An Assessment of the Effects of Screen Time on Children’s Academic Performance: A Case Study of Lusaka, Woodlands

Excessive screen time is increasingly linked to adverse developmental outcomes in children, yet its specific impact on academic performance remains nuanced. This study assessed the effects of electronic screen exposure on children’s academic performance from the parental perspective in Lusaka, Zambia. A quantitative, descriptive cross-sectional design was utilized. Data were collected via structured questionnaires from 121 randomly sampled parents (N = 121) and analysed using descriptive and inferential statistics. The results indicated that 74% (n = 89) of parents perceived screen time as having a negative effect on academic performance. Descriptive cross-tabulations showed that performance declines were higher among children spending >4 hours daily on screens (48%) compared to those spending <1 hour (19%). However, a Pearson chi-square test revealed that total daily screen duration was not statistically significantly associated with academic performance, χ² (6) = 11.034, p = .087. Conversely, screen activity type demonstrated a statistically significant association, χ² (2) = 7.102, p = .029. Children engaging in educational screen activities were significantly more likely to show academic improvement (53%) than those without educational screen engagement (28%). While parental perceptions remain largely negative regarding screen duration, total daily usage time alone does not drive academic outcomes; rather, content quality and educational purpose are critical determinants. Interventions should prioritize promoting purposeful, educational technology integration alongside active parental oversight over rigid duration restrictions.

Academic Performance, Children, Digital Literacy, Educational Content, Parental Perception, Screen Time, Zambia.

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