Physical and Socio-emotional Effects of Excessive Screen Time on Grade 5 and 6 Pupils: Basis for an MI Class Framework

This study investigates the physical and socio-emotional effects of excessive screen time on Grade 5 and 6 pupils at San Isidro Norte Elementary School, with the aim of developing a Multiple Intelligences (MI) class framework to address these challenges. Employing a mixed-methods approach, the research combined quantitative data from structured surveys administered to 26 pupils-measuring types of screens used, content consumed, duration, and specific physical and socio-emotional symptoms-with qualitative insights from focus group discussions involving students, parents, and teachers. Findings reveal that excessive screen time is associated with a range of adverse outcomes, including sleep disturbances, obesity, behavioural issues, diminished social interaction, and lower academic performance. Socio-emotional effects observed include increased anxiety, depression, and reduced interpersonal skills. The study underscores the displacement of essential activities such as physical play and face-to-face socialization by screen-based activities. Drawing on theories such as Social Cognitive Theory, Piaget’s Cognitive Development, Displacement Theory, and Gardner’s Multiple Intelligences, the research highlights the need for educational interventions that foster holistic development and healthier screen habits. The resulting MI class framework is designed to promote diverse, experiential, and socially engaged learning, thereby mitigating the negative impacts of excessive screen time and supporting the well-being of Filipino children.