EFFECTS OF SOCIAL ANXIETY DISORDER AMONG STUDENTS OF

KAMPALA HIGH SCHOOL IN KAMPALA DISTRICT

BY

KEMIGISHA ANGELLA
18C/BSWSA/174/UMC

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY O F EDUCATION AND

HUMANITIES IN PARTIAL FULFILMENT FOR THE REQUIREMENTS

OF THE AWARD OF BACHELOR OF SOCIAL WORK AND

SOCIAL ADMISTRATION OF METROPOLITAN

INTERNATIONAL UNIVERSITY

FEBRUARY. 2023
 DECLARATION
I, Kemigisha Angella hereby declare to the best of my knowledge that this report is my original
work and it has never been used for any academic purpose by any before. However, other
people’s work is being quoted in this report in review of literature but this is fully referred.

Signature…………………………... Date………………………………….

KEMIGISHA ANGELLA

(Researcher)

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 APPROVAL
This is to certify that this research proposal titled, Effects Of Social Anxiety Disorder Among
Students of Kampala High School In Kampala District has been authorized to be submitted for
examination with my approval as University supervisor.

Signature……………………………………Date……………………………………..…
(University Supervisor)

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 ACKNOWLEDGEMENT
The development and completion of this work was made possible by support and collaboration
with many people with a main goal that I achieve to my best. A big amount of gratitude goes to
the administration of School of Psychiatric Clinical Officers-Butabika for providing a favorable
environment of learning.

Secondly I appreciate the collective effort of the students and staff of Kampala High School
mostly their deputy head teacher Mr. Nsubuga Abdullah. I am grateful for the moments and
experience we shared during the interaction with the students. For I hope this report will amplify
your voices to infinite distances. I extend my sincere appreciation to my research supervisor,
MR. Lukwago Ismail for his tireless assistance, guidance and supervision.

Lastly but not least, I express my sincere gratitude and thanks to my brothers Muwanguzi Amos
and Tumusiime Aaron, my parents, my other brothers and sister for their support and believing
in me in whatever I do and wherever I go and also thank you for the continued support and
encouragement during my study. Lastly I appreciate my friends who have always stood with me
in all situations; Achok Clara, Nabayego Alliah, Kule Samson and many others.

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 TABLE OF CONTENTS
DECLARATION..............................................................................................................................i
APPROVAL....................................................................................................................................ii
ACKNOWLEDGEMENT..............................................................................................................iii
CHAPTER ONE..............................................................................................................................1
INTRODUCTION...........................................................................................................................1
1.0 Introduction........................................................................................................................1
1.1 Background of the study.....................................................................................................1
1.2 Problem statement..............................................................................................................4
1.3 Objectives of the study.......................................................................................................5
1.3.1 Main objective.................................................................................................................5
1.3.2 Specific objectives...........................................................................................................5
1.4 Research questions.............................................................................................................5
1.5 Significance of the study....................................................................................................5
1.6 Scope of the study..............................................................................................................6
1.6.1 Content scope..................................................................................................................6
1.6.1 Geographical scope.........................................................................................................6
1.6.2 Time scope......................................................................................................................6
1.6.3 Conceptual scope.............................................................................................................6
1.7 Conceptual frame work......................................................................................................6
1.8 Definition of key terms.......................................................................................................7
CHAPTER TWO...........................................................................................................................8
LITERATURE REVIEW.............................................................................................................8
2.0 Introduction........................................................................................................................8
2.1 Concept of Social Anxiety Disorder..................................................................................8
2.1 Concept of students............................................................................................................8
2.3 Related literature reviews...................................................................................................9
2.3.1 Effect of Social Anxiety Disorder on students................................................................9
2.3.2 Factors Associated to Social Anxiety Disorder.............................................................10
2.3 Gender difference between girls and boys with social anxiety disorder..........................10
2.4 Social anxiety disorder and student outcomes................................................................11
CHAPTER THREE.....................................................................................................................13
RESEARCH METHODOLOGY...............................................................................................13

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 3.0 Introduction......................................................................................................................13
3.1 Study design.....................................................................................................................13
3.2 Study area.........................................................................................................................13
3.3. Study population..............................................................................................................13
3.4 Sample Size and Sampling Techniques............................................................................13
3.4.1 Sample Size...................................................................................................................13
3.8 Sample size determination................................................................................................14
3.4.2 Sampling Techniques....................................................................................................14
3.4.3 Purposive Sampling Technique.....................................................................................14
3.4.2. Random Sampling........................................................................................................14
3.5 Source of Data..................................................................................................................14
3.5.1 Primary Data..................................................................................................................14
3.5.2 Secondary Data..............................................................................................................15
3.6 Data Collection Techniques.............................................................................................15
3.6.1 Questionnaire.................................................................................................................15
3.6.2 Documentary Review....................................................................................................15
3.8 Data quality control..........................................................................................................15
3.8.1 Validity..........................................................................................................................15
3.8.2 Reliability......................................................................................................................15
3.9 Data collection procedure.................................................................................................16
3.10 Data processing, analysis and presentation....................................................................16
3.10.1 Data processing...........................................................................................................16
3.10.2 Data analysis................................................................................................................16
3.12 Ethical consideration......................................................................................................16
3.13 Limitations of the study..................................................................................................16
REFERENCES............................................................................................................................18
APPENDICES..............................................................................................................................21

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 CHAPTER ONE

INTRODUCTION
1.0 Introduction
This study is about effect of Social Anxiety Disorder among students of Kampala High School,
in Kampala district. In addition, this chapter will describe the background, statement of the
problem, objectives and research questions, significance of the study and the conceptual frame
work of the study.

1.1 Background of the study

Everyone can relate to feeling anxious before giving a presentation, asking someone out on a
date or going on a job interview. Butterflies in your stomach, sweaty palms, pounding heart-all
of these are normal feeling in a new or intimately social situation. Factors such as lack of self-
confidence, fear of rejection, criticism etc. causes people feel anxious in social situation. The
anxiety in severe cases becomes a disorder called Social Anxiety Disorder or social phobia.
(American Psychiatric Association, social anxiety disorder, 2013, p. 202). Adolescents and teens
with this disorder may have few or no friends, not participate in class or play at recess.

Globally, Social Anxiety Disorder is still the most common anxiety disorder with an early age of
onset of 11years in about 50% and 20years in about 80% of individuals and its risk factor for
subsequent depressive illness and substance abuse (Kessler R.C., 2005 ). The effect of Social
Anxiety Disorder(SAD) is slightly high in girls than boys (Chellavel G., 2016). A review of
epidemiological studies in Western hemisphere populations estimated the lifetime effect of social
anxiety to range between (7- 13) % depending on the diagnostic threshold used (Russell. &
Shaw, 2006), Recent epidemiological studies showed that the effect of Social Anxiety Disorder
in life time is 13.3% and is the most effect anxiety disorder (Chellavel G., 2016).

Studies done in the western world on effect of Social Anxiety Disorder among secondary school
students showed an average range of 16% and this was according to studies carried out on Social
phobia among secondary school students in different parts. That is Babil- Iraq, (Ahmed H. H.,
2016), India (Srinivasa S., 2015), the kingdom of Saudi Arabia (Ali & Al-qahtani, 2012),
Sweden (Tillfors. & Furmark., 2007).

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In relation to Sub-Saharan Africa, a study in Ethiopia on high magnitude of Social Anxiety
Disorder in school adolescent showed an overall effect of 27.5% (Kindie M., 2017). Coming to
our country, Uganda, lower values on the effect of Social Anxiety Disorder were shown in a
study on Effect, co morbidity and predictors of anxiety disorders in children and adolescents in
rural north-eastern Uganda, which was 4.9% among males and 5.5% among females (Abbo &
Kinyanda, 2013).

Contrally, due to research studies done, Social Anxiety Disorder is being known for having put a
great impact not only on students but also their learning which is largely linked to the enclosed
risk factors for anxiety and this is so because Social Anxiety Disorder(SAD) is the most common
mental health disorder of children and adolescents (Russell. & Shaw, 2006). Although anxiety is
accepted as part of the learning process, there are little thoughts given to the impact of social
anxiety. Yet in learning situation such as seminars and presentation can inhibit student
participation and impair the quality of student’s performance. (Russell G., 2012). Among school
on-going students, there is still no much information written about Social Anxiety Disorder
among secondary school students in Uganda, yet social anxiety may lead to school dropout and
poor performance (Seidi A., 2017).

Therefore with all the best known impacts of social anxiety and its risk factors it is good to say
that Social Anxiety Disorder(SAD) was a neglected disorder but now conceptualization,
definition and classification has increased dramatically (Ahmed H. H., 2016). Today with it
being known for its risk of depression and substance abuse (Kessler R.C., 2005 ), intervention
are made to reduce on this risk. According to the report of the National Institute of Mental Health
(2009) the onset age when social phobia symptoms begins to occur, is mainly in early
adolescence. Negative experiences in childhood increase the risk of the development of Social
Anxiety Disorder(SAD).

The impact on education and family background is still considered to be unclear (Schmidt,
2008). Social phobia is found to be a chronic and pervasive condition affecting a variety of life
areas and producing significant emotional distress (Uzonwanne, 2014). Social Anxiety
Disorder(SAD) can be academically devastating because people with it may have difficulty
completing school, presentation in class, getting help with homework, participating in class, poor
performance, approaching teacher, joining study groups, and building professional relationships

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(Anxiety and Depression Association of America, 2017). The most commonly reported feared
situations in the students’ lives is Acting, performing or giving a talk in front of an audience
followed by taking a test, and the most commonly avoided situations is blushing in front of
people followed by having to give speeches (Ramzi H. M., 2017).

Similar study showed that students with social anxiety have difficult of speaking in front of a
group of people and fail or drop out of school due to fear (Van Ameringen M., 2013). Even when
participating in a seminar or presentation socially anxious students judge their competences
poorly and threat of negative social evaluation persists regardless of academic achievements. If
untreated, Social Anxiety Disorder(SAD) may affect the academic future of students and lead to
several co morbidities, including other anxiety disorders, depression and bipolar disorders, and
substance abuse (Grant B.F., 2005). Studies have found that a lack of confidence and inhibition
are key elements of the students’ shyness (inhibition is defined as motivation to contribute, but
perceived inability to do so).

In conclusion, due to little emphasis on improvement and provision of better health care and
treatment regarding the risks and impacts of Social Anxiety Disorder(SAD) thus contributing to
less work done towards the challenges of anxiety hence the continuing problems of anxiety faced
by the students, therefore there is a reason for much more researches needed to identify methods
of helping students overcome their lack of confidence in seminars (Russell. & Shaw, 2006) not
only but even many other related anxiety-provoked difficulty situations. Thus, despite the
worldwide burden of Social Anxiety Disorder, limited evidences are still available on the effect
of Social Anxiety Disorder particularly in Uganda plus its risk and associated factors. Therefore,
this study is going to focus on the effect of Social Anxiety Disorder among students of Kampala
High School and this will help in the proper designing of the management protocol for the
affected students and in proper allocation of resources thus will contribute towards enhancing
client’s care.

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1.2 Problem statement
Social anxiety is highly efffective among the youth students in high school. Students with social
anxiety tend to be fearful in social gatherings, fear of public speaking, meeting new people,
avoidance of social situations. The impact of social phobia among students decrease educational
performance, dependence to take alcohol, avoid oral presentations, weak performance at clinical
examinations, and develop depressive symptoms. Despite the effect of social anxiety among
students, there is limited data regarding effects and factors associated with social anxiety among
high school students in Uganda.

Even though Social Anxiety Disorder/social phobia has a high effect among students globally
including Uganda, little attention is given to its diagnosis and treatment. In Kampala High
School and in Uganda in general, no study has been carried out to estimate the effect of Social
Anxiety Disorder among secondary students. A study carried out in rural north-eastern Uganda
only focused on effect, co morbidity and predictors of anxiety disorders in children and
adolescents, which was 4.9% among males and 5.5% among females (Abbo & Kinyanda,
2013).Thus there is need to focus on Social anxiety Disorder in secondary students in particular
because without addressing it, the burden of Social Anxiety Disorder, compromised treatment
adherence and impaired quality of life among social Anxiety Disorder patients is bound to
remain an enormous challenge in our setting.

Therefore, in light of the above, the aim of this study is to determine the effect of Social Anxiety
Disorder among students in Kampala High School including also the factors associated, hence
providing relevant information that will enhance quality psychiatric health care which will be
beneficial to both patients and psychiatric health care services in Uganda. Thus, this makes it
necessary too, to establish the effect and impact of Social Anxiety Disorder on students learning,
among the students of Kampala High School.

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1.3 Objectives of the study
1.3.1 Main objective
To determine the effect of Social Anxiety Disorder among students of Kampala High School in
Kampala district.

1.3.2 Specific objectives

i. To determine the effect of Social Anxiety Disorder among students of Kampala High
School, Kampala District.
ii. To find out the factors associated with Social Anxiety Disorder among students of
Kampala High School, Kampala district.
iii. To identify the most affect gender with Social Anxiety Disorder among students of
Kampala High School.

1.4 Research questions

i. What is the effect of Social Anxiety Disorder among students of Kampala High School,
Kampala district?
ii. What are the factors associated with Social Anxiety Disorder among students of Kampala
High School, Kampala district?
iii. What is the most affected gender with Social Anxiety Disorder among students of
Kampala High School, Kampala district?

1.5 Significance of the study

The results from this study will help the head teacher together with the teaching and non-
teaching staff of Kampala High School to get awareness about the effect of Social Anxiety
Disorder among students and also increase on the knowledge of understanding of Social Anxiety
Disorder. In addition, this study is to generate awareness to the NGOs and MOH on planning and
management.

This will help generate recommendations for mechanisms of intervention to avert the problem
and also provoke them to get assistance from more specialized health workers on how to manage
and also put more emphasis on the different factors that contribute to Social Anxiety Disorder so
as to have an improved health profile of the school.

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1.6 Scope of the study
1.6.1 Content scope
The study will focus on effects of social anxiety disorder among students of Kampala high
school in Kampala district and other social anxiety related literature among students.

1.6.1 Geographical scope

This study will be conducted at Kampala High School which is located in the valley; plot No.561
along Sir Apollo Kaggwa Road in the central division of Kampala district, the capital and largest
city of Uganda. The coordinates of the school are 0.3240°N, 32.5668°E (Latitude: 0.3240;
Longitude: 32.5668). Kampala High School will be chosen by the researcher because it would be
accessible and would completely lie with the variables under study especially in this particular
case.

1.6.2 Time scope

The study will be done within three month from November 2022 to February, 2023. This will be
chosen because time will be enough for researcher to collect data, analyze and compile final
report.

1.6.3 Conceptual scope

This study will be confined to the effect of Social Anxiety Disorder among students of Kampala
High School in Kampala district.

1.7 Conceptual frame work

Social anxiety disorder (IV) Students (DV)

Improving grades
Stress
School Drop out
Fear Relaxing
Mental health & illness

Extraneous variables
School climate
Family Background
School rules & regulations
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1.8 Definition of key terms

Source:
Anxiety: is anticipation of future threat Fieldline).
(Health Data, 2023

Anxiety disorders: are disorders that share features of excessive fear and anxiety and related

behavioral disturbances, (DSM.V).

Fear: is the emotional response to real or perceived imminent threat.

In social anxiety disorder: the individual is fearful or anxious about or avoidant of social

interactions and situations that involve the possibility of being scrutinized.

Mental health: is a state of well-being in which every individual realizes his or her own

potential, can cope with the normal stresses of life, can work productively and fruitfully, and is

able to make a contribution to her or his community, (WHO).

Mental illness: is collectively considered as diagnosable disorders and health conditions that are

characterized by alterations in thinking, mood and behavior associated with distress and impaired

functioning, (WHO).

Prevalence: is a statistical concept referring to the number of cases of a disease that are present

in a particular population at a given time, (BNF).

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 CHAPTER TWO

LITERATURE REVIEW
2.0 Introduction
This chapter contains literature related to the effect of Social Anxiety Disorder; factors
associated and gender difference between girls and boys with Social Anxiety Disorder
worldwide, regionally and in Uganda.

2.1 Concept of Social Anxiety Disorder

It can be defined as extreme distress and/or avoidance of situations in which the individual fears
criticism or embarrassment (Strahan, 2003). Undergraduate and graduate students are unaware
that social anxiety is significantly high in the college population. There are some differences in
cognitions and physiological responses between nonclinical participants with more social anxiety
symptoms than those students who are diagnosed with social phobia (anxiety) (Strahan, 2003).

According to health line; Anxiety; -is anticipation of future threat. Fear; -is the emotional
response to real or perceived imminent threat. DSM-V defines; Anxiety disorders; -are disorders
that share features of excessive fear and anxiety and related behavioral disturbances. Social
Anxiety Disorder previously known as social phobia, is one of the most common of the anxiety
disorders (Kessler R.C., 2005 ).

The requirement of forming new social networks in the college setting causes some social
anxiety and difficulty. However, for some, the levels of social anxiety are severely high that
these individuals experience greater loneliness and distress, have more difficulty interacting with
others, and partake in avoidant strategies, which then interferes with their learning (Campbell,
Bierman & Molenaar, 2016). Additionally, college students who are socially anxious tend to 6
evaluate themselves negatively in social situations (Campbell et al., 2016).

2.1 Concept of students

Students tend to have a high frequency of negative self-statements, negatively criticizing the quality of
their social performance, and noticing their “wrongs” rather than their “rights” in social situations
(Purdon et al., 2001). They are constantly thinking of how others are evaluating them, and “engaging in
excessive self-monitoring of their presentation to others” (Purdon et al., 2001). Although there have been
high rates of social anxiety amongst the college population, there also has been evidence of positive

xiii
results for those college students who pursued mental health services for their social anxiety. Coming
from a college students’ perspective, an individual’s self-esteem can go through negative and positive
stages. It can be understood how social anxiety and self-esteem correlate due to the fact that an individual
with a social anxiety disorder is fearful of acting in an embarrassing or humiliating way (Weiss, 2013).
An average college student, without a diagnosis of social anxiety disorder, has a natural instinct of
wondering how they presented an assignment or project to their fellow classmates. In turn, if given
positive feedback, the students’ self-esteem will rise.

2.3 Related literature reviews

2.3.1 Effect of Social Anxiety Disorder on students
Anxiety disorders are among the most effect mental health problems experienced by colleagues
students today (verywellmind.com, 2018). In regards to NICE, estimated lifetime effect of social
anxiety disorder may vary but according to a US study, 12% of adults in the US will have Social
Anxiety Disorder at some point in their lives.

DSM-5, Effect of Social Anxiety Disorder in adolescent is reported as 1%-3% and about 27-47%
of adolescents have reported at least one symptom of this disorder and it has an early median age
of onset (13 years) and is one of the most persistent anxiety disorders. Social phobia is of major
concern due to its very high rate of co morbidity with other psychiatric disorders as major
depression and substance abuse (Dina Y.A., 2012).

Relatively high effect of social phobia has been reported in Iraq on a study on social phobia
among secondary school students in Babil, results showed a effect of 32.4% (Ahmed H. H.,
2016).Indian study on the effect of anxiety disorders among higher secondary school students
showed 16% effect of social phobia with significant school avoidance (Srinivasa S., 2015).
Similar study in kingdom of Saudi Arabia showed slightly lower value of 14.1% (Ali & Al-
qahtani, 2012). In another study in Sweden, showed that there were mild to severe forms of the
disorder among the students, and reported its effect as 16.1% in students compared to 15.6% in
the general population (Tillfors. & Furmark., 2007). Coming to Sub-Saharan Africa, a study in
Ethiopia oyn high magnitude of social anxiety disorder in school adolescent showed an overall
prevalence of 27.5% (Kindie M., 2017). Here in Uganda in a recent study carried out, lower
values on the effect of social anxiety disorder were obtained and this study will be done on effect
co morbidity and predictors of anxiety disorders in children and adolescents in rural north-

xiv
eastern Uganda, which will be 4.9% among males and 5.5% among females (Abbo & Kinyanda,
2013).

2.3.2 Factors Associated to Social Anxiety Disorder

Clinical factors; DSM- V clinical factors associated with Social Anxiety Disorder (SAD) are;
family history of mental illness, past psychiatry history of chronic medical condition and past
psychiatry history of psychiatry illness.

Age and preschool psychopathology; The psychiatric impact of adverse life events seems to
begin during childhood (Graham M., 2015). One study has found a robust association between
violence exposure and preschool psychopathology even when other factors like economic Social
Anxiety Disorder(SAD)vantage, parental mood and anxiety symptoms were controlled (Margaret
J., 2010).

Social factors; Another study on 421 students of 12-18 years’ age found an effect of Social
Anxiety Disorder (SAD) to be 12% and was associated with difficult in copying with studies,
concerns about weight, having less friends and discrimination from siblings (Mehtalia K., 2004).
A study that was conducted in China showed that lower family income, lower self-esteem, and
hostility were significantly associated with Social Anxiety Disorder among adolescents (Peng
ZW, 2011).

Sex and gender; A study on risk factor of Social Anxiety Disorder(SAD) in medical college
students noted that Social Anxiety Disorder(SAD) was significantly more common in females
than males, those who were dissatisfied with physical appearance and those who had suffered
sexual abuse, emotional abuse or family violence (Jaykaran C., 2017).

Bullying as a risk factor; Also one of the potential risk factor for developing social anxiety is
being bullied since the victim will always remember the moment when the incidence happened
and end up fearing social situations (Bhandari K P., 2015).Due to scanty information in Uganda
on effect and associated factors of Social Anxiety Disorder(SAD) this study is in need to fill that
gap.

2.3 Gender difference between girls and boys with social anxiety disorder.
Sex differences are less pronounced for social anxiety disorder (Social Anxiety Disorder(SAD))
and sex differences in the effect rates of Social Anxiety disorders are not always significant

xv
(Bekker M H., 2007). Anxiety levels in girls are about twice as high as in boys (Howell H B.,
2001). The life time effect of Social Anxiety Disorder(SAD) is 11.1% in males and 13.0% in
females (American Psychiatric Association, Diagnostic and statistical manual of mental
disorders: DSM-IV-TR, 2000). According to a report from Columbia university clinic for anxiety
and related disorder (2017) females are more affected with Social Anxiety Disorder(SAD) than
males and this gender difference tend to be more pronounced in adolescents and young adults. A
study carried out on quality of life perception in school going Adolescents with social anxiety
showed similar results of 21.9% of boys and 29.2% of girls had Social Anxiety Disorder(SAD).

A study carried out in Uganda on effect, co morbidity and predictors of anxiety disorders in
children and adolescents in rural north-eastern showed similar results but with lower values of
4.9% among males and 5.5% among female adolescents. However, another study showed that,
males were 1.5 times more likely to have Social Anxiety than females (Bhandari K P., 2015).

2.4 Social anxiety disorder and student outcomes

Anxiety has an effect on college students’ academic performance (Strahan, 2003). College
students are susceptible to facing social pressures (Schry, Roberson-Nay, & White, 2012).
Various forms of anxiety, such as generalized anxiety or social anxiety, often go undiagnosed
and untreated within the college population. These cases of students being undiagnosed and 10
untreated negatively conflicts the adjustment that students with social anxiety will need in order
to be academically successful. Although academic success was measured by grade point average
(GPA) or academic achievement in the past, it is different today. Measuring academic success
must include a holistic approach as a student can come from a very diverse, complicated and
interconnected background.

Considering the importance of how academic success should be measured, there has been a high
percentage found of those who have had difficulty academically adjusting in college due to their
social anxiety. A high rate of 91% of a sample reported interference with their academic
adjustment (Strahan, 2003). Highlighting that this finding was collected over ten years ago, a
high rate of college students are still experiencing difficulty or interference with adjusting to
their academic life. Another negative consequence in a variety of research sources is the high
rate of students who drop out of school due to their social anxiety. Particularly difficult social

xvi
activities such as public speaking, giving oral reports, asking questions, and participating in
extracurricular activities/events have impaired female student’s social interaction leading to
avoidant behaviors and increased rates of drop out (Baptista et al., 2012). The normal
assignments that are given to college students cause those who are severely socially anxious to
socially withdraw from their professors and peers. When a social interaction or social situation
arises, those who are socially anxious stray away from these interactions (Campbell, Bierman &
Molenaar, 2016). They do this by remaining focused on themselves and their immediate feelings
by detaching themselves 11 from associating and subconsciously disregarding the feelings of
others (Campbell, Bierman & Molenaar, 2016). The more frequent these students disengage
themselves in social interactions, the more it becomes a pattern which will then lead the students
to believing that they are not adjusting to college life and eventually are more inclined to drop
out.

xvii
 CHAPTER THREE

RESEARCH METHODOLOGY
3.0 Introduction
The chapter presents the research methodology to be used in the study. This includes description
of study design and rationale, description of study setting and rationale, study population, sample
size determination, sampling procedure, inclusion criteria, definition of variables, research
instruments, data collection procedure, description of data analysis and management, ethical
consideration, study limitation and dissemination of results.

3.1 Study design

The study will deploy cross-sectional and descriptive research design. The data collected gives
quantitative information about the effect of Social Anxiety Disorder among students of Kampala
High School. It will be cross-sectional because it will be carried out in a short period of time
with limited available resources and did not necessitate the researcher to make follow-ups of the
respondents. It also involved a qualitative research design to obtain qualitative data.

3.2 Study area

The study will be conducted at Kampala High School In Kampala District. It is located along Sir
Apollo Kaggwa Road in the central division of Kampala district.

3.3. Study population

The target population considered 180 respondents including; students, teachers, parents and head
teacher among other staff at Kampala High School. The researcher targeted students, teachers
parents and head teacher since they know better information on social anxiety disorder than any
other people.

3.4 Sample Size and Sampling Techniques

3.4.1 Sample Size
The sample size will be determined basing on Krejice and Morgan model (1970). In this study a
sample of 149 respondents and interview guides will be prepared to the teachers, in order to
ensure maximum representations of all levels of respondents from different Classes and avoid
any possible biases.
Table 1: Sample Size

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 Respondents Target Sample Size Sampling technique
Population
Students 140 120 Simple random technique
Staff 20 10 Purposive sampling technique
Teachers 20 19 Simple random technique
Total 180 149
(Source: Krejice &Morgan Model, 1970)
3.8 Sample size determination
The sample size will be determined by using the Kish-Leslie’s formula for survey samples. To
get the appropriate sample size for a study on 140 students, a finite population correction for
proportions formula is used as below to calculate the sample size (Glenn, 1992)

3.4.2 Sampling Techniques

According to Kothari (2014), sampling is defined as selection of parts of aggregate of the totality
based on which a judgment about the aggregate or totality is made. It is a process of selecting a
group of people, events, behavior, or other elements with which to conduct a study. An important
issue influencing the choice of a sampling technique is whether a sampling frame is available,
that is, a list of units comprising the study population. The researcher used both simple random
sampling and purposive technique in picking up respondent from the population.
3.4.3 Purposive Sampling Technique
Babbie (2014) defines purposive sampling technique as the one which enables a researcher to
select a sample based on his /her knowledge of population, research elements and objectives.
Purposive sampling is also based on researcher’s judgment and purpose of the study.
3.4.2. Random Sampling
According to Yates et al (2018), stated that in random selection each individual is chosen
randomly entirely by chance, such that each individual has the same probability of being chosen
at any stage during the sampling process and each subset of individuals has the same probability
of being chosen for the sample as any other subset of individuals.
3.5 Source of Data
3.5.1 Primary Data
Primary data refers to the data a researcher obtained from the field that is a subject in the sample
(Mugenda, 2014). The researcher employed primary data source in supplementing on the already
existing literature.

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3.5.2 Secondary Data
During the study, the researcher gathered information through internet and reading various
publications, reports, books and materials relevant to the study
3.6 Data Collection Techniques
This is a systematic collection of information concerning the problem under the study. Two types
of data collection techniques will be employed in this study. These included the use of
questionnaires and interviews.
3.6.1 Questionnaire
The questionnaire method is the method that permits the use of a set of questions to collect data
and carry out the social research. Kothari (2018) argued that a questionnaire consists of a number
of questions printed or typed in a definite order on a form or set of forms. This method of data
collection will be applied to 149 respondents.
3.6.2 Documentary Review
In this research, documentary review will be used as a secondary source of data, and a means of
triangulating the data collected through questionnaires and interviews. The documents included
circulars, manual, regulations and reports from the organization.
3.8 Data quality control
Data quality control presented validity and reliability of the study tools.
3.8.1 Validity
The study validity will be obvious since the researcher strict during when carrying out the study.
The same questionnaire will be as utilized all through the study to measure what it is supposed to
measure. Validity is important in determining whether the statement in the questionnaires and
interview guides is relevant to the study. According to Dawson (2005), Content Validity Index
(CVI) of not greater than 1 and not less than 0.5 is highly advised in testing for the validity of
any research in controlling statements in the instruments.

3.8.2 Reliability
Reliability states to the reliability of the study, to the level at which the study can be redone
when attaining reliable outcomes. Questionnaires will be verified to decide if they give similar
results repeatedly and proved dependable. The reliability of the questionnaire will be confirmed
using the Cronbach’s Alpha correlation coefficient with the aid of SPSS software. Cronbach
Alpha value > 0.7 is viewed as suitable for reliability evaluation. The opinions and answers of

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respondents in the questionnaire will be reviewed and re-used to develop research tools where
suitable.

3.9 Data collection procedure

After the approval of the research proposal, the researcher obtained a recommendation letter
from the University to carry out research at Kampala high school in Kampala district. The letter
helped the researcher gain the confidence of the respondents in the study. The researcher
designed and pre-test tools for collecting data about the effect of school uniform and student
discipline. The researcher also collected and analyze data that is to say primary and secondary.

3.10 Data processing, analysis and presentation

Data will be processed by editing and data coding and will be analyzed after being processed.
3.10.1 Data processing
Data will be coded and entered into computer using Ms. Access database, exported to Ms. Excel
and finally to the Statistical Package for Social Scientist (SPSS) and later analyzed. Descriptive
statistics will be used and tables will be generated.

3.10.2 Data analysis

Data analysis is defined as a critical examination of the assembled and grouped data for studying
the characteristics of the object under study and for determining patterns and relationships
among the variable relating to it” (Krishnaswami & Ranganatham 2017). This study used
quantitative and qualitative methods to analyze data obtained from questionnaires and interview.
3.12 Ethical consideration
The researcher followed procedures given by the (MIU) through getting a letter of authorization
from (MIU) and Kampala high school in Kampala district administrations. All respondents will
be asked to give informed consent before their involvement in the research and all data obtained
will be confidential and use for academic reasons.

3.13 Limitations of the study

The researcher may face a problem of not accessing enough funds to facilitate the study for
instance transport costs and buying the required materials like papers, typing and printing and
this will be because the existing sources of money are limited.

Another limitation that the researcher may face is inadequate time to conduct the study. In fact,
the period which is needed to execute the study will be too short hence a limitation.

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The researcher may also face the problem of language barrier as the place where she carried out
research is full of very many people with different languages hence a limitation.

Reluctance of selected participants to give the information will be the limitation of the researcher
faced.

xxii
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 APPENDICES
Appendix I: Questionnaire

Dear respondent,
My is Kemigisha Angella is a student of Bachelor of Arts with Education at (MIU) Kampala,
Uganda. She is undertaking research to generate data and information on “The effect of social
anxiety disorder on student of Kampala High school Kampala District”.

You have been selected to participate in this study because the contribution you make to your
organization is central to the kind of information required. The information you provide is solely
for academic purposes and will be treated with utmost confidentiality. Kindly spare some of your
valuable time to answer these questions by giving your views where necessary or ticking one of
the alternatives given. Indeed, your name may not be required. Thank you for your time and
cooperation.

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 SECTION A: BACKGROUND DATA

Please circle the numbers representing the most appropriate responses for you in respect of the
following items:

1. Gender

a) Male b) Female

Age

20-29 30-39 40-49 50 & above

Marital status

Single Married Divorced Separated Widowed

Education level

Certificate Diploma Degree Masters

Position

Public servant Lc councilor Opinion leader Local person

others/
specify................
Duration at progressive secondary school

less than 1 yr. 1-5 years 6-10 years Over 10 years

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SOCIAL ANXIETY DISORDER

Do you there is a high prevalence of Social Anxiety Disorder among school on going students?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Do you think social anxiety disorder can result student having stress?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Do you think students’ fear can result from social anxiety disorder ?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Do you think there is relationship between social anxiety disorder and students’ mental health
and illness?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

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 APPENDIX II: TABLE FOR DETERMINING SAMPLE SIZE

N S N S N S N S N S

10 10 100 80 280 162 800 260 2800 338

15 14 110 86 290 165 850 256 3000 341

20 19 120 92 300 169 900 269 3500 346

25 24 130 97 320 175 950 274 4000 351

30 28 140 103 340 181 1000 278 4500 354

35 32 150 108 360 186 1100 285 5000 357

40 36 160 113 380 191 1200 291 6000 361

45 40 170 118 400 196 1300 297 700 364

50 44 180 123 420 201 1400 302 8000 367

55 48 190 127 440 205 1500 306 9000 368

60 52 200 132 460 210 1600 310 10000 370

65 56 210 136 480 214 1700 313 15000 375

70 59 220 140 500 217 1800 317 20000 377

75 63 230 144 550 226 1900 320 30000 379

80 66 240 148 600 234 2000 322 40000 380

85 70 250 152 650 242 2200 327 50000 381

90 73 260 155 700 248 2400 331 75000 382

95 76 270 159 750 254 2600 335 100000 384

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Source: From R.V Krejcie and D.W. Morgan (1970), determining sample size from private
population for social research, education and psychological measurement, 30608, Sage
Publications.

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