Assessment of Internet Gaming Disorder and Academic Performance Among Adolescents in Selected Private Secondary Schools in Kilifi North Subcounty, Kilifi County, Kenya

Abstract

Internet Gaming Disorder (IGD) has emerged as a significant concern in contemporary society, reflecting the increasing prevalence of online gaming and its potential impact on individuals' mental health. While the negative consequences of excessive internet gaming are widely acknowledged, the complex interaction between IGD and academic performance remains poorly understood. The study aimed to evaluate the connection between teenagers' academic achievement and IGD in a subset of private secondary schools in Kilifi North Sub-County, Kilifi County, Kenya. The specific objectives of the study were to ascertain the prevalence of IGD among students in selected private secondary schools; evaluate the academic performance of these students; investigate the risk factors associated with IGD; and establish the relationship between IGD and academic performance among the students. To achieve these objectives, the study adopted a cross-sectional research design that facilitated the use of both quantitative approaches. A sample size of 256 subjects was utilized, and data collection was conducted using a structured questionnaire. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS), with results displayed in tables, figures, and basic frequencies and percentages. Additionally, Pearson's correlation was employed to examine the association between IGD and academic achievement. This study contributes valuable insights into the psychological well-being of adolescents in secondary schools and serves as a critical resource for policymakers, highlighting the need for regulations to address the prevalence of IGD among adolescents in Kenya.