The Problem of Smartphone Addiction Among Students of the Malaysian Institute of Teacher Education (IPG)
Abstract
This study investigates the factors, effects and level of smartphone addiction among students at the Malaysian Institute of Teacher Education (IPG). Smartphone addiction is an increasingly serious concern because it can disrupt students’ academic performance, emotional well-being and social functioning. A descriptive quantitative design was used that involved 50 IPG students selected through purposive and convenience sampling. Data were collected via a questionnaire adapted from the Malay Version of the Smartphone Addiction Scale (SAS-M) which covered dimensions such as Positive Anticipation, Primacy and Daily Life Disturbance. Descriptive statistics (mean, standard deviation and percentage) were applied for analysis. Results show that Positive Anticipation is the strongest contributing factor (M = 4.34, high), followed by Primacy (M = 3.46) and Cyberspace-Oriented Relationships (M = 3.37) which are both at moderate levels. Besides, Overuse recorded the highest mean (M = 4.33) indicating excessive smartphone use as the main consequence. Daily Life Disturbance was also notable (M = 3.76) with students reporting reduced focus on daily tasks due to smartphone use. Overall smartphone addiction was moderate (M = 3.72) with 98.0% of respondents in the moderate category. The findings highlight the need for coordinated action by IPG administrators, students and parents. Recommended measures include digital literacy modules, counselling support and strengthened campus technology policies. Students are encouraged to enhance self-control and time management. Future studies should involve larger samples and longitudinal or experimental designs to evaluate intervention effectiveness.
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