This study investigated the relationship between screen time habits and academic performance among 271 private university students in Nigeria, examining both recreational screen time (RST) and non-recreational screen time (NRST). A survey was conducted using a self-designed questionnaire and the reliability was assessed using Cronbach's alpha test, which revealed a 0.67 score. Cross-tabulation analyses was used to examine the relationships between screen time variables and GPA categories, while regression analysis tested the hypotheses regarding recreational screen time (RST) and non-recreational screen time (NRST) impacts on academic performance. Contrary to expectations, regression analysis (F(2, 254) = 16.589, p < .001) revealed a significant positive relationship between recreational screen time and academic performance (β = 0.3369, p < .001), while non-recreational screen time showed a positive but non-significant association (β = 0.1121, p = .064). Most students (70.1%) engaged in moderate screen usage (2-6 hours daily), with academic research being the predominant purpose (50.9%). Higher-performing students primarily utilized laptops/desktops for studying, while lower-performing students showed proportionally higher smartphone usage. Based on these findings, we recommend that educational institutions should promote balanced digital engagement rather than strict limitations, emphasize digital literacy, ensure equitable access to appropriate devices, and teach effective time management techniques that integrate both digital and traditional learning methods. Also, students should aim for purposeful screen engagement while implementing strategies to minimize distractions and cognitive overload.
Olatunji et al. (2026) studied this question.