, parents’/guardians’ awareness of excessive use of smartphones and tablets, parents' 

perceived benefits of a negative effects of the gadget use, and factors associated with the gadget 

usage. A total of 204 questionnaires were administered to selected parents who have their children 

in either private or public schools in the Tema Municipality. However, 200 of them were retrieved 

as cleaned data and was use in the final analysis, thereby yielding a 98.04% response rate. 

 

4.2 Sociodemographic Characteristics of Respondents (Parents) 

Univariate analysis of the sociodemographic characteristics in terms of gender, age of parents, 

religion, marital status, educational level, etc. was conducted to understand their distributions. 

Majority of the parents are males and the minority are females which constitutes 51.0% and 49.0% 

respectively. With an average age of the parents being (40.06 ±  8.401) years.  The result also 

showed the level of education with the highest frequency was High school and Bachelor which 

constituted 31.5% and 30.0%. However, the least recorded level of education is those parents who 

are JHS and High school leavers which comprises of 3.0% and 2.5% correspondently. Regarding 

the distribution of respondents’ marital status, the largest category consists of 147 individuals who 

are married, accounting for 73.5% of the total. Also, 48 individuals are single, representing 24.0% 

of the total. The minority were 5 individuals in the sample who are divorced, making up 2.5% of 

the total.  The majority of the study participants had 3 children, representing 28.5% of the total. 



35 
 

There were 49 individuals with two (2) children, accounting for 24.5% of the total. Also, there was 

one (1) individual with six (6) children, making up 0.5% of the total. 

The distribution of parents' monthly income in the surveyed group shows that 42.6% of parents 

earn between GHc 1,000 and GHc 2,000. Additionally, 32.4% of parents reported a monthly 

income exceeding GHc 5,000. About 24.3% of parents have a monthly income falling in the range 

of GHS 2,000 to GHc 5,000 (Table 1). 

Table 1: Demographic Characteristics of Parents 

Variables Frequency (N=200) Percentages (%) 

Parents age Mean ± SD (40.06 ±  8.401) 

Gender of Parents   

Female 98 49.0 

Male 102 51.0 

Marital Status   

Divorced 5 2.5 

Married  147 73.5 

Single 48 24.0 

Educational Level   

JHS 6 3.0 

High School 68 34.0 

Diploma 34 17.0 

Bachelors 60 30.0 

Postgraduate 32 16.0 

Parent’s Income   

1,000-2,000 63 42.6 

2,001-5,000 36 24.3 

>5,000 48 32.4 

Household Size   

One 40 20.0 



36 
 

Two 49 24.5 

Three 57 28.5 

Four 37 18.5 

Five 16 8.0 

Six 1 .5 

 

 

4.3 Sociodemographic Characteristics of Children 

An analysis of the individual characteristics describing the children of the respondents revealed 

that there were 105 female and 95 male children in the sample, representing 52.5% and 47.5% 

respectively of the total. An overview of how the participants are distributed between Government 

and Private schools showed that the larger category consists of 117 individuals attended Private 

schools, accounting for 58.5% of the total sample size.  The "Primary" grade school has the highest 

number of students, with a frequency of 104, constituting approximately 52.5% of the total student 

population. Following Primary, the "Junior High School" grade comprises 57 students, 

representing about 28.7% of the total student population. The "Nursery" grade accommodates 27 

students, making up roughly 13.64% of the total student population. Lastly, the "Creche" grade 

has the lowest frequency, with only 2 students, representing approximately 1.0% of the total 

student population. 

 

Table 2: Demographic Characteristics of Children 

Variables Frequency (N) Percentages (%) 

Child’s age Mean ± SD (8.4 ± 3.733) 

Gender of Children   

Female  105 52.5 

Male  95 47.5 

Type of School   



37 
 

Private  117 58.5 

Government 83 41.5 

Grades of School   

Creche 2 1.0 

Nursery 27 13.6 

KG 10 5.0 

Primary 104 52.5 

JHS 57 28.7 

Source: Field Data, 2023 

 

4.4 Parents/Guardians Awareness of the Excessive Use of Smartphones and Tablets 

This data suggests that the majority of children in the sample are using smart devices (87.5%), 

while a smaller portion are not (12.5%). In terms of types of smart device usage, the data reveals 

that 42.3% of respondents use smartphones, while an equal percentage also use tablets. A smaller 

portion, 13.5%, utilize laptops for their technological needs. A mere 1.9% of respondents reported 

using desktop computers. 

Regarding the amount of time spent on smart devices, the data indicates that 16.5% of respondents 

spend around 30 minutes, while 33.0% allocate an hour. About 24.0% use their devices for 

approximately 2 hours, and a smaller 1.0% spend 3 hours. Another 8.5% of respondents also spend 

3 hours on their devices. Additionally, 9.5% use smart devices for around 4 hours. It is worth noting 

that 7.5% of participants reported not spending any time (nil) on their smart devices.  

In the study, 64.3% of participants reported imposing parental restrictions on their children's 

smartphone usage, while 35.7% stated that they did not enforce such restrictions. The survey 

revealed that 76.1% of respondents reported implementing parental supervision on their children's 

smartphone usage, whereas 23.9% indicated not applying any form of supervision (Table 3). 

 



38 
 

Table 3: Awareness of the Excessive Use of Smartphones and Tablets 

Variables Frequency (N) Percentages (%) 

Child Use of Smart Device   

No 25 12.5 

Yes 175 87.5 

Type of Smart Device Usage   

Smartphone 69 42.3 

Tablet 69 42.3 

Laptop 22 13.5 

Desktop 3 1.9 

Exact Count of Smart device per child 

None 15 7.5 

One 120 60.0 

Two 62 31.0 

Three 3 1.5 

How long does your child spend on the smart device? 

30 mins 33 16.5 

1 hour 66 33.0 

2 hours 48 24.0 

3 hours 19 9.5 

4 hours 19 9.5 

Nil 15 7.5 

Parental Restriction on Children Smart Device Usage 

Yes 126 63.0 

No 74 37.0 

Parental supervision on their Children's mart Device Usage 

Yes 150 75.00 

No 50 25.00 

Source: Field Data, 2023 

 



39 
 

4.5 Educational Performance of the Child 

The evaluation of children educational performance indicated that 40.5% of the parents rated it as 

excellent, while 43.5% considered it very good. A smaller percentage found it good (3.0%), 

satisfactory (9.5%), or in need of attention (3.5%). 

The data analysis concerning the impact of smartphone usage on educational performance revealed 

varying perceptions among respondents. The majority, comprising 56.5% of participants, did not 

see a connection between smartphone usage and their children's educational performance. On the 

other hand, 43.5% of respondents believed that their children's educational performance could be 

influenced by smartphone usage. 

The analysis of children's participation in recreational programs revealed varying levels of 

engagement. A majority of 81.0% of respondents reported that their children participated in 

recreational programs occasionally. A smaller percentage of 16.0% indicated that their children 

never attended such programs. Only 3.0% of participants noted that their children often took part 

in recreational programs. This data underscores the predominant trend of occasional involvement 

in recreational activities among the surveyed group of children (Table 4). 

 

Table 4:  Educational performance of the studied children 

Variables Frequency (N) Percentages (%) 

Educational Performance 

Excellent 81 40.5 

Very good 87 43.5 

Good 6 3.0 

Satisfactory 19 9.5 

Need attention 7 3.5 

Educational Performance due to Smart Device Usage 

Yes 91 45.5 



40 
 

No 109 54.5 

Recreational Program Attendance by the child 

Often 6 3.0 

Occasional 162 81.0 

Never 32 16.0 

Source: Field survey (2023) 

 

4.6 Perceived Benefits and negative Impact of Using Gadgets 

4.6.1 Perceived Benefits of Using Gadgets 

Parents perceive various benefits from their children using gadgets. A significant portion, 50.0% 

of parents feel that gadgets assist their children with homework. About 45.5%, believe that gadget 

usage improves their child's grammar. Furthermore, 41.0% of parents think that gadgets boost their 

child's creativity.  In terms of communication, 33.0% of parents see the benefit of easy 

communication through gadget usage (Table 5). 

 

Table 5: Positive perception on the use of gadgets 

Perceived Benefits of using Gadgets 
Yes 

Frequency Percentages 

Improves their Grammar 91 45.5 

Boost their creativity 82 41.0 

Helps them with their homework 100 50.0 

Easy communication 66 33.0 

Source: Field survey (2023) 

 

 

 



41 
 

4.6.2 Perceived Negative Impact of Using Gadgets 

Parents identify several perceived negative impacts associated with their children's use of gadgets. 

A substantial 49.0% of parents express concern about their children's lack of attention due to 

gadget usage. Additionally, 44.0% believe that using gadgets contributes to aggressive behavior in 

their children. Sleep problems, specifically insomnia, are a concern for 48.0% of parents. Around 

33.5% of parents mention musculoskeletal issues resulting from gadget use. 

Furthermore, 44.5% of parents are concerned about speech delay in their children due to gadget 

usage. Exposure to harmful online content is a worry for 52.0% of parents. Poor vision is a concern 

for 22.5% of parents, while a substantial 60.0% express concerns about smartphone addiction in 

their children (Table 6). 

 

Table 6: Negative perception on the use of gadgets 

Perceived Negative Impact of Using Gadgets Yes 

Frequency  Percent 

Lack of attention 98 49.0 

Aggressive behaviour 88 44.0 

Sleep problems (Insomnia)  96 48.0 

Musculoskeletal  67 33.5 

Speech delay 89 44.5 

Exposure to harmful online content  105 52.0 

Poor vision 45 22.5 

Addiction to the smartphone 120 60.0 

Source: Field survey (2023) 

 

 



42 
 

4.7 Bivariate analysis of gadget use on other correlates 

A Pearson’s Chi-Square Test was conduct on selected variable with the reported usage of a smart 

device by the children to ascertain the level of statistical associations. At p-value threshold of 0.05, 

it was observed from the result at most of the chosen indicator affirm strong significance. For 

example, the type of school the child attends had statistically significant association with usage of 

smart devices either for playing or learning at p-value of <0.001. 

Similarly, the number of times spent by the child on the smart device, parental restriction and 

supervision on usage, and whether the child takes off time to undergo other recreational activities 

were all significantly associated with usage. However, it was observed gender of the child had no 

statistical significant association with the usage of a smart device by the children as the result 

showed a p-value of 0.285 (Table 7). 

 

Table 7: Bivariate analysis of gadget use on other correlates 

Variables 
Usage of smart gadgets 

P-values 
No 

n(%) 

Yes 

n(%) 

Gender of Children    0.285 

Female  16 (64.00) 89 (50.86)  

Male  9 (36.00) 86 (49.14)  

Type of School   <0.001 

Private  2(8.00) 115(65.71)  

Government 23 (92.00) 60(34.29)  

Grade of School   0.112 

Creche 0 (0.00) 2 (1.14)  

Nursery 0 (0.00) 27 (15.43)  

KG 0 (0.00) 10 (5.71)  

Primary 16 (64.00) 88 (50.29)  

JHS 9 (36.00) 48 (27.43)  



43 
 

Time spent on the smart device <0.001 

30 mins 6 (24.00) 27 (15.43)  

1 hour 6 (24.00) 60 (34.29)  

2 hours 0 (0.00) 48 (27.43)  

3 hours 0 (0.00) 19 (10.86)  

4 hours 0 (0.00) 19 (10.86)  

Nil 13 (52.00) 2 (1.14)  

Parental Restriction on Smart Device Usage 0.004 

Yes 9 (36.00) 117 (66.86)  

No 16 (64.00) 58 (33.14)  

Parental supervision on Children's Smart Device Usage <0.001 

Yes 7 (28.00) 143 (81.71)  

No 18 (72.00) 32 (18.29)  

Educational Performance 0.013 

Excellent 8 (32.00) 73 (41.71)  

Very good 8 (32.00) 79 (45.14)  

Good 0.002 6 (3.43)  

Satisfactory 6 (24.00) 13 (7.43)  

Need attention 3 (12.00) 4 (2.29)  

Educational Performance due to Smartphone Usage 0.002 

Yes 4 (16.00) 87 (49.71)  

No 21 (84.00) 88 (50.29)  

Recreational Program Attendance by the child <0.001 

Often 1 (4.00) 5 (2.86)  

Occasionally 9 (36.00) 153 (87.43)  

Never 15 (60.00) 17 (9.71)  

 

 

 

 



44 
 

4.8 Multivariate logistic analysis selected variation on usage of Smart Device 

The results in Table 8 below showed the predictive measures of the effects of selected variables on 

the usage of smart devices by children in both Crude and Adjusted logistic regression models. It 

was observed that 

Attending a Government school serves as a protective factor against the use of smart devices in 

both models. A child attending such schools is 0.94 times less likely to use such devices compared 

to the counterpart who attends a Private school upon adjusting for all other covariate (AOR 0.06, 

C.I (0.00-6.00)). This could be a good thing given that the devices are negatively impacting the 

health of the child. It was also noted that a child had 15 times higher odds of using a device as 

against non-usage when offered parental supervision. After adjusting for all other variables in the 

model.  A child who attends other recreational activities is 5.26 times more likely to use the smart 

gadget compared to the counterpart who might not (AOR 5.26, C.I (1.08-25.52)) controlling for 

all other factors. This could be coming on the back drop that most parents use that as a bait to allow 

the child access to the electronic devices at home. 

There were however, no statistical significance on the measure of predictive effects of the gender 

of either the parent or the child on the use of a smart device in both unadjusted and adjusted models. 

Table 8: Multiple logistic regression model of selected indicator on usage of smart device 

Variables 
Unadjusted Adjusted 

OR (95% CI) p-value OR (95% CI) p-value 

Gender of Parents 

Male 1 - 1 - 

Female 0.58 (0.31-1.69) 0.455 0.25 (0.05-1.19) 0.081 

Marital Status     

Married 1 - 1 - 

Divorced 0.18 (0.03-1.18) 0.074 0.1 9(0.00-3.90) 0.215 



45 
 

Single 0.72 (0.28-1.86) 0.492 0,24 (0.04-1.50) 0.126 

Educational Level 

Diploma 1 - 1 - 

Bachelors 1 - 1 - 

Postgraduate 0.19 (0.04-0.94) 0.042 0.46 (0.03-6.35) 0.563 

JHS 0.28 (0.06-1.33) 0.110 1.08 (0.10-12.29) 0.949 

High School 0.33 (0.03-4.40) 0.404 0.42 (0.02-11.60) 0.607 

Gender of Children      

Male 1 - 1 - 

Female 0.58 (0.24-1.39) 0.222 0.63 (0.15-2.74) 0.538 

Type of School     

Private  1 - 1 - 

Government 0.04 (0.01-0.20) <0.001 0.06 (0.00-6.00) 0.016 

Parental Restriction on Smart Device Usage 

No 1 - 1 - 

Yes 3.59 (1.49-8.60) 0.004 0.83 (0.15-4.62) 0.827 

Parental supervision on Children's Smart Device Usage 

No 1 - 1 - 

Yes 0.09 (0.03-0.23) <0.001 15.00 (2.45-91.72) 0.003 

Educational performance     

Need attention 1 - 1 - 

Excellent 6.84 (1.29-36.19) 0.024 0.63 (0.02-17.87) 0.790 

Very good 7.41 (1.40-39.12) 0.018 0.2 (0.01-754) 0.385 

Good 1 - 1 - 

Satisfactory 1.63 (0.27-9.66) 0.593 0.10 (0.00-3.32) 0.197 

Recreational Program 

Attendance by the child 

    

Never 1 - 1 - 

Occasionally 15 (5.71-39.43) <0.001 5.26 (1.08-25.52) 0.040 

Often 4.41(0.46-42.13) 0.197 2.58 (0.12-55.98) 0.546 

 



46 
 

CHAPTER FIVE 

DISCUSSIONS 

5.1 Introduction  

This chapter discusses the results from the field taking into consideration the specific objectives 

of the study.  

 

5.2 Parents/Guardians Awareness of the Excessive Use of Smartphones and Tablets 

The analysis of the collected data provides valuable insights into the prevailing trends of smart 

device usage among children, encompassing device types, usage durations, and the extent of 

parental involvement. 

The study illustrates that a majority of children in the sample are actively engaging with smart 

devices, while a smaller portion abstains from their usage. The findings reveal that smartphones 

and tablets emerge as the dominant devices among the participants. This suggests a relatively 

balanced preference for both handheld devices and larger screen options, with laptops and desktop 

computers having notably lower levels of adoption. 

In terms of the duration of smart device usage, the data unveils a diverse range of engagement 

patterns. While some children spend minimal time on their devices, others allocate more 

substantial periods. The spectrum spans from around 30 minutes to 4 hours, and even includes a 

segment of participants who reported spending no time on their smart devices. This distribution 

underscores the varying degrees of dependency on technology in the lives of children in the 

sample. Moawad & Ebrahem, (2016) wrote that teenagers spend a lot of time on their phones, 

computers, and various video games, which may be one of the main reasons why new technology 

may lead to a decline in face-to-face relationships like the one between an adolescent and their 

parent. 



47 
 

The research also delves into the realm of parental involvement in regulating children's smart 

device usage. It is evident that a significant proportion of parents actively impose restrictions on 

their children's interaction with smartphones. This suggests a keen awareness among parents about 

the potential impact of unrestricted device access on their children's well-being. Moreover, a 

substantial majority of respondents report implementing some form of parental supervision over 

their children's smartphone usage. This proactive approach to monitoring suggests an ongoing 

effort by parents to strike a balance between enabling technological exploration and ensuring 

responsible usage. A separate investigation by Radesky et al,(2016) investigated how parent-child 

relationships are impacted by parental mobile device use. The results showed that excessive 

parental smartphone use was linked to lower-quality interactions and less positive parent-child 

involvement. The child's social and emotional development may be hampered by these poor 

parent-child relationships. 

Conversely, a notable fraction of participants do not enforce any form of restrictions or supervision 

on their children's smartphone usage. This could indicate a range of parenting philosophies, from 

fostering trust in responsible device usage to potentially underestimating the need for active 

monitoring. According to a conclusive study on parental mediation, parents alter their mediation 

tactics per their beliefs about the diverse effects of media material on children (Nikken and 

Scholes, 2015). Parents of young children, in particular, are expected to take into account the 

importance of media for their children's development and adapt their parenting to these values 

because children today begin utilizing media at a young age (Australian Government, 2014). 

The implications of these findings are multifaceted. Firstly, the high prevalence of smart device 

usage highlights the need for continued research into the potential consequences of extended