Research Article
Early Separation from Parents and Behavioural Problems Among Primary Students at Wellington pre and Primary English Medium School, Tabora, Tanzania
Tanushree Debnath*,
Mathias Mahingule Samwel,
Shinje Kazinza Magesa,
Togolai John Mbilu
Issue:
Volume 14, Issue 5, October 2025
Pages:
136-155
Received:
12 August 2025
Accepted:
22 August 2025
Published:
23 September 2025
Abstract: Background: An increasing number of children across the world experience family instability due to divorce/separation of their parents or as the consequences of non-marital childbearing/cohabitation. Besides, early separation of children from parents is very common in Tanzania, along with increasing number of street children. Studies in this area are scanty in Tanzania. This gap in knowledge prompted the design of the current study. Methods: With a cross-sectional design, quantitative data were collected from 50 primary school students aged between 5 to 10 years, who were studying in Wellington pre and primary English medium school. Quantitative descriptive and inferential data analyses were performed. Results were presented as frequency tables with respective percentages, figures, along with cross tabulation. Results: A total of 50 students from standard I to V were assessed for existing behavioral issues who are either separated from one or both the parents. This study has showed that, 16% of sample respondents were having the behavioral issue of restlessness, being overactive and inability to stay still for long. 20% of them did not share their things readily with other children. 8% of them were having this problem of losing temper often. In addition, 10% of sample respondents prefer to play alone. 24% of them often seems to be worried. 58% of them were helpful when someone is hurt while 8% were not. 68% of them had at least one good friend while 12% did not have even one good friend. 22% Often fight with other children while 50% of them were generally liked by other children. 2% of sample respondents were easily bullied by other children. 8% of them were having the behavior of hitting, biting and pinching other children. 16% of them seem to have no energy or feeling tired. 30% of sample respondents did not want to sleep alone. 16% of them were not happy as other children. 12% of sample respondents did not seem to feel bad after misbehaving while 70% of them were well behaved and usually do what adults request. Conclusion: Our findings revealed that a considerable number of students in Wellington Pre and Primary English medium school who are separated from either or both of their parents do have behavioral problems.
Abstract: Background: An increasing number of children across the world experience family instability due to divorce/separation of their parents or as the consequences of non-marital childbearing/cohabitation. Besides, early separation of children from parents is very common in Tanzania, along with increasing number of street children. Studies in this area a...
Show More
Research Article
Belonging at a Click: A Correlational Study on the Fear of Missing Out and Facebook Intensity Usage
Erika Barretto*,
Pacarat Julianne Margarette,
Asum Nuryawm,
Liwagon Aljelyn
Issue:
Volume 14, Issue 5, October 2025
Pages:
156-163
Received:
21 January 2025
Accepted:
10 April 2025
Published:
26 September 2025
Abstract: This study examined the relationship between Fear of Missing Out (FoMO) and Facebook Intensity Usage among undergraduate students at Mindanao State University-Iligan Institute of Technology. Anchored in the Belongingness Hypothesis and Information Foraging Theory, the study aimed to determine whether heightened FoMO corresponds to increased emotional and behavioral engagement with Facebook. Using a descriptive correlational design, data were collected from 105 Facebook users (73.5% female, 26.5% male; M age = 20.28, SD = 1.30) via purposive and snowball sampling. Standardized measures, the FoMO Scale (α =.91) and Facebook Intensity Scale (α =.80-.83) were administered through an online questionnaire. Pearson correlation analysis revealed a moderately positive and statistically significant relationship between FoMO and Facebook Intensity Usage (r =.376, p <.001). The findings support the hypothesis that individuals with elevated FoMO are more likely to engage intensively with Facebook, underscoring the psychological need for social connection and information access in digital contexts. Implications for media literacy and online behavior regulation are discussed.
Abstract: This study examined the relationship between Fear of Missing Out (FoMO) and Facebook Intensity Usage among undergraduate students at Mindanao State University-Iligan Institute of Technology. Anchored in the Belongingness Hypothesis and Information Foraging Theory, the study aimed to determine whether heightened FoMO corresponds to increased emotion...
Show More
Research Article
Gender Differences in School Adjustment, Academic Mindset, Social Belonging, and Mathematics Achievement Among Kenyan Secondary School Students
Issue:
Volume 14, Issue 5, October 2025
Pages:
164-177
Received:
16 September 2025
Accepted:
30 September 2025
Published:
30 October 2025
DOI:
10.11648/j.pbs.20251405.13
Downloads:
Views:
Abstract: Background: Mathematics is the foundation of all forms of knowledge. Globally, mathematical ability is the cornerstone of innovation and technology. Despite its importance, poor mathematics achievement continues to be a matter of concern among education stakeholders, as students are forced to enroll in courses with uncertain career prospects and values. Objectives: This study, therefore, sought to investigate gender differences in school adjustment, academic mindset beliefs, social belonging, and mathematics achievement among Form Three students in Kajiado County, Kenya. Methods: This study used a correlational research design with a targeted population of all Form Three students enrolled in Kajiado County. A three hundred and ninety (390) secondary school students constituted the sample. The purposive sampling technique was used to select ten (10) schools in the County, the stratified sampling technique was used to select schools from various categories, and simple random sampling was used to select 390 students from the ten schools. The instrument used for data collection was modified from the Student Adaptation to College Questionnaire (SACQ) (r=0.85), Implicit Theories of Intelligence Scale (r=0.86), and Psychological Sense of School Membership Scale (r=0.85). Additionally, the participants’ academic records provided data on their mathematics achievements. Gender differences were tested using the Independent Samples t-test. Results: The results showed no statistically significant gender disparities in students' school adjustment, academic mindset beliefs, or social belonging. However, gender differences were noted in the study variables’ specific domains, with male students reporting higher academic adjustment, malleable mindsets, and feelings of rejection than female students. Conversely, no significant gender differences were noted in the social, emotional, and institutional adjustment dimensions. The study recommends that school authorities organize educational programs to raise awareness of school adjustment, malleable beliefs, and feelings of belonging in both boys and girls. Conclusion: Overall, gender differences play an important role in school adjustment, academic mindset, and social belonging in relation to students’ mathematics outcomes. Therefore, it is important to focus on different genders when applying interventions aimed at enhancing mathematics achievement among secondary school students.
Abstract: Background: Mathematics is the foundation of all forms of knowledge. Globally, mathematical ability is the cornerstone of innovation and technology. Despite its importance, poor mathematics achievement continues to be a matter of concern among education stakeholders, as students are forced to enroll in courses with uncertain career prospects and va...
Show More
