Assessment of Covert Phone Checking Behavior on Marital Health among Adult Education Married Students in Kano Metropolis, Kano State, Nigeria

Authors

  • UMAR, Muhammad Musa Author

DOI:

https://doi.org/10.64348/zije.2025221

Keywords:

Covert Phone Checking, Marital Conflict, Digital Intrusion, Kano, Socio-cultural Norms.

Abstract

This study examined covert phone checking among young married women students in Kano Metropolis, Nigeria, exploring its motivations, impacts, and socio-cultural influences. A quantitative cross-sectional survey design was employed. The study population was 621 students from three adult education centers, with a sample of 242 selected via stratified random sampling. Data were collected using a structured questionnaire, validated by experts and demonstrating good reliability (Cronbach's alpha = 0.81). Findings revealed the behavior was universal. The primary motivation was reassurance-seeking and responding to a husband's perceived secrecy, not mere curiosity. A key paradox was identified: while covert checking reduced the women's personal anxiety, it simultaneously caused serious marital arguments, guilt, and hindered open communication. The behavior is firmly rooted in the local context, justified by a strong belief in a wife's right to transparency and the cultural proscription against direct confrontation. Educational enrollment further amplified these dynamics by increasing the women's awareness and confidence. The study concludes that covert phone checking is a culturally-embedded coping strategy for managing marital uncertainty. Recommendations include developing culturally-sensitive therapies that address underlying anxieties and integrating relationship communication skills into adult education curricula to help couples navigate trust in the digital age.

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Published

2026-01-01

How to Cite

Assessment of Covert Phone Checking Behavior on Marital Health among Adult Education Married Students in Kano Metropolis, Kano State, Nigeria. (2026). Federal University Gusau Faculty of Education Journal, 5(6), 59-65. https://doi.org/10.64348/zije.2025221