The Developing and Validating an Instructional Model for Optimal Smartphone Use Among Sri Lankan Advanced Level Adolescents: A Mixed-Methods Study.

Abstract

Introduction: The increasing prevalence of smartphone addiction among adolescents poses a significant challenge to academic performance and psychological well-being. In Sri Lanka, where Advanced Level (A/L) students face intense academic pressure, unregulated smartphone use is a growing concern.

Objectives: This study aimed to develop, validate, and evaluate an instructional model to promote responsible smartphone use among Sri Lankan A/L students.

Methods: A three-phase mixed-methods approach was employed. Phase I involved a survey of 506 students from 1AB schools in the Colombo Education Zone using the Short Version of the Smartphone Addiction Scale (SV-SAS)  along with a prepared questionnaire to assess addiction and its correlates. Phase II focused on expert validation of the instructional model, incorporating feedback from 22 professionals across 11 relevant fields. In Phase III, a four-week intervention was conducted with eight addicted students to test the content validated model’s effectiveness, with pre and post intervention SV-SAS scores statistically analyzed using paired samples t-tests.

Results:Post-intervention results showed a significant reduction in smartphone addiction (mean SV-SAS score decreased from 36.38 to 20.38; p = 0.001). All students moved from the “addicted” to “not addicted” category. The average reduction in addiction scores was 58.73%. Students reported high adherence (mean 88.8%) and rated the model effective in improving their smartphone habits and academic focus.

Conclusions: The instructional model proved effective in mitigating smartphone addiction and fostering healthier digital habits among Sri Lankan A/L students. The findings underscore the model’s potential for broader application in educational and public health interventions targeting adolescent smartphone use.