Published Paper Details:

Aim To find out impact of video assisted teaching on psychosomatic problems related to problematic internet use among adolescents in selected senior secondary schools. Methodology Methodology: The sample size taken for the study was 480 with selected senior secondary school by non randomized convenient sampling technique. Sample was divided in to two groups; one is experimental and second is control group. The experimental group was treated by video assisted teaching whereas control group was not treated by any intervention. A standard semi structured questionnaire and a rating scale was used to assess the psychosomatic problems related to problematic internet use among adolescents. Data were analyzed with the help of SPSS 16.0 software. Results: In experimental group the mean pre-test problematic internet use score is 55.200 and mean post-test problematic internet use score is 43.366. The estimated paired't value was (1.199), which is significant at p<0.05. This reduction is statistically significant. The mean pre-test Depression related to problematic internet use score is 22.116 and mean post-test Depression related to problematic internet use score is 14.933. The estimated paired't value was (19.505), which is significant at p<0.05. The mean pre-test Anxiety related to problematic internet use score is 20.633and mean post-test Anxiety related to problematic internet use score is 10.766. The estimated paired't value was (18.509), which is significant at p<0.05. The mean pre-test Stress related to problematic internet use score is 20.550 and mean post-test Stress related to problematic internet use score is 15.766. The estimated paired't value was (14.284), which is significant at p<0.05. The mean pre-test Somatic problems related to problematic internet use score is 10.000 and mean post-test Somatic problems related to problematic internet use score is 7.733. The estimated paired't value was (12.632), which is significant at p<0.05 in experimental group. In control group the mean pre-test problematic internet use score is 52.425and mean post-test problematic internet use score is 55.383. The estimated paired't value was (1.882), which is not significant at p<0.05. But we can see that in experimental group the reduction is of 11.834 points which is higher than the reduction score (-2.958) of control group . The mean pre-test Depression related to problematic internet use score is 21.716 and mean post-test Depression related to problematic internet use score is 21.100. The estimated paired't value was (4.428), which is significant at p<0.05. The mean pre-test Anxiety related to problematic internet use score is 20.350 and mean post-test Anxiety related to problematic internet use score is 19.400. The estimated paired't value was (4.558), which is significant at p<0.05. The mean pre-test Stress related to problematic internet use score is 20.566and mean post-test Stress related to problematic internet use score is 20.166. The estimated paired't value was (4.478), which is significant at p<0.05. The mean pre-test Somatic problems related to problematic internet use score is 10.066 and mean post-test Somatic problems related to problematic internet use score is 9.683. The estimated paired't value was (4.834), which is significant at p<0.05 in control group. Conclusion: It is concluded that adolescents with psychosomatic problems related to problematic internet use show better improvement in their level of psychosomatic problems related to problematic internet use after administration of video assisted teaching compare to non administration of any intervention.