SOCIAL MEDIA ON MORAL DECLINE AND SCHOOL DROPOUTS AMONG

SECONDARY SCHOOLS OF ISHAKA BUSHENYI MUNICIPALITY

BUSHENYI DISTRICT.

AHWERA SHILLA

BAE/9896/173/DU

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF A BACHELORS OF ARTS WITH
EDUCATION OF KAMPALA
INTERNATIONAL
UNIVERSITY

FEBRUARY, 2021

i
 DECLARATION

I, AHWERA SHILLA, declare that this is my original work and has not been presented for in
any other institution

SIGNATURE……………………DATE……………………………….

ii
 APPROVAL

This research work was developed under my guidance as a supervisor and I declare that it has
met the requirements set by the faculty of education of the award of the Bachelor’s degree in arts
with education

Signed …………………………………………..

Mrs. Shakiro Joyce

Date …………………………..

iii
 DEDICATION

I dedicate this work to my parents Mr. Mugume Geofrey and Mrs. Jenipher Mugume who
encouraged me to go for further studies.

iv
 ACKNOWLEDGEMENT

I want to thank almighty God for his continued sustenance and assistance. I whole heartedly
extend my sincere gratitude to my supervisor Mrs. Shakiro Joyce and all lecturers of Faculty of
Education Kampala International University Western campus for their support and guidance
throughout my study.
My very deep and heartfelt appreciation to my parents Mr. Mugume Geofrey and Mrs. Jenipher
Mugume. I thank for their support emotionally, intellectually and financially. Your
encouragement and instrumental ideas spurred me to excel.

Also I wish to appreciate my classmates for their true comradeship and assistance in various
study groups and presentations.

v
 TABLE OF CONTENTS
DECLARATION.............................................................................................................................ii

APPROVAL...................................................................................................................................iii

DEDICATION................................................................................................................................iv

ACKNOWLEDGEMENT...............................................................................................................v

LIST OF TABLES..........................................................................................................................ix

ABSTRACT....................................................................................................................................x

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background to the Study...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................4

1.3 Purpose of the Study..................................................................................................................5

1.4 Objectives of the study..............................................................................................................5

1.5 Research questions.....................................................................................................................5

1.6 Scope of the study......................................................................................................................5

1.6.1 Content Scope.........................................................................................................................5

1.6.2 Geographical scope.................................................................................................................5

1.6.3 Time Scope.............................................................................................................................5

1.7 Significances of the study..........................................................................................................6

1.8 Limitation of the study...............................................................................................................6

1.9 Delimitation of the study...........................................................................................................7

CHAPTER TWO.............................................................................................................................8

LITERATURE REVIEW................................................................................................................8

2.0 Introduction................................................................................................................................8

vi
2.1 The social media network that the students are more exposed to..............................................8

2.2 The causes of moral decadency and school dropout...............................................................10

2.3 Ways of retaining learners in school until completion............................................................14

CHAPTER THREE.......................................................................................................................16

RESEARCH METHODOLOGY..................................................................................................16

3.0 Introduction..............................................................................................................................16

3.1 Research design.......................................................................................................................16

3.2 Study population......................................................................................................................16

Table 1 summarizing: Sample size, Target population and sampling techniques.........................17

3.3 Sample size..............................................................................................................................17

3.4 Sampling techniques................................................................................................................17

3.5 Research instruments...............................................................................................................17

3.6 Quality control of research instruments...................................................................................18

3.7 Data analysis............................................................................................................................19

3.8 Research procedure..................................................................................................................19

CHAPTER FOUR.........................................................................................................................20

ANALYSIS, DATA PRESENTATION AND INTERPRETATION...........................................20

4.0 Introduction..............................................................................................................................20

4.01 Demographic information of respondents.............................................................................20

Table 1: Gender distribution of Head teachers and their deputies and parents as the respondents
.......................................................................................................................................................20

Table 2: Respondents’ age differences..........................................................................................21

4.2 Discussion of findings.............................................................................................................21

4.2.1 The social media network that the students are more exposed to.........................................21

Table 3 showing respondents’ responses on the social media network that the students are more
exposed to......................................................................................................................................22

vii
4.2.2 The causes of moral decadency and school dropout............................................................23

Table 4 showing respondents’ responses on the causes of moral decadency and school dropout 23

4.2.3 Possible ways of retaining learners in school until completion............................................24

Table 5 showing respondents’ responses on the possible ways of retaining learners in school until
completion.....................................................................................................................................24

Respondents were asked to possible ways of retaining learners in school until completion........25

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS...............................................................................................................26

5.0 Introduction..............................................................................................................................26

5.1 Discussion of findings.............................................................................................................26

5.1.1 The social media network that the students are more exposed to.........................................26

5.1.2 The causes of moral decadency and school dropout............................................................26

5.1.3 The causes of moral decadency and school dropout............................................................27

5.2 Conclusions of the Study.........................................................................................................28

5.3 Recommendations of the study................................................................................................28

5.4 Areas for further research........................................................................................................29

REFERENCES..............................................................................................................................30

APPENDIX I.................................................................................................................................32

QUESTIONNAIRE FOR RESPONDENTS.................................................................................32

APPENDIX II................................................................................................................................35

INTERVIEW GUIDE FOR HEAD TEACHERS.........................................................................35

APPENDIX III...............................................................................................................................36

NTRODUCTORY AND ACCEPTANCE LETTERS..................................................................36

APPENDIX IV: TABLE FOR DETERMINING SAMPLE SIZE................................................37

viii
 LIST OF TABLES
Table 1: Gender distribution of Head teachers and their deputies and parents as the respondents

Table 2: Respondents’ age differences

Table 3 showing respondents’ responses on the social media network that the students are more
exposed to.

Table 4 showing respondents’ responses on the causes of moral decadency and school dropout

Table 5 showing respondents’ responses on the possible ways of retaining learners in school until
completion

ix
 ABSTRACT

The purpose of the study was to examine the influence of Social Media on moral decline and
school dropouts among students in Secondary Schools of Ishaka Bushenyi Municipality
Bushenyi District, Objectives of the study were; to determine the social media network that the
students are more exposed to, to identify the causes of moral decadency and school dropout and
to suggest possible ways of retaining learners in school until completion. Descriptive research
was used to obtain information concerning the current status of phenomena, to describe what
exists with respect to variables or conditions in a situation. The study sampled 4 Head teachers
and 15 Teachers, 10 Parents and 66 students thus the total sample size was 95 respondents. From
the study findings, 6(7.5%) agreed, 8(10%) strongly agreed, 2(2.5%) disagreed and 2(2.5%) were
not sure with the statement that Television is among the social media network that the students
are more exposed to. The study further concluded that negative attitude by teachers towards the
teaching of Religious Education in secondary Schools has resulted into indiscipline and chaos
which have also caused moral decadency among students, the introduction of technology is also
one of the causes of moral decline in secondary schools in Bushenyi District and that
Government policies have also led to Moral decay amongst secondary students. The study
recommended that; Utilize campaign components that are proven to have positive effect on
awareness and knowledge and also the potential to create involvement and support, in order to
give prevention efforts momentum and continued funding. A combination of efforts in
prevention, intervention, and treatment are needed to address the overwhelming issue of child
abuse that plagues our society.

x
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents the background of the study, the problem statement, the research questions
of the study, the objectives of the study, the scope of the study, and the significance of the study.

1.1 Background to the Study

Kaplan and Haenlein (2010) defined social media as the interaction among people, through
which they create, share, and/or exchange information and ideas in virtual communities and
networks via social media sites.

Social media refers to computer-mediated technology facilitating the growth and sharing of
ideas, awareness, career interests, information and other methods of expression through social
networks and virtual communities

The term “morality” comes from the Latin plural “mores”, meaning morals off manners. It is
used to mean the generally accepted code of conduct in a society or within a sub-group of
society. Secondly, it is used to mean the pursuit of the good life.

School dropout refers to a student who was once enrolled in school but has since left school for
various reasons other than completion

Globally, Bacolod and Ranjan (2005) indicated that the annual number of high school dropouts
in the USA alone in 2012 was estimated to be about 3,030,000 translating into 8,300 dropouts
per day. In many Latin American countries basic education is near universal, completion rates
are low because of high drop-out and repetition rates attainment (Birdsall et al., 2005). Failure to
complete is a particular problem for children in poor families, trapping them in poverty.
UNESCO (2003) indicated that three surveys done in Canada place the national dropout rate at

1
18%. In Asia, the problem of wastage through drop-out is rampant. A look at the pattern of
survival for the system as a whole reveals big differences in the proportion class on entrants who
reach the end of primary schooling. Korea and Malaysia have a survival rate of approximately
40%. Indonesia, Nepal, the Philippines, Singapore, and Srilanka have a moderately high survival
rate of 20% (Bledsoe, 2002).

In Africa, UNESCO (2012) revealed that Africa has the world‟s highest drop-out rate. 42% of
African school students will leave school early, with about one in six leaving before Grade 2.
This means that more than two in five students who start school will not reach the last grade of
secondary education. Africa has been relatively good at getting students into secondary school,
but poor at inducing them to complete their secondary education. This problem of drop-outs
affects many African countries. They spend large amounts of money teaching students who do
not stay in school long enough to acquire any qualification. In a study by Oxfam (Watkins,
2000), for example, it was discovered that fewer than one third of the boys and one tenth of the
girls aged between 15 and 18 start school and one quarter of those who do start drop out during
the first two grades. Girls are more likely to drop out in early stages than the boys are. The
average time spent in school by those who drop out is 2.7 years. In Mozambique, the situation
was found to be even worse because fewer than half of those who enter grade one reach grade
five. This situation seems to envelop other parts of Africa. For example, a progress report on
Africa by Mingat et al. (2001) says that in Senegal 65% of each age cohort enters grade 1 and
40% of the entrants reach the end of the cycle, whereas in Chad the figures are 83% and 19%
respectively.

Nationally, Dropout is the serious problem in Ugandan secondary schools in which this problem
start in primary school and continue in Secondary School which makes an early intervention
necessary to try to prevent students from continuing on this path through their educational
experiences. Dropout is an alarming issue, which affects the socio economic development.
Student’s dropout does not only affect the community they belong but also affect the nation at
large. Student’s dropout from schools leads to wasteful utilization of scarce educational
resources without achieving the nation’s educational aspirations. This does not mean for healthy

2
educational system and would have negative effect on the economy of a state because those who
dropout may create higher future cost

However, Social media has become a very special meal served in all homes in contemporary
Ugandan society either consciously or unconsciously. The inability of parents and guardians to
acknowledge the sudden change in conduct by the younger generations have left them frustrated
and disillusioned. As a result, moral decadence or decline appears to be a permanent feature of
the present day Ugandan society. In the face of this challenge, large proportion of materials
being passed on through social media channels to hundreds of thousands of homes have not
decreased but rather continued to increase geometrically and insulating the real Ugandan family
value system devoid of foreign influence from being indoctrinated into the young generations,
but substituted them with moral decadence. Amos Alunyo Bello (2014). Despite the unrelenting
effort of parents, psychologists and critical stakeholders including government at different levels
to change the downbeat influence of social media on the decline of family values, the Ugandan
society is becoming an unspeakable society where moral decadence not only thrives, but is
accorded a pride of place by teenagers and even adults in the community.

Basically, there are ample of things wrong with the Ugandan secondary schools. The power of
social media which by all standards, is globalization personified, has become so obvious in
today‟s rejection of honesty, truthfulness, respect, decency, obedience, dressing code and
language. In the mad rush to acquire the new status of being ardent social media consumers,
most Ugandans, particularly the younger generations no longer cherish the moral values of the
family and school at large which has contributed to school dropout. From the foregoing, honesty,
moral rectitude, respect for elders, and respect for fellow citizens, respect and loyalty to family
values, hard work, resourcefulness, truthfulness, transparency, accountability, and responsibility
are values that have lost their relevance in contemporary Ugandan society. Asemah, E.S and
Edegoh, L.O.N. (2014).

In today's world, it is undeniable that social media has a negative impact on our lives because the
combination of isolation and global reach has eroded our family and school values. Social media
is robbing Ugandans of trust and comfort they once placed in one another, replacing the human
fellowship, physical and emotional support they once also drew from each other with virtual

3
connection. Bryant, et al. (2016). Basically, it robs Ugandans from self-control and from the
ability to think independently and instead makes them gullible to join any group that posts
perverse messages that tickle their ears and amuse their senses without evaluating the
consequences. This have caused many Ugandan youths to be addicted on social media services
leading to moral decadency and end up dropping out from school. Its’ upon this background
statement that the researcher may wish to examine the influence of Social Media on moral
decline and school dropouts among students in Secondary Schools of Ishaka Bushenyi
Municipality Bushenyi District

1.2 Statement of the Problem

The sudden emergence and growing use of social media in the Ugandan society has increased the
rate of moral decadence, particularly when one views the decline in the Ugandan traditional
family value system. The ability of social media to offer discretion and a seamless sharing tool
has led to the disintegration of family values and increased sexual immorality, and prostitution in
the Ugandan society. Moreover, the disintegration family values owing to the domineering
influence of social media have affected socialization process of the younger generation of
Ugandans adversely hence contributing a higher rate of school dropout. The heavy reliance on
social media to get the much needed information on sexuality and modeling is anti-Ugandan way
of inculcating knowledge of discipline and self-awareness into the student. As a result, social
media has created a new way of life that is leading people to a morally debased society because
social media now controls and offer directives to Ugandan youths by all means. With this
situation many students in Secondary Schools of Ishaka Bushenyi Municipality Bushenyi
District have been addicted to social media services reaching at the extent of going to class with
smartphones while on what sup, face booking and googling during lesson times which have
affected their reading habits hence end up performing poorly leading them dropout from school.
If this situation is not solved students morality may continue declining which may also cause
school dropout in Secondary Schools of Ishaka Bushenyi Municipality Bushenyi District. But
little of this information has been documented thus the researcher wished to examine the
influence of Social Media on moral decline and school dropouts among students in Secondary
Schools of Ishaka Bushenyi Municipality Bushenyi District.

4
1.3 Purpose of the Study

The purpose of the study was to examine the influence of Social Media on moral decline and
school dropouts among students in Secondary Schools of Ishaka Bushenyi Municipality
Bushenyi District.

1.4 Objectives of the study

1. To examine the social media network that the students are more exposed to
2. To identify the causes of moral decadency and school dropout
3. To asses possible ways of retaining learners in school until completion.

1.5 Research questions

1. What are the social media networks that the students are more exposed to?
2. What are the causes of moral decadency and school dropout?
3. What are the possible ways of retaining learners in school until completion?

1.6 Scope of the study

1.6.1 Content Scope

The study focused on the social media networks that the students are more exposed to, the causes
of moral decadency and school dropout and the possible ways of retaining learners in school
until completion

1.6.2 Geographical scope

The study was carried out in Secondary Schools of Ishaka Bushenyi Municipality Bushenyi
District Bushenyi. District is bordered in the south by Mitooma, Shema and Mbarara Districts,
going from west to east. Buhwezu District lies to the west, the Rubirizi District to south west,
Kasese District. The district headquarters at Bushenyi, are located about 66 kilometers (41mi),
by road, southwest of Mbarara, the largest city in Ankole sub region

1.6.3 Time Scope

The study covered a period of 5 months that is from July 2020 to December 2020

5
1.7 Significances of the study

This study will be considered to be useful in the sense that it will provide detailed information
on the reasons for pupil dropping out from primary schools as the findings assisted in
developing ways for alleviating the problem,

The recommendation and suggestions given may be useful for improving students’ right for
education and overcome the students from dropping out from schools for the benefit of the
students themselves, their families and nation.

The study was useful t o student who are studying administration in the field of education as it
gave. The study also will help in the discovery of the fundamental aspects of dropout that is
mostly found among students, with this proper guidance and counseling given to them to enable
them make the best out of education.

This study is significant to the teachers, parents and students. This study will help the teachers of
the school to know the influence that social media has on their students, so as to assist them to
enlighten and create awareness to the students on the possible influence it has on them. The
study is of significant to parents in the sense that they will know the possible effects these social
media usage has on their children, so as to serve as watch-dog to their students on the usage of
social networking sites

The study will enable the students of the senior level so that they will be aware that, apart from
the social benefits of this social networking site, using the sites more than necessary will pose
possible dangers to their health. It will be relevant in assisting students in understanding the
diversity of social media.

1.8 Limitation of the study

There was the dishonesty of respondents; the respondents may not give valid information to the
interviewer.

Some respondents gave irrelevant information to the researcher.

Respondents were biased about the researcher through gathering information

6
1.9 Delimitation of the study
Respondents were assured that the information will be kept for confidential and will only be used
for academic purpose

Respondents were shown an introductory letter from the faculty of education Kampala
International University who will assure them to give varied information to the researcher

7
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, the researcher discussed the literature that is related to the objectives and themes
of the study.

2.1 The social media network that the students are more exposed to

It has been observed in recent times that students have unlimited access to the internet as well as
the social media. Students connect with computer to send and receive information’s anywhere on
the globe. The manufacturing and distribution of equally sophisticated cellular phones has
complicated the situation, as students no longer need to visit a cybercafé before they send and
receive messages. Some schools are so equipped that there is internet connection made available
within the school premises as well as in the library. Online Wikipedia and blogs are the main
resource centers for students as attention have been shifted from making research in the library to
overall dependence on theses social platforms. It is a common thing to see a student reading in
the library and putting the books as on hearing the sound a ping on the phone

The world is today celebrating the improvements in communication technology which has
broadened the scope of communication through Information and Communication Technologies
(ICTs) Asemah and Edegoh, (2014). Modern Technology in communication no doubt has turned
the entire world into a “Global village”. But as it is, technology like two sides of a coin, bring
with it both negative and positive sides. It helps people to be better informed, enlightened, and
keeping abreast with world developments. Technology exposes mankind to a better way of doing
things. Social networking sites include: Twitter, Yahoo Messenger, Facebook Messenger,
Blackberry Messenger (BBM), Whats app messenger, 2go messenger, Skype, Google talk,
Google Messenger, iPhone and Androids. These networking sites are used by most people to
interact with old and new friends, physical or internet friends ( Asemah and Edegoh, 2014. The

8
world has been changed rapidly by the evolution of technology; this has resulted into the use of
technology as the best medium to explore the wide area of knowledge

According to Bryant et al (2016)., the most popular websites of social media users are Baidu,
Facebook Tieba, LinkedIn, Instagram, Pinterest, Twitter, Viber,WeChat, What’s
App,Weibo,Wikia, and the associated messengers such as Facebook Messenger. Social
networking represents a social structure that displays the different settings of social actors—
individuals, communities, and organizations and encompasses the social interactions and
communications of those social actors. Technological innovation has resulted in both positive
and negative changes in the discussion of culture and society. Ultimately, similar to any powerful
platform or advancement in innovation, social media and networking sites offer both adverse and
productive features to the community, and the influence of social media and social networking
sites have had a significant impact on students during their transition to adulthood

In Olubiyi (2012), the author observed that the bone of contention of the social media is the
obsessive attitude of Ugandan youths towards its use. He pointed out that students waste their
time through idle chats and other immoral acts. Students are so engrossed in the social media
networks that they are almost 24 hours online. Even in classrooms and lecture theatres, it has
been observed that some students are always busy pinging or Facebooking, while lectures are on.
The result is that quality time that ought to be spent on academic research and other productive
networking is lost

On the internet, students engage in a variety of activities some of which may be potentially
addictive. (kuss and Griffiths, 2011). The mass appeal of social media on the internet could be a
cause for concern, particularly when attending to the gradually increasing amount of time
students spend online. Undergraduates spend more time on Facebook, Twitter and other social
media through smartphones that are now in abundance among these youths. Many student cannot
go for two-three hours without checking and updating their profiles on these social networks
even at the detriment of other activities such as educational and career pursuit. (Morahan- Martin
and Schumacher, 2000) explain social media addiction as the excessive use of the internet and
the failure to control this usage which seriously harms a person’s life.

9
Itodo (2011) posits that there seem to be an alarming rate of social networking obsession among
students today; a trend that could affect their academic, social and spiritual lives negatively if not
properly controlled. Many concerned parents have expressed grave concern that they could
hardly get the attention of their children and wards, as they seem to have been carried away by
the fascinating world of social networks. Some youths are such social freaks that they have now
carved out for themselves a world of fantasy and illusion for detached from reality.

Bello (2012) of the Sunday Observer observes that if the dangerous trend of social media
network “obsession” if left unchecked could further affect an already collapsing education
system in Nigeria. The reason students are performing poorly in school these days might not be
farfetched. While poor quality of lecturers can quickly take the blame, one might think harder if
the phrase “Facebook frenzy” has not been heard of. It is a common sight to see a youth chatting
in sensitive and highly organized places like church, mosque and lecture venues. Some are so
carried away that even as they are walking along the high way, they keep chatting. Attention has
been shifted from visible to invisible friends, while important ventures like study and writing are
affected in the process.

This phenomenon has become a source of worry to many who believe in knowledge and skill
acquisition (McQuail 2008). Jeong (2005) noted that internet addiction is significantly and
negatively related to students’ academic performance, as well as emotional attributes.

2.2 The causes of moral decadency and school dropout

The findings revealed that negative attitude by teachers towards the teaching of Religious
Education in secondary Schools has resulted into indiscipline and chaos. Even a religious
(missionary) environment alone can make the difference. This concurs with the research
conducted by Zziwa , as reported by Lukwago (2013), who found that the decline of morals in
schools has been a result of teachers negative attitudes into the teaching of Religious Education.

The introduction of technology is also one of the causes of moral decline in secondary schools in
Bushenyi District. Some teachers reported that at times a teacher may be teaching while a student

10
is playing with a phone, on what sap or face book and this is a sign of moral decline and also
affecting Students academic performance.

The findings also revealed that poverty to be one of the causes of moral decline in secondary
Schools. In Iganga District many families are living in total poverty to the extent that they cannot
afford to provide for their children all the necessary requirements needed at school. Parents have
for long been noted for their key role in financing schools right from the colonial era especially
after the first world war had affected donations for missionaries to run schools in Uganda
(SSekamwa, 1997). This is also a cause to moral decline in that when a student is not given all
what is needed may end up getting involved in immoral activities like fornication, drug abuse
and among others and this will affect his/ her academic progress.

Failure of parents to provide necessary needs to their children like feeding them at school is also
one of the causes of moral decline in secondary Schools in Iganga District. This concurs with
Kamwa (2010), the new Vision reporter, reported that learners of Iganga District noted that lack
of meals at school had contributed to moral decay and cases of defilement, which they said that it
undermines academic performance as well as Universal Education programme.

Government policies have also led to Moral decay amongst secondary students in Iganga District
whereby head teachers today are asked to sign performance contract. Therefore, headteachers
and teachers who cannot maintain integrity have been involved in Examination malpractice to
get high score in final examination to continue heading the schools. The New vision of
November, 2017 reported that five teachers including two head teachers were charged in Iganga
court for examination malpractice.

It was also revealed that poor parental guidance to be among the causes of moral decline in
Iganga District secondary Schools, A true depiction of moral study will be best explained
through the eyes of young kids. Traditionally moral formation and transformation was a social
activity spearheaded by the parents and the elders. They would conduct informal sessions
through folktales, stories, legends, myths, taboos, customs and informal counseling sessions with
the children to impart good morals (Byamugisha, 1991). However, with the shift brought about
by modernity formal education dictated that children had to spend less time with the parents and
more with the teachers in schools. This made the modern formal school a basis for learning

11
morals for the school going children. This age group is usually more pure in mind than older age
groups. Information retrieved from school children is likely to be much reliable than from older
folks who may want to protect their image.

Peer influence has been noted to impact on a child’s moral upbringing but the wider
responsibility rests on the entire society. It will be wrong to note that only parents are responsible
for a child’s upbringing because studies have shown that various perspectives of the society play
an important part in the way a child is raised up to judge what is right or wrong. The results of
the study concur with the findings of the research conducted by Obedi (2014) who discovered
that lack of proper control measure, loss of the sense among the youth, urbanization of peer
pressure are among the causes of moral decline in Uganda.

Arranged marriages for adolescent girls without their consent are also a common in Iganga
District Uganda especially in rural area. This is also a cause of moral decline amongst secondary
school girls especially those from such back ground.

School factors as related to school dropouts

School level factors also play a role in increasing pressures to dropout such as teacher
absenteeism, school location and poor quality educational provision (Alexander, 2008) .The
system of educational provisional at the school level generates conditions that can ultimately
have an impact on the likelihood of children dropping out from school. Education facilities are
linked to quality in terms of human resources and in-school resources. Availability of resources
such as textbooks, desks and blackboards has been found to influence dropout (Molteno et al.,
2000), as have various aspects of teaching and learning processes. Teaching practice and
behaviour can particularly influence a pupil‟s decision to drop out. Smith (2003) found that in
some schools in Zimbabwe‟s Southern Province teachers did not prepare lessons, had no
schemes of work, and left pupils‟ assignments unmarked. Such classroom practices and implicit
lack of in-service teacher development has serious implications for retention.

Teacher students’ relationship. Students with poor relationship with teachers avoid school in
order to avoid their teachers. Fornwalt (1947) argued that teachers who subject their students to

12
shame sarcasm, name calling, ridicule and humiliations are the contributing factor towards
dropping out.

King and Schielmann (2004) argued that, if school curriculum does not reflect the pupil‟s
society it affects negatively the ability for students to relate what they learn to their work and
educational goals and equally impacts negatively on their decision to complete education cycle
resulting in dropping out. The current curriculum provides few options, if any, for students. For
example, Sabates et al. (2010) found that in Tanzania the curriculum assumes children have had
some pre-primary skills are ready to begin formal instruction. Urban children are the ones who
are more likely to have attended pre-primary school than rural

Juneja (2001) observes that in areas where schools are further away from homes, the distance
may be considered too far for younger children to travel, especially young girls. This is also true
in the cases of older girls and those children regarded by parents as vulnerable to sexual
harassment (Colclough et al., 2000; Nekatibeb, 2002). Parents are afraid of the safety of their
children when they have to travel longer distances to school. Thus, the likelihood of children
attending school decreases the greater the distance to the nearest school.

According to Nekatibeb (2002) distances from school has been another deterrent for girls‟
education in many countries in Africa. A large number of studies in the region have reported that
the long distances girls travel to school has two major problems including: one related to the
length of time; and the energy children have to spend to cover the distance, often on an empty
stomach, this relates to the concern and apprehension parents have for the sexual safety of their
daughters. The problem of distance from school also has implications for the motivation of
pupils to stay in school. In Guinea, studies show that close proximity to schools had a positive
motivating impact on girls; participation in schools while in Mali, most girls stated that living far
away from school and having to walk discourages them (Ibid).Similarly, research by Ainsworth
et al (2005) in Tanzania, indicate that drop outs increase in areas where distance to school is
longer.

13
2.3 Ways of retaining learners in school until completion.

The free secondary education and subsidized secondary education policies inaugurated by the
government of Uganda in 2007 led to tremendous rise in enrolment rate in both primary schools
and secondary schools and also by both genders (boys and girls). Learners, particularly those
from low socio-economic backgrounds, obtained the opportunity to participate in education due
to this scheme (Ministry of Education Report, Feb 2005).

The Universal secondary education (USE) policy in the form of fee abolition has become an
effective way of realizing education for all (EFA) program in many African countries since
1990. The third goal is to promote gender equality and empower women. It aims to eliminate
gender disparity in primary and secondary education and to all levels of education no later than
2015 (MDGR Guidance Notes, 2000).

The ministry of education has attempted to intervene and ameliorate this situation by
incorporating adolescent reproductive health sexual education and life skills education into the
school curriculum. There has also been effort by NGOs such as FAWE, which has been
conducting seminars and workshops on adolescent reproductive health, as well as financing
girls‟ education. More so the government has decreed that girls dropping out of school due to
pregnancy, have chance to return back and continue with their education. Education budget
accounts for over thirty five percent of the annual expenditure of developing countries. The high
percentage of budgetary allocation to education sector in the developing countries attest to the
importance that these countries attach to education in National Development, as reported by
Wanjohi (2002, p. 1).

Castle E.B (1975) said education is an important tool for acquiring knowledge skills and building
itself confidence, through education the female would be able to contribute more effectively in
improving the economic status of her family. She will be a good assets to her family State and
nation in this the social benefits to be derived by the education the female cannot be over
emphasized. There is an urgent need for all to support and encourage the education of their
daughters.

14
In over effort to reverse the fend and the fact that we need female teachers , nurses doctors,
scientists, etc. there has come up with articulated programmes for the general improvement of
girl-child education as follows: To contribute in the rehabilitation of all girl-child schools in the
State.

Traditional rulers, Imams, Politicians and Opinion leaders should be involved in the enrolment,
retention and completion of schools by the female children in their respective domains. Training
of more female teachers, nurses, and doctors in receiving government attention through special
scholarship award and remedial courses.

The state ministry of education in conjunction with the state Universal Basic Education Board
should come out with a system of offering assistance to the less privileged female children in
form of provision of uniforms, books, essential material etc. in order to remove poverty as major
factors in deterring the girl-child’s participation in the education.

Better education for girls and women is necessary for the progress of a society and also to raise
the quality of life of the peoples. Education liberates women from ignorance, increased self-
esteem, and helps them to take control over their own lives and guides the progress of their
families and the entire nation. Nacino-Brown, R., et al., (1985) said, “Give me an educated
mother, I promise you the birth of a civilized nation”. Girl’s education brings about rationality
and adaptability. It modifies women belief and superstitions. Educated mother becomes more
knowledgeable and can bring up children in a more fruitful way. It is pointed out that there is a
strong positive correlative between female literacy rate and life expectancy.

15
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter describes research design, population of the study, sample size, sampling
techniques. Research instruments, quality control of research instruments, sources of the
research data, data analysis and research procedure.

3.1 Research design

According to Dalen (2009) the research design enables the researcher to collect data to assess
current practices for success; Descriptive research was used to obtain information concerning the
current status of phenomena, to describe what exists with respect to variables or conditions in a
situation. Manion (2005) state that survey studies collect data with the intention of determining
the relationships existing between specific events or variables. Descriptive survey design was
used to collect and analyze data to determine the relationship between independent variables and
dependent valuables. The data collected was qualitative since the techniques and measures to be
used did not produce discrete numerical data Mugenda (2003). Mostly, in qualitative research
techniques, the data are in the form of words rather than numbers and these words are often
grouped into categories.

3.2 Study population

The study population included the selected secondary schools in Ishaka Bushenyi Municipality
Bushenyi District. The study was conducted across 100 respondents from different selected
secondary schools in Ishaka Bushenyi Municipality Bushenyi District. This was reached at with
the help of various techniques such as random purposive sampling and random sampling. 4 Head
teachers and 25 Teachers, 26 Parents 45 students.

16
Table 1 summarizing: Sample size, Target population and sampling techniques

Category Target population Sample size sampling techniques

Head teachers 4 4 Purposive sampling
Teachers 25 11 Random sampling
Parents 26 25 Random sampling
Students 45 40 Random sampling
Total 100 80
Source: R.V.Krejcie and D.W.Morgan (2014).

3.3 Sample size

The study was carried out in 4 selected secondary schools in Ishaka Bushenyi Municipality
Bushenyi District which was randomly selected and categorized.

The study sampled 4 Head teachers and 11 Teachers, 25 Parents and 40 students thus the total
sample size was 80 respondents.

3.4 Sampling techniques

The Respondents that was used in the study was selected using simple random sampling and
purposive sampling. Similarly, purposive sampling was used to select Head teachers since the
population is small. All Head teachers of 4 selected secondary schools participated as
respondents. Also Parents, Teachers and parents was randomly selected and this was done so that
every individual in the study population have an equal chance of being subject in the study.

3.5 Research instruments

Questionnaire: The questionnaires were administered to students, parents and teachers; the
researcher will use both closed and open ended questions. The researcher used the questionnaire
method as data collection instrument because it is cheap, time saving easy to administer,
effective and it’s the best form of obtaining information from the respondents.

17
Interview guide

The researcher used interview guide to collect information from the Head teachers as target
respondents. The interview guide collection instrument was both structured and semi structured
in nature for the convenience of the interviewer. It also involved meeting respondents face to
face and collecting information from the selected respondents.

3.6 Quality control of research instruments

3.6.1 Content validity of the instrument

According to Rogers, (2005), validity is concerned with establishing whether the instrument
content is measuring what it is supposed to measure. Validity of instruments is improved through
expert judgment.

The researcher ensured that research questions are in conformity with the study objectives to
ensure content validity of the instruments. For this study, the researcher sought assistance from
research experts, experienced graduates, lecturers and in particular the experienced supervisors
who examined the instruments and give feedback and their recommendations were incorporated
to improve the instruments. The instruments were then piloted in outside Kabira Sub County.
Adjustments were made to assess the questionnaires in relation to the objectives of the study.
Content Validity Instrument (CVI) was then computed as follows

Agreed items by both judges as suitable

CVI =
Total number of items being judged

Table3.1: Questionnaires ratings

Relevant items Not relevant items Total
Rater 1 36 5 41
Rater 2 40 8 48
76 13 89

CVI= 76/89 = 0.85

18
The established CVI was 0.86 which indicates that the instrument was valid

3.6.2 Reliability of the instruments

To achieve the reliability of the instruments, the researcher used test-retest technique where the
questionnaire was administered to a number of respondents to test it. New questionnaires with
the same contents were administered to the same respondents for the second time after 2 weeks.

If the results are found to be consistent therefore the instrument was considered reliable for the
study.

3.7 Data analysis

The quantitative collected data was analyzed using Microsoft excel. Data preparation involved
all forms of manipulation which was necessary for preparing data for further processing e.g.
coding categorizing answers to open ended questions editing and checking as well as preparation
of tables; counting included the mechanical task of registering the occurrence and frequency of
the occurrence of certain answers or research items grouping and presentation involved ordering
similar items into groups and this resulted into distribution of data presented in the form of
tables. The information that was got from secondary data was collected by visiting libraries in
deferent learning institutions and accessing the internet cafes. This information was analyzed
verbally by presenting the findings in verbal cues in the report.

Content analysis: Data was presented according to research finding after processing mainly in
form of tables, and discussions. The tabulated helped in determining the existence of the
relationship between the variables which determined the validity of the data.

3.8 Research procedure

The researcher obtained an introductory letter from the dean faculty of education. The letter
introduced the researcher seeking their audience to the researcher. After permission has been
granted the researcher went ahead to administer the questionnaire to the respondents. The
collected data was tabulated, analyzed and recommendations were made according to findings.

19
 CHAPTER FOUR

ANALYSIS, DATA PRESENTATION AND INTERPRETATION

4.0 Introduction
This chapter analyzed, presented, and interpreted the data collected in relation to the topic of
study.

Data was analyzed according to the research objectives that were formulated in chapter one.

Data was generated, and analyzed and presented in form of frequencies, percentages, tables and
basing on the responses got from the respondents.

4.01 Demographic information of respondents

This section represents characteristics of the respondents that included age and gender. This
information was obtained from Head teachers and their deputies and parents.

Table 1: Gender distribution of Head teachers and their deputies and parents as the
respondents
Head teachers and Deputies Parents
Gender Frequency Percentage frequency percentage

Male 3 50 9 37.5

Female 3 50 15 62.5

Total 6 100 24 100

Source: primary data
Out of 6 Head teachers and their deputies, all striked a balance (50%) males and females
respectively, (62.5%) were female parents and males were (37.5%). The reason for this was that
most of the female parents were willing in giving information about their pupils’ information.

20
Table 2: Respondents’ age differences
Head teachers and their Parents
deputies

Age range Frequency Percentage Frequency Percentage

21 – 30 0 0 4 16.7

31 – 40 2 33.3 6 25

41 –50 3 50 8 33.3

51 and above 1 16.7 6 25

Total 6 100 24 100

Source: Primary data

With regard to age, the majority of the Head teachers and their deputies were in the age range of
(41– 50), (33.3%) were between 31 – 40 and (16.7%) were aged 51 and above. The age brackets
of 35 and above are taken to be the informants of media services on child abuse than those below
that age bracket.

Majority 33.3% of parents were aged between 41-50 years, 25% were aged between 31-40 and
51 and above while 16.7% were aged 21-30 years.

4.2 Discussion of findings

4.2.1 The social media network that the students are more exposed to
Respondents were asked to give their views on the social media network that the students are more
exposed to

The results were summerised in the table below

21
Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

Table 3 showing respondents’ responses on the social media network that the
students are more exposed to.

Statements 1 2 3 4 5

Televisions 6(7.5%) 8(10%) 2(2.5%) 0 2(2.5%)

radio, 2(2.5%) 7(8.75%) 3(3.75% 1(1.25%) 3(3.75%)

)

billboards, 4(5%) 6(7.5%) 3(3.75% 2(2.5%) 3(3.75%)

)

press releases, 5(6.25%) 3(3.75%) 1(2.5%) 0 3(3.75%)

websites, and social networking sites. 4(5%) 2(2.5%) 1(1.25% 1(1.25%) 1(1.25%)
)

magazines 3(3.75%) 4(5%) 0 0 0

Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

From the table 4 findings, 6(7.5%) agreed, 8(10%) strongly agreed, 2(2.5%) disagreed and
2(2.5%) were not sure with the statement that Television is among the social media network that
the students are more exposed to.
The findings also showed that radio is also a service used, this were given by all respondents
2(2.5%) who agreed, 7(8.75%) strongly agreed, 3(3.75%) disagreed 1(1.25%) strongly disagreed
and 3(3.75%) were not sure with the given statement.
4(5%) agreed, 6(7.5%) strongly agreed and 3(3.75%) disagreed, 2(2.5%) strongly disagreed and
3(3.75%) were not sure that billboards are also media services used, 5(6.25%) agreed, 2(2.5%)
strongly agreed, 1(2.5%) disagreed while 3(3.75%)were not sure that press releases are media
services used in protecting children from child abuse
4(5%) agreed, 3(3.75%) strongly agreed, 1(1.25%) disagreed 1(1.25%) strongly disagreed and
1(1.25%) were not sure that websites, and social networking sites are media services used in

22
protecting children from child abuse unlike 3(3.75%)agreed and 4(5%) strongly agreed, that
magazines are rampantly used.

23
4.2.2 The causes of moral decadency and school dropout

Table 4 showing respondents’ responses on the causes of moral decadency and

school dropout

Statements 1 2 3 4 5
Negative attitude by teachers towards the
teaching of Religious Education in 5(6.25%) 10(12.5%) 1(1.25%) 0 2(2.5%)
secondary Schools has resulted into
indiscipline and chaos thus moral
decadency.
The introduction of technology is also one
of the causes of moral decline in secondary 4(5%) 7(8.75%) 2(2.5%) 1(1.25%) 1(1.25%)
schools in Bushenyi District
Poverty to be one of the causes of moral
decline in secondary Schools. 7(8.75%) 8(10%) 3(3.75%) 0 0
Failure of parents to provide necessary
needs to their children like feeding them at 6(7.5%) 3(3.75%) 2(2.5%) 2(2.5%) 1(1.25%)
school is also one of the causes of moral
decline in secondary Schools.
Government policies have also led to Moral
decay amongst secondary students 3(3.75%) 2(2.5%) 0 1(1.25%) 0
Poor parental guidance to be among the
causes of moral decline in secondary 4(5%) 2(2.5%) 1(1.25%) 0 2(2.5%)
schools in Bushenyi District.

From the table 3 findings, 5(6.25%) agreed, 10(12.5%) strongly agreed, 1(1.25%) disagreed and
2(2.5%) were not sure with the statement that negative attitude by teachers towards the teaching
of Religious Education in secondary Schools has resulted into indiscipline and chaos which have
also caused moral decadency among students.

The findings also showed that the introduction of technology is also one of the causes of moral
decline in secondary schools in Bushenyi District this were supported by all respondents by
4(5%) agreed, 7(8.75%) strongly agreed, 2(2.5%) disagreed 1(1.25%) strongly disagreed and
1(1.25%) were not sure with the given statement.

7(8.75%) agreed, 8(10%) disagreed and 3(3.75%) strongly disagreed that poverty to be one of
the causes of moral decline in secondary Schools.

24
3(3.75%) agreed, strongly agreed while 1(1.25%) strongly disagreed on Government policies
have also led to Moral decay amongst secondary students 6(7.5%) agreed, 3(3.75%) strongly
agreed, 2(2.5%)disagreed 2(2.5%)strongly disagreed and 1(1.25%)were not sure that Failure of
parents to provide necessary needs to their children like feeding them at school is also one of the
causes of moral decline in secondary Schools unlike 4(5%) agreed, 2(2.5%) strongly agreed,
1(1.25%) disagreed and 2(2.5%)were not sure with the given statement that poor parental guid-
ance to be among the causes of moral decline in secondary schools in Bushenyi District.

4.2.3 Possible ways of retaining learners in school until completion

Table 5 showing respondents’ responses on the possible ways of retaining learners in

school until completion

Statements 1 2 3 4 5
Through incorporating adolescent
4(5%) 6(7.5%) 2(2.5%) 1(1.25%) 1(1.25%)
reproductive health sexual education
and life skills education into the school
curriculum
Sensitize the masses on the use of girl 6(7.5%) 3(3.75%) 2(2.5%) 3(3.75%) 0
child education
Gender disparities in both primary and 8(10%) 7(8.75%) 1(1.25% 0 1(1.25%)
secondary schools should be )

eliminated
Introduce the free primary and 5(6.25% 3(3.75%) 3(3.75% 1(1.25%) 1(1.25%)
secondary education ) )

Through providing good learning 3(3.75% 4(5%) 2(2.5%) 1(1.25%) 0

conditions of students both at school )

and home.
More so the government has decreed 1(1.25% 1(1.25%) 5(6.25% 4(5%) 1(1.25%)
that girls dropping out of school due to ) )
pregnancy, have chance to return back
and continue with their education

25
Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

Respondents were asked to possible ways of retaining learners in school until completion.

From the table findings above, 4(5%) agreed, 6(7.5%) strongly agreed, 2(2.5%) disagreed,

1(1.25%) strongly disagreed and 1(1.25%) were not sure with the statement that through

incorporating adolescent reproductive health sexual education and life skills education into the

school curriculum may help students to be retained in school.

Basing on the statement “Sensitize the masses on the use of girl child education” 6(7.5%)

agreed, 3(3.75%) strongly agreed, 2(2.5%) disagreed, 3(3.75%) strongly disagreed.

Basing on the statement” Gender disparities in both primary and secondary schools should be
eliminated.” 8(10%) agreed, 7(8.75%) strongly agreed, 1(1.25%) disagreed, and 1(1.25%) were
not sure with the statement.

5(6.25%) agreed, 3(3.75%) strongly agreed, 3(3.75%) disagreed, 1(1.25%) strongly disagreed
and 1(1.25%) were not sure with the statement that introducing the free primary and secondary
may help learners to stay long in school.

Through providing good learning conditions of students both at school and home. This was given
by respondents who 3(3.75%) agreed, 4(5%) strongly agreed, 2(2.5%) disagreed, and 1(1.25%)
strongly disagreed with the statement.
From the table 5 above, 1(1.25%) agreed, 1(1.25%) strongly agreed, 5(6.25%) disagreed, 4(5%)
strongly disagreed and 1(1.25%) were not sure with the statement that the government has
decreed that girls dropping out of school due to pregnancy, have chance to return back and
continue with their education.

26
 CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS.

5.0 Introduction

This chapter discussed the findings in relation to the research questions. It also brings out brings
more authors to support the discussion.

5.1 Discussion of findings.

5.1.1 The social media network that the students are more exposed to

From the study findings, 6(7.5%) agreed, 8(10%) strongly agreed, 2(2.5%) disagreed and
2(2.5%) were not sure with the statement that Television is among the social media network that
the students are more exposed to.

The findings also showed that radio is also a service used, this were given by all respondents
2(2.5%) who agreed, 7(8.75%) strongly agreed, 3(3.75%) disagreed 1(1.25%) strongly disagreed
and 3(3.75%) were not sure with the given statement.

4(5%) agreed, 6(7.5%) strongly agreed and 3(3.75%) disagreed, 2(2.5%) strongly disagreed and
3(3.75%) were not sure that billboards are also media services used, 5(6.25%) agreed, 2(2.5%)
strongly agreed, 1(2.5%) disagreed while 3(3.75%) were not sure that press releases are media
services used in protecting children from child abuse

4(5%) agreed, 3(3.75%) strongly agreed, 1(1.25%) disagreed 1(1.25%) strongly disagreed and
1(1.25%) were not sure that websites, and social networking sites are media services used in
protecting children from child abuse unlike 3(3.75%)agreed and 4(5%) strongly agreed, that
magazines are rampantly used.

5.1.2 The causes of moral decadency and school dropout

From the table 3 findings, 5(6.25%) agreed, 10(12.5%) strongly agreed, 1(1.25%) disagreed and
2(2.5%) were not sure with the statement that negative attitude by teachers towards the teaching

27
of Religious Education in secondary Schools has resulted into indiscipline and chaos which have
also caused moral decadency among students.

The findings also showed that the introduction of technology is also one of the causes of moral
decline in secondary schools in Bushenyi District this were supported by all respondents by
4(5%) agreed, 7(8.75%) strongly agreed, 2(2.5%) disagreed 1(1.25%) strongly disagreed and
1(1.25%) were not sure with the given statement.

7(8.75%) agreed, 8(10%) disagreed and 3(3.75%) strongly disagreed that poverty to be one of
the causes of moral decline in secondary Schools.

3(3.75%) agreed, strongly agreed while 1(1.25%) strongly disagreed on Government policies
have also led to Moral decay amongst secondary students 6(7.5%) agreed, 3(3.75%) strongly
agreed, 2(2.5%)disagreed 2(2.5%)strongly disagreed and 1(1.25%)were not sure that Failure of
parents to provide necessary needs to their children like feeding them at school is also one of the
causes of moral decline in secondary Schools unlike 4(5%) agreed, 2(2.5%) strongly agreed,
1(1.25%) disagreed and 2(2.5%)were not sure with the given statement that poor parental guid-
ance to be among the causes of moral decline in secondary schools in Bushenyi District.

5.1.3 The causes of moral decadency and school dropout

From the table findings above, 4(5%) agreed, 6(7.5%) strongly agreed, 2(2.5%) disagreed,

1(1.25%) strongly disagreed and 1(1.25%) were not sure with the statement that through

incorporating adolescent reproductive health sexual education and life skills education into the

school curriculum may help students to be retained in school.

Basing on the statement “Sensitize the masses on the use of girl child education” 6(7.5%)

agreed, 3(3.75%) strongly agreed, 2(2.5%) disagreed, 3(3.75%) strongly disagreed.

Basing on the statement” Gender disparities in both primary and secondary schools should be
eliminated.” 8(10%) agreed, 7(8.75%) strongly agreed, 1(1.25%) disagreed, and 1(1.25%) were
not sure with the statement.

28
5(6.25%) agreed, 3(3.75%) strongly agreed, 3(3.75%) disagreed, 1(1.25%) strongly disagreed
and 1(1.25%) were not sure with the statement that introducing the free primary and secondary
may help learners to stay long in school.

Through providing good learning conditions of students both at school and home. This was given
by respondents who 3(3.75%) agreed, 4(5%) strongly agreed, 2(2.5%) disagreed, and 1(1.25%)
strongly disagreed with the statement.

From the table 5 above, 1(1.25%) agreed, 1(1.25%) strongly agreed, 5(6.25%) disagreed, 4(5%)
strongly disagreed and 1(1.25%) were not sure with the statement that the government has
decreed that girls dropping out of school due to pregnancy, have chance to return back and
continue with their education.

5.2 Conclusions of the Study.

The study concluded that Television, radio, billboards, is among the social media network that
the students are more exposed to and websites, and social networking sites are social media
network that the students are more exposed to.

The study further concluded that negative attitude by teachers towards the teaching of Religious
Education in secondary Schools has resulted into indiscipline and chaos which have also caused
moral decadency among students, the introduction of technology is also one of the causes of
moral decline in secondary schools in Bushenyi District and that Government policies have also
led to Moral decay amongst secondary students.

The study findings concluded through incorporating adolescent reproductive health sexual

education and life skills education into the school curriculum may help students to be retained in

school.

5.3 Recommendations of the study

Utilize campaign components that are proven to have positive effect on awareness and
knowledge and also the potential to create involvement and support, in order to give prevention
efforts momentum and continued funding.

29
A combination of efforts in prevention, intervention, and treatment are needed to address the
overwhelming issue of child abuse that plagues our society.

Utilize an organized website with organization information and educational materials, linked to
the additional social media venues such as Facebook, Twitter, LinkedIn, YouTube or other
UCGs, and blogs.

There is greater need for evaluative study, particularly on the long term behavioral effects of
campaign exposure and training

5.4 Areas for further research

Social media services on children’s behaviour in Bushenyi –Ishaka Municipality, Bushenyi

District

30
 REFERENCES

Ainsworth, M. (2005). Socioeconomic Determinants of Fertility in Sub-Saharan Africa: A

Summary of the Findings of a World Bank Research Project. Washington D.C.:
The World Bank.

Amos Alunyo Bello (2014) Effects of Social Networking on Nigerian youths/Students

Nigeriaobservernews.com/26022012/Sundayobserver/features.html. (Retrieved
12/072012).

Asemah, E.S and Edegoh, L.O.N. (2014). Social media and insecurity in Nigeria: a critical
appraisal. Being a paper presented at the 15th National Conference of African
Council for Communication Education, which took place at the conference
Hall of Federal University of Technology, Minna, Nigeria.

Birdsall, N et. al. (2005): Towards Universal Primary Education: investments, Incentives and
institutions. European Journal of Education. Vol 40 (3), 337 –349. Bledsoe, C.
(2002). 'School Fees and the Marriage Process for Mende Girls in Sierra
Leone.' In Sanday, P.G. and R.G. Goodenough, 1990. Beyond the Second Sex.
New Directions in the Anthropology of Gender. Philadelphia: University of
Pennyslyvania Press.

Birdsall, N et. al. (2005): Towards Universal Primary Education: investments, Incentives and
institutions. European Journal of Education. Vol 40 (3), 337 –349.

Bledsoe, C. (2002). 'School Fees and the Marriage Process for Mende Girls in Sierra Leone.' In
Sanday, P.G. and R.G. Goodenough, 1990. Beyond the Second Sex. New
Directions in the Anthropology of Gender. Philadelphia: University of
Pennyslyvania Press.

Mingat,A.,Jee-peng and soucat,a. (2001) Enhancing Human Development in the HIPC/PRSP

Context Progress in Africa During 2000.Washington D.C: World Bank

31
Bryant, J.A., Sanders-Jackson, A., and Smallwood, A. (2016). IMing, text messaging, and
adolescent social networks. Journal of Computer-Mediated Communication,
11, 10. Retrieved from: http://jcmc.indiana.edu/vol11/issue2/Bryant.html.

Boyd D.M. and Elision N.B (2017). Timeline of the launch dates of many major Social
Networking Sites.

Cain, J. (2009). Pharmacy students’ Facebook activity and opinions regarding accountability
and e-professionalism.American Journal of Pharmaceutical Education, 73(6),
Article: 104.

Mooody, M., Seaman, J., Tinti-Kane, H. (2014). How today’s higher education faculty use social
media. Retrieved from http://www.pearsonlearningsolutions.com
/pdfs/pearson-social-media survey-2012-color.pdf.

Merten, M. and Williams, A. (2018). Adolescents’ online social networking following the death
of a peer. Journal of Adolescent Research, 24, 67-90. 65
Juneja, N. (2001). Primary education for all in the city of Mumbai, India: the challenge set by
local actors. School Mapping and Local-Level Planning. Paris: UNESCO

United Nations Education Scientific and Cultural Organization institute of statistics, (2005).
Children out of school: measuring exclusion from primary education.
Montreal: UNESCO Institute of Statistics.

32
 APPENDIX I

QUESTIONNAIRE FOR RESPONDENTS

Dear respondents,

The purpose of this study is to investigate the influence of social media on entrepreneurship
academic performance in secondary schools in Bushenyi District.

) the appropriatePlease read carefully and tick (column for each statement as promptly as
possible. All information gathered shall be used purely for research purpose and shall be treated
with confidentiality.

Thanks,

SECTION A (DEMOGRAPHIC DATA)

Faculty: __________________________________

Sex: Male [ ] Female [ ]

Age: 16 – 20( ) 21 – 25( ) 26 and Above ( )

33
SECTION B

Agree-1, strongly agree- 2, disagree-3, strongly disagree-4, not sure-5

1. The social media network that the students are more exposed to.

Statements 1 2 3 4 5

Televisions

radio,

billboards,

press releases,

websites, and social networking sites.

magazines

2. The causes of moral decadency and school dropout

Statements 1 2 3 4 5
Negative attitude by teachers towards the teaching of Religious Education in
secondary Schools has resulted into indiscipline and chaos thus moral
decadency
The introduction of technology is also one of the causes of moral decline in
secondary schools in Bushenyi District
Poverty to be one of the causes of moral decline in secondary Schools.

Failure of parents to provide necessary needs to their children like feeding

them at school is also one of the causes of moral decline in secondary
Schools
Government policies have also led to Moral decay amongst secondary
students
Poor parental guidance to be among the causes of moral decline in secondary
schools in Bushenyi District

34
 3. The possible ways of retaining learners in school until completion

Statements 1 2 3 4 5
Through incorporating adolescent reproductive health sexual education and
life skills education into the school curriculum
Sensitize the masses on the use of girl child education

Gender disparities in both primary and secondary schools should be

eliminated
Introduce the free primary and secondary education

Through providing good learning conditions of students both at school and

home.
More so the government has decreed that girls dropping out of school due to
pregnancy, have chance to return back and continue with their education

35
 APPENDIX II

INTERVIEW GUIDE FOR HEAD TEACHERS

1. What are the social media networks that the students are more exposed to?
2. What are the causes of moral decadency and school dropout?
3. What are the possible ways of retaining learners in school until completion?

4. What is the level of student addictiveness to social media and the influence on their
academic performance

5. Does the social media network that the students are more exposed to influence their
academic performance in Bushenyi District?

6. How has the use of social media influence the entrepreneurship academic performance in
secondary schools in Bushenyi District?

36
 APPENDIX III

NTRODUCTORY AND ACCEPTANCE LETTERS

37
 APPENDIX IV: 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 86 290 165 850 265 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 7000 364
50 44 180 123 420 200 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
0

N* is the population size S+ is sample size

Source: R.V.Krejcie and D.W.Morgan (2014).

38