STELLA MARIS MTWARA
UNIVERSITY COLLEGE
(A Constituent College of Saint Augustine University
of Tanzania)
FACULTY OF EDUCATION AND SCIENCE
An Assess the Impacts of Poverty on School Attendance and
Academic Performance Among The Primary School Pupils in Mtwara Mikindani
Municipality
A Research proposal submitted to the Faculty of
Education and science in Partial fulfillment of the Requirement for the Award Bachelor
of Arts with Education of Stella Maris Mtwara University College.
BY
ZAMDA H. KANGOMBA
STE/BAED/165189
2020
CHAPTER
ONE
GENERAL
INTRODUCTION
1.0 Introduction
This chapter presents an overview of the research
background, the statement of the problem, and significant of the study.
Furthermore, it identifies objectives of the study, research questions, and
limitations of the study and definition of the key terms.
1.1
Background of the study
Poverty remains a stubborn fact of life even in rich
and poor countries like Tanzania. In particular. One of every six children
still lived in poverty. Not only have been unsuccessful at eradicating child
poverty, but over the past decade, the inequity of family incomes in Tanzania
has grown, and for some families, the depth of poverty has increased as well.
Tanzania research confirms poverty’s negative influence on student attendance and
academic performance school.
No country in the world has developed without
providing the quality education? be at primary, secondary or university levels
to her citizens as echoed in the World Bank report (WB, 1990). The report adds
that development comes, when the nations invest in people to improve their
access to social services such as education. The concept of poverty and
education in Tanzania goes back to 1960s when, the then first president of
Tanganyika, criticised the colonial formal education as irrelevant since it was
racial, gender biased and incapable of eradicating the three identified
enemies. These enemies were ignorance, diseases and poverty (Nyerere, 1967).
In order to eradicate the three enemies of the people
namely: ignorance, diseases and poverty, Nyerere decreed the philosophy of
Education for Self-Reliance in (ESR, 1967) that activated the education
development. As a result the 1970s era, saw the free primary education
provision to the majority of pupils in unison with the Universal Primary
Education (UPE) programme (Galabawa and lwaitama, 2008). Nyerere’s thoughts
about the potential powers of education to fight the three enemies he
identified since 1960s in particular poverty, find support from worldwide
studies, theories, articles, and concepts as follows.
The right to education is enshrined in the Universal
Declaration of Human Right, which the 1948 United Nations General Assembly
adopted and which our countries are signatories, including Tanzania. Although
every child was guaranteed the freeand compulsory primary education from 1976,
as a result of the United Nations (UN) declaration on the Universal Primary
Education (UPE), at the secondary school level things are different today under
the UN declaration of Education for All (EFA) on secondary education. It is
unfortunate that from 1960s, the secondary education was not a priority for the
world nations, since by then it was not possible for every youth to get access
to secondary education. This outlook reigned in Tanzania from early 1980s until
1999, when only minority accessed secondary school education. But the changes
occurred beginning from 2000. This is a time when; Tanzania put on the
implementation of the Makweta’s Task force report of 1983 proposals, among
which there was a proposal on the need to expand the entire system of education
holistically (URT, 2000). The government came up with the whole school
development plan by 2000.
In making the poverty Reduction Strategy a reality in
Tanzania, secondary education is considered as one of the major components of
the strategy as per (URT, 2004). It is in the same line whereby the Tanzanian
government had embarked on the expansion of the secondary school system aiming
at increasing the rate of economic growth and productivity of her own people.
Moreover, the secondary education has been exhibited as an essential for the
improvement of the quality for primary education leavers.
Despite the desire to expand any system of education,
there have always been the major challenging issues of education expansion that
are four: enrolment, retention, completion and pass rates along with ensuring efficiency
and quality of the given education (Galabawa and lwaitama, 2008).
It is argued that to enrol is one issue but to ensure
quality is another. The experience has shown that once the enrolment grows
without ensuring uniform increase of the other conditions such as:
infrastructure, teachers, teaching and learning materials, quality of academic
performance will tend to decline (Galabawa and Lwaitama, 2008). The
infrastructure side includes: inadequate classrooms, office and houses for
teachers, laboratories and practical equipments, furniture, toilets, lack of
water and electricity in some of the schools, inadequate teaching and learning
materials and inadequate teachers especially for science and mathematics
subjects.
Studies done by Sutton (2007) found that children from
well to do families had more positive attitude toward education hence good
performance. Very few studies have been done in Tanzania to see the effect of
poverty in education. It is acceptable that attainment of education at the
secondary education increases the chances of success in adulthood (Hirsch,
2006). The education consequences are said to assist in reducing the number of
poverty stricken families through employment and wage (Blenden and Gregg, 2004;
Gregg and Machin, 2000). This is due to the fact that employment is a principal
source of income in both well to do and poverty stricken families.
The findings from Dresden, et al. (2004) too, reveal
that the interviewed parents had higher aspiration regarding their children’s
schooling; each parent wished that his/her child would proceed to higher level
of education. Furthermore, Dresden, et al. (2004) report that the family income
is associated with increased levels of parental stress, depression, and poor
health conditions that might adversely affect parents’ ability to nurture their
children. The researcher sites an example that, in 1998, (27) percent of
kindergartners lived with poverty in USA, and had a parent at risk for
depression, compared to (14) percent for other kindergartners from well to do
families. The same source URT (2004)
source reports, that Tanzania lags behind when it is compared to Uganda and
Kenya on secondary school issue by having only 9 percentof the labour force,
who have attained the education beyond primary school. It is argued that the
productive skilled labour force has been below what is required. This in turn
acts as one of the major constraints on the increased domestic and foreign
investment. Moreover, there are reports of decreasing for the formal employment
in the government and parastatal sectors as well as in the private sectors.
Greater anticipation is placed on the informal sector requiring secondary
education to perform in a modest way (URT, 2004).
Despite the recognised value of secondary education
the practical challenge facing all nations has always been expansion of
enrolment without ensuring the three issues of education. The enrolment,
retention, and quality academic performance need to be ensured that are
achieved together for the sake of the present generation in secondary schools
education (Galabawa, and Lwaitama, 2008). The researcher’s experience shows
that every school vision and missions and every parent enroll children in
secondary schools expecting the quality academic performance. However, the
expanded enrolment has not always favoured an increase of the expected quality
results at the form four national examinations in particular.
The results for so long have always been released with
underperformance scenarios contrary to educational stakeholders’ expectations
(Twaweza, 2013). This is despite the observed teaching and learning processes
taking place in both private and public secondary schools. The contrariety in
the national examinations results, leads to the researcher’s puzzle on what
factors are at work accelerating the contrariety of expectations in secondary
schools performance. The contrary expectations on secondary school students’
completion results have attracted the researchers’attention to investigate what
factors are at work to influence the academic performance variations.
Presenting the causes for underperformance scenarios long ago Clemens and Oelke
(1967) study attributed the cause of poor academic performance to the
combination of personal and institutional factors.
(Makori, 2001) argues that extra family income might
also matter if parents use the money for child-centered goods like books, for
quality day care or preschool programs, for better dependent health care, or to
move to a better neighbourhood. Until recently, empirical studies linking
poverty and income to child outcomes have done little to eliminate biases
caused by the omission of unobserved family and child characteristics.
The poverty issue has been neglected as if it is less
potential contributory factor in the said area.
May be the negligence of such studies in the said area has been because
the poverty variable is regarded as an abstract. Consequently, the evidence of
informing the possibility of poverty to be affecting Primary school pupils’
academic achievement and attendance.
1.2
Statement of the problem
This is despite the on-going processes of teaching and
learning in primary schools. Whereas so many researchers have paid great
attention to investigate the factors affecting academic attendance in the schools, the poverty variable has been
neglected especially in rural areas such as Mtwara rural urban. Consequently,
there was a knowledge gap between what was known and unknown in addressing the
raised grand question of the current study, How do poverty affect the pupils’
academic performance and attendance in Tanzania primary schools in particular
in rural areas of the country like Mtwara
rural. Thus different research have conducted relating to poverty but no study
conducted on the impact of poverty relation to school attendance and academic
performance ,therefore this study intends to assess the impact of impacts of poverty on school attendance and
academic performance among the primary school pupils in Mtwara Mikindani
Municipality.
1.3
Objective of the study
1.3.1
General objective
The general objective of this study is to assess the impacts
of poverty on school attendance and academic performance among the primary
school pupils in Mtwara Mikindani Municipality.
1.3.2
Specific objective
This study will be guided by the following specific
objective
i) To identify the major causes of poverty for the
most families in Mtwara Mikindani Municipality
ii) To examine the impacts of poverty on school
attendance and academic performance in Mtwara Mikindani Municipality
iii) To establish possible solution upon the impact of
poverty on school attendance and academic performance in Mtwara Mikindani
Municipality
1.4
Research Question
i) What are the major causes of poverty for the most
families in in Mtwara Mikindani Municipality?
ii) What are the impacts of poverty on school
attendance and academic performance in Mtwara Mikindani Municipality?
iii) What are possible solution upon the impact of
poverty on school attendance and academic performance in Mtwara Mikindani
Municipality?
1.5
Significance of the Study
Upon the completion of this study, the study will come
up with the following significance or importance, therefore this study will
provide the description information about the impacts of poverty on school
attendance and academic performance among the primary school pupils in Mtwara
Mikindani Municipality. Also this study will help the researcher to be awarded
the degree of bachelor of art with education, moreover the study will add
knowledge of dealing with the impacts of poverty on school attendance and
academic performance.
1.6
Scope and limitation of the Study
According to John (2006), scope of the study as all
those things that will be covered in the research project and the limitation of
the study are the factors that the researcher encounters that inadvertently
narrow the scope of the study. Therefore this study will focus on primary
school pupil in Mtwara, the selection of this site is due to presence of clear
evidence on poverty and pupil performance.
The following are some of the limitations which will
be expected during the study; inadequate finances weighed heavily on the
success of this research especially covering the entire district which needed a
substantial sum of money to facilitate movement and the overall process.
Another challenge or limitation is time constraint.
1.7
Definition of the key terms
Poverty-is a state or condition in which a person or
community lacks the financial resources and essential for a minimum standard of
living.
School
attendance- is the
foundation of student’s ability to receive education and the benefits that such
education provides
Academic
performance- is the
extent to which a student, teacher or institution has attained their short or
long term educational goal.
CHAPTER
TWO
LITERATURE
REVIEW
2.0
Introduction
Chapter two is a continuation of theoretical
background information that began right from chapter one. As such, it is about
the related reviewed literature on the perspectives about the studied
problem. It presents an introduction,
followed by theoretical frame work and last research gap.
2.1
Concept of Poverty versus Academic Performance
The conceptual literature in this study meant the
reviewed concepts besides empirical literature. This kind of literature
clarifies the technical concepts that are used in certain.
2.1.1
Conceptualization of Poverty
The identification of poverty in Tanzania began right
from independence, when the then president of Tanganyika declared ignorance,
diseases, and poverty as enemies of the people.
The president since then declared the war against such psychological
enemies, the war that has been endless (Nyerere, 1964). Since then, Tanzania
definedpoverty as a state of deprivation and prohibitive of a decent human life
(URT, 2005). The source describes poverty as result of many and mutually
reinforcing factors, including lack of productive resources to generate material
wealth, illiteracy, and prevalence of diseases. It is added that the factors
are discriminative socio-economic and political systems, natural calamities
such as drought, floods, HIV and man-made situations such as wars (URT, 1999).
The WB (2005) characterizes poverty as pronounced
deprivation of the wellbeing of a person whereas one is thought to be poor if
one does not have enough income or consumption. The criteria of the WB seem to
be similar with those of Tanzania by also having the income criterion as a
base, followed by measuring malnutrition similarly with the literacy level.
However, the WB criteria differ from Tanzanian ones by
also looking the position and the capability one has in the society. It may be
concluded that there is a general consensus between the WB and developing
countries like Tanzania that the dominant criteria of identifying the poor are
just its indicators poor lack capabilities and in most cases they may have
inadequate education, income, poor health, feel powerless and lack political
freedom (WB, 2005).
2.1.2 Global Poverty Status
The IFAD (1992) report estimated that more than one
billion people in the world population lived below poverty line in 1992. Among these 939 million were found in rural
areas of the world. In particular, Asia was pointed out to have the highest
number of people living in rural areas, where the poor were estimated to be
633million. In comparison with the Sub-Saharan Africa it had 204 million
people. The Latin America and Caribbean followed by having 76 million poor
people. The rest were the near East and North Africa countries (IFAD, 1992).
Later on the WB (2000) reported that, between 1987 and 1998 the population in
the developing countries lived on less than one dollar a day.
2.1.3 Poverty Status in Tanzania
Using the monetary indices of the Gross Domestic
Product (GDP), Gross National Product (GNP), and per capita income Tanzania was
reported to have poor people, who lived on less than one dollar a day. Such
indices perspective situated Tanzania among the poorest countries in the World
as per (URT, 2003). The reasons were due to the proportion of her population
who are below the national basic needs poverty line at 35.7 percent, whereby
those below the national food poverty line stands at 18.7 percent (URT, 2005).
This source estimates that half of all Tanzanians are basically poor and one
third of her population is reported to live in abject poverty. The other third
was estimated between 15 million and 18 million adult people who are reported
to live below the poverty line of 0.65 dollar a day (World Bank, 2000).
2.2
Poverty and Academic Performance
Bakare (1994) specifically talks on issues of poverty
and the academic performance. For this author the underperformance means any
achievement that falls below the desired standard. The author theorises that
the criteria of excellence could be estimated from 20 to 100 percent depending
on the subjective yardstick of the evaluator or assessor. Besides those perspectives, Aremu (2000)
asserts that the poor academic performance among other things is dependent on
the decision of the examinees towards failing to reach the expected standard.
The interpretation of this expected or desired standard is better appreciated
from the perpetual cognitive ability of the evaluator of the performance.
The evaluator or assessor can therefore give different
interpretations of achievement depending on some factors. It is from the above
contentions that the investigations on the factors that affect students’
performance have attracted many researchers, so that through their research
findings they would come up with various suggestions. From these findings, many
factors and ways forward have been pointed out, but still yet the problems of
underperformance scenarios still persist at the level of secondary school.
Addressing the causes for the underperformance scenarios the long ago. Clemens and Oelke (1967) attributed the
causes of poor academic performance to be the combination of personal and
institutional factors.
The researcher argued by then that the personal
factors are broad to include: the individual’s intelligence, knowledge, and
ability. Furthermore, the attributes extend to the institutional influences,
family or parental and societal. The institutional influences are such as the
school environment related factors student/teacher rapport, teacher related
factors, accommodation and living conditions (Clemens and Oelke, 1967). In
their findings these researchers singled out personal factors, which include:
problems affecting an individual student him/her self, where by poverty as a
single entity was not seen as a contributory factor in that study.
In the same vein Wiseman (1973) study attributed among
other issues, had examined the causes of poor academic performance among
primary school students. This study identified factors such as the intellectual
abilities, poor study habits, and motivation, lack of vocational goals, low
self-concept, poor family structure and anxiety. The study too found that the
consequences of lacking the identified attributes were attributed to the causes
of indiscipline in schools and low level of educational standards. Another
study is that of Daily Sketch Published study on the “causes and cures of poor
performance in West African School Certificate Examination WASCE (2006), which
identified and categorized problems responsible for students’ poor performance.
It is added that although, the school related factors
are responsible for the experiences it bears to an individual’s life during
school life, yet parents and the individual’s experiences at home play
tremendous roles in building the personality of the child and making the child
what he/she is. In unison with previous study report, Ichado (1998) concludes
that the environment in which the student comes from can greatly influence
their performance at school. Based on the previous study reports, it is clear
that the socio economic factors besides other factors have greater influence on
an individuals’ academic performance.
Elaborating how the poverty contributes to the poor
academic performance the researcher Emeke (1984) identified how the poor income
families affected the primary school pupils’ outcomes performance. The study
findings concluded that family income affects learners’ performance outcomes in
primary schools. On top of those reported findings, Bakare (1994) studied the
factors for poor performance identifying that the children who attended school
either without school uniforms or with dirty ones, as well as the bare-foot or
wearing slippers were psychologically affected. Secondly, the study reports
that pupils who were physically unprepared to participate in the learning
process, were those who attended school without having any breakfast, and
stayed there for eight hours without any lunch.
2.2.1Influence
of Poverty on Educational Performance
Research on educational production functions has
provides an improved method for understanding the influence of specific inputs on student performance. The
study Coleman (1966) indicated that
school controlled inputs have little effect on achievement independent of the family
background that has had a major impact
on public attitudes and public policy toward
education.
Higher performance in the private schools relative to the public schools, Murnane
(1984) had generated increased interest in the importance of school controlled
inputs in the education process. Coleman
and Hoffer (1987) suggest that the community structure is important in
explaining this differential. Greely (1982) finds that minority students
(blacks and Hispanics) in Roman Catholic high schools performed better than those in public
schools because of different family
backgrounds, personal characteristics and superior instruction.
According to Greely (1982), Catholic schools are most successful with the poor.
Datcher-Loury (1989)
using data from the
ETS-head presented the longitudinal
study on low income
black children and it found that differences in family behaviour and
attitudes had large and important
long term effects on the academic performance.
Andrews (1991) found that the school, family, and community inputs were
significant in the educational process and they were considered in any attempt
to improve educational performance. The racial composition, family structure,
early school programs, parental education and private school enrolment were all
important variables in the estimated model.
The researcher Barton (2003) elaborates that since in
the US a large percentage of students,
who live in poverty come from single parent households, there can be a range of
sibling family, and elder-care responsibilities thrust upon them that their
more affluent peers do not, in general, experience. These additional familial
responsibilities influence students’ success at school. Students’ academic
preparation, attendance rates, behaviour, and the amount of effort they are
able to put into their schoolwork are particularly susceptible to the
deleterious effects of poverty.
The effect poverty
has on students’ preparation
to achieve academically is well
documented (Barton, 2003).
The study shows that the students’ perception that
they were constantly being sent signals of not conforming to the norms of the
school. This perception says Barton (2003) can propel students to push back,
skip school, or simply withdraw from active participation. Student’s effort is
also affected by poverty. Many of the circumstances of poverty cited above are
said to lead to the behavioural issues which can also undermine the amount of
efforts students put in their schoolwork. This set up a number of counter-productive
dynamics: first there are students who pass key exams but receive low or
failing grades because they have accumulated multiple zeros for not completing
assignments (Barton, 2003).
The students assume that because they passed the test,
they were warranted to pass the course. When they fail the course, they
attribute the failure to the teacher not liking them, rather than recognizing
that the course failure stems from not turning in their assignments. Students’
misunderstanding of the source of their poor course performance prevents them
from reflecting on what they might
need to do
to improve their academic performance (Barton, 2003).
Second, because many students who have experienced the
sting of course failure in earlier grades they seek to shield themselves from
again experiencing the negative
feelings associated with this failure by denying effort. In this way,
the anticipated course failure can be attributed to the fact that
students do not care or try, something that could be self-corrected in the
future, rather than putting themselves in situation in which they believe they
tried their hardest and still failed.
Alternatively, some students act out in this situation because they
would rather be viewed by their classmates as bad than dumb (Barton, 2003).
2.3
Theoretical Frame work
According to Aurbach and Silverstain (2003),
theoretical framework is a set of beliefs about psychological and social
process with which the researcher approaches the study. The current will be
guided by Dependency Theory (DT)
2.3.1
Dependency theory
This theory was introduced under the director of the
United Nations Economic Commission for Latin America, Raul Prebisch (Ferraro,
1996). This theory was introduced through the United Nations Technical Assistance
to Latin American countries. Once again the Dependency theory is related to
historical era, but now has wider application (Makori, 2001). On the other
hand, Madman (1996) comments that with regard to the developing countries’
politics, the dependency theory has to be defined from the colonial legacy
which is to be blamed for developing countries’ economic stagnation.
Brock-Utne and Philipson (2000) have seen the
dependency of developing countries as affecting people’s lives because it is
concerned with the economic ways of living. The dependence of African countries
is perpetuated in the continent through the use of loans and other donor
support. Because of dependence on donors, in a country like Tanzania does not
fully utilize its local resources for developing schools. It is therefore,
assumed that Tanzania fails to achieve quality education for all because of its
economic dependency. The Dependency theory was selected to inform the current
study because of educational development in most third world countries which
depends much on the community contributions, fees and donor support (Rodney,
1974).
The economic situation of Tanzania has not been so
strong enough to run the education and other social services like healthy. In recent years Tanzania unlike the era of
Nyerere from 1986, embarked on the privatisation economy and abandoned the
socialism policies that underscored the Western model of capitalism. Since then
it has been a dependant country on the donors’ fund contributions, cost sharing
and donations from agencies (Kuleana, 2001). The trend that is backed up by
westerners’ through the WB policy strings. This means that the educational
development, which is seen as a tool for fighting poverty, cannot be achieved
if the above mentioned contributors are not willing to support social services
education (Rodney, 1974; URT, 2004).
This theory is suitable for this study because the
study examined factors which contribute to school poor academic performance in
primary schools. It is the Dependency theory that explains the reasons why
Tanzanian government depends much on contributions from the parents and
community to develop these schools, the parents and the community at large has
been failing to contribute to the schools, which remain in a bad situation of
having dilapidated classrooms, houses for teachers, text books and other
teaching and learning materials, (Kuleana, 2001).
This theory has been helpful in my study because in
looking for factors contributing to school poor academic performance and
pupil’s attendance in primary schools, it has been found that poverty is one of
the causes and provision of education to the children in the study area depends
on parents’ contributions. Since parents are poor, they fail to contribute;
they want their children get to married and work so that they can get something
for the family. This study adopts it due
to dependence of the country to donors, leading to less utilization of the local
resources for developing schools and students’ performance.
2.4
Research gap
From the reviewed literatures, studies and theoretical
literature, show thatseveral studies on what is known about the poverty
relationship with the secondary school academic performance have been presented
precisely on education on the concept of poverty and academic performance in
secondary school in this chapter. Still yet, none addresses directly study on
how poverty impact on school attendance and academic performance among the
primary school pupils .The reviewed empirical studies included: Demir (2009);
Ghaemi and Yazdanpanah (2014); Geoffrey & Laura (2001); McCoy and Reynolds
(1992) have been reviewed. Furthermore, Bezerra, Kassouf and Kuenning (2009);
Bezerra et al. (2009); Das and Karuna (2013); Aluede, Justina and Akpaida(2012)
have also been reviewed. Also, Sunday (2011); Asikhia (2010); Munda and Odebero
(2014); Nzabihimana (2010); Komba, Hizza, Winledy and Jonathan (2013); Liviga
and Makacha (1998); Mnenwa and Maliti (2010); Twaweza (2013); as well as Msoka
and Vuzo(2012) were revisited. There were inadequate studies that had directly
addressed the top, something that leads to knowledge gap and this study is
going to fill it.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0
Introduction
This chapter comprises of various sections namely
research approach, research design, Area of study, sampling procedure and
sample size, data collection methods, data analysis methods and presentation.
3.1
Research approach
Research approach is plan and procedure that consist
of the steps of broad assumptions to detailed method of data collection,
analysis and interpretation (Kroll &Neri, 2009). Therefore this study will
focus on Mixed Methods Approach where by both qualitative and quantitative
methods were combined in a single study .The qualitative and quantitative
principles and procedures in designing, data collection, data analysing,
sampling techniques and data presentation techniques was integrate in this
research respectively to the priority.
3.2
Research design
Orodho, (2003) describes research design as the
scheme, outline or plan that is used to generate answers to research problems.
This study employed descriptive survey design. Borg and Gall (1989), explains
that descriptive study determines and reports the way things are and commonly
involves assessing attitude, opinions towards individuals, organizations and
procedures. Descriptive survey design is relevant to this study because the
study seek to collect data from respondents about their opinions on the impacts
of poverty on school attendance and academic performance among the primary
school pupils in Mtwara Mikindani Municipality.
3.3 Area of
Study
The study area will be conducted in Mtwara Mikindani
Municipality, which is one of the five districts of the Mtwara Region of
Tanzania. It’s located in the southern part of Tanzania, between longitudes 38˚
and 40˚, 30̋ east of Greenwich and latitudes 10˚, 05̋ and 11˚, 25̋ south of the
equator. It borders with Lindi region to the north, the Indian Ocean to the
east and separated by Ruvuma River from Mozambique in the southern part, to the
west is bordered with Ruvuma region.
According to National Bureau Statistical (NBS) data of
2012 show that Mtwara had human population of about 1,270,854 with population
density 76 with average of population growth is 1.2%. In the year 2019 Mtwara
region estimated has population of about 1,451,078 people. Mtwara lies on 38m above the sea level and
its climatic condition is tropical by nature while summers are much rainier
than winters in Mtwara.Mtwara region has a mixed economy dominated by the
agricultural sector, which employ about ninety percent (90%) of the
economically active population. Both commercial and peasantry farming are
practiced. Agriculture contributes most of the region’s cash income that comes
mainly from cashew nuts, maize, cassava, sesame, small green grams, coconuts,
sunflowers, groundnuts, and fruits. The livestock sector, including poultry, is
the second most important economic activity after crop production. This creates
an opportunity for agro-processing industries also involve extraction of energy
and power such as gas extraction that stimulate industrial development.
Ethnically Mtwara has the following main tribes, Makonde, Makua, Mwela, and
Yao, as well as economic investment under government and private There for the area of study for this research will be
in in Mtwara Mikindani Municipality
3.4
Population of the study
According to Mugenda (2008), Population of the study
is the entire group of individuals, objects, things or elements that share
common characteristics and may or may not be found in the same geographical
location. The populations of this study will be target on school, teachers,
headmasters, from Raha leo secondary school in Mtwara Mikindani municipality
3.5
Sampling procedures and sample size
According to Mugenda (1999), defines is procedure for
selecting sample members from the population, the main factors will be
considered in determining the sample size which is the need to keep it
manageable , on the populations the sample size
comprises of 100 respondent. The procedures employ to obtain simple size
purposive and simple random sampling. Simple random will be used to obtain
students and purposive sampling used to obtain teachers and headmaster.
3.6
Data collection method
Data collection methods as the process of gathering
and measuring data, information or any variables of interest in a standardized
and established manner that enables the collector to answer or test hypothesis
and evaluate outcomes of the particular collection. Therefore this study will
employ both the sources of data which includes the primary and secondary source
where data collected direct from the area of study through questionnaires,
interviews and observation will be regarding as the primary data/source and
involve the use in various literatures such as previous research reports,
books, magazines, newspapers, journals as secondary source.
3.6.1
Primary data
In this study the primary data will be those data
collected through questionnaire and interview.
3.6.1.1Questionnaire
According to Gault (1907) defined, is the research
instrument consisting of a series of questions for the purpose of gathering
information from respondent. The study will employ questionnaire, the method
used in collecting data from teachers and students, thus the list of written
question will be given to teacher and then they required to fill them.
This method used because the method is cheap, do not
require as much effort from the verbal or telephone survey. Therefore the study
will employ both open and closed ended questionnaires to collect the data in
which the open ended means the respond need to fill his or her own words, and
the closed ended questionnaire accompanied with list of all possible
alternatives from which respondents required to select suitable answers.
3.6.1.2
Interview
According to Merriam Webster Dictionary (2016),
defined interview is a conversation where questions are asked and answers are given
in common parlance, the world interview refers to one-on-one conversation
between an interviewer and interviewee. Therefore the study will employed both
structured interview which there are already prepared question and also in the
small extent the study employ the unstructured interview to ask the current
issue.
Therefore the interview will be used in collecting
data from head of school, in such away the research ask question to head of
school about the particular issue concern the topic studied.
The study use interview as a method of data collection
because the technique is batter when collecting data from a single person, also
in use of interview the additional supplementary information can also be
obtained rather than other method.
3.6.2
Documentary Review
According to Balihar (2007), defines as the analysis
of document that contains information about the phenomenon that one wish to
study. This method involved the use of secondary data, which may either be
published or unpublished data. In this study the documentary data will be
acquired from the library, internet, official documents, including reports,
related to the study itself.
The research use this method because the method is
inexpensive in sense that the data is already collected and published and also
the method is save time instead of going to do research.
3.7
Data Analysis
Data collected will be processed and analyse to
facilitate answering the research questions. This will be done by using
descriptive statistics. The Graphs, pie charts and tables employed to present
the data. Data will be arranged through quantitative method involving coding
andanalysing using charts, frequencies.
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