The Impact of Gadget Usage on the Social and Linguistic Development of Primary School Students

Abstract

The objective of this research is to describe the impact of gadget usage on the social and linguistic development of primary school students. The study used the mixed-methods sequential explanatory design. In determining the subject of the research—namely, 251 children consisting of second graders and fifth graders in Jakarta, Indonesia—we used purposive sampling. Purposive sampling was also used to determine the research location—namely, two public primary schools and two private primary schools in Central and South Jakarta. As for the data collection, questionnaires, interviews, and observations were employed, resulting in quantitative data presented statistically in tables and charts. The regression analysis performed to figure out the social development of the primary school students in Jakarta resulted in a score of 0.000, suggesting that the students possess social capabilities and skills displayed when they are among their peers—namely, understanding the emotional conditions of their friends, accepting themselves, and maintaining friendship. The students are also capable of comprehending the thought, feeling, and behavior of their friends, thus enabling them to develop well-being skills. A regression analysis score of 0.001 suggests that gadget usage at home and at school influence the linguistic development of the primary school students. Our qualitative analysis corroborates the regression score by suggesting that gadget usage improves the growth and development of the social and linguistic behavior of the primary school students. In light of the impacts of gadget usage on the social and linguistic development of the primary school students, it is highly recommended that both the school and the parents put in place a code of ethics and educational guidance regarding gadget usage to mitigate the negative impacts of gadgets on students.