Gadget Use and Learning Motivation in Early Childhood: Evidence from a Rural District in Malaysia

Cheldronnex Baisol; Juppri Bacotang; Rashidin Idris; Fariha Diyana Awang Ali; Nurshahirah Azman; Nur 'Izzah Mohammad Shuhaimi; Ali Formen

doi:10.51200/jpks.v10i1.7638

Authors

Cheldronnex Baisol Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Malaysia
Juppri Bacotang Faculty of Education and Sports Studies, Universiti Malaysia Sabah, Malaysia
Rashidin Idris Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
Fariha Diyana Awang Ali Faculty of Education, Open University Malaysia, Malaysia
Nurshahirah Azman Academy of Language Studies, Universiti Teknologi MARA (UiTM) Perak, Malaysia
Nur 'Izzah Mohammad Shuhaimi Humanities Cluster, Faculty of Science, Management and Computing, Universiti Teknologi Petronas, Malaysia
Ali Formen Faculty of Educational Sciences and Psychology, Universitas Negeri Semarang, Indonesia

DOI:

https://doi.org/10.51200/jpks.v10i1.7638

Keywords:

gadget use, learning motivation, early childhood

Abstract

This study was conducted to examine the relationship between gadget usage and learning motivation among preschool children in the Kota Marudu district, Sabah. The rapid development of digital technology has made gadgets an integral part of children’s daily lives; however, excessive gadget use poses a risk of negatively affecting children’s motivation toward learning. This study employed a quantitative approach using a survey research design. Data collection was carried out through an online questionnaire distributed to 100 parents with children aged 4–6 years. Data analysis in this study involved descriptive analysis to identify the level of gadget usage and the level of learning motivation among preschool children, while Pearson correlation analysis was used to examine the relationship between gadget usage and learning motivation. The findings revealed that the level of gadget usage among preschool children was at a moderate level (M = 2.80, SD = 0.442), whereas the level of learning motivation was at a high level (M = 3.86, SD = 0.501). Furthermore, there was no significant relationship between gadget usage and learning motivation (r = -0.145, p = 0.151). The findings indicate that although gadget usage was not significantly associated with learning motivation, its use should still be monitored due to concerns reported in previous study. Parental and educators’ supervision of gadget usage should be strengthened to ensure its educational benefits.

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