Effects of socio-cultural values on schooling among students in secondary schools in Mkuranga district-Tanzania

dc.contributor.authorRashidi, Salumu
dc.date.accessioned2019-12-11T15:03:16Z
dc.date.accessioned2020-01-08T09:15:43Z
dc.date.available2019-12-11T15:03:16Z
dc.date.available2020-01-08T09:15:43Z
dc.date.issued2014
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Libraryen_US
dc.description.abstractThis study was on effects of socio-cultural values on students’ schooling in secondary schools. The specific objectives of the study were: to identify the socio-cultural values existing among people in Mkuranga district, to explore how socio-cultural values affect schooling of secondary school students in Mkuranga district and to investigate the strategies undertaken by education stakeholders in curbing the effects of socio-cultural values on schooling of secondary school students. The study was carried out in Mkuranga district in four community secondary schools. A total of 81 participants participated in this study. The study employed a qualitative approach and a case study design which employed interviews, focus group discussions and documentary review. The data were analyzed by content analysis. It was found that preference of sons, early marriages, traditional dances, initiations rites ceremonies, and polygamies were the common socio-cultural values existing in Mkuranga district. It was also found that female children were more affected by socio-cultural values found in their community compared to male children. This is because some of the socio-cultural values such as initiation rites ceremony led to school absenteeism among female students and eventually school dropout. The study found that traditional dances and initiation rites took most of the students’ school time and eventually led to frequent school absenteeism, irregular school attendance, poor academic performance and early pregnancy. Lastly the study found that provision of education, community sensitization, parents’ involvement and taking legal measures were among the major strategies in overcoming the effects of socio-cultural values on schooling of secondary school students. It was concluded that, some of the socio-cultural values have negative impact on students’ education and female students’ education in particular. The study recommends that local governments should establish by-laws restricting traditional dances, initiation rites and other socio-functions performed during the night which may minimize sexual activities which adversely affect schooling of the students. Education stakeholders should work in collaboration to reduce the effects of socio-cultural practices on secondary school students’ schooling.en_US
dc.identifier.citationRashidi, S. (2014) Effects of socio-cultural values on schooling among students in secondary schools in Mkuranga district-Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4575
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectSocio- cultural valuesen_US
dc.subjectSecondary schoolsen_US
dc.subjectMkuranga Districten_US
dc.subjectTanzaniaen_US
dc.titleEffects of socio-cultural values on schooling among students in secondary schools in Mkuranga district-Tanzaniaen_US
dc.typeThesisen_US
Files