THE UNIVERSITY OF DODOMA

1. Title: The Effect of Home Environment in the Management of Students' Learning

Behaviours among Public Secondary Schools. A case of Nanyumbu District in
Mtwara Region, Tanzania

2. Name of the Candidate: Mary William

3. Registration Number: T21-05-00064

4. Degree Programme: MEMA

5. Department: Educational Management and Policy Studies

6. College: Education

7. Name of the Supervisor: 1. Dr.Majiyd H. Suru

2. Dr.HurumaOlofea
1.0 Introduction
Home environment is crucial to personal growth (Hoffman, Hutchison, and Reiss, 2009). The
home environment can play a significant role in shaping a student’s learning behaviour. A
supportive and nurturing home environment can provide students with the emotional, social and
physical support they need to succeed academically. On the other hand a negative or stressful
home environment can have detrimental effects on a student’s learning performance and
behaviour. The home environment is the most powerful informal learning institution where the
families, especially parents and peer groups, act as educators (Belle, 2017). The family
represents the first and most influential learning context where children acquire language,
attitude, knowledge, skills and behaviour. This behaviour can potentially shape their readiness
for school, attitudes towards learning and later academic attainment (Hill, 2014).

Student’s learning behaviour has often started to be developed at home (Aldridge, Mcchesney
and Afari 2018). How students interact with other people and the environment reflects their level
of behaviour development. Moreover, the home environment can also influence a student's social
and emotional well-being, which can, in turn, affect their learning performance. A stable and
supportive home environment can help students feel safe, secure, and confident, while a negative
or stressful home environment can lead to anxiety, stress, and behavioral issues (Epstein,
2001).The home environmental aspects such as parent's education, socio-economic status of the
family, parent's behaviour, parent's involvement, peer groups, neighborhood and availability of
learning resources in the home can all impact a student’s learning success ( Jeynes, 2005).

Family income is an important factor that influence students learning behaviour as students
whose families have low earnings are more likely to drop out of school (Obeta, 2014). Children
from low-income families often have limited access to resources and face more significant
challenges in their education. Muola (2010) suggests that students from low-income backgrounds
are more likely to have poor academic achievement and low self-esteem than their peers from
high-income families. Additionally, these students may face distractions at home, such as noisy
environments or family members who do not prioritize education (Hill, 2014).

Kamuti (2015) states that parents' educational level is crucial factor that can impact a child's
learning behavior. Parents who have a higher level of education are more likely to value

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education and have the knowledge and resources to support their child's learning. They are more
likely to read to their children, provide educational materials and engage in educational activities
with them. However, Parveen (2007) argues that children learning activities at home are based
on the physical environment of their home. Home learning facilities (like tables, books and
maps) enable and restrain children from practicing learning activities at home. Similarly, Muola
(2010) believes that class preparation and practice at home are fundamental for the child. A child
spends only eight hours at school, and the remaining time is spent at home, which needs to be
appropriately utilized. The proper utilization of home time for a child means the provision of a
learning environment at home, which plays a dominant role in improving the learning
performances of children.

Anene (2005) reveals that students whose parents are involved in their education tend to have
better grades, higher levels of motivation, and higher aspirations for their future. This
involvement can take many forms, such as attending parent-teacher conferences, helping with
homework, and encouraging their child to participate in extracurricular activities. Moreover,
Parents at home are responsible for ensuring their children are well-fed, well-rested, happy and
calm, creating a positive physical and mental atmosphere at home helps prepare students to be
ready and able to learn. Nevertheless, Hill (2014) argues that a parent-child relationship is
characterized by nurturing, acceptance and encouragement and the parent's responsiveness to the
child's needs correlates with positive learning performance. On the contrary, parental over
protectiveness, authoritarianism, disapproval and punishment often negatively correlate with
student learning (Uzoku and Njoku, 2014).

Parent's positive aspiration for their children is strongly related to learning achievement (Belle,
2017). Motivation involves a student's beliefs about his skill level and what the results will be if
he tries a new task. Parental expectations and communication about the value of learning and the
child's skills have a powerful effect on the child's motivation to learn. Conversely, Parveen
(2007) argues that there is a lack of parents’ commitment to motivating their children to learn.
Parents failed to give higher sensitivity to the virtues of administering their children, for
example, reviewing their exercise books and failing to make a follow-up. All this impacts
students' learning; students have poor attendance or not attending school, hence poor results in
tests and examinations (Muchemi, 2013).

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The home environment can also affect a child's behaviour outside of school ( Arifin, Wahab and
Otman 2018). For example, a chaotic or stressful home environment can lead to emotional and
behavioural problems, which can negatively impact a child's academic performance. Similarly,
parents who exhibit negative behaviors, such as substance abuse or domestic violence, can also
have a detrimental effect on their child's learning behavior (Arifin et al., 2018). On the other
hand, a supportive and nurturing home environment can have a positive impact on a child's
academic performance. Parents who provide a stable and structured home environment, set high
expectations, and offer emotional support and encouragement can help their child develop the
skills and habits needed for academic success (Aldridge et al., 2018).

1.1 Statement of the Research Problem

The home environment is a vital component of the students’ learning behaviours. It comprises
parents' involvement in their children's learning behaviour. Parents play an important role in
ensuring their child achieves higher levels of success. In Tanzania, a number of initiatives have
been implemented to encourage students to learn at home and at school. For example, the
Tanzania Education Act and Policy of 1995 expanded parental participation in school
government structures. It is the role of the government and parents to support students' learning
materials, and demonstrate commitment in motivating their children.

Despite the significant body of research on the impact of the home environment on students
learning behaviour, there is limited research on the specific factors affecting secondary students
in Tanzania. Tanzania is a developing country with a rapidly growing population and many
secondary students face challenges related to poverty, limited access to resources and high rates
of unemployment. Additionally, limited research has explored the role of specific home
environment factors such as parental involvement, household structure and community support
on secondary students’ learning behaviour in Tanzania. As such, there is a gap in the literature on
the relationship between the home environment and learning behaviour of secondary students in
Tanzania that needs to be addressed in order to inform effective educational policies and
practices. Therefore, this study intends to examine the effect of the home environment on the
management students' learning behaviour at a public day secondary school in the Nanyumbu
District.

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1.2 Research Objectives

The main objective of this study is to examine the effects of the home environment in
management of students learning behaviour in the Tanzania. The specific objectives of this study
will be to:
1.2.1 Examine the home environmental factors that affect students’ learningbehaviours.
1.2.2 Determine the relationship between home environmental factors and students
learning behaviour.
1.2.3 Investigate ways that can be used at home to manage students learning behaviors.
1.3 Research Questions

1.3.1. What are home environmental factors that affect students learning behaviour?
1.3.2. What is the relationship between home environmental factors and students
learning behaviours?
1.3.3. What ways can be used at home to manage students' learning behaviour?

1.4 Significance of the Study

The findings from this study are expected to help the government of Tanzania, parents/guardians,
family, policymakers, community members and other stakeholders involved in the education
sector to understand the effects of the home environment on the management of students learning
behaviour among secondary school students. To the government and policymakers, this study is
expected to help in developing the legal framework tied with a policy on the learning behaviour
of secondary school students living in the home environment. For the parents/guardian and
family members, the study means developing proper ways to address students' learning
behaviour at home environment. To the community members and other stakeholders, this study
will help to understand and to be aware of how to control the behaviour of secondary school
students living in the home environment. Finally, the study are expected to provide the reader
with a better understanding of the multifaceted interaction between home environments and
learning behaviour among secondary school students.

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1.5 Scope of the Study

The study is based on the effects of home environment in the management of learning behaviour
among public day secondary school students in Tanzania. Private secondary schools will not be
involved because the problems related learning behaviour is more predominant in public schools
compared to the private counterparts. Primary schools and tertiary levels of schooling will not be
part of this study. Evidence shows that students’ misbehaviours are more predominant between
and among secondary school students than primary and tertiary levels.

1.7 Definition of terms and concepts

1.7.1 Home Environment

According to Obeta, (2014) as a summative of all internal and external surroundings affecting
the existing growth and human behaviour. It is an influence of an individual that came in contact
after the family has been through the gene plasma. In the context of this study home environment
is where a person has spent a significant part of growing up or is the place where one lives
permanently, especially as a family member or household member.

1.7.2 Management
Management is a distinctive process comprising planning, organizing, activating and controlling
to determine and accomplish objectives through people and resources (Jeynes 2005).
Management is simply the process of decision-making and control over humans' actions to attain
pre-determined goals. In the context of the study management is all about forecasting, planning,
organizing, coordinating, commanding and controlling human behaviour.

1.7.3. Learning Behaviour

Learning behaviour is learning with superior quality features such as autonomy, built-in
motivation, self-control, self-direction and self-regulation of the activity of the students
(Magdalena, 2014). In the context of the study learning behaviour is described as cognitive,
affective and psychological characteristics, relatively stable indicators of how students learn,
interact with and respond to the learning environment whereby students can learn positively or
negatively depending on the environment.

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2.0 Literature Review

2.1 Theoretical review

The ecological systems theory, also known as the development in context or bioecological
model, was developed by Urie Bronfenbrenner (1979) to understand the complex interplay
between an individual and their environment. The theory posits that a person's development is
influenced by a range of interconnected systems or contexts, which are categorized into five
levels:

Microsystem: The immediate environment in which an individual interacts with regularly, such
as family, peers, school, and community.

Mesosystem: The interconnections between the different components of an individual's

microsystem, such as the relationship between a child's parents and teachers.

Exosystem: The external systems that indirectly influence an individual's development, such as
the parent's workplace or government policies.

Macrosystem: The cultural values, beliefs, and practices that influence an individual's
development, such as societal norms and economic systems.

Chronosystem: The impact of time and history on an individual's development, such as

technological advancements and historical events.

The main assumptions of the ecological systems theory include:

Development is a continuous and dynamic process that occurs over a lifetime and is influenced
by both nature (biology) and nurture (environment).

An individual's development is influenced by multiple interacting systems or contexts that

surround them.

Each system is interconnected and affects the individual's development in different ways.

The impact of each system changes over time and can have both positive and negative effects on
an individual's development.

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The ecological systems theory emphasizes the importance of considering the broader social and
cultural context in understanding human development.

Relevance of the theory to this study

Ecological systems theory, developed by Urie Bronfenbrenner, emphasizes the importance of

considering the multiple contexts in which individuals develop and function. This theory can be
applied to the study of the effect of home environment on secondary students' management of
learning behavior. Here's how:

The microsystem refers to the immediate environment in which the individual interacts, such as
the home environment. Within the home environment, various factors can influence secondary
students' management of learning behavior, such as parental support, available resources, and
family dynamics. By examining these factors, researchers can gain insights into the microsystem
and how it impacts students' learning behavior Bronfenbrenner (1994).

The mesosystem refers to the interactions between different microsystems, such as the
relationship between the home and school environments. Research on the effect of home
environment on secondary students' management of learning behavior can examine how the
home environment interacts with other contexts, such as the school environment, and how these
interactions impact students' learning behavior.

The exosystem refers to the broader societal context in which individuals function, such as
community resources and social policies. The exosystem can impact students' management of
learning behavior by influencing the availability of resources and support, as well as the social
and cultural norms surrounding education. For example, socioeconomic status can impact the
resources available in the home environment and impact students' learning behavior.

The macrosystem refers to the broader cultural context, including the beliefs, values, and
customs of the society. This can influence how families view education and the expectations they
have for their children's academic success. By examining the macrosystem, researchers can gain
insights into the cultural factors that impact students' management of learning behavior in the
home environment.

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By considering the ecological systems theory, researchers can gain a holistic understanding of
the multiple contexts that impact secondary students' management of learning behavior in the
home environment. This can inform the development of interventions and policies aimed at
improving students' academic success and well-being by addressing the multiple factors that
impact their learning behavior Bronfenbrenner (1994).

2.2 Empirical Studies

Different empirical studies have been scrutinized for this study. These include global and
Tanzanian issues concerning the influence of home environment on students' learning
behaviours. The following are key empirical studies that have been reviewed for this study.

2.2.1 The Role parents play in shaping Students' Learning Behavior

According to Kamuti (2015), students' learning behavior is greatly influenced by parents. The
parent is a personality builder and behavior influencer from childhood on and dramatically
influences one's learning behavior, attitude, and thoughts into adulthood. Forming attitudes,
character, and behavior in a child are the responsibilities of parents at the home environment.
The same observation was made by Rutter (2007) who concurred that there is a significant link
between parents and students' learning behavior at the home environment.

Similarly, Arifin et al. (2018) argued that the development of students' learning behavior is
related to the failure of parents at home. Students with poor parent support from their home
environment tend to find themselves in the fondness of sexual activities, and drug abuse sub-
groups. These students’ learning behaviors depends on their parents' involvement at home (Arifin
et al.2018). According to Mhiliwa (2015), female students engage in sexual activities due to a
lack of parental care and the poor living conditions they experience at home. Poor living
conditions worsen their lives when they do not see any hope of living, which tempts them to
involve themselves in various social evils such as sexual relationships (Mhiliwa, 2015).
According to Muola (2010), the parents' involvement plays a dominant role in students' learning
behavior and that factors influencing students' learning behaviors include parent nature, authority
(head of family), education status, attitude, and financial position. Parental involvement
contributes to students' learning behavior by allowing them to develop social and intellectual
skills.
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Likewise, Muchemi (2013) noted that supportive parents enhance the student's confidence in
themselves, and this confidence helps in developing capabilities in different environments, which
positively influences the students' learning behavior. A child's first behavioral model comes from
his or her parents and other adults around them. Arifin et al. (2018) concluded that negative
learning behavior among students is influenced by the failure of parents at home. Students’
learning behavior in their surrounding environment is greatly influenced by their parents and
family. Forming positive or negative attitudes in children towards learning is the responsibility of
parents. On the other hand, Belle (2017) in their study observed that some characteristics of the
parents have a negative impact on the students' learning behavior at school. For example, parents
failing to pay attention to the virtues of administering their children such as reviewing their
exercise books and failing to follow-up, has an impact on the students academically. Students
may have poor attendance or are not attending school, hence poor results in tests and
examinations. On the same token, Anene (2005) revealed that greater parental involvement at an
early stage in children’s learning positively affects the child’s school learning, including
academic achievement.

2.2.2 Peer Groups and Students Learning Behavior

According to a study conducted by Belle (2017), peer groups are the most influential factors
influencing students' learning behavior at home. These groups are the closest to the students'
lives. This is because the student's stage is the transition period from childhood to adulthood.
Similarly, Mhiliwa (2015) observed that students learn an unacceptable social code of behavior
from their peer groups, particularly when they interact at home. For example, students may
imitate the use of drugs, engage in illegal activities, drink alcohol, smoke marijuana, smoke
cigarettes, and steal other students' property (Rutter, 2007).

Likewise, Belle (2017) noted that peer groups influence students' learning behaviors, and that
students are more comfortable sharing, cooperating, and expressing their problems with friends
than with their parents. They tend to choose peers who have the same behavior, attitude, and
identity as them. Peer groups influences students’ negative behavior such as dropping out, sexual
activities, and truancy. Some behavior in the lives of these secondary school students, such as
poor attendance or not attending school at all, bullying, misuse of mobile phones, stealing other

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students' properties, and sexual activities, are influenced by violent peer groups. All these have
an impact on the learning behavior of the student. The nature of peer and child interaction within
the home is typically related to delinquency among youth. Having friends with a certain
behavior, such as sexual activities, increases the probability of learning the same behavior among
the students (Ndeto, 2013).

Uzoka and Njoku (2015) argue that peer groups influence the learning behavior of secondary
school students in Nigeria. Some behavior of these secondary school students, such as poor
attendance or not attending school at all, bullying, misuse of mobile phones, stealing other
students’ properties, and sexual activities, are influenced by violent peer groups. All these have
an impact on the learning behavior of the student. The nature of peer and child interaction within
the home is typically related to delinquency among youth. Having friends with certain behavior
increases the probability of learning the same behavior among students (Kamuti, 2015).

2.2.3 Strategies for Managing Students' Learning Behavior

Learning behavior depends on input from family, parents or guardians, the government,
community members, and other stakeholders (Mhiliwa, 2015). Building school hostels in public
secondary schools is very important because it allows students to be accommodated while also
reducing unacceptable learning behaviors such as truancy and dropout. According to Belle
(2017), a school's hostel life not only improves academic performance but also teaches students
how to behave well in society. Malekano (2018) established that life in the home environment
cannot be compared with that in a school hostel. Living in a home environment, students, like
other community members of the family, find it hard to contemplate positive learning behavior.
Nevertheless, in school hostels, students stay unruffled and develop a sense of friendship among
them. Well-managed hostels ensure that students develop positive learning habits. In addition to
that, the government and community members should collaborate to build student hostels as the
best way to manage the students’ behavior.

On the other hand, Hill (2014) suggested that school rules and regulations should operate
effectively to manage the students' behavior. School staff has the responsibility to ensure rules
and regulations are followed to manage student behavior. For example, the head of the school
should uphold rules and regulations without favoritism, and the school administrator should

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instill in the students the virtues of punctuality and time consciousness. Particularly, the school
should put clocks in an open place for all students to watch (Ndeto, 2013). However, Obeta
(2014) suggested that there should be patrols for dropouts and truants by ethical members of the
community, the government, and other stakeholders. This should be done to all the students
found outside the school grounds. Latecomers must be punished to encourage them to be
punctual for school. Moreover, Hill (2014) suggested punishment by secondary schools to
maintain students’ behavior. These punishments, such as removing students from classrooms,
suspending them, and whipping them, are expected to teach students behavior especially when
they misbehave. According to Malekano (2018), different forms of punishment should be
administered in public secondary schools, such as bawling out, name-calling, kneeling in front of
other students, suspension, and expulsion from school. These forms of punishment would help to
control and shape the behavior of students who disobey rules and regulations in schools.
Punishment is the means of controlling disruptive behavior and improving students' discipline in
secondary school.

Mhiliwa (2015) suggests guidance and counseling as the best mechanisms to manage students’
learning behavior. The optimum development of the students' learning behavior comes from
providing an emotional climate and environment that encourage positive, healthy attitudes and
feelings. This means that people with healthy attitudes and feelings are not likely to engage in
unproductive learning behaviour. Guidance and counseling motivate students to do what is right
for the right reason (Magdalena, 2014). Students are positively motivated to do what is right
because they judge it to be right, not simply because they are obligated or fear the consequences.
This enables the student to possess vision and discernment, which involve sensitivity, judgment,
and understanding and lead to decisive action (Magdalena, 2014). However, Ndeto (2013)
suggests that parent should educate their children by disciplining them from childhood,
providing the necessary facilities and resources, assisting in the development of goals,
motivating and encouraging their children to work, and monitoring and regulating their children's
academic activities. In addition, parents should deal with social misconduct among students, as
they have a strong influence on their children's behavior.

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2.3 Conceptual Framework
The conceptual framework in Figure 1.1 explains the variables and their relationship to the study.
It describes independent variables containing the influence of the home environment on the
student's learning behaviour. These variables influence dependent variables (learning behaviours)
and mediate students' learning behaviour, resulting in acceptable and unacceptable learning. The
conceptual framework comprises interconnected parts between independent, intervening and
outcome variables. The independent variable includes the home environment or family
background characteristics. The home environment includes parents’ involvement, parents’
education, family income, cultural values, religious beliefs, parents’ behaviour, household chores
and learning facilities. The home environment's factors may positively or negatively affect
students' learning behaviour. In addition, the home environment is likely to have a predictable
influence on intervening variables and influence outcome variables.

The intervening variables include school management, neighbourhood, school climate, means of
transport and learning facilities. Intervening variables will likely influence learning behaviour
and may lead to students' acceptable or unacceptable learning.

Independent variables

Intervening variables Outcome variables

Home environment svariaeeeeeeeeevva
Parents’ education riables
Family friends
School environment
Cultural values
School management
Parents’ involvement Learning behaviour:
Peer groups
Family income Acceptable learning
Neighbourhood
Parent behaviour
School climate Unacceptable learning
Household chores
Means of transport
Learning facilities

Figure 1.1: Conceptual Frame work showing home environmental factors on learning behaviour.
Source: Adapted and modified from Koutroubas and Galanakis, 2022.
Acceptable learning from the home environment may positively influence self-regulation,
creativity, problem-solving skills, attentive listening, active participation and accepting

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responsibility for academic progress. At the same time, an unacceptable learning environment
may have negative influences such as poor attitude, foul language, failure to do homework and
refusal to follow instructions. The conceptual framework in Figure 1.1 suggests that the home
environment has bidirectional effects on students' learning behaviour. Therefore, this study aims
to examine the outcomes of the home environment on the management of students learning
behaviour among public secondary school students in the Nanyumbu District.

2.4 Knowledge Gap

Although previous research has explored the impact of various factors on student’s academic
achievement and behaviour management (Belle, 2017; Malekano, 2018; Mkumbo, 2020; and
Mtopa, 2022). There is a knowledge gap regarding the specific ways in which home environment
affects the management of learning behaviour. While widely recognized that home environment
plays an important role in shaping students’ development, little is known about the specific
aspects of the home environment that are most closely associated with effective learning
behaviour management. This study seeks to address this gap by examining the relationship
between home environments and learning behaviour management in order to identify the key
factors that contribute to learning success.

3.0 Research Methodology

3.1 Research Approach

This study will employ both qualitative and quantitative approaches. Qualitative approach will
dominate the study, since qualitative approach can provide a rich and nuanced data often in
participant’s own words, however, cannot be generalized to larger populations. While
quantitative approach can provide a precise measurement and statistical analysis however,
cannot explore complex phenomena in depth and detail (Creswell 2009). Thus, the mixed
approach will be based on the fact that it provides a better understanding of a research problem
and the research to work better under investigation than either the use of only one research
approach since it allow a researcher to gather data from different multiple sources and to
triangulate their findings (Bryman 2016).

3.2 Research Design

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There are three types of designs in a mixed research approach; firstly, sequential explanatory
design whereby quantitative data is collected first analyzed and then followed up with qualitative
data collection. The goal is to use the qualitative data to provide more detailed understanding of
the quantitative results. Secondly, concurrent design, whereby both quantitative and qualitative
data are collected at the same time and analyzed independently. The goal is to compare and
contrast the findings from both types of data to provide a more comprehensive understanding of
the research problem. Thirdly, sequential transformative design, whereby a researcher collects
qualitative data first, analyzes it and then uses the results to inform the design of the quantitative
phase. The goal is to use the qualitative data to transform the research problem and design a
more effective quantitative study (Creswell 2014).

Therefore, this study will use concurrent design because it allows the collection of both types of
data simultaneously and can be more efficient than conducting two separate studies. This can
save time and resources which can be especially important when working with limited resources
or when time is a critical factor.
3.3 Description of the Study Location
This study will be carried out in Nanyumbu District, Mtwara region, Tanzania. Nanyumbu is one
of the nine (9) Districts in the Mtwara region. The headquarters of this district is Mangaka town
which is 55km from Masasi town. The district was established in 2005 under the Local
Government Act of 1982 (URT, 2012). The total area of Nanyumbu District is 5071.5 km2, out of
which forests cover 1642.72 km2, and highlands cover the remaining 3428.78
km2. Nanyumbu district is bordered by Nachingwea District (Lindi region) in the North, and in
the West, it is bordered by Tunduru District (Ruvuma region). In the East, it is bordered
by Masasi District (Mtwara region), while Mozambique is bordered in the South. The total
population of Nanyumbu District was about 150,857, whereby 72,801 were male and 78,056
were female (National Population and Housing Census, 2022).
3.3.1 Criteria for the Selection of the Study Location
Seventeen public secondary schools have dominated the Nanyumbu District since 2010, when
the national education policy insisted on constructing public secondary schools in each ward.
High enrollment resulted from the hasty construction of public secondary schools. Despite 17
public secondary schools being constructed in almost every ward, hostels and dormitories were

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not proportionally built in these schools. While some secondary schools had hostels for students
from far-off places in the district, in other secondary schools, hostels were hardly available.
Evidence from the District Statistical and Logistic Office indicates that some secondary school
students are subjected to home environments due to the lack of school hostels and dormitories.
The hostile home environments expose students to ill behaviour such as prostitution, smoking,
drinking alcohol, and theft. Any misbehavior, logically, limits students' learning at the secondary
level. This situation motivated the researcher to examine the effects of the home environment on
the management of students' learning behaviour among public secondary school students in the
Nanyumbu District.

3.4 The Population of the Study

This study will comprise teachers, parents, and heads of schools, District Secondary Education
Officer (DEO), Ward Education Officers (WEO), community members and students. Teachers
are experts in managing students behaviour in the classroom, by involving teachers in the study,
researchers can gain insights into how home environment impacts student behaviour and learning
in the classroom. Parents are involved in the study since play a critical role in shaping a child ’s
home environment which can have a significant impact on their learning behaviour. Involving
parents in the management of their child’s learning behaviour can lead to better outcomes for the
child. Heads of schools will be involved since can help to coordinate efforts between parents
and teachers to ensure that there is consistency in the approach to managing student’s learning
behaviour. They can facilitate communication and collaboration between parents, teacher and
other school staff to ensure that everyone is working towards the same goals. Educational district
officer (DEO) will be involved in the study since all problems related to schools, teachers and
students are reported to him or her.

3.6 Sample Size and Sampling Procedure

The sample of the study will be of 89 participants. The study will adopt both random and
purposive sampling techniques.
Purposive sampling technique allow researcher to gather rich and detailed data that are specific
to research problem (Palys, 2008). This technique will be used to get participants from district
and ward educational officers, heads of schools and teachers. These educational authority figures
(DEO, WEO and heads of schools) will sampled based on their virtual positions. Evidence

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indicates that participants’ perspectives may vary in accordance to their demographic information
(Kirchherr and Charles, 2018). In this light, teachers who will take part in this study will selected
by reflecting on gender and years of teaching experience. Parents will be sampled basing on their
gender. Snowball sampling technique will be used to obtain parents to involve in this study. This
sampling technique is useful when the researcher may not have access to a population of
potential subjects who meet inclusion criteria (Handcock and Gile, 2011).Therefore, in this study
the heads of schools will be requested to nominate few parents to start with, and then those
parents will recommend other colleagues basing on the inclusion criteria.

Random sampling technique there are five types which are; firstly, simple random technique
whereby each member of the population has an equal chance of being selected for the sample.
Secondly, systematic sampling where by the population is ordered in some ways such by date or
alphabetical order and then a starting point is randomly selected. Thirdly, stratified random
sampling whereby the population is divided into strata or subgroups based on some
characteristics such as age or gender. Fourthly, cluster sampling whereby population is divided
into clusters or groups and a random sample of cluster is selected. Lastly, multi stage sampling
whereby it involve the combination of two or more sampling method (Creswell 2014). This
study, therefore, simple random sampling will be adopted to select students.
Table 3.1 Researchers Total Population and Sample Size Nanyumbu District
Respondents Population Sample size

Students 790 79
Teachers 50 08
Parents 8 8
Head of school 02 02
District educational officer (DEO) 01 01
Ward educational officer (WEO) 02 02
TOTAL 743 100

Table 3.1 indicates the number of participants who will be involved in the study. The sample will
involve 68 students who will be obtained from form one up to form four of the two selected

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schools. 08 teachers (i.e. four teachers at each school) who have more than five years teaching
experience because they have completed one four-year secondary cycle. 08 parents who have
children in selected schools (i.e. four parents at from each school).02 heads of school (i.e. one
from each school) 02 ward educational officers (i.e. one from each ward) and 01 district
education officer.

3.7 Data Collection Methods

The study will use both primary and secondary data. Primary data will be collected from
students, teachers, parents, head of schools, DEO and WEO members through respondents’
questionnaires and interviews. The secondary data for this study will be gathered by reviewing
journals, articles, books, research reports, and other relevant sources. Secondary data are used to
complement primary data through discussion of the results. These data sources will enable the
researcher to have a deeper understanding of different variables obtained from previous works.
3.7.1 Questionnaires
This study will employ close-ended questions where by respondents (students) with a list of
predetermined answer options to choose from, in the form of rating scale. Unlike open-ended
questions which allow respondents to provide their own answers, close-ended questions limit the
range of responses and provide standardized data that is easier to analyze. Likert scale
questionnaire will be adopted in this study which measures attitudes or opinions by asking
students to rate their level of agreement or disagreement with a series of statements on a 5 point
scale. The 5-point likert scale offers a good balance between having enough response options to
capture nuanced differences in opinions, while also being easy for respondents to understand and
use. Likert scale questionnaires will be distributed to the targeted sampled of 79 students from
selected schools. The researcher will personally distribute the questionnaires to the students and
collect the filled-in questionnaires after the agreed period of time. All filled in questionnaires
will be handed to the researcher for further processing. This method will enable a researcher to
probe students to gather reliable information of their knowledge about their home environment
and how they are affected. It is important to ensure that the questions are clear, relevant and
unbiased in order to obtain accurate and reliable responses (Creswell, 2009).

17
3.7.2 Interviews
The study will use face-to-face, in-person semi-structured interviews. The study will interview
one District Education Officer (DEO), two Ward Education officers (WEO) (one from each
ward), and two Headmasters/Headmistresses (one from each school) eight teachers and eight
parents (i.e. four at each school) which will enable the acquisition of first-hand information. The
interview method will help to collect in-depth information from interviewees with a
comprehensive experience of the effects of the home environment on the management of
students learning behaviour among public secondary school students. The respondents' responses
will be presented either by direct quotation or paraphrasing.

3.7.3 Documentary Review

Several types of documents could be relevant in a study of the effect of home environment on
students' learning behavior in Tanzania secondary schools;
School records: School records, such as attendance and academic performance records, can
provide information on the learning behavior of students from different home environments. This
can help identify any patterns or correlations between the home environment and students'
academic performance.

Government reports: Reports from government agencies, such as the Ministry of Education, can
provide information on policies and programs that aim to improve students' learning outcomes.
These reports can also provide data on socioeconomic factors that may influence the home
environment, such as poverty rates and access to education.

Academic journals: Academic journals can provide information on previous research related to
the effect of home environment on students' learning behavior. This can help identify any gaps in
the literature and inform the research questions for the study.

Education laws and policies: Laws and policies related to education can provide information on
the responsibilities of parents and educators in ensuring that students receive a quality education.
They can also provide information on any government initiatives aimed at improving the home
environment and students' learning outcomes.

Parent and student surveys: Surveys that have been conducted with parents and students can
provide valuable insights into the home environment and its effect on students' learning

18
behavior. These surveys can provide data on factors such as parental involvement in education,
access to educational resources at home, and the quality of the home learning environment
(Ahmed, 2010).

3. 8 Data Analysis Plan

Qualitative data will be thematically analyzed. While quantitative data will be analyzed by using
descriptive statistics tools such as frequency distribution tables with the help of SPSS. In
qualitative data, thematic analysis will involve identifying and analyzing pattern, themes and
categories within the data. The analysis will involve six stages namely: Familiarization with the
data, generating initial codes, searching for themes, reviewing themes, defining and naming
themes and finally producing the report as proposed by (Braun & Clarke, 2006).

Initially, the interview data will be transcribed for evidential views. Once this is complete, the
researcher will read-and re-read the transcribed data to get familiarized with them. In generating
the initial codes; the data will be broken into small samples to reduce the bulkiness, then reading
and re-reading the samples of data created will be done. By using short phrases, the similar data
(that share some common characteristics) will be grouped together to form categories. Then the
data falling within the same category will be highlighted using the similar colour for easy
identification. This will be followed by creating codes to cover the samples of data. Whenever
codes do not match, additional codes will be created.

In searching for themes, data extracts and phrases with similar meaning will be sorted and
clustered in order to construct themes and sub-themes. Then, the review of themes will be done
to re-check whether the identified themes and sub-themes relate to each other. This will be
followed by defining and naming themes. In other words, each theme and sub-theme will be
named and clearly defined. The suitability of the names and definitions given will be ensured so
that they capture the essence of each theme and sub-theme. Finally, the report will be produced;
this will go hand in hand with the discussion of the findings by using clear examples that relate
to the themes, research questions, literature and theoretical framework.

3.9 Reliability and validity of data collection instruments.

The researcher will employ the use of triangulation technique to ensure reliability as more than
one data collection methods; questionnaire, interview and documentary review will be used to

19
collect similar data. Through using such different methods to collect data leads to more reliable
construction of realities (Rigdon and Basu 2000). On the other hand the validity of the
instruments especially interview and questionnaire will be tested by piloting of the
questionnaires and interview guides. The questionnaires and interview guides will be given to
both a researcher and an education expert to check whether the entire major effects of the home
environment on students’ learning behaviour are captured. Their corrections together with those
from the pre-test will incorporate into the final questionnaires.

3.10 Ethical Consideration

Mostly issues related to ethical consideration in research will include;
Selection of a research title;
The research title for a research project should not be that which has been researched before
(unless otherwise) instead it should be new and unique one.
Research clearance;
Researcher should obtain a research clearance from the University of Dodoma through the office
of Vice-Chancellor to conduct a study in Nanyumbu District, Mtwara Region, Tanzania.
Informed consent;
Before collecting data from respondents through interview, the researcher should obtain a permit
from a respondent that will allow him/her to do so.
Confidentiality;
All the information collected should be treated with confidence. Information collected should not
be disclose to every person instead should be kept with confidence.
Acknowledgement;
All sources used in research must be acknowledged accordingly.
Anonymity;
People and places used in research should be reported anonymously. Names of places and people
should be used when reporting the research findings.

4.0 REFERENCES
Ahmed, J. U. (2010). Documentary research method: New dimensions. Indus Journal of
Management & Social Sciences, 4(1), 1-14.

20
Aldridge, J. M., McChesney, K., &Afari, E. (2018). Relationships between school climate,
bullying and delinquent behaviours. Learning Environments Research, 21, 153-172.
Anene, G. U. (2005). Home environment and the academic performance of a child. Journal of
home economics research, 6(1), 99-103.
Arifin, M., Wahab, N.,Teh, M., &Otman, M. S. (2018). Influence of social environment on
student’s behaviour. International Journal of Academic Research in Business and Social
Sciences, 8(7).
Belle, L. J. (2017). Factors that influence student behaviour in secondary schools. European
Journal of Educational and Development Psychology, 5(5), 27-36.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and
design. Harvard university press.
Bronfenbrenner, U. (1994). Ecological models of human development. International
encyclopedia of education, 3(2), 37-43.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in
psychology, 3(2), 77-101.
Bryman, A. (2016). Social research methods. Oxford university press.

Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of mixed methods
research, 3(2), 95-108.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications
Dupper, D. R. (2010). A new model of school discipline: Engaging students and preventing
behavior problems. Oxford University Press.
Epstein, J. L. (2001). Building bridges of home, school, and community: The importance of
design. Journal of education for students placed at risk, 6(1-2), 161-168.
Handcock, M. S., & Gile, K. J. (2011). Comment: On the concept of snowball
sampling. Sociological methodology, 41(1), 367-371.
Hill, C. (2014). What are the Effects of the Home Environment on Learning. Retrieved from
http//: www. livestrong. com. at, 20(12), 2016.
Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2009). On Improving School Climate: Reducing
Reliance on Rewards and Punishment. International Journal of Whole Schooling, 5(1),
13-24.
Jeynes, W. H. (2005). Effects of parental involvement and family structure on the academic

21
 achievement of adolescents. Marriage & Family Review, 37(3), 99-116.
Kamuti, J. M. (2015). Influence of home environment on academic performance of students in
public secondary schools in Kitui west sub county, Kituicounty, Kenya (Doctoral
dissertation).
Kirchherr, J., & Charles, K. (2018). Enhancing the sample diversity of snowball samples:
Recommendations from a research project on anti-dam movements in Southeast
Asia. PloS one, 13(8), e0201710.
Magdalena, S. M. (2014). The effects of organizational citizenship behavior in the academic
environment. Procedia-Social and Behavioral Sciences, 127, 738-742.
Malekano, A. M. (2018). Factors Contributing to Poor Academic Performance in Community
Secondary Schools in Nanyumbu District, Tanzania (Doctoral dissertation, The Open
University of Tanzania).
Mhiliwa, J. A. (2015). The effects of school location on learner’s academic performance: A case
of community secondary schools in Makambako Town Council, Njombe. A Master’s
Degree Dissertation, University of Tanzania http://repository. out. ac.
tz/1296/1/Dissertation_-_Joseph_A. _Mhiliwa. pdf.
Mtopa, B. S. (2022). The Effects of Street-rented Housing on the Ethical Behaviour of
Community Secondary School Students. (Unpublished M.A. Dissertation). The
University of Dar es Salaam, Tanzania.
Muchemi, R. (2013). Drug and substance abuse among youth in the informal settlements within
Nairobi. In A presentation submitted to NACADA Conference, Kenya (Vol. 2013, p.
2013).
Muola, J. M. (2010). A study of the relationship between academic achievement motivation and
home environment among standard eight pupils.
Ndeto, A. (2013). Effectiveness of School Rules and Regulations in Enhancing Discipline in
Public Secondary Schools in Kangundo Division, Machakos County, (Unpublished MA
Thesis). The Catholic University of Eastern Africa.
Obeta, A. O. (2014). Home environmental factors affecting students’ academic performance in
Abia State, Nigeria. In Rural Environment. Education. Personality.(REEP). Proceedings of
the International Scientific Conference (Latvia). Latvia University of Agriculture.
Palys, T. (2008). Purposive sampling. The Sage encyclopedia of qualitative research

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 methods, 2(1), 697-8.
Parveen, A. (2007). Effect of home environment on personality and academic achievement of
students of grade 12 in Rawalpindi division. National University of Modern Languages,
Islamabad.
Rutter, M. (2007).Peers, Family and Home Environment Influences in Behavioural
Development. Journal of Child Psychology and Psychiatry 26(2):349-368.
Rigdon, S. E., & Basu, A. P. (2000). Statistical methods for the reliability of repairable
systems (pp. 8-10). New York: Wiley.
Suru, M. H. (2022). Teacher Management of Pre-Primary School Children Learning: Reading
Arithmetic Skills Through Visual Media. In Modern Reading Practices and Collaboration
Between Schools, Family, and Community (pp. 53-80). IGI Global.
Uzoka, R. N., &Njoku, U. (2015). Environmental factors influencing the moral behaviour of
secondary school students in Imo State Nigeria. Rural Environment Education
Personality, 2(5), 378-384.

5.0 OTHER RELEVANT INFORMATION

5.1 Financial arrangements

23
This section contains the financial arrangements (proposed budget). The research is expected to
be financed by the researcher himself.

Budget
Table5.1.1 budget of the study
S/N Activity to be carried out Costs in Total costs
TZS in TZS
1 Meals and 2,000,000/= 2,000,000/=
accommodation
2 Stationary and  Ream, staple pins, 250,000/=
secretarial services internet charges

 Material (i.e. camera

and mobile phone for 750,000/=
recording)
2,000,000/=
 Printing of drafts
and thesis (i.e. loose
bound and hardbound)
1,000,000/=

3 Logistics  Transport and 1,500,000/= 1,500,000/=

communication
Total budget 5,500,000/=

24
5.2 Duration
The research is anticipated to be ended in seven months from August 2022 to August 2023. This
time frame will include the preparation of the research proposal, collection of data, processing
and data analysis, report writing and submission of a research report (dissertation).
Appendix 5.2.1 Schedule of the research activity

Academic year Academic year 2022-2023

2021-2022
S/N ACTIVITY A S O N D J F M A M J J A
U E C O E A E A P A U U U
G P T V C N B R R Y N L G
1 Concept note writing
2 Research proposal
writing
3 Research proposal
presentation
4 Data collection
5 Data processing and
analysis
6 Report writing and
compiling
7 Dissertation
presentation
8 Dissertation binding
and submission

25
APPENDICES
STUDENTS QUESTIONNAIRE
Dear Respondent,
I Mary William a student at the University of Dodoma, pursuing Master of Education
Management and Administration. I kindly invite you to participate in this research that seeks to
understand the “effects of the home environment in management of students learning
behaviour in the Nanyumbu District”. Help to fulfill my research objectives by taking your few
minutes in answering these questions. Your information will help to finish my study and will be
treated as confidential. Information provided will be used only for the aim of this study.

SECTION A: Respondents’ Information

1. Respondents' age (Put tick) (√)
a) 13-18 years( )
b) 19-24 years( )
c) 25 years and above( )
2. Respondents’ sex
a) Female( )
b) Male( )
3. Which form are you in?
a) Form one( )
b) Form two( )
c) Form three( )
d) Form four( )

4. What is the educational level of your parents (your father or mother)?

a) Informal education
b) Primary education
c) Secondary education
d) Tertiary education
e) University
5. What are the major economic activities for your parents?
a) Employed

26
 b) Subsistence farmers
c) Not employed

Statements below relate to the relationship between home environmental factors and students
learning behaviour. Supplied also are five options corresponding to these statements. Strongly
Agree (SA) =5 Agree (A) = 4, Not sure (N) = 3 Disagree (D) = 02 and Strongly Disagree (SD)
=1. Please tick the option that best suits your opinion from the given statements

S/N Statements 5 4 3 2 1
1. Comfortable physical environment
at home (e.g. temperature, lighting)
contributes to better learning and
studying
2. Supportive family environment (e.g.
encouragement, help with school
work) impact in your motivation and
engagement in learning
3. Comfortable and supportive
emotional environment at home (e.g.
low stress levels, positive
interactions with family members)
contributes in your academic
performance.
4. Availability of healthy food options
at home impact your ability to focus
and concentrate on studying.
5. Level of noise at home affects your
ability to concentrate on studying.
6. Feeling distracted by activities or
events at home while you are
studying or doing homework.

27
7. Availability of a quite study area at
home positively impacts your study
habits.
8. Access to educational resources at
home (e.g. books, table, chair, map,
online learning tools) contributes to
your academic success
9. Amount of distractions at home (e.g.
siblings, TV, phone) affects your
ability to complete schoolwork and
study effectively
10. Able to balance your academic work
with other activities and
responsibilities at home
11. Seek help from parents and peers
when needed to improve your
learning
12. On average, 2-3 hours per week you
spend studying or doing homework
at home
13. Better financial resource among the
parents enhances the motivational
support to their children, thereby
encouraging the aspirations for
academic achievements.

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APPENDICE 2: INTERVIEW GUIDE QUESTIONS FOR TEACHERS

Dear Respondent,
I Mary William a student at the University of Dodoma, pursuing Master of Education
Management Administration. I am kindly inviting you to participate in this research that seeks to
understand the “effects of the home environment in management of students learning
behaviour in the Nanyumbu District”. Help to fulfill my research objectives by taking your few
minutes in answering these questions. Your information will help to finish my study and will be
treated as confidential. The information provided will be used only for the aim of this study.
Date of Interview.............................................................................................................................
Name of respondents........................................................................................................................
Age...................................................................................................................................................
Sex.....................................................................................................................................................
Institutions/Organization...................................................................................................................
Rank/position.....................................................................................................................................

1. Can you tell us about your experience with teaching students who come from different
home environments?
2. In your opinion, what are some of the home environmental factors that can positively
impact a student’s learning?
3. What are some of the challenges you have observed with students who come from homes
with little support for their learning?
4. What kind of support do parents or guardians provide to their children when it comes to
learning and how does it affect the student’s performance in school?
5. Are there any specific home environmental factors that you think have a more significant
impact on student learning than others?
6. How do you think we can help parents or guardians who are struggling to provide a
suitable home environment for their children to learn in?
7. Have you noticed any trends in the home environmental factors that affect students’
learning over time?
8. Do you have any suggestions on how schools can work with parents or guardians to improve the
home environment for learning?

29
 9. Can you share any successful strategies that you have seen used by families to support their
child’s outside of school?
10. In your opinion, what role do you think schools should play in helping to create a positive home
learning environment for students?

APPENDICE 3: INTERVIEW GUIDE QUESTIONS FOR PARENTS

Dear Respondent,
I Mary William a student at the University of Dodoma, pursuing Master of Education
Management Administration. I am kindly inviting you to participate in this research that seeks to
understand the “effects of the home environment in management of students learning
behaviour in the Nanyumbu District”. Help to fulfill my research objectives by taking your few
minutes in answering these questions. Your information will help to finish my study and will be
treated as confidential. The information provided will be used only for the aim of this study.

Date of Focus Group Discussion....................................................

Ward/Village........................................................................................
1. Can you describe your experience with managing your child’s learning behaviour at
home?what is your experience on..............
2. In your opinion, what are some effective strategies that parents can use to manage their
child’s learning behaviour at home?
3. How do you support your child’s motivation and engagement in their learning while at
home?
4. What do you think are the most significant challenges parents face when trying to
manage their child’s learning behaviour at home?
5. Are there any specific tools or resources that you find helpful in supporting your child ’s
learning behaviour at home?
6. How do you balance encouraging your child’s independence in their learning with providing
support and structure?
7. Have you found that your child responds better to certain types of incentives or rewards when it
comes to managing their learning behaviour at home?

30
8. How do you communicate with your child’s teacher (s) about their learning behaviour and
progress while at home?
9. What roles do you think schools should play in supporting parents in managing their child ’s
learning behaviour at home?
10. In your opinion, what are some ways thatHow do the schools and parents can work together to
create a positive learning environment for students at home?

31