Impact of Electronic Gadgets Usage on Behaviour and Academic Performance among Secondary School Students after COVID–19: An Observational Study

Background: Rapid technological advancement has significantly increased the use of electronic gadgets, particularly among secondary school students. Following the COVID-19 pandemic, screen time increased considerably because of online learning and greater reliance on digital devices. Excessive gadget use has been associated with behavioural problems, reduced attention, and poorer academic performance. Aims: This study assessed electronic-gadget use and its association with behavioural changes and academic performance among secondary school students in the post-COVID-19 period. Methods: A cross-sectional study was conducted among 84 secondary school students who met the inclusion criteria. Data were collected using a structured, closed-ended questionnaire and a valid Behavioural Problem Scale. Descriptive statistics and the McNemar–Bowker test were used to compare responses before and after the COVID-19 pandemic, with p < 0.05 considered statistically significant. Results: Smartphone use increased after COVID-19 and smartphones were the most commonly used electronic gadgets. Screen-use duration also increased significantly (p = 0.027). Significant behavioural changes were observed in sadness (p = 0.026), feeling that life was not worth living (p = 0.001), crying or irritability (p = 0.022), feeling unwell with headache or pain (p = 0.048), lying, cheating, or breaking rules (p = 0.003), stealing (p = 0.002), and fighting or using abusive language (p = 0.005). Descriptive patterns indicated greater difficulty concentrating and a decline in academic performance after COVID-19, although these changes were not statistically significant. Conclusions: Electronic-gadget use, particularly smartphone use, and screen time increased after the COVID-19 pandemic. Increased screen exposure coincided with significant behavioural changes among secondary school students, whereas academic performance showed a declining trend without statistical significance. These findings highlight the need to promote healthy digital habits and appropriate supervision of gadget use among secondary school students.