TUMAINI UNIVERSITY MAKUMIRA

THE EFFECTS OF CHOLERA ON STUDENTS’

LEARNING IN SECONDARYSCHOOLS

A Case of Dar es Salaam city

BY

RAJAB BASHIRI RAJAB

A RESEARCH PAPER SUBMITTED TO THE FACULTY OF

EDUCATION IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE AWARD OF BACHELOR OF ARTS WITH EDUCATION OF

TUMAINI UNIVERSITY MAKUMIRA

USA- RIVER, ARUSHA TANZANIA

JUNE, 2016
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TUMAINI UNIVERSITY MAKUMIRA

THE EFFECTS OF CHOLERA ON STUDENTS’

LEARNING IN SECONDARY SCHOOLS

A Case of Dar es Salaam city

BY

RAJAB BASHIRI RAJAB

A RESEARCH PAPER SUBMITTED TO THE FACULTY OF

EDUCATION IN PARTIAL FULFILMENT OF THE REQUIRMENT FOR THE

AWARD OF BACHELOR OF ARTS WITH EDUCATION OF

TUMAINI UNIVERSITY MAKUMIRA

USA- RIVER, ARUSHA TANZANIA

JUNE, 2016
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DECLARATION

I Rajab Bashiri Rajab, declare that, this research is my own original work for

Tumaini University Makumira and has not been presented to any other university for the

similar award.

Student’s Signature …………………. Candidate’s Reg. No ………………………

Date ……………………………….
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DEDICATION

This research paper is dedicated to my parents, Bashiri, R Mrutu and Maisara

Khamisi who have been my source of hope and inspiration throughout the three years of

my University life.

And

Mr. Kambinda Mrutu for his moral support and utmost encouragement during the

period of my training, may God bless them.

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AKNOWLEDGEMENTS

First and foremost I give my greatest thanks to the Almighty God, who has given

me the breath of life and the chance to write this work together with the knowledge of

finding different materials which helped me to finish this work.

Also I cannot forget my supervisor Mr. Thaddeus Lekule, the lecturer of Tumaini

University Makumira for his professional guidance in every step of my work. His

encouragements, suggestions and ideas inspired me to continue doing this study. I have

been extremely lucky to have a supervisor who cared so much about my work, and who

responded to my questions. Without him this study would not have been to its present

state.

On the other side, I owe a special word of gratitude to my best friends; Waiska

Juma, Jackline Nyange, and Onesmo Shani for their constructive challenges and critiques

concerning my research work. Their company was constructive and enhancing, may the

Almighty God give you strength in whatever you’re doing.

Last but not least, I offer much thanks to the Head of schools, Teachers and

Students in Mugabe Secondary, Twayyibat Seminary School and Ilala Secondary found

in Dar es Salaam region for their contribution to the perfection of this research paper.

Finally, it would be very unfair and unjust to those who rendered me services to

share with me the shortcomings and mistakes which may be detected in this work. Such

weakness is my own responsibility.

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TABLE OF CONTENTS

Title Pages

TITLE PAGE………….…….……………………………………………………………i

DECLARATION.....................................................................................................................ii
DEDICATION........................................................................................................................ iii
AKNOWLEDGEMENTS..................................................................................................... iv
TABLE OF CONTENTS....................................................................................................... v
LIST OF TABLES............................................................................................................... viii
LIST OF FIGURES............................................................................................................... ix
ABSTRACT..............................................................................................................................x
LIST OF ABRAVIATIONS................................................................................................. xi
CHAPTER ONE...................................................................................................................... 1
INTRODUCTION................................................................................................................... 1
1.1.Background of the Problem.....................................................................................1
1.2 Statement of the Problem.........................................................................................3
1.3 Purpose of the Study................................................................................................ 4
1.4 Specific Objectives of the Study.............................................................................4
1.5 Research Questions.................................................................................................. 4
1.6 The Significance /Rationale of the Study...............................................................4
1.7 Scope and Delimitation of the Study...................................................................... 5
1.8 Operation Definition of Key Terms........................................................................5
1.9 Limitation of the Study............................................................................................ 6
CHAPTER TWO.....................................................................................................................7
LITERATURE REVIEW...................................................................................................... 7
2.1 Introduction...............................................................................................................7
2.2 Research Gap..........................................................................................................10
CHAPTER THREE.............................................................................................................. 11
RESEARCH METHODOLOGY....................................................................................... 11
3.1 Introduction.............................................................................................................11
3.2 Research Design.....................................................................................................11
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3.3 Area of Study..........................................................................................................12

3.4 Target Population................................................................................................... 13
3.5 Sample Size............................................................................................................ 13
3.6 Sampling Techniques.............................................................................................14
3.6.1 Simple Random Sampling..................................................................................14
3.6.2 Purposive or Judgmental Sampling................................................................... 15
3.7 Data Collection Techniques.................................................................................. 15
3.7.1 Questionnaire.......................................................................................................15
3.7.2Interview............................................................................................................... 16
3.8 Data Analysis Procedure....................................................................................... 16
CHAPTER FOUR................................................................................................................. 17
DATA ANALYSIS, INTERPRETATION AND DISCUSSION................................... 17
4.1 Introduction.............................................................................................................17
4.2 Profile of the Respondents.....................................................................................17
4.2.1 Forms in Which Students were Studding..........................................................18
4.3 Closure of Secondary School due to Cholera Outbreak......................................19
4.3.1 Closure of School due to Cholera Outbreak..................................................... 19
4.3.2 Cholera was Only Reason Caused Your Secondary School to be Closed......20
4.4 Effects of Cholera on Students During their Learning Process..........................21
4.4.1 Effects of Cholera Outbreak to School Members.............................................21
4.4.2 Students who could not Attend School due to Fear of Cholera...................... 22
4.4.3 Cholera Affected Learning Process in Your School........................................ 22
4.5 Possible Solution Taken to Overcome the Problem in Secondary Schools...... 23
4.5.2 Self Preventions From Cholera Outbreak......................................................... 25
4.5 3: Knowledge on How to Fight against Cholera................................................. 26
4.5.4 Availability of Cleaning Equipment’s...............................................................26
CHAPTER FIVE................................................................................................................... 28
SUMMARY, CONCLUSION AND RECOMMENDATIONS..................................... 28
5.1 Introduction.............................................................................................................28
5.2 Summary.................................................................................................................28
5.3 Conclusion.............................................................................................................. 29
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5.4 Recommendations.................................................................................................. 29
5.4.1 The Government..................................................................................................29
5.4.2 Teachers............................................................................................................... 29
5.4.3 Students................................................................................................................30
5.5 Suggestion for Further Study................................................................................ 30
REFERENCE.........................................................................................................................31
APPENDICES........................................................................................................................33
APPENDIX 1: QUESTIONNAIRES FOR STUDENTS................................................ 33
APPENDX 2: INTERVIEW FOR THE TEACHERS....................................................36
APPENDX 3: INTERVIEW FOR THE HEAD OF SCHOOL.....................................37
APPENDX 4: INTRODUCTORY LETTER....................................................................38
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LIST OF TABLES

Table 1: Population census (2012) and Kilometer square in Dar es Salaam city …….12

Table 2: Description of the Sample Size ……………………………………….…….14

Table 3: Distribution of Respondents ……………………………………………......17

Table 4: Form in Which Students were Studding …………………………………...18

Table 5: Closure of Schools due to Cholera Outbreak ……………………………....19

Table 6: Reasons caused Secondary School to be Closed ……………………….......20

Table 7: Students who could not Attend School due to Fear of Cholera …….……...22

Table 8: Given Knowledge on how to Fight against Cholera ……………….….........26

Table 9: Availability of Cleaning Equipments ……………………………...………..27

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LIST OF FIGURES

Figure 1: Map of Dar es Salaam City Showing Municipality ………………………..13

Figure 2: Effect of Cholera Outbreak to School Members …………………………...21

Figure 3: How Cholera Affect Learning Process ……………………………………..23

Figure 4: Measures against Cholera Outbreak ……………………………………….24

Figure 5: Self Prevention from Cholera Outbreak ……………………………………25

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ABSTRACT

The study examined on the effects of Cholera on students learning in secondary

schools. The research was conducted in Dar es Salaam city particularly at Mugabe,

Twayyibat and Ilala secondary schools. Respondents were heads of schools, teachers and

students. Researcher used questionnaire and interview methods for data collection. The

findings revealed that cholera outbreak affected students, in such that some students feared

to attend classes. However the prohibition of meals in schools forced students to stay for

long hours without food in schools. Therefore solution to cholera outbreak would include

provision of education to students on how to take care of personal hygiene, take food safety

as well as keeping the surrounding environment clean.

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LIST OF ABRAVIATIONS

WHO: World Health Organization

NGOs: Non Government Organizations

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CHAPTER ONE

INTRODUCTION

1.1.Background of the Problem

Cholera is an acute bacterial infection of the intestine caused by ingestion of food

or water containing Vibrio cholerae. Symptoms include acute watery diarrhea and

vomiting which can result in severe dehydration or water loss. When left untreated, death

can occur rapidly – sometimes within hours. Cholera is transmitted through contaminated

food or drinking-water, as well as by person-to- person contact through the fecal-oral

route (Berkow, 1999).

In the 21st century, cholera epidemic still remains a significant public health

problem. The World Health data indicated a concerning increase in the number of cholera

cases worldwide since the beginning of the 20th century. Although the first pandemic

began in the1817 in Asia, it later spread to other parts of the world, such as South

America and Africa, "cholera's new homeland," where it has concentrated in 87% of

cases in 2006 (WHO, 2006).

In Tanzania cholera outbreaks have been occurring every year since 1977.

However reasons for recurrent outbreaks which remain the same or even increase year

after year are not understood despite experiences, knowledge about the diseases and

effort done by health workers and community. As a result cholera remains a major public

health problem throughout the years since the outbreaks started (Mwaluko et al, 1991).

Dar-es-Salaam region is one of the areas mostly hit by cholera outbreaks in the

country. Cholera outbreaks have been occurring every year in Dar-es- Salaam city. Many
 2

factors such as improper waste disposal, food handling, processing and preservation, poor

housing, improper and inadequate sewerage systems are the greater influence of being

infected with cholera and other diarrheal diseases (Mwaluko et al, 1991).

Tanzania was found to have the highest number of cases in Africa where in 1992

(18,526), 1997 (40,249) and 1998 (43,000) compared to Guinea Bissau (20,555), Kenya

(17,200), Chad (8,801) and Mozambique (8,708) in 1997 and Kenya (18,000), Uganda

(18,000) and Somalia (14,708) in 1998. Tanzania had one of the highest cases of fatality

rates in East Africa with 2,268 deaths out of 40,226 cases (Mpuzi, Veronica &Mnyika,

2005).

In 15 August, 2015 cholera outbreak case was reported in Dar es Salaam’s

Kinondoni municipal before spreading throughout the region and letter spread on other

regions of the country. In 8th December 2015, 10 412 cases and 159 deaths were reported

in 15 to 20 regions in the country. Dar es Salaam, the commercial capital with a

population of 4.4 million, accounts for 44% of all people who have contracted cholera.

The cumulative number of people with cholera has doubled between the end of October

and end of November 2015. Zanzibar was reported to have 572 cases and 6 deaths (WHO,

2015).

Almost every developing country is facing either a cholera outbreak or the threat

of an epidemic. However, there are measures that have been taken to overcome the

problem due to cholera outbreaks in Tanzania in 2015. President of the United Republic

of Tanzania Dr John Pombe Magufuli cancelled the Independence Day celebrations in 9th

December 2015 and ordered a national day of clean-up instead. On his speech President
 3

Dr Magufuli said “Let us work together to keep our country, cities, homes and

workplaces clean, safe and healthy; it’s shameful we are spending money to

commemorate our independence when our people are dying of cholera” (Daily Nation in

9th Decembers 2015).

Therefore cholera is a huge problem and may affect secondary school students on

their learning process in schools. So this study intended to assess the effects of cholera on

students learning in secondary schools in Dar es Salaam city.

1.2 Statement of the Problem

Cholera is still a huge problem in Dar es Salaam city. Cholera outbreaks have

been occurring every year from 1977 up to date. Many factors such as improper waste

disposal, food handling, poor housing, and inadequate sewerage systems are the greater

influence of cholera outbreaks. Due to cholera outbreaks in Dar es Salaam secondary

school students have been negatively affected. Students’ learning has been interrupted

causing students to cancel their studies and stay at home waiting for the outbreak to

subside before resuming studies.

With regards to the outbreak of 2015, some schools had to have short break in

august 2015 due to the rapid spread of cholera in the city. Because of cholera students

were also limited to buy food staffs which sold near schools during the break times, these

lead students to stay without meals during schools hours, hence becoming weak to

concentrate on studies.
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Therefore this study intended to investigate what were the effects of cholera on

students learning in secondary schools and so suggests a possible solution to address such

effects for effective learning a case of Dar es Salaam city.

1.3 Purpose of the Study

The purpose of this study was to investigate the effects of cholera on students

learning in secondary schools in Dar es Salaam city.

1.4 Specific Objectives of the Study

This study was guided by the following objectives;

i. To find out if secondary schools had to stop studies due to cholera outbreaks.

ii. To examine effects of cholera on students during their learning process.

iii. To find out possible solution/measures to be taken to overcome the problems

1.5 Research Questions

i. Had secondary schools stopped studies due to cholera outbreak?

ii. How cholera affected students during their learning process in secondary school?

iii. What are the possible measures be taken to overcome the problems?

1.6 The Significance /Rationale of the Study

i. The findings from this study will help the government and educational stakeholders to

know the effects of cholera on students’ learning.

ii. Also the study will help to show direction in finding the solution on the effects of

cholera in schools.
 5

iii. The successful completion of this study marks the fulfillment of one of the

requirements needed by Tumaini University Makumira for researcher to be awarded a

Bachelor Degree of art with Education.

1.7 Scope and Delimitation of the Study

The researcher conducted his research in three secondary schools of Dar es

Salaam city. The city has a number of secondary schools having the characteristics of the

problem understudy. This study focused on the effects of cholera on students learning in

secondary schools in Dar es Salaam city. And this research took five months from

February 2016 to June 2016.

1.8 Operation Definition of Key Terms

i. Cholera

Cholera is an infection of the small intestine caused by the bacterium Vibrio

cholerae. Cholera is spread by ingesting water or food contaminated by the

excrement of infected people.

ii. Learning

Learning is a process that brings together cognitive, emotional and environment

influences and experience for acquiring, enhancing or making changes in one’s

knowledge, skills, values and word views.

iii. Vibrio Cholerae

Vibrio cholerae is a Gram-negative, comma-shaped bacterium. The bacterium’s

natural habitat is brackish or saltwater. Some strains of vibrio cholerae cause the

disease cholera.
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iv. Outbreak

Outbreak is a sudden occurrence of disease than normally expected within a

specific place.

1.9 Limitation of the Study

The Following were the Limitations researcher encountered;

i. During data collection in the field researcher faced the challenge of the

respondents fearing to give cooperation due to feeling ashamed to have been

contacted the disease. The researcher had to persuade the respondents using soft

language, encouragement, hopes, kindness and make a close follow-up to insure all

necessary information was obtained.

ii. Also during the process of data collection the researcher encountered limitations

from Regional Education Officer and Regional Commissioner on the process of

getting a permission to collect data in secondary schools. To solve this challenge

researcher decided to get the permission directly from the heads of schools.

iii. Again the researcher faced financial constrains because funds allocated by loans

board to carry out the research work were not given on time, the researcher solve

this by borrow some money from relative and friends.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Literature review is a stage in the research process, which helps the researcher to

construct a comprehensive picture of the state of the knowledge, practice and attitude

about the topic. The main purpose of literature review is to enable the researcher to

understand the topic in a way that permits a clear formulation of the problem under study.

It is based on primary data from individuals, organizations, and both published and

unpublished information. Literature review provides the researcher with the opportunity

to determine how pertinent material is available concerning the potential study and helps

to put the problem in the context of what has already been done (Dempsey and Dempsey,

2000).

A study done in west Africa indicated that persons who washed hands before

eating and after toilet use were at lower risk of cholera infection (Curtis et al, 2003). This

was supported with epidemiological evidence which suggested that people who wash

hands with soap before eating and after toilet were at lower risk cholera illness (Hutin,

2003). So if students follow proper sanitary principles may place themselves at the lower

risk of being infected with cholera.

WHO (1992), shows several factors leading to cholera epidemic; these include

food handling and basic hygiene. Systematic hand washing with soap after defecation and

before handling food or eating, as well as clean preparation and conservation of food
 8

reduce the risk of this problem. Therefore teachers are supposed to remind students to

make clean preparation of food and hand washing before eating.

According to Goodgame and Greenough (1975), reported that West African

countries were free from cholera during the years 1894 to 1970. A major epidemic started

in 1970 in Guinea Bissau and there after spread to other West African countries causing

an estimated 150,000 and more cases and 20,000 and more deaths during the initial attack

of cholera, this was a result of negative attitude for not learning from neighboring

countries' cholera attacks. During this epidemic of 1970, cholera transmission from one

person to the other person during gathering such as at funerals, festivals and assemblies

was identified as a result of not adhering to the warning to avoid gatherings. Gathering

may be the influence of cholera outbreak. Always students they like to stay in groups so

if there is one who has cholera may be easy to spread to others.

Mpuzi, et al (2005), in their research in Illala District Dar-es-Salaam; found that

the proportion of respondents with positive attitudes towards cholera prevention was

97.4%. A range of specific interventions are likely to be necessary for the control of

cholera in that population. Misconception about transmission ability of cholera, that it

cannot be transmitted through cow's dung, young children stool and chicken faces need to

be addressed. Most students are not aware of the causes and spread of cholera, however

there are few of them who have knowledge about this disease but they tend to take no

precaution, thus the change of students’ attitude will help to reduce the effect in the

learning process.
 9

Cholera outbreaks usually occur where there are larger gatherings of people,

especially where water and sanitation facilities are stretched and compromised. There are

reports associated with the outbreaks in the annual Hadj to Mecca; other festivals and

pilgrims that have been linked to the outbreak of the disease are those taking place

periodically in India, Saudi Arabia and Egypt (Reese and Douglas, 1986, p. 76).

According to Kasoka (2003), in his research on investigation of Knowledge,

Attitude and Practice among the residents of Makululu compound in Kabwe town found

that majority of residents in high density areas shared food stuff and attended social,

religious and political gathering during cholera outbreaks. He described the situation as

feelings of fearless to cholera of the residents of Makululu.

Another study done in Ifakara during a cholera outbreak revealed that bathing in

the river, long distance to water source and use of unboiled water were significantly

associated with risk for cholera (Acosta, et al 1997).

A study done in Dar es Salaam shows that using spring shallow well water for

domestic purposes was strongly linked to the illness. Epidemiological findings also

showed that there is scarcity of water in Dar es Salaam city as a primary cause. Access to

clean and safe water is disadvantaged to some localities in the city; this is evidenced to

those places with high number of cholera cases during epidemic (Makuza, 2002). In Dar

es Salaam there is a lot of shallow well water from where the students come from. So due

to shallow well may lead cholera outbreak and thus will affect even students’ learning

process.
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2.2 Research Gap

Many literatures have made a great work of assessment on the factor associated

with cholera outbreaks, and if people have knowledge on what cause cholera and the

attitude towards the diseases. Those literatures did not show anything about the effect of

cholera on students’ learning process in secondary schools.

Therefore this study intended to fill this huge gap by investigate effects of cholera

out breaks on students’ learning in secondary schools.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

Research methodology refers to procedures, steps and strategies describing the way

information will be gathered and analyzed in a research investigation (Polit and Beck,

2008). This chapter deals with area of study, target population, sample size, sampling

techniques, and methods for data collection such as interview, questionnaires and

documentary analysis in order to organize the research systematically.

3.2 Research Design

A research design is defined as the researcher's overall plan or strategy for

answering research questions or testing the hypotheses (Polit and Beck, 2008). There are

many types of research designs; in this study the researcher used a case study design to

study the effects of cholera on students’ learning in secondary schools. The design was

used because it gave the researcher an opportunity to study an aspect of the problem in

depth within a limited time scale. Therefore, it was possible to collect accurate data about

the effects of cholera on students’ learning.

According to Bell (1999), a case study is an umbrella term for family of research

methods having in common the decision to focus on inquiry around an instance. Evidence

is collected systematically. The relationship between variables is studied and the study is

methodological planned. It allows the researcher to concentrate on the specific

instance/situation and to identify various problems concerning the work.

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3.3 Area of Study

The data for this study was collected in Dar es Salaam city and it was from

secondary schools. Such schools were; Mugabe secondary school in Kinondoni

municipal, Twaibat secondary school in Temeke and Ilala secondary school in Ilala

Municipal.

Dar es Salaam Region is one of Tanzania's administrative regions. According to

the 2012 national census, the region had a population of 4,364,541, which was much

higher than the pre-census projection of 3,270,255 for 2002-2012.

The city has a piped water supply that is mostly intermitted and inadequate. The

millions of people are leaving in slums, resettlements and unauthorized areas; this people

use water from shallow tube wells for drinking, cooking and other domestic purposes.

Also these people do not have access to sewerage. The drainage system is poorly

achieved through several furrows which lead water towards Msimbazi creek into Indian

Ocean. All this may cause the outbreak of cholera.

Table 1: Population census (2012) and kilometer square in Dar es Salaam city

Municipal Population (2012) Area km²

Kinondoni 1,775,049 501
Ilala 1,220,611 208
Temeke 1,368,881 684

Total 4,364,541 1393

Source: Population Distribution by Administrative Units, United Republic of Tanzania,

2013 and Dar es Salaam regional Commissioner’s Office, 2014

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Source: Vice President’s office (2011).

Fig 1: Map of Dare Es Salaam city showing municipalities.

3.4 Target Population

A target population is the entire set of individuals or elements who meet the

sampling criteria (Burns and Grove, 2005). In this study the target population included

teachers, heads of schools and students; the researcher preferred to use teachers and

students because they were the ones directly affected by cholera outbreaks.

3.5 Sample Size

A sample size is the number of participants in the study (Polit and Beck, 2008).

The total sample was 45 in both three schools, where by each school provided, 11

students, 3 teachers and the head of school.

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Table 2: Description of the Sample Size

Name of Schools Respondents Total Number of Respondents

Head Master 1
Mugabe Secondary Teachers 3
Students 11

Head Master 1
Twaibat Secondary Teachers 3
Students 11
Head Master 1
Ilala Secondary Teachers 3
Students 11
General Total 45

3.6 Sampling Techniques

Sampling is the method used in drawing samples from a population usually in

such a manner that the sample will facilitate determination of some hypothesis

concerning the population (McGraw-Hill, 2003). So in this study researcher used both

simple random sampling and purposive or judgmental sampling to get respondents.

3.6.1 Simple Random Sampling

In this sampling individuals are chosen in such a way that each has an equal and

independent chance of being selected (Best and Khan, 2006:13). The researcher used

simple random sampling because it selects respondents from a larger population by

considering number of males and females; this was done in both schools. This was

administered to get students.

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3.6.2 Purposive or Judgmental Sampling

This technique was used because the selection of individuals or subjects depended

on the subjective judgment of the researcher. The researcher may select the subject

basing on the relevant information needed (Ogula, 2010). In this study the purposive

sampling was employed basing on the respondents’ in-depth data about effects of cholera

on students’ learning. This was administered to get heads master and teachers.

3.7 Data Collection Techniques

According to Walter (1989), methods for data collection are tools for data

collection. It make easy for the researcher to collect information. The task of the

researcher is therefore to select dependable tools. In this study the researcher employed

Questionnaire and interviews to collect data from respondents.

3.7.1 Questionnaire

According to Koul (2005), defined questionnaire as a device consisting of series

of questions dealing with some psychological or group of individuals with the object of

obtaining data related to some problems under investigation. The researcher preferred

questionnaires because it was easy to administer to a large population, providing more

open settings, rising issues that the researcher may consider, also it suits to the literate

people. The researcher used closed-ended and open-ended questions, which were

administered to students.
 16

3.7.2Interview

The interview method of collecting data involved presentation of oral-verbal

stimuli and reply in term of oral-verbal responses, this method can be used through

personal interview and telephone interviews if possible (Kothari, 2004). In this study

Interview were used because Personal information could obtained easily from

respondents. Interviews were conducted by using the qualitative approach and the

researcher used unstructured interview to collect information from teachers and heads of

schools.

3.8 Data Analysis Procedure

According to Keats (1997), data analysis is the process of systematically applying

statistical and/or logical techniques to describe and illustrate, condense and recap, and

evaluate data. Analyzed data should be presented in the manner that will make possible to

obtain quick and accurate information from it. In this study data was analyzed both

qualitatively and quantitatively.

The analyzed data are presented using descriptions, tables, and graphs. This

helped to draw exactly interpretation and so derive a conclusion. In this case the

statistical methods of data analysis such as Microsoft excel spreadsheet program and

simple calculator were used.

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CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND DISCUSSION

4.1 Introduction

This chapter presents data analysis, interpretation and discussion. Data analysis is

a practice in which raw data is ordered and organized so that useful information can be

extracted from it. The findings from analyzed data were presented in this chapter into

sections according to research objectives and interview from the area of the study.

4.2 Profile of the Respondents

The study used a sample of 45 respondents from whom data was collected where

by 33 were students, 9 were teachers and 3 head of school from secondary schools. The

researcher used a sample of three secondary schools such schools were Mugabe

secondary from Kinondoni, Twayyibati Islamic seminary from Temeke and Ilala

secondary from Ilala in Dar es Salaam Region in order to get different view from

different respondents. Students and teachers were divided into two groups of male and

female respectively as shown in the table blow.

Table 3: Distribution of Respondents

NAME OF STUDENTS TEACHERS HEAD OF TOTAL

SCHOOL MALE FEMALE MALE FEMALE SCHOOLS
Mugabe sec 5 6 1 2 1 15
Twayyibat 5 6 1 2 1 15
Ilala sec 4 7 2 1 1 15
Total 14 19 4 5 3 45
Source: Field Data, 2016
 18

The above table 3 shows that the researcher used 45 respondents each school

proved 15 respondents which were male and female as shown above in the table.

Therefore the data collected from this sample of population should be taken as

representing a real situation. However number of females was larger than that of males.

4.2.1 Forms in Which Students were Studding

The forms of respondents were also regarded in this study as shown in the table blow.

Table 4: Forms in Which Students were Studding

FORM MUGABE % TWAYYIBAT % ILALA %
Form I 0 0 0 0 0 0
Form II 0 0 0 0 0 0

Form III 5 46 0 0 0 0
Form IV 6 54 11 100 11 100

Total 11 100 11 100 11 100

Source: Field data, 2016

Table 4 above indicates Forms of respondents; which were Form 1, form 2, form

3 and form 4, Mugabe form 3 were 46% while form 4 in Mugabe were 54%, Twayyibat

were 100% and Ilala were 100% respectively. From the table it’s clear that majority of

the respondents were form 4 students.

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4.3 Closure of Secondary School due to Cholera Outbreak

This was one of the objectives that the researcher used as a guide in the study.

The researcher wants to know if the school was closed due to the outbreak of cholera in

Dar es Salaam. The researcher comes out with the following data.

4.3.1 Closure of School due to Cholera Outbreak

The interest of Researcher was to know if the school had to close due to cholera

outbreak. Respondents were asked to opt for “YES”, “NO” or “I DO NOT KNOW” for

their choice if their secondary school were closed due to cholera outbreak. The table

below shows their responses.

Table 5: Closure of School due to Cholera Outbreak

NAME OF FREQUENCY RESPONSES TOTAL
SCHOOL YES % NO % I DON’T % %

KNOW
Mugabe sec 11 0 0 11 33.3 0 0 33.3
Twayyibat 11 0 0 11 33.3 0 0 33.3
Ilala sec 11 0 0 11 33.3 0 0 33.3

Total 33 0 0 33 100 0 0 100

Source: Field data, 2016

Table 4 above shows, 100% of the respondents disagree that their school were not

closed due to cholera outbreak as they all opted “NO”. Therefore the study revealed that

there was no any secondary school which was closed due to cholera outbreak; perhaps

there were no threat to students.

 20

4.3.2 Cholera was Only Reason Caused Your Secondary School to be Closed

The researcher was interested to investigate if cholera was the only reason

cause school to be closed or there were other reason. In responding respondents were

asked to tick for “YES” or “No” The following data where obtained and analyzed in the

table below;

Table 6: Reasons Caused Secondary Schools to be Closed was Cholera or Not

NAME OF FREQUENCY RESPONSES TOTAL%
SCHOOL YES % NO %
Mugabe sec 11 1 3 10 30 33.3
Twayyibat sec 11 1 3 10 30 33.3
Ilala sec 11 0 0 11 33 33.3
Total 33 2 6 31 94 100
Source: Field data, 2016

From table 5 above, it was found that cholera was not the reason caused school to

be closed whereby 94% opted for “NO” and 6% opted for “YES”, that cholera was the

only reasons caused their school to be closed. In interview with Teachers and Heads of

schools said that their schools were not closed due to cholera outbreak because students

were educated on how to prevent themselves from getting cholera and also there were

restriction of food items in schools. Majority of the respondent say that school had to

close due to holyday and general election but not due to cholera outbreak. So it seemed

that cholera outbreak had no effect to the students and the learning process.
 21

4.4 Effects of Cholera on Students During their Learning Process

This was another objective, in which researcher sought to know the effect of

cholera on students in their learning process in secondary school.

4.4.1 Effects of Cholera Outbreak to School Members

The interest of the researcher here was to investigate if there were any school

members affected by cholera outbreak. In responding respondents were to opt between

“YES”, “NO” or “I DO NOT KNOW” depending on their experiences of the situation.

The following graph shows the responses;

Figure2: Effects of Cholera Outbreak to School Members

Source: Field data, 2016

From figure 2 above, 42% of the respondents opted for “YES” that cholera

affected school members in their schools, 46% opted for “NO” and 12% did not know if

cholera had affected any school members. It seems that cholera did not affect student at
 22

large. In interview with teachers and head of schools argue that somehow cholera

affected students in their school but not in large.

4.4.2 Students who could not Attend School due to Fear of Cholera

Here the Researcher was interested to understand if there were students who could

not attend school due to fear of cholera. Respondents were to opt for “YES”, “NO” or

“NOT SURE” and the following were the responses of respondents as shown in the table.

Table 7: Students who could not Attend School due to Fear of Cholera
NAME OF FREQUENCY RESPONSES TOTAL
SCHOOL YES % NO % NOT % %
SURE
Mugabe sec 11 3 9 6 18 2 6 33.3
Twayyibat 11 3 9 8 24 0 0 33.3
Ilala sec 11 2 6 8 24 1 3 33.3
Total 33 8 24 22 67 3 9 100
Source: Field data, 2016

Table 6 above shows that 24% of respondents opted for “YES” that they were

aware of students who could not attend school due to fear of cholera, 67% of respondents

opted for “NO” that they were not aware of students who could not attend school due to

fear of cholera and 9% of respondents were not sure if there were students who could not

attend school due to fear of cholera. In interview 33.3% claimed that some students could

not attend school due to fear of cholera while 66.6% claimed not to be sure.

4.4.3 Cholera Affected Learning Process in Your School

The researcher wanted to know if cholera affected learning process in schools. In

responding respondents were asked to opt for “Strongly agreed”, “Agree”, “Disagree”
 23

and “Strongly disagreed” on whether cholera affected learning process in secondary

schools. Pie chart below shows their responses.

Figure 3: How Cholera Affected Leaning Process

Source: Field data, 2016

From figure 2 above shows that 21% of respondents opted for “strongly agree”

that cholera affected learning process in their schools, 42% of respondents opted for

“agree” that cholera affected learning process in their schools, 21% of respondents opted

for “disagree” and 15% of respondents opted for “strongly disagree”. So from the

findings the researcher discovered that large number of respondents agreed that cholera

affected learning process in their schools. In interview with teachers and the heads of

schools claimed that there was shortage of food in schools and students feared to come to

school due to cholera outbreak.

4.5 Possible Solution Taken to Overcome the Problem in Secondary Schools

The researcher intended to assess the possible solution to be taken to overcome

the problem in secondary schools under the following sub-sections

 24

4.5.1 Precautionary Measures Taken by Schools against Cholera Outbreak

The researcher intended to identify which measures would be taken against

cholera outbreak. Respondents were required to suggest a precautionary measure that was

taken by their schools against cholera outbreak. The bar bellows show their responses.

Figure 4: Measures against Cholera Outbreak

Source: Field data, 2016

Figure 4, show that 12% of the respondents in three secondary schools suggested

the precautionary measures that were taken against cholera outbreak were to improve

school sanitation, 27% suggested restriction of food items in school and 61% of the

respondents proposed that students were to be educated on how to take care of

themselves from getting cholera. In interview with Teachers and Heads of schools were

of the opinion that provision of education to the students, closing the canteen, cleaning

the environment especially toilet and increase sanitary measures so as to make sure they

take measures to prevent the outbreak of cholera in schools. In Ilala secondary the head

of school said there were no measures that were taken to combat the outbreak of cholera

in her school.
 25

4.5.2 Self Preventions from Cholera Outbreak

In these items the researcher was to know if students can be able to prevent

themselves and their fellow from getting cholera. Here the respondents were supposed to

tick for “wash hand with soap after visiting toilet”, “drinking boiled water”, or “wash

hand before and after eating”. The following bar chart shows their views.

Figure 5: Self Preventions from Cholera Outbreak

Source: Field data, 2016
In figure 5 above, data show that 82% , 64%, 27% of respondents in Ilala

secondary, Twayyibat and Mugabe secondary respectively suggested that they can

prevent themselves and their fellow from getting cholera through washing hand before

and after eating, 64%, 18%, 9% of respondents in Mugabe secondary, Twayyibat and

Ilala secondary respectively proposed that they can prevent themselves and their fellow

from getting cholera through wash hand with soap after visiting toilet and for those who

were said they can prevent themselves and their fellow from getting cholera through

drinking boiled water were 9% in Mugabe secondary, 18% in Twayyibat seminary and

9% in Ilala secondary. From the results it can be concluded that the washing of hands is

perhaps the best practice in preventing spread of cholera.

 26

4.5 3: Knowledge on How to Fight against Cholera

The researcher intended to identify if students were given appropriate knowledge

to fight against cholera. Respondents were supposed to respond for “Strongly agree”,

“Agree”, “Disagree” and “Strongly disagree”. The following table shows their responses.

Table 8: Given Knowledge on How to Fight Against Cholera

NAME FREQU RESPONSES TOT
OF ENCY Strongl % Agr % Disagr % Strongly % AL%
SCHOOL y agree ee ee disagree
Mugabe 11 5 15 6 18 0 0 0 0 33.3
Twayyibat 11 6 18 5 15 0 0 0 0 33.3
Ilala 11 5 15 3 9 2 6 1 3 33.3
Total 33 16 49 14 42 2 6 1 3 100
Source: Field data, 2016

Table 8 above show that 49% of respondents opted for “strongly agree” that

students were given appropriate knowledge to fight cholera, 42% were opted for “agree”,

6% opted for “disagree” and 3% were opted for “strongly disagree” that their school did

not give them appropriate knowledge to fight against cholera. In interview with teachers

and heads of schools they said that they provided knowledge on how to fight cholera like

to wash hand after visiting toilets and wash hands before eating. So it seems that students

were given appropriate knowledge on how to fight against cholera.

4.5.4 Availability of Cleaning Equipment’s

The interests of the researcher were to know if the availability of cleaning

equipment’s enables to control the outbreak of cholera in schools. The respondents were

asked to tick for “YES”, “NO” or “I DON’T KNOW”. The following table shows the

responses from respondents.

 27

Table 9: Availability of Cleaning Equipment’s

NAME OF FREQUENCY RESPONSES TOTAL%

SCHOOL YES % NO % I %
DON’T
KNOW
Mugabe 11 9 27 2 6 0 0 33.3
Twayyibat 11 10 30 1 3 0 0 33.3
Ilala 11 5 15 4 12 2 6 33.3
Total 33 24 73 7 21 2 6 100
Source: Field data, 2016

Table 9 above shows that 73% of the respondents opted for “YES” meaning

availability of cleaning equipments enabled them to control the outbreak of cholera in

their schools, 21% of respondents opted for “NO” meaning availability of cleaning

equipments did not enable them to control the outbreak of cholera and 6% opted for “I do

not know”. In addition teachers proposed that schools should make sure all important

equipments should be available so as to facilitate cleaning in schools.

 28

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents summary of discussion, conclusion and Recommendations

about the effects of cholera on students learning in secondary schools

5.2 Summary

From the study, researcher assessed the effects of cholera on students learning in

secondary schools. The study was conducted in Dar es Salaam region, involving three

schools from different district which were Twayyibat secondary from Temeke, Ilala

secondary from Ilala and Mugabe secondary from Kinondoni district.

From the findings researcher realized there were no secondary schools that had

closed due to cholera outbreak perhaps there were no threats to students, but schools had to

close down due to holidays and general elections.

On the other hand the findings revealed that cholera outbreak had effects to students

in their learning in secondary schools, in such that some students feared to attend classes,

due to prohibition of meals in schools, least stay for long hours without food in schools.

Therefore solution suggested included provision of education to the students, closing

the canteen, increase sanitary measures and wash hand with soap after visiting toilets; in

attempt to combat cholera outbreak.

 29

5.3 Conclusion

From the finding it can be concluded that even though schools were not closed due to

cholera outbreak but it has affected students in their learning in schools where by some

students feared to go to schools due to cholera outbreak so this lead some of students to

miss classes. Therefore solution to cholera outbreak would include provision of education

to students on how to take care of personal hygiene, take food safety as well as keeping the

surrounding environment clean.

5.4 Recommendations

From the findings Researcher recommends the following to different stakeholders.

5.4.1 The Government

The Government must conduct schools health education campaigns in order to insure

that students have the right information about cholera. Government must make sure that

school premises are clean by sending people to observe. Government should provide

technical advice like schools to conduct seminars about cholera.

5.4.2 Teachers

As teachers are very important in giving knowledge to students, therefore they

should make sure all students are aware about the causes and effects of cholera by teaching

them in classes. Teachers must make sure the school environments like toilets and canteen

are well cleaned by supervising students to do so. Also teacher must let students adhere to

health regulations like personal hygiene.

 30

5.4.3 Students

Students must practice drinking boiled water, wash hands with soap after visiting

toilets, and wash hands before and after eating. Students should follow all instructions

given by their teachers on how they can prevent themselves from getting cholera. They

must understand that cholera could have effects on their academic performance.

5.5 Suggestion for Further Study

The researcher conducted the study on the effects of cholera on students’ learning

in secondary schools. The study discovered that cholera could have effects on students

learning in secondary schools such as shortage of food due to prohibition of meals in

schools during cholera outbreak. So there is a need to conduct a study on the effects of

cholera on students learning in primary schools because there is larger population of

students compare to secondary schools.

 31

REFERENCE
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Bell, J. (1999). Doing your Research Project a Guide for First Time Research in
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Berkow R. (1999). Merck Manual of Medical Information Home Edition. Merck & Co.,
Inc, USA.
Best and Khan. (2006). Population and Samples Research in Education. Prentice Hall of
India Private Limited, New Delhi.
Burns, N and Grove, S.K. (2005). The practice of Nursing Research: Conduct, Critique
and Utilization. Elsevier/Saunders.
Curtis, V & Cairncross, S. (2003). Effect of Washing Hands with Soap on Diarrhea Risk
in the Community: A Systematic Review. Lancet Infectious Diseases, 3: 275-281.
Daily Nation. (2015). Magufuli Sweeps Tanzania Streets on Independence Day,
www.natio.co.ke/news/africa/Magufuli-sweeps/-/1066/2989982/hk8oglz/-
/index.html
Dempsey, P.A. & Dempsey, A.D. (2000). Using Nursing Research, Lippincott,
Philadelphia
Goodgame, R.W & Greenough, W. B. (1975). Cholera in Africa: A Massage for West.
Annals of Internal Medicine.
Kasoka, P. (2003). A Study on Knowledge, Attitude and Practices as Factors
Contributing to Recurrences of Cholera in Kabwe. School of Medicine
Department of Nursing Sciences, Lusaka, Zambia.
Koul, L. (2005). Methodology of Education Research. Subject: Publishers. New Delhi.
Kothari, C.K. (2004). Research Methodology: Methods and Techniques: New Age
International (P) Limited, New Delhi.
Makuza, N.J. (2002). Factors associated with a cholera outbreak in Dar es Salaam city.
McGraw-Hill. (2003). Dictionary of Scientific and Technical terms. the McGraw-Hill
companies Inc.
Mpuzi, Veronica, A.M., & Mnyika, S. (2005). Knowledge, Attitude Practice
Regarding Cholera Out Breaks in Illala Municipality of Dar Es Salaam
 32

Region, Tanzania. Bioline International, East African Journal of Public

Health,Vol. 2, No. 2, 2005, East African Public Health Association Tanzania.
Mwaluko, G.M.P et al. (1991). Health and disease in Tanzania, London. Harper Collins
Academic
Ogula, P. A. (2010). A Guide to Research Proposal and Report Writing. Nairobi: CUEA.
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Ltd, New Delhi, India.
Reese, E.R., & Douglas, G.R. (1986). A practical approach to infectious diseases Boston.
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oiikujytreNovember-2015-cholera-tanzania/en/
 33

APPENDICES
APPENDIX 1: QUESTIONNAIRES FOR STUDENTS
Dear Student,

My name is Rajab B Rajab a final year student at Tumaini University Makumira

pursuing a degree of under graduate. I am conducting a research on the “Effects of
Cholera on Students Learning in Secondary Schools” as one of requirements needed
for the award Bachelor of Arts with Education.
I kindly request you to participate in this study by answering the following questions. All
Information that you will provide is for academic purpose only and it will remain
confidential.
INSTRUCTIONS
i) Put tick “√” beside the answer which you think best describe your opinion.
ii) In some instances you may have to fill in the blanks
A: General Information
I. Name of school...........................................................
II. Region..........................................................................
III. District........................................................... ..............
IV. Date..............................................................................
V. Personal Information
a. Gender;
i. Male ( )
ii. Female ( )
The form in which you are studying

i) Form I ( )
ii) Form II ( )
iii) Form III ( )
iv) Form IV ( )
 34

B: Closure of School Due to Cholera Outbreak

1. Was your school closed due to cholera outbreak?
(a). Yes ( )
(b). No ( )
(c). I do not know ( )
2. Do you think cholera was only reason caused your school to be closed?
(a). Yes ( )
(b). No ( )
If No elaborate your answer...................................................................................................
................................................................................................................................................
................................................................................................................................................
C: Effects of Cholera on Students during their Learning Process in School
3. Did cholera outbreak affect any school member?
(a). Yes ( )
(b). No ( )
(c). I do not know ( )
4. Are you aware of students who could not attend school due to fear of cholera?
(a). Yes ( )
(b). No ( )
(c). Not sure ( )
5. Do you agree that cholera affected learning process in your school?
(a). Strongly agree ( )
(b). Agree ( )
(c). Disagree ( )
(d). Strongly disagree ( )
D: Possible Solution to be Taken to Overcome the Problem in School
6. What precautionary measure that were taken by your school against cholera outbreak?
(a). Improve school sanitation ( )
(b). Restricted food items in school ( )
(c). Students were educated on how to take care of themselves ( )
7. How would you prevent you and your fellows from getting cholera in your school?
 35

(a). Wash hand with soap after visiting toilet ( )

(b). Drinking bold water ( )
(c). Wash hand before and after eating ( )
8. Would you consider your school to have given you appropriate knowledge to fight
cholera?
(a ). Strongly agree ( )
(b). Agree ( )
(c). Disagree ( )
(d). Strongly disagree ( )
9. Does the availability of clearing equipments enable you to control the outbreak of
cholera in your school?
(a). Yes ( )
(b). No ( )
(c). I do not know ( )

Thank you for your time!

 36

APPENDX 2: INTERVIEW FOR THE TEACHERS

A: General Information
I. Name of School.......................................................
II. Region.....................................................................
III. District..................................................................
IV. Date.....................................................................
1. Is there a time when your school had to close down due to cholera outbreak?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................
2. To what extent cholera has affected learning in your school?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................
3. What measures do you take to prevent the outbreak of cholera in your school?
.................................................................................................................................................
.................................................................................................................................................
..............................................................................................................................................
.................................................................................................................................................
............................................................................................................................................

4. Are your students aware on how to prevent themselves from cholera?

.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.............................................................................................................................................

Thank you for your time!

 37

APPENDX 3: INTERVIEW FOR THE HEAD OF SCHOOL

A: General Information
I. Name of School.......................................................
II. Region.....................................................................
III. District..................................................................
IV. Date.....................................................................
1. What measures were employed by your school to combat the cholera
outbreak? ................................................................................................................................
.................................................................................................................................................
.....................................................................................................................................
2. Does your school were affected by cholera outbreak?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
......................................................................................................................
3. How is government involved in preventing the outbreak of cholera in your school?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.........................................................................................................................
4. To what extent do your teachers involved in control the outbreak of disease in your
school?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................

Thank you for your time!

 38

APPENDX 4: INTRODUCTORY LETTER