ASSESSMENT ON EFFECT OF MORAL DECAY IN TEACHING AND LEARNING

PROCESS IN PRIMARY SCHOOLS:

A Case Study of Mkuranga District Council in Coastal Region

DORA HERGARD
REG: EMA/BGM.21/3225

ADEM
May, 2023
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 CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

1.1 Introduction
The study focus on assessing the effect of moral decay in teaching and learning process in
primary schools in Tanzania. This part of the study involved background of the study, statement
of the problem, general objective of the study, specific objective of the study, research questions,
significance of the study, delimitation of the study, limitation of the study and operational of
definition of terms.

1.2 Background of The Study

According to Wilfred and Dobbie (2001) children are defeated in developing the proper morals.
They cannot make their right choices of how to behave. They mostly copy that pleases their
minds. This is why some are caught in the gaps of culture, emotions, leisure, beauty, drugs and
many others. This has also resulted to moral decay among many children in the inclusive setting.
Historically, our society has witnessed a tremendous deterioration in its moral, social and
educational values, especially among the youths (Martins, 2021). However, the issue of moral
decadence in our society has become a very controversial issue because society seemed not to
know the disparity between what is morally right and wrong. Causes of moral degradation listed
by some include: an "anything goes" attitude, banishment of distance between “right” and
“wrong,” feeling that morality is dispensable, mercantile greed, redefining morality to suit one's
own self, the rejection of God by many, self-indulgence, etc.

Brown, M. E., & Trevino, L. K. (2006) opined that in the past our society had a high sense of
respect, determination and diligence to work. Today the sense of awe, respect, determination and
diligence to work is gradually fading away. This they say is obvious in the way people are doing
things carelessly. We are aware of how much our society is bereaved of morality this day. There
is no doubt as youths behave as if there is no need for decency and diligence for things that
matter increasing moral, social and cultural decadence. Taking review in America, Americans
continue to rate U.S. moral values negatively, on balance, and overwhelmingly agree that they
are getting worse. A 47% plurality of Americans currently rate U.S. moral values as "poor," 37%
as "only fair" and 16% as "excellent" or "good," according to a poll published in 2021 by global
analytics firm Gallup

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In this 21st century as many schools attempted to ignore the moral dimensions of Schooling;
there is a decline in performance. Examination malpractice, illicit sex, moral decline and hard
drug consumption have been attributed to the moral decline in primary Schools in Cameroon by
the stakeholders (Martins, 2021). At the Mkuranga time, educators were encouraged to address
the moral concerns of students using two approaches: values clarification and cognitive
developmental moral education. The first, values clarification, rests on little theory other than the
assumption that students need to practice choosing among moral alternatives and that teachers
should be facilitators of the clarification process rather than indoctrinators of particular moral
ideas or value choices. (Odeh, 2013)

Globally there is a general decline of morals in schools and outside schools. No wander
homosexual is noticed in schools and outside schools and to make matters worse it is being
supported and practiced by some religious leaders. The effects of moral decay are evident in the
teaching and learning process. Teachers are not able to effectively teach students who are not
interested in learning. In addition, the lack of moral values in the students leads to an
environment where cheating and other forms of academic dishonesty are rampant. This, in turn,
makes it difficult for the teachers to maintain order and discipline in the classroom. It is
important to understand the effect of moral decay in teaching and learning process. First, when
the moral values of the society decline, the education system is also affected. This is because
education is a major social institution that is responsible for transmitting the values of the society
to the young people. Secondly, the decline in moral values leads to a decline in the quality of
education.

Over the decades, standards of morality have been dwindling from society to society this can be
attributed to changing perceptions across generational circles. Morality today is now
characterized by what could have been termed as immoral in the past. Okoth (2013) pointed out
that during this 21st century as many schools attempted to ignore the moral dimension of
schooling, three things happened: Achievement scores began to decline, rampant examination
malpractice, discipline and behavior problems increased, and voices were raised accusing the
schools of teaching secular humanism

In the American society, morals have been greatly shaped by the media as compared to the
1950s. In a survey by the Culture and Media Institute cited in Harrell (2010), 74% of Americans

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believed that the nation was in a state of moral decline, a wide majority (64%) believed that the
entertainment and media industries had a big role to play in the outcome of this statistics. Such
moral changes can be depicted in language dressing and general lifestyle aspects. School
children tend to imitate what they see in the media and entertainment circles.

According to a report in New Vision (Thursday 15th February 2006), many primary schools in
Uganda are infested with vices such as indecent dressing, use of abusive languages, early
pregnancies, homosexuality and drug abuse. Okoth (2013) noted that religion today is in decline
because people find that it does not work and only things of the earth work. Things that work and
Solve problems instantly are wars, lying, cheating, stealing, corruption, greed, etc. The above
mentioned signs show that there is decline in morals. According to Forster (cited in Atuhaire,
2009), morals are the socially accepted customs, values, traditions and conventions held as
appropriate conduct by a particular group of people sharing originality and locality or nativity.
Morals are principles and standards in the society to compare what is good or bad depending on
the environment or the people involved (Cherkowski, Walker, & Kutsyuruba, 2015). They
further emphasized that morals vary from place to place i.e. what could be termed as wrong in
one scenario may be different in another. In religious contexts, morality is followed with more
emphasis than other aspects of society.

The moral decay of society has a profound effect on the teaching and learning process. In
particular, it has been shown that moral decay can lead to an increase in crime, violence, and
drug use in schools. As a result, teachers and students alike face greater challenges in the
classroom. The consequence of moral decadence in the society can be seen in the decay in the
quality of education in the country. The learning process is greatly affected by the moral
decadence of the society. The teachers are not able to focus on the task of teaching because of
the many social ills that have taken over the society. The learners are also not able to focus on
their studies because of the many social problems that they face on a daily basis.

Several factors have been attributed to this, each giving one's on version of what could be the
major cause of this scenario. Many have pointed out to drug abuse, devil worshipping born
family structures, stringed school rules and the advent of mobile phones technology to be the
sole contributor because school learners have mobile phones and view television movies where
someone display pornography and drug commercial advertisements. However, non-seem to

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question what went wrong where in fact moral decay among the youth and community at large is
to blame for the destructive behavior that is being experienced in the recent past. Most the mess
of burning school’s disobedience among others. This is the reason why a researcher interested to
assess the effects of moral decay in the teaching and learning process in primary schools.

1.3 Statement of the Problem

The education system in Tanzania is designed in a manner such that morality is upheld in terms
of curriculum and discipline. This is aimed at fostering the standard of education for primary
school adolescence. It is also intended to develop students’ moral behaviour and performance
which can help them adapt easily to societal norms and values and be relevant to themselves and
society. In the past, schools have managed to prevent students from engaging in illegal sex,
moral decline and the abusive use of hard drugs, thereby maintaining quality standards in the
expected outcome and behaviour of students and reducing the risk of moral decay. In the present,
this is not the situation on the ground as moral decadence is gaining more ground in primary
schools. Students are grossly involved in illegal sex like the case of male and female students of
Temeke primary school caught inside the school toilet during the break, involved in sexual
intercourse and the sex tape of some female students at Government primary schools.

The decline of moral depends on adult attitude towards moral some say the moral decay is
attributable to a decline in religious attendance. According to a survey by Statista, the decline in
religious attendance at churches and synagogues are at least partly to blame. The survey results
for 2020 are as follows: Attend every week (24%); Attend almost once a week (9%); Attend
about once a month (11%); Attend seldomly (25%); Never attend (29%); and No opinion (2%).
According to a recent Gallup Poll, less than one-half (47%) of Tanzania adults report belonging
to a church, synagogue, or mosque.

Furthermore, Moral decline is not left aside such that teachers and administrative authorities are
no longer respected, late coming and absenteeism have become the order of the day, and the
abusive use of hard drugs for example influence a student in Mkuranga district to stab to death a
fellow student in form four of the Mkuranga school. These, in a long run, affect their Behaviours
and performance adversely. The standards of education in the present are questionable as
education which is considered the belt to moral uprightness is yielding negative fruits in the lives
of primary school Adolescence. What can be the cause of this fall in the expected knowledge and

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behaviors of the present students? It is on this note that the researcher seeks to assess the effect
of moral decay in teaching and learning process in primary school, taking Mkuranga district as
the case of the study.

1.4 General objective

The general objective of the study is to assess the effect of moral decay in teaching and learning
process in primary schools in Tanzania; specifically, in Mkuranga district.

1.4.1 Specific Objective

The study intends;

i. To determine moral decay which is being practiced by pupils affecting teaching and
learning process in primary schools
ii. To what extent moral decay affect teachers’ morale in teaching and learning process in
primary school
iii. To determine strategies which can be used to control moral decline among pupils in
primary schools.

1.5 Research Question

1. What are the moral decay which is being practiced by pupils affecting teaching and
learning process?
2. How level moral decay practiced affect pupils learning style in primary school?
3. Does moral decay affect teachers’ morale in teaching and learning process in primary
schools?
4. What are the perception on moral decay among pupils in teaching and learning process?
5. What are the strategies that can be used to control moral decay among pupils?
6. Does school have rule and regulation set to prevent moral decay to pupils?

1.6 Significance of the Study

This study will proof that it is obvious that moral values are important aspects in human life
since it represents what happen in society individually or in group so this study will attempt to
show the school importance of moral in a way of impacting its decay in school context. Also the
study will be helpful to school since they will gain information which will help them to
implement programs for moral education emphases on fostering honesty, rule and law-abiding

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orientation and justice judgment and maintain performance of pupils in school. Furthermore, the
study will emphasize the school administration and teachers to cares about the teaching of moral
values to the students in the classroom by transferring good moral attitudes, having the students
to be sensitive and responsible individuals, as well as facilitate the students to have group
discussion and work in pairs to solve their problems in learning together.

1.7 Delimitation of the Study

The study focusing in assessing the effects of moral decay in teaching and learning process in
primary schools, the study will be conducted in Mkuraga district council in Coastal region
involving four primary schools found in Mkuranga District.

1.8 Limitation of the Study

Poor transport; this might be a problem to the scattered settlement due to that the area is very
scattered which will make the researcher to walk long distance which might result in wastage of
time, hence a researcher will use Daladala (Region buses) which will be very helpful in
completion of this study.

Poor response; some of respondents might refuse to provide valid data and others might delay.
Therefore, the researcher will convince the participating by showing the appointment latter or
permission latter for the study process.

The problem of time might also be another factor. The time allocated to the researcher is too
short to cover this wide area. However, the problem might be handled by sticking to a work plan
drawn by the researcher.

1.9 Definition of Key Terms

Moral Decline for this context means a decline in knowing the different between right or wrong

Moral for this study mean is a system of principles and values concerning people's
behavior, which is generally accepted by a society or by a particular group of
people.

Teaching and learning materials: In this study teaching and learning materials mean all
materials that facilitate the teaching and learning in secondary schools. They include

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laboratories with its chemical and equipment, text books used for teaching by the teachers and
those used by the students for reference.

Teaching and learning process refer to combined processes where an educator assesses
learning needs, establishes specific learning objectives, develops teaching and learning
strategies, implements plan of work and evaluates the outcomes of the instruction

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 CHAPTER TWO

LITERATURE REVIEW
2.1 Introduction
The literature review organized under the following themes; moral decay which is being practice
by pupils affecting teaching and learning process in primary schools, extent moral decay affect
teachers’ morale in teaching and learning process in primary school and strategies which can be
used to control moral decline among pupils in primary schools. Also the chapter has reviewed
the research gap identified.

2.2 Moral Decay Practice by Pupils Affecting Teaching and Learning Process in Primary
Schools
The study revealed that morals are the rules that govern which actions are right and which are
wrong. Morals can be for all of society or an individual’s beliefs. Sometimes a moral can be
gleaned from a story or experience. For example: Do not gossip, Tell the truth, Do not have sex
before marriage, Do not cheat in exam etc

2.2.1 Situation in America and Britain

In Gibbon’s time, the United States and British Empire had laws against homosexual behavior.
In fact, Gibbon noted that Rome’s cultural acceptance of sodomy and sexual debauchery was a
key factor in the destruction of its family life. Sodomy was regarded as one of the last symptoms
of a dying culture. The 1833 edition of Encyclopedia Britannica refers to it as “the nameless
crime, which was the disgrace of Greek and Roman civilization.” Today such a statement is
simply derided as bigotry. Noah Webster is often called the father of American scholarship and
education. In the first edition of his famous Webster’s Dictionary, he defined sodomy as “a crime
against nature.” Before 1962, every American state considered sodomy a felony. And before
1973, the American Psychological Association considered homosexuality a mental disorder. But
in the 1970s, public opposition to homosexuality in America and Britain began to melt away. As
society embraced the notion that morality is subjective, evolutionary philosophers spread the
idea that fornication, adultery, homosexuality and even pedophilia were not evil. They were

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natural results of the evolutionary process. Without masculine fathers and feminine mothers to
teach children about sex roles, gender confusion reached a new height in 2014. That was the year
the British Parliament legalized homosexual “marriage.” The U.S. Supreme Court followed suit
a year later (Trumpet, 2022)

These changes signaled a new era: an era where marriage was not defined as a divinely
sanctioned partnership between a man and a woman an era where marriage could be defined as
any sexual relationship between consenting partners. Instead of viewing homosexuality as a sin,
the majority in the U.S. and Britain now consider homosexuality a right. Some go even further
and assert that it is the traditional family that is harmful that its very structure is a type of slavery
of women and children. Broken homes and illegitimate children are now so common that it is
considered insensitive to even suggest that such individuals may be disadvantaged. Rather than
accepting the notion that society is falling short of the biblical standard, society has changed the
standard. The virtually unanimous failure to follow the scriptural formula for family success has
resulted in a redefinition of marriage and family, these phenomena has emerged to 21 century
children which mostly practice homosexual in America (Trumpet, 2022)

A study conducted by (essay-today, 2012) Judging by current statistics, all that once was
immoral is now considered moral. The survey sought that though people have lost their
conscience and are now controlled by their surroundings. Whatever the media says is okay, the
people do. If the media says there is no need to get married before having sex, then that is what
everyone does. Illegitimacy rates are astronomically high; over 30% of the children born today
are born out of wedlock. The American public is turning into a puppet of the few people that are
in charge, namely the media and Hollywood. The message going out today maintains that
everything pleasurable is moral. Such a message poses a great danger to the morality of the
nation because it is not true that everything pleasurable is moral. For example, sex is always a
pleasurable activity, which, means that it is always moral. Such reasoning set the ground for the
sexual revolution, which brought with it the spread of homosexuality, teen sex, and free love.
This sexual revolution led to many problems such as teenage pregnancy and the rapid spread of
AIDS.

Plante (2012) One morning in April 1999, the calm was shattered in the town of Littleton, near
Denver, Colorado, U.S.A. Two youths in black trench coats entered the local high school and

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began shooting at students and teachers. They also detonated bombs. Twelve students and a
teacher were killed, and more than 20 were wounded. The perpetrators ended the massacre by
taking their own lives. They were only 17 and 18 years old. This is but one incident fostered by
the decline of morality as a whole in society today. Dr. Thomas Plante (2012), a professor of
psychology laments, “I don't know about you but I'm amazed at what seems to be considered as
acceptable behavior out there...a lack of polite civility often rules the day. This has been true for
a long time but it appears to be getting worse...perhaps much worse.” The definition of
“morality” as well as whether or not schools are encroaching on parental responsibility by
teaching and promoting it are hot button issues among many today, but facts are facts. The
tragedy above exemplifies the fact; and the fact is the decline in morality has resulted in some
very unsettling consequences inside school walls.

2.2.2 Situation in Nigeria and Mauritius

Odeh, (2013) believed that the absence of maintaining solid morals in our culture is moral
decadence. For their part, (Muraino and Ugwumba, 2014) proposed that moral decadence is the
phenomenon of acting in a way that shows poor moral values. In a given culture it implies
massive decline in fundamental standards. In this sense, moral decadence tends to be a decline in
society’s moral norm. It appears to deteriorate or fail in maintaining our ideals, principles, norms
and ethical practices in society. According to (Elliott and Voss, 1974), (Henggeler, 1989)
students with high academic performance are expected to be less likely to indulge in unethical
conduct than students with poorer academic accomplishment.

According to Oniango, the need for students in schools to learn morality and religious studies
arise due to the increasing cultural and intense social economic drivers that have made deeply
felt concern in the area of social morality and cultural studies. (Oniango, 1994) Moreover,
development in any given society, affects all spheres of humans life including morals, social,
economic and spiritual sphere. Thus, technological development in the world has brought new
culture and economic aspects that pressurize people’s perception on moral issues. In short, moral
reflection is deeply affected by technological development in society.

The study of Muraino & Ugwumba, 2014 was carried in Nigeria where the study revealed that
among of the moral decline practice in Nigeria pupils are ignoring others in the classroom. These
includes not listening when classmates are speaking, and not taking any notice when they are

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asking questions. This can lead to feelings of isolation, and can be difficult for students to cope
with. Also cheating is another common negative behavior in the classroom. This includes both
students who copy from their classmates during exams, and those who use other forms of
cheating, such as electronic devices to help them cheat. The study also found that in Nigeria
primary schools fighting with others is a common behavior among students in the classroom. It
can make the classroom unsafe for teaching and learning to take place. This includes physical
fights, as well as verbal disputes that get out of hand. This can lead to suspension from school,
and can have a negative impact on students’ future education opportunities was seen as among of
the moral decay.

The various behavior problems in the classroom can be enlisted as follows-bullying, fighting,
teasing, stealing, truancy, disobedience and insubordination, lying, cheating, lateness, rudeness,
destructiveness, drug or alcohol addiction, etc. Some of them are described as follows according
to: G. N. Tiwari, H. Panwar (2014). Also, the inappropriate language and gestures shown on TV
shows that has a great impact on students and then they try to practice them in front of their
classmates or teachers which lead to disruption. During teenage group, students want to work
according to their own principles rather than following class rules set by teachers. Students find
difficulty in sticking to strict rules and regulations imposed on them and thus generally break
them. Thus, school rules should be formulated by incorporating suggestions from students as
well. Also, they usually tend to get into fights because of the impulsive behavior during teenage
group. At times when teachers are not competent enough to deliver content in the classroom,
students stop taking interest in listening to the teacher and tend to get busy in talks with other
students. Family values play an important role in emergence of behavior problems. Sometimes
students copy the behavior of their family members such as lying, stealing, using abusive
language etc. Classroom behavior problems affect the teaching learning process as it influences
teacher’s ability and competence in handling the classroom environment. Thus, it becomes
essential for the teachers to focus on how to teach in the most conducive environment which will
lead to effective learning outcomes (G. N. Tiwari, H. Panwar, 2014).

However, according to Jonson (2006) Teachers commonly reported that these disturbing
classroom behaviors are intolerable according to Johnson and Fullwood, (2006), and stressful
according to Lewis (1999), and they had to spend a great deal of time and energy managing the

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classroom (Leung and Ho, 2001). Of course, students' moral disrupts the calmness and
effectiveness of teaching and also hinders the learning of students and his / her classmates.
Moreover, the research results have shown that the bad behavior at school not only escalated the
time, but also lowered academic achievement and increased delinquency behavior according to
Weerman, Harland and Vander Laan, (2007). To reduce these immediate and gradual effects of
student moral, it is of paramount importance to determine exactly what these behaviors are
within the classroom.

2.2.3 Situation in Tanzania

In literature, different terms are used to describe the moral decay of students. For example,
Stewart & Hammad (2004) with their study in Ilala municipal referred to student moral decay in
school disciplinary violations, rigidity, vandalism, defense, theft, and drinking on campus. When
there are clear rules in school and in the classroom, breaking them is most likely a “The wrong
behavior or discipline breach”, "However, a specific behavior regarded as problematic that does
not necessarily breaking the rules, but is inappropriate or disturbing the class. For example,
sleeping in the classroom, not completing homework, talking in the classroom, disrupting
learning, bullying and rudeness to the teacher are called "problem behavior" (Hammad,
2004),"behavioral problems.”

In Tanzania Religious Education (CRE) has been adapted as the means of enhancing growth in
knowledge and understanding including moral growth in the school. Despite that efforts there is
still moral decadence in schools. Immoral behavior in schools are caused by many factors which
include parental attitude and teachers who are supposed to be the role model for the youth (Ali,
2005). That is to say, there are so many social, factors which can be outlined as the main causes
for moral decadence in schools. From the literature reviewed and the public observation which
the researcher made, there is moral decadence in schools. For example, one of the Tanzanian
magazines called Nipashe Newspaper, Dec. 31, 2019:16 came with an article Mimba shuleni;
Shinyangaya lianawazazi wanaomaliza kimyakimya. The writer Marco Maduhu speaks about
the issue of early pregnancies in schools and its negative effects. He speaks about the laxity of
the parents on these moral issues. In addition to that, Haki elimu (a Tanzanian Non-
Governmental Organization deals with education) published their findings in 2003 about the
relationship between teachers and parents on children upbringing (Mahusiano ya walimu na

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wazazi katika malezi ya watoto) (Haki Elimu, 2003) among of their findings was moral
decadence in children is due to lack of mutual cooperation from parents and communities at
large in modelling children in a good behavior.

Moral values in Education focuses on teaching social, cultural and religious values with critical
thinking, for people could value something without critical mind about the thing (Kim, 2013). In
Tanzania, the importance of moral values as important subject in schools and in teacher
education was long advocated by Mbiti in 1970s (Betweli, 2013). Later many studies have been
done in Tanzania (Anangisye, 2010; Lindner, 2014) proposed the teachings of moral values
education like religious values so as to eradicate extreme moral decay in the Tanzanian societies.
Extreme Moral Decay in Tanzanian Societies include: the killings of people with albinism; the
killings of old women with red eyes; physical and psychological violence; lack of accountability;
Corruption, both within the public and in the private sectors, this articular perceive the presence
of moral decay for pupils in primary schools which leads to practice it in schools.

In a general sense moral decline is perceived and acted differently by both parents and teachers.
Secondary school students with moral decline are mostly faced by Corporal punishment from
their teachers as one form of physical means of modifying such behavior. Omari (2006)
maintains that, corporal punishment in Tanzania is enshrined on the parliamentary Act of 1978
expounded in the National Education (Corporal Punishment) Regulations of 1979 and it has been
reiterated in 2002. The main belief is that, corporal punishment is useful in maintenance of
discipline and improvement of performance (ibid). This gives legal mandate to head of schools
to administer corporal punishments to students but some of them violate and abuse this power.

2.3 Extent Moral Decay Affect Teachers’ Morale in Teaching and Learning Process
2.3.1 Study in Peshawar and United State of America (California)
According to Hoy and Miskel (1987), when the school climate is good and the morale of teacher
is high, not only for teachers in which they do feel excellent about themselves and others but
they also are satisfied from their duty. High morale of teacher is concerned with some good
qualities of a teacher. Lumpa (1997) mentioned the success and satisfaction of the students
depends upon the level of teacher’s satisfaction. Thomas (1997) argued that by only involving
teacher to develop a cooperative environment, link with higher teacher morale and high learner
accomplishment becomes evidence. In line with the ‘direct approach’ within character education,

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the Socratic method is used to reach a moral conclusion predetermined by the teacher. Elkind
and Sweet (1997), for example, argue that students’ responses to the teacher’s questions are
either right or wrong (in the words of the authors: ‘bad’). In the case of a ‘bad answer’ the
teacher must continue asking questions until the student realizes that he or she is wrong.
According to Elkind and Sweet this method helps students to make ‘good’ choices and teaches
them to think critically. This definition of critical thinking, however, can be disputed. It is
plausible that they will quickly understand what the ‘right’ and ‘wrong’ answers are, without
learning to form, evaluate and discuss their own opinions.

The California Department of Education (CDE) (2020) reached out to School Innovations &
Achievement (SI&A) for an early analysis on chronic absenteeism. They found that absenteeism,
from kindergarten to last grade in high school, became an alarming level during online education
after pandemic. For example, the ratio of absenteeism in the third grade, which was %78 before
pandemic, reached %255. Prior to the outbreak of COVID-19, distance education was
experiencing modest yet steady growth. According to the National Center for Education
Statistics, 34.7 percent of college students were enrolled in at least one online course in 2018,
compared to 33.1 percent in 2017. That was less than 2 percent increase from 2016 to 2017, but
it was still an upward trend (Lederman, 2019). Due to school closures to prevent the spread of
COVID-19, distance learning created a set of never-encountered challenges for K-12 school
district leaders, including high rates of absenteeism and lack of participation resulting in lost
learning time. As it is seen in this situation not only absenteeism, but also various moral decline
begin to be seen. Student moral decline didn’t vanish during online courses. Moreover, imposing
discipline in a virtual environment is a complicated and often murky process, and current laws
don’t neatly apply to online moral decay. For example, The California Department of Education
didn’t release suspension and expulsion data from 2019-2020. However, teachers interviewed by
EdSource say school discipline is still happening during distance learning, although less
frequently than when students attended school in person (Jones 2020).

2.3.2 Situation in Morocco and Chad

Teachers have always grappled with numerous obstacles hindering the process of teaching and
learning. Of high prevalence in the classroom is student moral decay which teachers have to deal
with so as to create a healthier atmosphere in the class. It is often, however, reported that

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teachers spend more time on the issues of order and control in the classroom than is really
necessary (Gregg, 1995; Little, 2005) though these “are not primary targets of a teacher’s
management energies” (Wright, 2005 p. 123). It is also believed that students are becoming more
difficult to deal with in classroom (Lewis, 2009). Such realities, no doubt, can affect the quality
and quantity of teaching and learning processes. Therefore, since “many teachers may be
theoretically blind when it comes to classroom management” (Riley et al., 2010 p. 957), they are
required to make more sense of various types of moral decay which occur in classroom, and also
to become familiar with efficient strategies to properly cope with pupil moral decay. Such
requirement equips and necessitates teachers to be school psychologists who should gather
enough expertise to ‘support student behavior (from mild to severe) through the use of evidence-
based educational practices’ (McIntosh, et al., 2010, p.135). However, when pupil gets
disappointed in getting attention and power, they mainly indicate revenge-seeking behavior in
order to hurt the teacher or other students’ feelings. The forth cause of moral decay, according to
Dreikurs' (1968), is when pupil is inadequate in a specific domain of the subject matter; in such a
situation, they would rather to misbehave and face sanction than to be deemed as inferior in the
classroom. Dreikurs also espoused the use of logical (natural) consequences as an efficient
strategy in dealing with moral decay rather than punishment and reward. Such strategy requires
the moral decay pupil who, for instance, has not finished his assignments to stay after school in
order to finish them.

Related to the current research is the work by Kyriacou et al. (2007). They developed a
questionnaire in both English and Norwegian version and administered it to the participating
teachers (beginning of the course, N=174; end of the course, N=128). The obtained results
indicated that the teachers attached a much more important role to parents in accounting for
pupil moral decay; it was also shown that ‘talking out of turn’ was the most frequent
moral decay type with ‘establishing clear and consistent school and classroom rules’ as
the most efficient strategy in dealing with pupil moral decay; the teachers also underlined
the role of teacher education programs in giving orientation to the student teachers’
perspectives on student moral decay. In a similar vein and employing the Mkuranga
questionnaire, Kyriacou and Ortega (2010) investigated teachers’ perceptions of students’
moral decay in classrooms in Chad.

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2.3.3 Situation in Tanzania
In another study on pupil moral decay, Lewis et al., (2005) investigated the perceptions of
teachers and students on classroom discipline strategies in Africa including Tanzania. They
administered questionnaires to 748 teachers and 5521 students in order to unravel the teachers’
use of strategies in dealing with pupil moral decay in the three different contexts. The results
revealed that regardless of setting, harsh and aggressive strategies employed by the related
teachers led to an increase in the occurrence of moral decay; this finding is supported by social
learning assumptions that corporal punishment induces aggressive behavior on the part of the
children (Muller at al., 1995). The results also showed that in Tanzania, Uganda and Kenya
teachers are more supportive and inclusive, and that Tanzania teachers were “perceived as
having least discussion and recognition and most punishment.” (Lewis et al., 2005, p. 738). The
Israeli teachers obtained a middle ground along the continuum of punitive and aggressive
strategies. A similar study was conducted by Little (2005) on the secondary teachers’
perceptions of student moral decay. The researcher also investigated their preferred way of
intervention. Akin to the outcome of the studies carried out in primary schools, high school
students’ major moral decay types were ‘talking out of turn’ and ‘hindering other children’ ‘poor
attention’ and ‘off -task behavior’. With regard to the teachers’ preference for intervention and
method of assistance, they ranked advice from other teachers, staff in

2.4 Strategies Which Can Be Used to Control Moral Decline Among Pupils
2.4.1 Situation in in Canada and United State of America
The public presumes that schools are the preferred environment to transform productive and
useful citizens of any nations. Agbenyega (2006) retains that decent discipline is one of the key
attributes of effective schools and most school which experienced frequent deviant students’
behaviour have been blamed on lack of effective implementation of school rules and regulations
for discipline to reign in school. One can say thatdiscipline comes through effective management
of an organisation. Moral decline on the other hand is any act that diverges from the acceptable
societal norms and values. It is a violation of school rules and regulations which is capable of
obstructing the smooth and orderly functioning of the school system (Edem, 1982). An moral
decline child is an uncontrollable child and can do any damage in school when he does not get
what he wants (Asiyai, 2012). Principals as administrative head or chief executive of the
institution who plan, control, command, organise and coordinate all the activities that take place

16
in the school and the principal is the president or ex officio of the disciplinary council; to try
students whose conduct is not satisfactory (Mbua, 2003). In this connection, principals have
records of students’ moral decline and are in better position to explain to other stakeholders,
especially parents on the conduct of their children. Thus every school administrator requires a
good measure of discipline in his school. Students’ moral decline is instigating a menace in all
parts of the world in relation to children's affairs. In some parts of the United Kingdom, the rates
of absenteeism, vandalism and delinquency are above average. Cases of high incidence of drug
and drug related crimes in some parts of Britain are described as ‘no-go areas’ (Ken Reid, 2000).
In Chicago, New York, Washington and Detroit pupil’s violence in high truancy schools is rife;
for example school-based robberies, vandalism, extortion and insolence to staff (Ken Reid, 2000)

Online survey conducted by the group of university students in Canada found that technology
and the increasing fast trends in globalization have turned the society upside down. The youths
are the fast hit in these changing trends. Students in the secondary schools join cult groups, and
they perform all initiations attached to the different cult groups. Even when it is their turn to
perform the rituals and sacrifices, they donate whoever they want, be it their parents or siblings.
Before their people could realize these, things must have been spoilt. There is tremendous moral
decay in the society. This is due to lack of censorship in the films, videos and music that the
children watch and listen to. Parents and guardians feel less concerned to what pertains to their
children and ward's welfare. One would say that they are doing all these out of youthful
exuberance. But any youth that grew up with the fear of God will exhibit limitations in what the
person does. How many principals, teachers, or instructors these days try to correct their students
who dress improperly and come to school? Take a morning look at students who go to school -
The girls in very tight and mini uniforms, the boys in their ass - level trousers pulling below their
boxers...This is technology and the changing trends in education.

Also Azikwe university strategy that to improve the moral of pupils family should base on bible
teaching with the help of school. Bible is the manual for moral behaviours. All other moral
principles seem to emanate from the teachings of the Bible. Parents, guardians and teachers
should practice Biblical principles and deliberately inculcate them in their children because it is
only children, as tender plants, that you can train. This is why Proverbs 22:6 gave the command

17
"Train up a child in the way he should g: and when he is old, he will not depart from it". Train
involves both doing and talking.

2.4.2 Situation in Ghana, Cameroon

In Ghana, Danso (2010) decried the high rates of moral decline and lawlessness in educational
institutions. He observed that not a single day passes without a report of an act of moral decline
perpetrated by teenagers of primary and secondary schools. He lamented over the causes of drug
abuse, rape, armed robbery, abortion and even murder in the educational institutions. Meaningful
teaching and learning geared towards the attainment of school goals is unattainable if the
teachers and students are not disciplined. Aguba (2009) noted that discipline is needed to
produce a breed of well cultivated youths who will develop not only respect for themselves but
also for others in the school and society.

The study of (Ngwokabuenui, 2015) in Cameroon on findings the possible solutions to moral
decline revealed provision of moral leadership and moral training, value re-orientation, provision
of adequate facilities for teaching games and sports, establishment of effective and functional
Parent-Teacher Association (PTA), reduction in class size, schools emphasizing extracurricular
activities, involving students in making rules policies that affect them, positive teacher-students
relationships, provision of ICTs and internet connectivity, high parental and school supervision
and counselling and enforceable school rules and regulations. School administrators should
devise means of involving students in formulating rules and policies that affect them.
Involvement of students in evaluation and improvement of nstruction programme, involvement
in the planning and implementation of co-curricular programmes, involvement in the control of
students’ behaviour and in deciding the consequences of flaunting the school rules will help to
curb moral decline among students.

Also (Ngwokabuenui, 2015) recommended that Positive teacher-students relationship is

attainable when teachers take cognizance of the child socially, psychologically and physically.
Teachers must appreciate, understand and accept today’s students. As a result, the social distance
between the students and teachers should be reduced. In addition, with the provision of ICTs and
internet connectivity in schools, students will spend most of their extra time searching for
information and expanding knowledge rather than loitering about during such free periods. The
results for the hypotheses revealed that there was no significant difference among the

18
respondents in their views on the identified causes of moral decline and possible solutions to
moral decline in Cameroon secondary schools.

2.4.3 Situation in Tanzania

The study done in Tanzania by Shani (2016) quoted some of the strategies from other authors,
the study revealed that narrative perspective on moral development based on the cultural
historical approach of Tappan (1998). He argues that an individual cannot reason and judge
without being aware of his or her social relationships. The aim of moral development is therefore
not moral autonomy but moral authority of individuals in their relations with others. Under the
heading of character education the moral-development tradition is primarily criticized for
focusing too much on skills and thereby neglecting the moral content (Doyle 1997, Lickona
1999, Ryan 1996). The argument here is that students need to develop certain qualities,
behaviours and dispositions (cf. Sockett 1992). By teaching a specific set of values, such as
trustworthiness, respect, responsibility, honesty, justice and fairness, moral relativism can be
avoided (Berreth and Berman 1997, Doyle 1997, Fenstermacher 2001, Lickona 1996). In
particular the ‘direct approach’ of character education (see Solomon et al. 2001) is aimed at
students’ internalization of those values inherent in the tradition and culture of society. Some
authors in this tradition do acknowledge the importance of skills such as empathic skills (Estes
and Vásquez-Levy 2001) or critical-thinking skills (Elkind and Sweet 1997). This does not alter
the fact, however, that ‘being critical’, for example, should still result in previously defined
outcomes such as obedience and conformity (Kohn 1997).

One of the few studies in which the educational implications of students’ different social and
cultural backgrounds are explored is by Banks and his colleagues (2001). They argue that
teachers require knowledge about the cultural backgrounds of their students to be able to teach in
a culturally responsive way. In addition, the authors assert that teachers should use multiple
methods to teach and to assess complex cognitive and social skills. Different teaching methods
probably attract different groups of students. Narvaez (2001), however, points out that
differential learning outcomes are also related to the content. Students of different ages might not
understand the moral content of a story in the Mkuranga way. Ten Dam and Volman (2003)
elaborate on the different educational goals set for different social groups. In their case study
they show that developing a reflexive and changeable identity and being able to participate in

19
society as a critical citizen are characteristic of the projects investigated in the higher levels of
secondary education. For students in the lower, more vocationally oriented levels of education,
however, the emphasis is on learning how to behave in an appropriate manner. Shani (2016)
conclude that projects aimed at the prosocial and moral development of students are in danger of
reproducing social inequality because relatively large numbers of students in the lower stream of
secondary education are from a disadvantaged background (low SES, ethnic minorities).

CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents methodologies which the researcher used in the field. The research deal
with research design, areas of study, data collection techniques and size of the sample that will
be reasonable to be used during the study as the target population.

3.2 Research Design

According to Amin, (2005) a research design is the arrangement of conditions for collection and
analysis of data in manner that aims to combine relevance to the research purpose with economy
procedure. Burns and Grove (2005:211) stated that designing a study help research to plan and
implement the study in a way that helps them to obtain the intended result thus, increasing the
chance of obtaining information that could be associated with the real situation.

The researcher will employ the quantitative method for collection of numerical data needed and
qualitative design for collection of primary data from respondents. These methods will enable
the researcher to collect relevant data from respondents.

3.3 Area of Study

The study will be conducted in Mkuranga District Council in Pwani region. The proposed school
will be Mwanalugali, Mkoani, Tumbi and Mailimoja primary schools. The study is about the
effect of moral decay in teaching and learning process in primary schools in Tanzania. The
researcher select this area due to fact that; the Mkuranga district provides the following services:
Council affairs, health, solid waste management, infrastructure including roads, natural
resources, trade and informal sector development, urban development, legal issues, education
and culture; agriculture and livestock, water, cooperative development, community development,

20
and information and communication technology development. This service will attract a
researcher to undertake this study.

3.4 Target Population

Truman (1995) defined population as a group of scientific area in which the researcher aims to
study. Bartz (1981) defined population as the group of elements that are a like in one or more
characteristics. Enon (1998), states population entails people from which information can be
obtained. The target population for this study will includes four primary schools, both will be
from Mkuranga district in Pwani region. The main target groups of sampling will be District
Education Officer (DEO), teacher, Head teacher, parents and Pupils.

3.5 Sample Size and Sampling Techniques

3.5.1 Sample Size
Sampling is the process of selecting samples. It involves deciding who or what to be researched
(Kothari, 2010 & Kano, 2015). A sample is sub-unit of the population which is being
investigated. The sample size of which the researcher expected comprised of six categories with
sixty (60) respondents, which will be selected through simple random sampling except those who
were involved due to their position. The respondent’s categories and number is a shown in the
table 3.1 below:

Table 3.1: Sample Size

Respondents Frequency

District Education Officers (DEO) 1

Head teacher 4

Teachers 20

Parents 15

Pupils 20

TOTAL 60

21
3.5.2 Sampling Techniques Methods
According to Creswell (2009), sampling Techniques as the techniques used by researcher to
select respondents from a given lager population. There is purposive and random sampling so the
researcher will be able to use both methods in sampling respondents.

3.5.2.1 Purposive Sampling

Purposive sampling is used primarily when there is a limited number of people that have
expertise in the area being researched. Purposive sampling techniques will be used to select the
District Education Officer and Head teachers. From the sample population heads of schools and
DEO will be selected purposively due to the position they hold in their schools. Purposive
sampling is normally used for the identification and selection of information-rich cases for the
most effective use of limited resources (Patton, 2002). It is believed that the heads of schools
make decisions and they have their philosophy of managing and leading the schools.

3.5.2.2 Random Sampling

Random sampling is a sampling method where by each member has an equal probability of
selection. In this study, random sampling will be used to select teachers, parents and pupils,
under this, all the subset of individuals (sample) will be chosen from a larger group randomly
and entirely by chance, such that each individual will having the same probability of being
chosen at any stage during the sampling process. In regard to the investigation, this study
involved (60) respondents as it is shown in the table 3.1.

3.6 Data Collection Instruments

According to Bereau (2010) Data instrument collection is the device used to collect data. Such as
interview and questionnaire

3.6.1 Questionnaire
Kothari (2003), questionnaire as research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents. The researcher will prepare
the printed questions and related to study topic and provide to the respondents. The researcher
will employ this method of data collection because it covers larger number of people and helped
to get more views from respondents. Questionnaires will be administered to teachers, parents,
head teachers and pupils

22
3.6.2 Interview
According to Pons (1992), interview is a technique of social research in which its forms, involve
investigation, asking questions of respondents or subject face to face situation. The researcher
will use this method because its flexible a lot of details was obtained. The respondents who will
be interviewed are District education officer.

3.6.3 Focus Group Discussion

The study will employ the focus group discussion (FGD).The focused group discussion is
another nature of the interview that is used in collecting data for the investigations by involving
around eight people who come to discuss a topic under the investigation. The questions themes
composed for interview will be used for the focused group discussion. The advantage of this
method is that it allows those who cannot initiate discussion to contribute after observing the
contribution of their fellows in the group. The method again can generate a lot of data in a
shorter time than other method like interview and questionnaire. FGD if not well controlled, can
result to a chaos and lost direction in the discussion, thus, the researcher will use assistant to help
recording the discussion when the discussion will be going on. The current researcher therefore
played a role of the mediator to control the discussion as recommended by (Patton, 2009).

3.6.4 Documentation
Burke etal (1973) states that “documentary review provides an excellent introduction to literature
in the field” but, this is the method of collecting data where by the researcher can collect data
from the different documents presented on paper material distribution and presented
electronically. The documents which will be used are academic report, District data and ILO
information report.

3.7 Validity and Reliability of the Instruments

According to Mertens (1998) validity and reliability of information or data collection instruments
help to establish indicators that provide evidence to ensure that collected information is truthful
and plausible. In this study to ensure the validity and reliability of instruments, the researcher
will employ triangulation and pilot study. Triangulation is the principles pertaining to the goal of
seeking at least three ways of verifying or corroboration a particular event description of fact
being reported by the study (Yin 2011).

23
3.7.1 Validity
According to Babbies (2004), validity refers to the extent to which the concept one wishes to
measure is actually being measured by particular scale or index. In order to assess validity of
each instrument, each instrument will be pre-tested and thoroughly analyzed to check for any
consistencies and abnormality. When abnormalities are found they will be adjusted accordingly.
The pilot studies will be conducted at all primary schools. The instruments piloted will be
interview guide and questionnaires that involved 4 Head teacher, 20 Teachers, 15 Parents and 20
Pupils. Interviews and questionnaires aiming to identify the themes under study. A result of pilot
study. It is important to conduct a pretest as advised by Creswell (2012) who argues that it brings
to the light the weakness of the questionnaires and also of the research instruments

3.7.2 Reliability
Reliability refers to the consistency with which repeated measures produce the same results
across time and across observers, Patton (2002). To ensure inter code reliability, written
interviews will be coded twice initially by researcher in order to get conscience. A pilot study
that will be conducted at both primary school prior to the actual data collection assisted to ensure
the internal reliability of the study.

3.8 Ethical Issues

The researcher will acquire permit from the Agency for the development of education
management (ADEM) through an introduction letter from the College. Subsequent clearance to
carry out the study will be obtained from district education director (DED) and district education
officer (DEO) Mkuranga district. The researcher personally will visit each school and administer
the questionnaires. Formal consent will be seen from the principals of the schools included in
the study. The researcher will explain the importance of the study and the necessity of the
respondents to give genuine and honest contributions to the study. The consent of the class
teachers to participate in this study will be seen before administering the instruments.

24
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27
 APPENDICIES
Appendix I
QUESTIONNAIRE TO TEACHERS
I’ DORA HERGARD a DEMA II student from the Agency for the Development of Educational
Management pursuing Diploma of Education Management. I am conducting a study on “effect
of moral decay in teaching and learning process in primary schools in Tanzania”. I kindly
request your cooperation and time to help me complete this study. All information you provide
will be secret and will only be used for the purpose of this study and not otherwise.

(Please put a tick in a given box to specify your opinion)

SECTION A: Respondent Profile
1. Respondent Sex
a) Male ( )
b) Female( )
2. Working experience
a) 1-3 ( )
b) 4-5 ( )
c) 6 and above ( )

3. What is your level of education?

a) Certificate level ( )

b) Diploma Level ( )

c) Degree level ( )

d) Masters level ( )

SECTION B: Moral decay which is being practiced by pupils affecting teaching and
learning process

28
4. (a) The following statement drawn in the table represent the moral decay which is being
practice by pupils affecting teaching and learning process (tick the correct statement in
appropriate answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree
(SD)=4, Fairly Agree (FA)=5

Moral Decay SA A D SD FA
Dishonesty (heating, plagiarism, or lying to get ahead)
Pupils show disrespect to teachers, staff, peers, and
authority figures
Lack of empathy
Pupils engage in verbal or physical abuse towards
other students.
Pupils engage in the use of drugs or alcohol
Cyberbullying
Racism and prejudice
Disregard for rules and regulations

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION C: Information about effect of moral decay to teachers’ morale in teaching and
learning process
5. Is there any effect of moral decay that affect teachers morale in teaching and learning
process?
a) Agree ( )
b) Disagree ( )
c) I don’t know ( )
6. (a) The following statement drawn in the table represent the extent moral decay affect
teachers morale in teaching and learning process (tick the correct statement in appropriate
answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4,
Fairly Agree (FA)=5
Effect on teachers’ morale SA A D SD FA
Decrease in autonomy and decision-making power
Increase in paperwork and administrative tasks
Decrease in pay and benefits
Unclear or constantly changing expectations and

29
 curriculum
Safety concerns in the classroom
Societal devaluation of the teaching profession
High stress and burnout rates
Limited opportunities for professional development
Limited support and resources from administration
and government.

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION D: Strategies which can be used to control moral decline among pupils
7. Are there any strategies that can be used to control moral decline among pupils?
i. Agree ( )
ii. Disagree ( )
iii. I don’t know ( )
8. The following statement drawn in the table represent the strategies which can be used to
control moral decline among pupils (tick the correct statement in appropriate answer)? Strong
Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4, Fairly Agree (FA)=5
STRATEGIES SA A D SD FA
Establishing a strong code of conduct
Providing regular character education and moral
development instruction
Encouraging positive role models and mentoring
relationships
Fostering a sense of community and belonging
among students
Teaching conflict resolution and problem-solving
skills

9. What other action that society and government to control moral decline among pupils?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

30
 Appendix II

QUESTIONNAIRE TO HEAD TEACHERS

I’ DORA HERGARD a DEMA II student from the Agency for the Development of Educational
Management pursuing Diploma of Education Management. I am conducting a study on “effect
of moral decay in teaching and learning process in primary schools in Tanzania”. I kindly
request your cooperation and time to help me complete this study. All information you provide
will be secret and will only be used for the purpose of this study and not otherwise.

(Please put a tick in a given box to specify your opinion)

SECTION A: Respondent Profile
1. Respondent Sex
a) Male ( )
b) Female( )
2. Working experience
a) 1-3 ( )
b) 4-5 ( )
c) 6 and above ( )

3. What is your level of education?

a) Certificate level ( )

b) Diploma Level ( )

c) Degree level ( )

d) Masters level ( )

SECTION B: Moral decay which is being practiced by pupils affecting teaching and
learning process
4. (a) The following statement drawn in the table represent the moral decay which is being
practice by pupils affecting teaching and learning process (tick the correct statement in

31
 appropriate answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree
(SD)=4, Fairly Agree (FA)=5

Moral Decay SA A D SD FA
Dishonesty (heating, plagiarism, or lying to get ahead)
Pupils show disrespect to teachers, staff, peers, and
authority figures
Lack of empathy
Pupils engage in verbal or physical abuse towards
other students.
Pupils engage in the use of drugs or alcohol
Cyberbullying
Racism and prejudice
Disregard for rules and regulations

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION C: Information about effect of moral decay to teachers’ morale in teaching and
learning process
5. Is there any effect of moral decay that affect teachers morale in teaching and learning
process?
d) Agree ( )
e) Disagree ( )
f) I don’t know ( )
6. (a) The following statement drawn in the table represent the extent moral decay affect
teachers morale in teaching and learning process (tick the correct statement in appropriate
answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4,
Fairly Agree (FA)=5

Effect on teachers’ morale SA A D SD FA

Decrease in autonomy and decision-making power
Increase in paperwork and administrative tasks
Decrease in pay and benefits
Unclear or constantly changing expectations and

32
 curriculum
Safety concerns in the classroom
Societal devaluation of the teaching profession
High stress and burnout rates
Limited opportunities for professional development
Limited support and resources from administration
and government.

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION D: Strategies which can be used to control moral decline among pupils
7. Are there any strategies that can be used to control moral decline among pupils?
i. Agree ( )
ii. Disagree ( )
iii. I don’t know ( )
8. The following statement drawn in the table represent the strategies which can be used to
control moral decline among pupils (tick the correct statement in appropriate answer)? Strong
Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4, Fairly Agree (FA)=5
STRATEGIES SA A D SD FA
Establishing a strong code of conduct
Providing regular character education and moral
development instruction
Encouraging positive role models and mentoring
relationships
Fostering a sense of community and belonging
among students
Teaching conflict resolution and problem-solving
skills

9. What other action that society and government to control moral decline among pupils?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

33
 Appendix III

QUESTIONNAIRE TO PARENTS
I’ DORA HERGARD a DEMA II student from the Agency for the Development of Educational
Management pursuing Diploma of Education Management. I am conducting a study on “effect
of moral decay in teaching and learning process in primary schools in Tanzania”. I kindly
request your cooperation and time to help me complete this study. All information you provide
will be secret and will only be used for the purpose of this study and not otherwise.

(Please put a tick in a given box to specify your opinion)

SECTION A: Respondent Profile
1. Respondent Sex
a) Male ( )
b) Female( )

2. What is your level of education?

a) Certificate level ( )

b) Diploma Level ( )

c) Degree level ( )

d) Masters level ( )

3. What is your occupation?

………………………………….(Please specify)

SECTION B: Moral decay which is being practiced by pupils affecting teaching and
learning process
4. (a) The following statement drawn in the table represent the moral decay which is being
practice by pupils affecting teaching and learning process (tick the correct statement in
appropriate answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree
(SD)=4, Fairly Agree (FA)=5

34
 Moral Decay SA A D SD FA
Dishonesty (heating, plagiarism, or lying to get ahead)
Pupils show disrespect to teachers, staff, peers, and
authority figures
Lack of empathy
Pupils engage in verbal or physical abuse towards
other students.
Pupils engage in the use of drugs or alcohol
Cyberbullying
Racism and prejudice
Disregard for rules and regulations

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION C: Information about effect of moral decay to teachers’ morale in teaching and
learning process
5. Is there any effect of moral decay that affect teachers morale in teaching and learning
process?
a) Agree ( )
b) Disagree ( )
c) I don’t know ( )
6. (a) The following statement drawn in the table represent the extent moral decay affect
teachers morale in teaching and learning process (tick the correct statement in appropriate
answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4,
Fairly Agree (FA)=5
Effect on teachers’ morale SA A D SD FA
Decrease in autonomy and decision-making power
Increase in paperwork and administrative tasks
Decrease in pay and benefits
Unclear or constantly changing expectations and
curriculum
Safety concerns in the classroom
Societal devaluation of the teaching profession
High stress and burnout rates
Limited opportunities for professional development
Limited support and resources from administration
and government.

35
 b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION D: Strategies which can be used to control moral decline among pupils
7. Are there any strategies that can be used to control moral decline among pupils?
iv. Agree ( )
v. Disagree ( )
vi. I don’t know ( )
8. The following statement drawn in the table represent the strategies which can be used to
control moral decline among pupils (tick the correct statement in appropriate answer)? Strong
Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4, Fairly Agree (FA)=5
STRATEGIES SA A D SD FA
Establishing a strong code of conduct
Providing regular character education and moral
development instruction
Encouraging positive role models and mentoring
relationships
Fostering a sense of community and belonging
among students
Teaching conflict resolution and problem-solving
skills

9. What other action that society and government to control moral decline among pupils?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

36
 Appendix IV

QUESTIONNAIRE TO PUPILS
I’ DORA HERGARD a DEMA II student from the Agency for the Development of Educational
Management pursuing Diploma of Education Management. I am conducting a study on “effect
of moral decay in teaching and learning process in primary schools in Tanzania”. I kindly
request your cooperation and time to help me complete this study. All information you provide
will be secret and will only be used for the purpose of this study and not otherwise.

(Please put a tick in a given box to specify your opinion)

SECTION A: Respondent Profile
1. Respondent Sex
a) Male ( )
b) Female( )

2. Which class do you study?

a. Class IV ( )
b. Class V ( )
c. Class VI ( )
d. Class VII ( )

SECTION B: Moral decay which is being practiced by pupils affecting teaching and
learning process
4. (a) The following statement drawn in the table represent the moral decay which is being
practice by pupils affecting teaching and learning process (tick the correct statement in
appropriate answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree
(SD)=4, Fairly Agree (FA)=5
Moral Decay SA A D SD FA
Dishonesty (heating, plagiarism, or lying to get ahead)
Pupils show disrespect to teachers, staff, peers, and
authority figures
Lack of empathy
Pupils engage in verbal or physical abuse towards
other students.
Pupils engage in the use of drugs or alcohol
Cyberbullying

37
 Racism and prejudice
Disregard for rules and regulations

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION C: Information about effect of moral decay to teachers’ morale in teaching and
learning process
5. Is there any effect of moral decay that affect teachers morale in teaching and learning
process?
a) Agree ( )
b) Disagree ( )
c) I don’t know ( )
6. (a) The following statement drawn in the table represent the extent moral decay affect
teachers morale in teaching and learning process (tick the correct statement in appropriate
answer) Strong Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4,
Fairly Agree (FA)=5

Effect on teachers’ morale SA A D SD FA

Decrease in autonomy and decision-making power
Increase in paperwork and administrative tasks
Decrease in pay and benefits
Unclear or constantly changing expectations and
curriculum
Safety concerns in the classroom
Societal devaluation of the teaching profession
High stress and burnout rates
Limited opportunities for professional development
Limited support and resources from administration
and government.

b. Comment on other more decay which is being practiced by pupils in your schools?
…………………………………………………………………………………………………
………………………………………………………………………………………………
SECTION D: Strategies which can be used to control moral decline among pupils

38
7. Are there any strategies that can be used to control moral decline among pupils?
i. Agree ( )
ii. Disagree ( )
iii. I don’t know ( )
8. The following statement drawn in the table represent the strategies which can be used to
control moral decline among pupils (tick the correct statement in appropriate answer)? Strong
Agree (SA)=1, Agree (A)=2, Disagree (D) =3, Strong Disagree (SD)=4, Fairly Agree (FA)=5
STRATEGIES SA A D SD FA
Establishing a strong code of conduct
Providing regular character education and moral
development instruction
Encouraging positive role models and mentoring
relationships
Fostering a sense of community and belonging
among students
Teaching conflict resolution and problem-solving
skills

9. What other action that society and government to control moral decline among pupils?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

39
 APPENDIX V
INTERVIEW GUIDE FOR DISTRICT EDUCATION OFFICERS (DEO)

1. What is your education level?

2. What is your working experience as a DEO?
3. What are the moral decay which is being practice by pupils affecting teaching and
learning process?
4. How level moral decay practiced affect pupils learning style in primary school?
5. Does moral decay affect teachers’ morale in teaching and learning process in primary
schools?
6. What are the perception on moral decay among pupils in teaching and learning process?
7. What are the strategies that can be used to control moral decay among pupils?
8. Does school have rule and regulation set to prevent moral decay to pupils?

40