Abstract:
The present study was an attempt to assess the nature and frequency of behavior problems among students of Madrasa using the Bengali version of the Teacher’s Report Form (TRF, Begum 1993) of Child Behavior Check List (CBCL) and Translated Bengali version of McMaster family assessment Device (Epstein et al, 1983). Considering stratified random sampling 360 students were selected from twelve Madrasas covering male, female and coeducation in Dhaka Metropolitan area. Among 360 participants 180 were boys and 180 were girls and they were divided into two age group: 6-8 and 9-11 years. Findings of the study indicated that 15.3% students of Madrasa have behavior problems within the clinical range. It was also found behavior problems are higher in boys (56.4%) than girl (43.6%) from this group of students. Students of 9 t0 11 years (58.2%) age group have higher behavior problem than students of 6 to 8 years age group. Male Madrasa (40%) students have higher behavior problems than students of female Madrasa (34.5%) and coeducation Madrasa (22.5%). No significant difference was found between age group of the sample, age and number of siblings, sex and number of siblings, types of Madrasas and number of siblings, and among age, sex and number of siblings. Out of total 118 specific individual items in the TRF significant difference in age groups were found on 5 items (4.23%), sex differences were found in 18 items (15.25%), differences among number of siblings group were found in 33 items (27.96%) and differences among types of Madrasas were found in 10 items (8.47). Translated Bengali version of McMaster Family Aeeseement Device was employed to problem and non-problem group of children and it was found that problem children (Mean 124.20) scored higher in family functioning than non-problem childhren group (Mean 107.30) which indicated that poor family functioning may lead to develop behavior problem among children. The findings of this research present a clear idea about the nature and frequency of behavior problem among Madrasa students and that a large portion of students from Madrasa education system are having behavior problems. So it is crucial to take steps to improve this and provide direct or indirect support to Madrasa students.
