TABLE OF CONTENTS
DECLARATION .............................................................................................................. i
APPROVAL ................................................................................................................... ii
ACKNOWLEDGMENTS ............................................................................................. iii
DEDICATION ................................................................................................................ iv
TABLE OF CONTENTS .................................................................................................... v
ABSTRACT ................................................................................................................... vi
CHAPTER ONE .............................................................................................................. 1
1.0 INTRODUCTION ..................................................................................................... 1
1.1 BACK GROUND TO THE STUDY. ........................................................................ I
1.2 STATEMENT OF THE PROBLEM ......................................................................... 2
1.3 OBJECTIVE OF THE STUDY ................................................................................. 2
1.3. l GENERAL OBJECTIVE ........................................................................................ 2
1.4 RESEARCH QUESTIONS ....................................................................................... 2
1.5 SIGNIFICANCE OF THE STUDY .......................................................................... 3
1.6 SCOPE OF THE STUDY .......................................................................................... 3
1.7 LIMITATIONS OF THE STUDY ............................................................................ 3
CHAPTER TWO ................................................................................................................. 4
REVIEW OF THE RELATED LITERATURE ............................................................. .4
2.0 INTRODUCTION ..................................................................................................... 4
2.1 FACTORS ATTRIBUTED TO THE CAUSES OF STUDENT UNREST ............. .4
2.2 THE UNDERLYING CAUSES OF STUDENT UNREST ...................................... 6
2.2.l AFFLUENCE ......................................................................................................... 6
2.2.2 THE STYLE OF UPBRINGING ........................................................................... 7
2.2.3 THE CRJSIS OF AUTHORITY ............................................................................. 7
2.2.4 LIMITATION ......................................................................................................... 8
2.2.5 SUMMARY ............................................................................................................ 8
CHAPTER THREE ............................................................................................................. 9
RESEARCH METHODOLOGY: ................................................................................... 9
3.0 INTRODUCTION ..................................................................................................... 9
3.1 RESEARCH DESIGN ............................................................................................... 9
3.2 POPULATION OF STUDY ...................................................................................... 9
3.3 SAMPLING STRA TETI GIES .................................................................................. 9
3.4 RESEARCH INSTRUMENTS ................................................................................. 9
3.5 DATA ANALYSIS AND INTERRETATION ....................................................... 10
3.6 RESEARCH PROCEDURE .................................................................................... I 0
CHAPTER FOUR ............................................................................................................. 11
4.0 DA TA PRESENTATION AND ANALYSIS ................................................... 11
4.1 INTRODUCTION ................................................................................................... 11
4.2. TEACHERS BIO-DATA .................................................................................. 12
4.3. PUPILS BIO-DATA. .............................................................................................. 13
4.4 TEACHERS ANALYSIS ........................................................................................ 14
PERCENTAGE ............................................................................................................. 14
RESPONDENTS .......................................................................................................... 15
FREQUENCY ............................................................................................................... 15
FREQUENCY ............................................................................................................... 16
CHAPTER FNE .............................................................................................................. 17
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS .............................. 17
5.0 INTRODUCTION .................................................................................................. 17
5.1 DISCUSSION OF THE FINDINGS ...................................................................... 17
5.2 CONCLUSIONS ..................................................................................................... 18
5.3 RECOMMENDATIONS ........................................................................................ 19
5.4 AREAS OF FURTHER STUDIES ......................................................................... 19
BUDGET ...................................................................................................................... 21
APPENDIX II ............................................................................................................... 21
TIME FRAME .............................................................................................................. 22
APPENDIX l 11 ............................................................................................................ 23
QUESTIONNAIRE FOR TEACHERS AND MINISTRY OFFICIALS ..................... 23
APPENDIX IV .............................................................................................................. 27
ABSTRACT
Each year about 50 schools go on strike during the month of July, this year (2008) over 300 schools were on revolt during the second term. lt is a tension filled month because of the mocks, schools running out of money and meals way below standard. Students have endured six months of what they consider ill treatment, incompetence and absenteeism of teachers, administrative corruption, poor maintenance of buildings and no one to listen to their nominally reasonable complaints and suggestions. It is also the cold season in the highlands and students have little to keep themselves warm, physically and morally. The only way to attract attention they reason is by radical means: striking though rarely with arson until recently. Post-election violence could be a cause. Some student's moral responsibility was totally killed during the 'troubles'. They burnt houses; saw people running away, children falling from exhaustion, from hunger and thirst for water. They became immune to any feelings of humanity. They regarded their deeds as successful when they saw people being killed or maimed and property destroyed. The perpetrators of such deeds (who included students) were not reprimanded but were regarded as heroes, some students got an idea that in order to successful, one needed to disrupt and destroy systems. The study adopted a Descriptive research design. This enhanced the researcher to obtain a better understanding of the causes, problems and impact of schools unrest on academic performance of the students ofNjumbi zone. The method chosen allowed a collection of comprehensive and intensive data and provided an in-depth understanding of the topic under study. Information collected was analyzed and edited to create consistency and completeness. After collecting the questio1maires they were edited for completeness and consistency. Information collected was analyzed and edited to create consistency and completeness. After collecting the questionnaires they were edited for completeness and consistency across the• respondents and to locate omissions. Information obtained from the research study was presented and analyzed using bar charts, narratives, and statistical figures. This report provides suggestions for more effective measures to curb students unrest in the countTy.It is designed for policy makers, planners and stakeholders in the education sector in the country.