Water, Sanitation and Hygiene: How it Affect Primary School Student's Academic Performance. Case Study Of Lindi Municipality.

 

STELLA MARIS MTWARA UNIVERSITY COLLEGE

(A Constituent College of St. Augustine University of Tanzania)

FACULTY OF EDUCATION.

Water, Sanitation and Hygiene: How it Affect Primary School Student's Academic Performance. Case Study Of Lindi Municipality.

 

A Research Proposal Submitted to the Faculty Education and science in Partial Fulfillment Requirements of the Award of Degree of Bachelor of Arts with Education at Stella Maris Mtwara University College.

 

 

BY

FADHILI B SALUMU

STE/BAED/164223

 

 

May, 2021

 

CHAPTER ONE

1.0 Introduction

This chapter will provide the background of the study, statement of the problem, general and specific research objective, research question and the significance of the study

1.1.    Background of the Problem

Water, sanitation and hygiene (WASH) is important in its own right, and is also necessary for the attainment of better health, education, nutrition and other needs of human development.

WASH also contributes to other development goals, particularly those relating to poverty and economic growth, urban services, gender equality, resilience and climate change. Access to water and sanitation is interlinked with a number of other key issues and has significant impact on children’s lives and their ability to develop in education .In 2010 the UN General Assembly recognized access to water and sanitation as a basic human right, and essential to the realization of all human rights. Likewise, two human treaties the Convention on the Rights of the

Child (CRC) and the Conventions on the Elimination of all Forms of Discrimination against children's rights (CEDAW) have directly specified the right to water and sanitation as an essential right. This recognition is a testament to the fundamental nature of these basics in every person’s life. The rights to water and sanitation require that these basics are adequate,  and available to every member of society as other basic needs (UN 2010).accessible, safe, acceptable and affordable for all and without any discrimination. This is emphasized in the SDG 6 and its respective targets, which advocate for availability and sustainable management of water and sanitation for all, a call that requires leaving no one behind. Inadequate and inequitable access to water and sanitation services, along with inappropriate hygiene practices, in households and institutions largely deter efforts to realize the rights of every childespecially the most important to live in a safe and clean environment. In Tanzania, children and young people who comprise over 60 percent of the population are especially affected by the lack of safe water, proper sanitation and inappropriate hygiene practices. Providing children with safe, dignified, inclusive and reliable school WASH services helps to make the learning environment pleasant and healthy, boosts education achievement and promotes academic performance. It largely contributes to overcoming exclusion from and discrimination within education particularly for girls and children from very poor communities.

On the other hand offering children with high quality hygiene education provides them with the basis for healthy and productive lives and creates future demand for safe water and sanitation services. When integrated with a community programme it can turn children into agents of change for the whole community. However most schools in developing countries lack even basic water and sanitation facilities, and hygiene education programmes are often inadequate. The appalling situation of WASH services in schools result in obstacles that mostly affect adolescent girls as they go through puberty. For adolescent girls the absence of privacy and dignity owing to lack of improved sanitation facilities has especially negative impacts on health and safety, self esteem, education and well-being. The situation could lead to stress, shame, embarrassment, confusion and fear. Challenges may come from a variety of sources lack of knowledge about menstruation, insufficient access to menstrual hygiene materials, and inadequate school toilet (WASH) facing students in schools both girls and boys could enable them to change in a private space and drop out from school especially girls during puberty

Globally, access to WASH services in schools remains a matter of serious concern that requires concerted efforts and argumentation. The 2018 WHO/UNICEF Joint Monitoring Programme

(JMP) for Water Supply, Sanitation and Hygiene report on WASH in schools was that presents the first global estimates for the new SDG indicators has established that in 2016 about 31 percent of schools had no basic drinking water services, no soap and toilets implying that nearly 570 million children worldwide lacked basic drinking water, water for washing their hands, toilets, soap and other facilities for WASH services at their schools. The report has also observed disparities between the percentage of primary schools (25 per cent) have source of water, sanitation and hygiene (WASH)and snout(17 per cent) having no basic drinking water services( WHO, 2018).   The situation is particularly direct in sub-Saharan Africa where 47 percent have no drinking water service, no toilets, and facilities for hygiene andsanitation.The availability of functional and private school toilets can positively impact health and learning outcomes particularly for girls. The JMP report further indicates that in 2016, over 620 million children worldwide (34 per cent) lacked access to basic sanitation services in their schools. Among them over 410 million (23 per cent) had no sanitation services at all at their schools.

Coverage of basic sanitation services was lower in rural schools (57 per cent compared to 66 per cent of total schools) and mostly primary schools (63 per cent) compared to secondary schools  (72 percent).In terms of hygiene, the report established that 53 per cent of schools had basic hygiene services defined as hand washing facilities, with water and soap available at the time of the study. Nearly 900 million children worldwide lacked access to basic hygiene services in their schools. The coverage of hygiene services was below 50 per cent in Oceania and sub-Saharan Africa.(National report, 2020)However, the increased number of pupils enrolled in schools means that the infrastructure in existing schools is overloaded and is supporting numbers of pupils that far exceed the initial design loads. This means that even where WASH facilities had been provided they are now insufficient to meet the needs of all pupils enrolled Overloaded WASH facilities can remain functional only up to a certain point, even assuming the presence of good operations and maintenance regime. Added to this is the fact that most investments in schools under the education sector have focused on educational infrastructures,often overlooking WASH facilities.(National report, 2020)                                        

1.2   Statement of Research Problems

In Tanzania today, more children are attending schools as parents needs to the national call for education of their children. This is the result of a number of successful policy initiatives, most notably the abolition of school fees and improvement on the quality of education through various programmes. The fee-free education policy, introduced in 2015, has had positive effects in increasing the number of pupils enrolled in schools across the country.

However, the increased number of pupils enrolled in schools means that the infrastructure in existing schools is overloaded and is supporting numbers of pupils that far exceed the initial design loads. This means that even where WASH facilities had been provided they are now insufficient to meet the needs of all pupils enrolled. Overloaded WASH facilities can remain functional only up to a certain point, even assuming the presence of good operations and maintenance regime. Added to this is the fact that most investments in schools under the education sector have focused on educational infrastructures, often overlooking washing

According to the 2018 statistics from PO–RALG7 in Mainland, and the Ministry of Education and Vocational Training in Zanzibar, Tanzania had 18,002 primary schools. 94 per cent (16,922) are owned and operated by the Government and 6 per cent are run by non-government institutions. These schools accommodate more than 9.6 million school children of which 97 per cent (9.3 million) are enrolled in government schools. The country also had over 5,022 secondary schools that offer post-primary education. Low access to WASH services in schools has been a persistent problem over decades and contributes to poor and unhealthy learning environment that resulting in poor performance in their academic or learning career. The school WASH mapping that was conducted in 2010 by UNICEF, Water Aid and from Netherlands Development Organization (SNV), covering 2,697 schools in 16 districts, established a direct situation indicating that 38 per cent of government primary schools had no water supply on the school premises and only 46 percent had access to improved toilets. Existing facilities seldom benefitted children with mobility disabilities as only 4 per cent of schools had suitable sanitation facilities for them. The mapping further revealed that, in schools with functional latrines, 52 per cent of facilities for girls and had no door to offer privacy. And sub-national estimates often vary within the country and between different agencies. Donors,

UN agencies and non-governmental organizations (NGOs) often use their own approaches to collect and monitor data for their own project, lack of coordination among different stakeholders result in difficulties in collating data from different sources, measuring trends and duplication of efforts. It also results in contradictory conclusions in the assessment of school WASH status and progress. Addressing this situation requires harmonization and clear coordination of these efforts. This will ensure that the Government and all school WASH stakeholders have access to credible data to underpin planning, and to ensure service deliveryfor scaling-up of WASH in schools especially primary schools.(PO-RALG7, 2018)The prevailing situation on monitoring and data management has led to a lack of up-to date data and information on school WASH. The last meaningful assessment that covered only 16 districts was done in 2009/2010. Available information through routine monitoring by the education sector provides very basic information and is usually limited to the number of toilet stances per school. It provides little information on the quality and adequacy of services measured against the school WASH guidelines. The need for a national assessment to establish the status of WASH services in Tanzanian schools was very important to help fill in the current critical data gap(National report, 2020)

Studies in Tanzania show that primary school students encounter social, academic and psychological problems (Sima 1999) and n their learning environment students lack WASH services that lead to poor health because lacking way of keeping themselves clean and safe but also the problem have impacts in education system and its development since the numbers of pupils in schools have been increase now days but the  water, sanitation and hygiene service become very poor and serious obstacle to the children development in education system. So there is a need for government and non government organization (NGOs) to put many efforts toward the improvement of water, sanitation and hygiene services in schools to make safe learning environment and good development of education system.

1.3     Objective of the study

1.3.1 General Objective

The general objective of this study is to assess on how water, sanitation and, hygiene affects primary student's academic performance in lindi municipality.

1.3.2.   Specific Objective

i. To identify the causes for the absence of water in primary education.

ii. To examine the impacts of absence of water sanitation and hygiene in primary schools

iii. To establish the possible ways to improve availability of water in primary  education.

1.4   Research Question

i. What are the causes for the absence of water in primary schools?

ii. What are the impacts of absence of water in primary schools?

iii. What are the possible ways to improve availability of water in primary school?

1.5. Significance of the study

These studies have the following importance including, the findings of this study would shed light to educational stakeholders about causes for the absence of water in primary schools.

The study will raise my understanding about how absences of water sanitation and hygiene have impacts in pupil's academic performance

The results from this study can also assist education administrators to understand the need for having water in schools as well as the need to support availability of water service in primary schools.

Finally, the study would work as one of important documents and reference containing useful information regarding the importance of water, sanitation and hygiene to students in  primary education. Thus, the study would be useful as a source of literature for studies related to the importance of water, sanitation and hygiene in primary education.

 

 

1.6   Scope of the study

The same study was conducted by many people, companies and organizations in different parts of the word and many developing countries like kenya, uganda and tanzania and brought different reports concerns the problem. but this study will be confined in lindi, Lindi District is one of the five districts of the Lindi Region of Tanzania. It is bordered to the north by the Kilwa District, to the south by the Mtwara Region, to the west by the Nachingwea District, and to the east by the Indian Ocean and the municipality of Lindi have about but the study would not conducting in all district due to the time and economic factor , the study will take place in only two ward which are Mnazimmoja and Mingoyo ward and in these two wards will take place in 6 primary schools which re mnazimmoja primary schools, muungano primary school, ruaha primary school, mkwaya primary school ,great mind primary school, and mihogoni primary school to get informations about the study.

1.7 Limitation of the study

According to Best and Kahn (2008), limitations are conditions beyond the control of the researcher that may place restrictions on the conclusions of the study and their application to other situations. In carrying out this study, there will be some limitations expected associated with this study. The researcher will encounter some difficulties during data collection process from the respondents. Some respondents seem to be hesitant and reluctant to respond particularly during interviews and focus group discussions. Some of the respondents afraid of responding for fear that the information they gave will be known by others out from the group.  But also data will b collected from students themselves and well known that primary students are still children son will be difficult to them to provide good and reliable information to researchers. The researcher, however, will encourage them to be honest and promise them that confidentiality of their information they provide will be taken into account.

1.8 Definition of the key terms

Water: is an inorganic, transparent, tasteless, odourless, and nearly colourless chemical substance, which is the main constituent of Earth's hydrosphere and the fluids of all known living organisms. It is vital for all known forms of life, even though it provides no calories or organic nutrient (Britanica,2020)

Sanitation: refers to public health conditions related to clean drinking water and adequate treatment and disposal of human excreta and sewage.(WHO, 2020)

Hygiene: is a series of practices performed to preserve health. According to the World Health Organization (WHO), Hygiene refers to conditions and practices that help to maintain health and prevent the spread of diseases.(WHO,2020)

Respondents: These are the direct parties to answer questions in a research study.

Students: refer to a group of people in the learning process in a school.

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction 

This chapter presents a review on the literature related to water, sanitation and hygiene in primary education in order to determine the state of knowledge concerning the problem and how it affects academic performance. The chapter focuses on the theory relating to the study, empirical studies that have been done elsewhere both globally and locally; and the knowledge gap.

2.1   Literature review

According to Hart (2018), literature review as a scholarly paper, which includes the current knowledge including substantive findings, as well theoretical and methodological contributions to the particular topic.

2.1.1 Genesis of water, sanitation and hygiene in primary schools

The concept of WASH groups together water supply, sanitation, and hygiene because the impact of absence of water, sanitation and hygiene in school lead to many problems to pupils in academic performance. Addressing this problem together can achieve strong positive impacts on academic performance in primary education.

According to the United Nation's International Year of Sanitation in 2008 helped to increase attention for funding of sanitation in WASH programs of many African countries in order to boost academic performance abd life standard in schools. For example, the Bill and Melinda Gates Foundation has increased their funding for sanitation projects in primary education since 2009, with a strong focus on reuse of excreta.(UN, 2008)

According to global monitoring since 1990, the Joint Monitoring Programme (JMP) for Water Supply, Sanitation and Hygiene by WHO and UNICEF has regularly produced estimates of global WASH progress. The JMP was responsible for monitoring the UN's Millennium Development Goal (MDG) Target which aimed to have by 2015 the proportion of the schools without sustainable access to safe drinking water and basic sanitation is reduced. This has been replaced by the 2030 Sustainable Development Goals (SDG), where Goal 6 aims to ensure availability and sustainable management of water sanitation, and hygiene for all schools.(JPM, 1990)

The JMP is now responsible for tracking progress toward those SDG 6 Targets focused on improving the standard of WASH services, including Target no 6 by 2030, achieve universal and equitable access to safe and affordable drinking water for all  and Target 6.2 by 2030, achieve access to adequate and equitable sanitation and hygiene for all, and end open defecation, paying special attention to the needs of women and girls and those in vulnerable situations. In  the JMP collaborates with other organizations and agencies responsible for monitoring other WASH related SDGs, including SDG Target 1.4 on improving access to basic services, SDG Target 3.9 on reducing deaths and illnesses from unsafe water, and SDG Target on building and upgrading adequate WASH services in schools. To establish a reference point from which progress toward achieving the SDGs could be monitored, the JMP produced Progress on Drinking Water, Sanitation and Hygiene: 2017 Update and SDG Baselines. According to this report, 844 million people still lacked even a basic drinking water service in 2017.3 Of those, 159 million people worldwide drink water directly from surface water sources, such as lakes and streams abd many schools have no sources of water, sanitation and hygiene facilities.(JPM, 1990)

In addition, the JMP report found that, globally, 4.5 billion people do not have toilets at home that can safely manage waste despite improvements in access to sanitation over the past decades. Approximately 600 million people share a toilet or latrine with other households and 892 million people practice open defecation. Furthermore, only 1 in 4 people in low-income countries have hand washing facilities with soap and water at home; only 14% of people in Sub-Saharan Africa have hand washing facilities. Worldwide, at least 500 million women and girls lack adequate, safe, and private facilities for sanitation and hygiene even school environment about 550 million has no toilets, sanitation facilities and others have source of water with no soap(Jpm, 1990).

2.1.2   The provision of water, sanitation and hygiene services at schools

In many developing, sub-Saharan countries  Tanzania in particular, water, sanitation and hygiene services for students at school level is very important and perhaps is urgently needed due to present problems for education development.( Amani et al., 2015). In most developing countries, water, sanitation and hygiene is very important for all students as they progress through the educational system. As part of 2025 development plan government of Tanzania has pledged to increase access to improved sanitation to 95 per cent by 2025. The Second Five Year Development Plan (FYDP II) has also set the target for access to improved sanitation facilities at 85 per cent in rural areas and all school in Tanzania(2025 development plan)

2.2  Theoretical Framework or related theory

According to integrated behavioural model for water, sanitation and hygiene theory proposed by Robert Dreibelbis and Petter J winch a systematic reviews of behavioural model and framework for designing and evaluating behaviour change , promotion and provision of low cost water for sanitation and hygiene for low cost in schools for low technology, that enables all people in society and schools to have improved water, sanitation and hygiene (WASH) are seen as good and simple solution for reducing high rate of mobility and mortality and high drop out of students in schools due to reducing of illness in low income countries(Robert & Winch, 202)

Therefore, effective provision of water, sanitation and hygiene services do not need high technology to be implemented in schools and this provide positive change of student's mind, health and performance in academic areas however inadequate provision bring the state of no hope to the students’ mind, health and studying environment become ham full that lead poor performance and high drop out of students.

2.3 Research Gap

Literature review on the experiences from different parts of the world, including East Africa, West Africa, and Asia/Pacific in general have indicated the problem  of water, sanitation and hygiene services towards shaping students learning environment, aiming at improving their academic performance (Oye, 2012; Owino, 2014; Njeri, 2007; & Mikaye 2012)

And according to research done by Oladele A agunseitan in 2013 in among of developing countries like India, kenya and Egypt. Research conducted in January 2013 using the scientific databases and Google scholar for studies published between 2009 and 2012 and focusing on the  effect of safe water, hand washing facilities, and hygiene in primary education among school age children and accessing on how the services can affect their learning activities and heir performance in academic issues. But also knew that schools with no water, sanitation and hygiene lead many challenges to students including illnesses in school, students drop out, and poor performance to students and reducing students enrollment and Hygiene education, hand washing facilities and absent of toilet and hygiene education to children lead many challenges towards their performance in Studies included were those who come from long distance and who reach puberty or adolescent stage . The provision of water and sanitation in schools for children less than 18 years of age can increase performance in schools which had poor performance and knowing the impact of WASH practices in schools and forget about other full-text peer reviewed papers. Studies which did not have a school-based component in assessing WASH practices were excluded. A second search was also done to review the references of the articles included in the final analysis. The result of the studies were conducted in developing countries including India, Kenya, and Egypt and rural based areas showed that (53%, ) or ( 60%) of the students lacking water, sanitation and hygiene facilities in their leaning environment and  assessing the impact of water treatment and sanitation hygiene in school and this was shown to facilitate the success of the provision of water in schools. The outcomes assessed were reducing illness-related absenteeism, gastro-intestinal, and respiratory infections and adoption of use water treatment in children. Hygiene and sanitation interventions have had considerable impact on reducing diarrhea and absenteeism rates in school age and boost their performance to children.(Olalede,2013)

Moreover, no study on assess water, sanitation and hygiene to how it affects pupils academic performance in primary education in the study area. Hence the current study had the purpose of filling this gap by assessing the availability of water, sanitation and hygiene and it impacts to academic performance of pupils in their education, its causes as well as ways in which the school water , sanitation and hygiene would be improved to help the students to have good academic performance

CHAPTER THREE

RESEARCH METHODOLOGY

3.0    Introduction

This chapter comprised 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

This study will employ a mixed research approach incorporating both qualitative and quantitative approach. Qualitative research approach allows studying a phenomenon in its real-life situation without any choose of manipulation of data (Creswell, 2009). A qualitative approach will be adopted because of its flexibility in research. Basing on the assumption that human behaviour cannot be predicted the researcher adopt this approach because to some instances the researcher employ flexibility and open probe questions instead of standardized questions. Furthermore, the researcher use this approach because of the nature of methods employ for data collection (interviews and documentary analysis about water, sanitation and hygiene how these affecting academic performance of students in primary schools.

3.2    Research Design

According to Kothari (2004), a research design is the set of conditions for collection and analysis of data relevant to the research purpose. This study will employ descriptive survey design to determine the respondents’ attitudes, beliefs, opinions, characteristics, and pieces of information about water, sanitation and hygiene in primary and schools education in lindi municipal council. This design will enable the researcher to manipulate or collecting and control data, reflecting as much as possible on the research objectives, questions and sampling techniques. Generally, this research design provided room for objective data collection; hence making its findings more reliable. Descriptive study determines and reports the way things are and commonly involve assessing attitudes, opinions towards individuals, organizations and procedures. The specific objective of this study is to identify the causes for the absence of water, sanitation and hygiene in primary school education, to examine the impacts of absence of water, sanitation and hygiene in primary schools and knowing how it affecting academic performance of students also to establish the possible ways to improve water, sanitation and hygiene in primary school in lindi municipality.

These variables that have been best described by using interviews because they are descriptive in nature, thus qualitative design is an appropriate approach to be employ in this study.

On the other hand, the study will employ quantitative approach to gather the numerical information. Makore (2001) in Chireshe (2006), state that quantitative data is objective and empirical Moreover, quantitative data can be easily summarized, which facilitates communication of the findings (Chireshe, 2006). The aim here is to know by number the respondents interviewed

3.3     Area of the study

This study will be conducted in lindi,Lindi District,lindi district is one of the five districts of the Lindi Region of Tanzania. It is bordered to the north by the Kilwa District, to the south by the Mtwara Region, to the west by the Nachingwea District, and to the east by the Indian Ocean and the municipality of Lindi. This  as of 2002, the population of Lindi municipality was 185,131( 2002,Census) but the sturdy will not conducted in whole municipality but in few wards which are Mnazimmoja and Mingoyo to determined the situation of water, sanitation and hygiene in school of  those wards and knowing how it affecting academic performance of students.

3.4    Population of 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.

In this study, the target population will include three groups namely heads of schools, teacher and students from both prismary and secondary schools in Lindi district. The researcher chose these groups as respondents because they are the ones involve in availability of water, sanitation and hygiene process schools.

3.5     Sampling Procedure and Sample Size

In carrying out this study sample size is determine, and sampling procedures employs to facilitate the carrying of the study.

3.5.1    Sample size

Kothari (2004) defined sample as a small group of respondents drawn from the population about which a researcher is interested in getting information so as to arrive at conclusion. The sample represents the actual characteristics of the whole population and factors such as expense, time and accessibility frequently prevent the researcher from gaining information from the whole population (Cohen et al., 2007). The present study involve a sample size of 55 respondents who will be selected from the six schools in Lindi municipality in which all 6 primary schooll will be from Mnazimmoja and Mingoyo area. Table 3.1 gives a summary of sample size and the categories of respondents

Table 3.1:    Summary of sample size

School name school	Number of stunts	Number of teachers
Muungano Primary	5	2
Mnazmmoja primary	5	6
Mihogon Primary	5	3
Mkwaya primary	5	4
Ruaha Primary	5	2
Great mind primary	5	3
TOTAL	35	20

Source: Field work (2020)

3.5.2   Sampling Procedure

In this study purposive, stratified sampling and simple random techniques will be employed. Purposive sampling used to obtain the sample of heads of school and teachers  as it is preferred to pick units most relevant or knowledgeable in the subject matter and study them (khosari, 2004),  also in selection of school purposive technique will be employed while thirty five students and twenty teachers will be selected through simple random sampling technique.

Stratified random sampling technique will be applies to get respondents who will participated in focus group discussion. Each focus group need to have five members who will be selected on the basis of gender and class level

3.6   Data Collection Techniques

Data collection techniques refer to the means used to obtain the required information. In this study data will be collected through the interview method, focus group discussion, participant observation and questionnaire. The researcher used several methods in combination to make the data more valid and reliable as it is advocated by Berg (2007) who observed that no single technique is superior to any research work but should use many techniques to more data and valid

3.6.1    Interview

According to Kothari (2004), the interview method of collecting data involves presentation of oral-verbal stimuli and reply through oral-verbal responses through personal and telephone interviews. In this study the researcher will manage to conduct face to face interviews with respondents. Semi-structured interview guides are administered which facilitate to dig deeply respondents’ feelings and experiences.

The guide questions help the researcher to pursue responses with interviewees and ask for elaborations on their responses or redefinitions if there will be misunderstandings of the questions. Freedom will be allowed to participants to decide appropriate time to be interviewed in order to have good relationship and cooperation. It should be noted however, that this technique has some limitations which include being time consuming due to the openness of the questions. Analysis of data may also be problematic unlike in data collection methods where the responses of the respondents are given from close/ended questions (Kombo & Tromp, 2006).

3.6.2    Focus Group Discussion

Leedy and Omrod (2005) have defined focus group discussion as a technique of data collection, which involves more than one person at a time. Pawar (2004) argues that focus group discussion involves different types of groups of people to discuss a variety of opinions on a set of issues. The study will employ focus group discussion in order to obtain students’ views on a particular topic.

3.6.3 Questionnaire

These studies also use a questionnaire to obtain students’ information on issue of water, sanitation and hygiene in their schools. According to Leedy (1989), a questionnaire consists of printed questions used to elicit information from the respondents based on their attitudes, feelings or reactions about the problem.

Questionnaire consists of printed questions used to elicit information from the respondents based on their attitudes, feelings or reactions about the problem. A questionnaire is the most widely used tool for data collection in our society. It involves the use of written down items to which the respondent individually responds in writing (Creswell, 2009). In this study, the researcher will employ a questionnaire which use both closed and open-ended questionnaire items to gather information from students and school chancellors. Close ended questionnaire items consist of questions and list of alternative responses from which respondents selected. The open-ended questions consisted of questions with no possible responses indicated. The open-ended questions will be used to allow respondents to express out their views, experiences and show their feelings clearly (Tuckman, 1994). Thus, the researchers manage to collect data from many respondents within a short time.

This technique have some advantages that it can be used to reduce bias that might result from the personal characteristics of the interviewer (Chireshe, 2005). It is more convenient for respondents because they can complete a questionnaire when they want and, in the speed, they want to do it. The uses of a questionnaire also help the researcher to cover a wide area of information (Kombo & Tromp, 2006).

3.6.4   Observation

According to Kombo and Tromp (2006) observation is a tool that provides information about actual behaviour and draws first-hand information. It is structured and calls for careful definition of units to be observed, the style of recording the observed information, standardized conditions of observation and the section of pertinent data of observation (Kothari & Garg, 2014). This technique has two approaches which include participatory and non-participatory.

In this study, however, direct participatory observation technique will be employed around the school settings. Direct observation is useful because the researcher had an opportunity to visit the schools and observe physically the general situation of the school.

Kothari (2004) has indicated that an observation increases the chance for the researcher to obtain the valid and credible picture of the phenomenon being studied.

 

3.7    Data Analysis methods

According to Xia and Gong (2015), data analysis as the process of inspecting, cleansing, transformation and modelling data with the goal of discovering useful information, informing conclusions and supporting decision making. This research employ the figures, table, frequencies and percentages in analysing quantitative data about the respondents profile descriptive mean are statistically analyse manually and the qualitative data Will be analysed by descriptive and explanatory strategy in determining and identifying the issue of water, sanitation and hygiene in both primary and secondary education in Lindi District.

3.8   Ethical Considerations

The researcher adhere to the following ethical issues: possessing research clearance letters from relevant authorities, getting an informed consent from respondents and assurance of confidentiality. This is in line with what is advised by Creswell (2008) who discusses the importance of informed consent; reassurance and protection of research participants’ privacy; and confidentiality by maintaining anonymity of responses of individuals and the schools that were compete in whole process of this study.

 

 

 

 

 

                            

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