Perceptions of Primary School Pupils on the Influence of Digital Devices on Socio-Emotional Well-Being in Dodoma City, Tanzania
DOI:
https://doi.org/10.47941/jep.3991Keywords:
Digital Device Use, Social Emotional-Wellbeing, Self Esteem, Social Interaction, Primary SchoolAbstract
Purpose: This study examined primary school pupils’ perceptions of the influence of digital device use on their socio-emotional well-being in Dodoma City, Tanzania, in response to concern about children’s emotional and social experiences of digital engagement.
Methodology: The study employed a concurrent parallel mixed-methods design, involving 160 pupils. Data was collected through questionnaires and focus group discussions, and analyzed using descriptive statistics alongside thematic analysis.
Findings: The descriptive results showed varied patterns of digital device use and socio-emotional well-being. Pupils’ accounts identified possible benefits for learning and social interaction, alongside concerns about distraction, irritability, and reduced peer engagement. Substantial minorities reported sadness or worry, emotional-regulation difficulties, social exclusion, and sleep difficulties. These findings describe pupils’ experiences; they do not establish causal effects or statistically tested associations between device use and well-being.
Unique Contribution to Theory, Practice, and Policy: The study contributes a Tanzanian primary-school perspective to understanding digital engagement within children’s family, school, and peer environments. Its findings suggest that the purpose and context of use deserve consideration alongside time spent on devices, although moderation effects were not statistically tested. For practice, the findings support purposeful, supervised digital engagement balanced with learning, play, and direct social interaction. For policy, they provide context-specific descriptive evidence to inform school guidance, parent and teacher support, and further research on children’s digital experiences and well-being.
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Copyright (c) 2026 Dino Leo Chipanhta, Zawadi Richard Juma, PhD
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