BACKGROUND: Media use among children is widespread, and its impact on various aspects of life is increasingly recognized. The growing availability of information technology gadgets has led to a notable rise in screen exposure among the young population. Despite this, limited research exists on the influence of screen time on academic performance, particularly in developing countries. The present study aimed to investigate the relationship between screen time and academic performance among children aged 8-15 years, specifically assessing the association between total screen exposure and scholastic achievement in this age group. METHODS: This cross-sectional observational study was conducted among 400 students aged 8-15 years, randomly selected from two public and two private schools. Data on academic performance were obtained from teachers and verified through school records, while information on screen exposure was collected using a structured questionnaire. Statistical analysis was performed using SPSS software, employing Spearman's correlation coefficient and Kruskal-Wallis tests to determine the relationship between screen exposure and academic performance. RESULTS: The mean total screen time among participants was 147.8 min/day, with television accounting for the maximum share (67.5 min). A statistically significant association was observed between television screen time and academic performance ( P = 0.013). CONCLUSION: Screen exposure among children in the 8-15-year age group exceeded the American Academy of Pediatrics' recommendations. Increased television viewing was significantly associated with poorer academic performance, highlighting the need for awareness and regulation of children's screen use.
John et al. (Tue,) studied this question.