A Statistical Study on Impact of Electronic Gadgets on Cognitive Development among School Children

Abstract

This research explores the impact of educational institution category, biological sex, and daily electronic device usage duration on students' cognition, perspectives, and behaviors regarding digital technologies. The study employed a cross-sectional survey design with a sample of 396 students from government and private schools, selected using stratified random sampling. Data were collected through a self-administered questionnaire assessing demographic characteristics, knowledge about electronic devices, attitudes towards their usage, and device utilization practices. Statistical analysis included t-tests, ANOVA, and post-hoc analyses to examine differences between groups and the impact of daily gadget usage time.
The results suggest that private educational establishments may offer superior resources or opportunities for digital competence, thereby enhancing students' comprehension and perception of electronic devices. Gender-based analysis reveals no significant variations in knowledge, attitudes, or practices concerning gadget usage, indicating that Gender is not a determining factor in students' understanding or behavior towards digital technologies. Furthermore, the duration of daily electronic device usage emerged as a critical factor influencing students' practices, emphasizing the adverse effects of excessive screen exposure on their ability to effectively manage digital device utilization