Internet Addiction and Academic Performance Among Junior High School Students

Abstract

Background and Aim: The rapid expansion of digital technology has significantly increased students’ dependence on the internet for educational, social, and recreational purposes. While internet access offers numerous learning opportunities, excessive use may lead to internet addiction, potentially affecting students’ academic outcomes. This study aimed to describe the demographic profile of junior high school students, determine their level of internet addiction, assess their academic performance, examine differences in internet addiction across demographic characteristics, and investigate the relationship between internet addiction and academic performance.

Materials and Methods: This study employed a descriptive-correlational research design involving 40 junior high school students from Grades 7 to 10 at Tangub National High School during the School Year 2025–2026. Respondents were selected using purposive sampling. Data were collected through a structured questionnaire measuring various dimensions of internet addiction. They were analyzed using frequency and percentage distribution, weighted mean, mean and standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient. Ethical considerations, including voluntary participation, confidentiality, anonymity, parental consent, and student assent, were strictly observed.

Results: Findings revealed that most respondents were aged 13–15 years (45.0%) and female (65.0%). Internet addiction was found to be severe in the dimensions of responsibility neglect (M = 3.60), internet preoccupation (M = 3.77), usage control loss (M = 3.77), and academic interference (M = 3.79), while excessive online time was rated moderate (M = 2.93). Despite these findings, respondents demonstrated a very satisfactory level of academic performance, with an overall mean grade of 88.93. Statistical analyses revealed no significant differences in internet addiction according to age (p = 0.304), sex (p = 0.943), and year level (p = 0.380). Furthermore, the correlation between internet addiction and academic performance was very weak and not statistically significant (r = 0.133, p = 0.413).

Conclusion: Junior high school students exhibited considerable indicators of internet addiction while maintaining very satisfactory academic performance. Internet addiction did not significantly vary across demographic groups and was not significantly associated with academic achievement. The findings underscore the importance of promoting responsible internet use and digital wellness while recognizing that factors beyond internet use alone may influence academic performance.