2026, Vol. 8, Issue 1, Part A

Methods: A pre-experimental one-group pre-test post-test research design was adopted to assess the effectiveness of a structured teaching programme on knowledge regarding nomophobia and its prevention. The study was conducted among 50 adolescent students studying in a selected PU college in Hassan, Karnataka, using a non-probability purposive sampling technique. Data were collected using a structured knowledge questionnaire comprising 40 items. A structured teaching programme was administered after the pre-test, and post-test assessment was conducted on the eighth day. Data were analyzed using descriptive and inferential statistics, including paired t test and chi-square test.

Results: Pre-test findings revealed that the majority of respondents (76%) had poor to very poor knowledge regarding nomophobia. Post-test results showed significant improvement, with 88% of respondents attaining very good knowledge. The overall mean knowledge score increased from 38.2% to 85.55%. The paired t test demonstrated a statistically significant difference between pre-test and post-test scores (t = 30.25, p< 0.05). No significant association was found between post-test knowledge scores and selected demographic variables.

Conclusion: The structured teaching programme was highly effective in improving adolescents’ knowledge regarding nomophobia and its prevention. Educational interventions can serve as an effective strategy for promoting digital well-being among adolescents.