A Quasi-Experimental Study to Assess the Effectiveness of Structured Teaching Program on Knowledge Regarding Internet Addiction and Its Associated Behavioural Problems among Adolescents of Selected Schools at Dist. Mandi (H.P.)2024-2025

Background: Internet addiction is an emerging behavioral issue, especially among adolescents, marked by excessive and uncontrolled internet use that disrupts daily life. With increasing digital exposure through smartphones and social media, adolescents are at higher risk of developing psychological and behavioral problems such as anxiety, depression, irritability, sleep disturbances, poor academic performance, and social withdrawal. Educational interventions, such as Structured Teaching Programs (STPs), offer a promising approach to enhance knowledge and promote responsible internet use among adolescents. Introduction: Internet addiction poses a significant public health concern, affecting adolescents mental, physical, and social well-being. Excessive internet use can interfere with adolescents’ academic performance, leading to lower grades, decreased motivation, and poor time management skills. Internet addiction can contribute to social withdrawal, diminished interpersonal relationships, and increased feelings of loneliness among adolescents. It is often associated with a range of behavioral problems, including anxiety, irritability, sleep disturbances, attention deficits, aggression, and poor academic performance. Adolescents, due to their developmental stage and high digital engagement, are particularly vulnerable. Aim/ Objectives: To assess the effectiveness of structured teaching program on knowledge regarding internet addiction and its associated behavioral problems among adolescents in the experimental group. Methodology: Quasi- Experimental non-randomized control group pre-test post-test design was used to collect data from adolescents. A total of 140 adolescents were enrolled on the study by using a convenient sampling technique. The self-structured knowledge questionnaire was used to assess the knowledge regarding internet addiction and its associated behavioral problems among adolescents. Result: In the study Sociodemographic profiles varied slightly across both groups, with the highest representation of 14-year-olds in the experimental group (31.4%) and 15-year-olds in the control group (32.9%). Pre-intervention, only 2.9% of the experimental group had adequate knowledge; post-intervention, this increased to 65.7%, with no participants remaining in the inadequate category. The paired t-test in the experimental group showed a statistically significant improvement (t=38.900, p<0.001), whereas no significant change was observed in the control group (t=1.255, p=0.214). No significant association was found between knowledge scores and most sociodemographic variables, except for mother's occupation in the experimental group (p=0.003). In the control group, age, class, and parents’ occupations showed significant associations in both pre- and post-tests. Conclusion: The structured teaching program proved effective in enhancing adolescents' knowledge regarding internet addiction and its behavioral impacts. Educational interventions like these are essential to promote healthy internet habits among adolescents.