Managing Digital Natives: Behavioral Challenges of YouTube-Era Learners in Elementary Classrooms

Abstract

This study, titled Managing Digital Natives: Behavioral Challenges of You Tube-Era Learners in Elementary Classrooms, investigated the behavioral issues of pupils in grades 1–6 at Mt. Moriah Christian Academy, Taguig City, Philippines, who are heavily immersed in You tube and digital content. Using a descriptive action research design and a mixed-methods approach, the study triangulated responses from 115 learners, 115 parents, and 14 teachers to identify recurring challenges in attention span, impulsivity, and emotional regulation, alongside strengths in cooperation, discipline, and peer support. Quantitative data revealed that attention difficulties were most evident in grades 1 and 4, while anger-related concerns peaked in grades 2, 4, and 6. Qualitative responses confirmed irritability linked to gadget withdrawal and classroom disruptions due to impulsivity. Parents reported pervasive You tube exposure (68% daily viewing) and observed improvements after school interventions, while teachers validated the effectiveness of structured routines, socio-emotional learning (SEL) activities, and digital detox practices in reducing disruptions and enhancing classroom management. The input–process–output (IPO) conceptual framework guided the interventions, with inputs being the behavioral challenges of You tube-era learners, processes involving structured routines, SEL, and detox practices, and outputs yielding improved behavior, better teacher management, positive peer relationships, and holistic development. Findings confirm that behavioral challenges are systemic across contexts but can be effectively addressed through integrated interventions. The study concludes that structured routines, SEL, and digital detox are sustainable strategies for managing digital-native learners, ensuring balanced socio-emotional growth and improved classroom outcomes.