The Perceived Effects of Extended Learning Time on Pupils’ Well-Being in Tanzania: Implications for Curriculum Reform

Abstract

The study examined the perceived effects of Extended Learning Time (ELT) on Pupils’ well-being in Tanzania. Using a mixed research approach with a convergent parallel design, data were obtained from 346 participants comprising teachers, parents and pupils recruited from private primary schools in Longido District, Tanzania. Based on Bronfenbrenner’s ecological model (Bronfenbrenner, 1979), results revealed both positive and negative consequences of increased learning time. Results showed that, although heavy academic engagement may encourage strong peer relationships, it can also restrict the range of social connections and increase the emotional demands on pupils. The data show that many pupils suffer from increased anxiety and stress as a result of academic strain owing to long study time. The study also finds that overstaying may lead to feelings of alienation and stigmatisation, and to a lack of opportunities for varied social interactions, which are crucial for the holistic development of children as human beings. The research recommends the necessity for educational policies that promote a balance between academic success and emotional assistance to prepare students to face the challenges of contemporary society. Implementing community involvement programs and enhancing support networks in schools can boost students’ social skills and emotional resilience. To conclude, the study underlines the significance of reconsidering educational practices to encourage a more balanced approach that balances academic achievement and pupils’ well-being, preparing them for different social contexts.