Reducing Excessive Gadget Use Among Pupils Through Parental Involvement and School-Based Interventions

Abstract

This study examined the effectiveness of the Family–School Digital Balance Program (F-SDBP) in addressing excessive gadget use and strengthening self-regulation among Grade 6 pupils. Guided by the Kemmis and McTaggart Plan–Act–Observe–Reflect framework, a participatory action research design with a mixed-method approach was employed, integrating pre-test and post-test survey measures with qualitative reflections. Baseline findings indicated that while daily gadget use was common, problematic behaviors were generally moderate. Post-intervention results revealed an unexpected increase in self-reported problematic gadget use behaviors, suggesting that the intervention may have heightened pupils’ awareness and reporting of their digital habits rather than immediately reducing them. Despite this, significant improvements were observed in self-regulation, time management, and perceived parental and school guidance. Qualitative findings further indicated increased awareness, intentional screen use, and stronger family–school collaboration. These results suggest that while behavioral change may require longer intervention periods, coordinated family–school strategies can enhance awareness and self-regulatory capacities essential for sustainable digital balance.