abstract
Smartphones are convenient, but they can lead to undue dependency and mental health issues like nomophobia, particularly among students. This study evaluated the efficacy of a structured education programme on knowledge of the dangers of smartphone addiction among dormitory students (N=140). Pre-test results revealed equal baseline knowledge between the experimental (mean=17.10) and control groups (mean=17.28), with no significant difference (t=1.98, p>0.05). Post-test scores showed considerable improvement in the experimental group (mean=28.70) compared to the control group (mean=17.72), showing effectiveness (t=1.98, p<0.05). The paired t-test within the experimental group likewise revealed substantial knowledge gain (t=2.00). Most pupils had moderate degrees of nomophobia (80%). Knowledge ratings were substantially related to age and age at first mobile use (p<0.05). Overall, the structured teaching plan significantly increased students' awareness of the dangers of smartphone addiction, emphasising the importance of educational interventions to minimize reliance and encourage safe smartphone use.