Significance on the Relationship between Screen time and Metamemory

Results revealed a significant relationship between screen time and metamemory

which led to the rejection of the null hypothesis of the study. Further, it implies that

screen time relates to metamemory. The results are in consonance with the findings of

a study conducted in Belgium which found that this developmental studies tend to

demonstrate that students implementation of strategic memory behaviors linked to both

their metamemory knowledge and their memory capacity (i.e., the amount of information

that can be held in memory for a short length of time). In other words, when their

strategic metamemory repertoire is well stocked with knowledge and memory capacities

are well developed, children are more likely to be able to employ one or more strategies

to effectively increase their memory performance (DeMarie et al., 2004).

Meanwhile, results of this study are supported by another research conducted by a

study by Veraksa et al.,(2021) who examined the relationship between phonological

memory in preschool children and their passive(watching TV) and active screen time

with using a touch screen interface. Study found that screen time is a significant

predictor of the level of development of phonological memory in preschoolers: watching

television negatively affects phonological memory in children.

The purpose of this research was to give awareness and balancing to use any mobile

devices to affect to our health which is high possible to give an memory disorders. The

broad goal of this research was to contemporized the in-depth perspectives of students’

perception of screen time and metamemory awareness. However, this research paper

paid attention to only students’ experiences, and their understanding of screen time and

metamemory competency in our daily lives.