Report

ABSTRACT

Demons t r a t i ons a r e u sed wor ldwide a s a way o f r e spond ing t o g r i evances .Th i s me thod o f r e spond ing t o g r i evances i s a c tua l l y a g rowing phenomena e spec i a l l y among s t uden t s .A t t he Un ive r s i t y o f Zambia ,Grea t Eas t Road Campus ,S tuden t s demons t r a t i ons c anno t be ove remphas i zed .They u sua l l y occu r occu r wheneve r t he s t uden t s have a g r i evance t o a i r t o Managemen t .Th i s r e sea r ch , and t he r eo f , t h i s r e sea r ch r epo r t f ocused on demons t r a t i ons a s t he be s t way o f exp re s s ing g r i evances by t he Un ive r s i t y o f Zambia s t uden t s .

Ob jec t i ve :The a im o f t h i s s t udy was t o i den t i fy and ana ly se f a c to r s t ha t l e ad t o t he u se o f demons t r a t i ons a s t he be s t way o f exp re s s ing g r i evances by UNZA s tuden t s .The s t udy was a l so a imed a t p rov id ing i n fo rma t ion t ha t wou ld he lp s t akeho lde r s t o cu rb demons t r a t i ons a t UNZA.

S tudy me thodo logy : In t h i s r e sea r ch , t he r e sponden t s we re UNZA s tuden t s who r e s ide on campus and a r e fu l l t ime s t uden t s .The s amp le s e l ec t ed compr i s ed 150 s t uden t s o f wh ich 105 we re ma l e and 45 f ema le s .The s amp l ing c r i t e r i a u sed was s imp le r andom sampl ing u s ing S t a t i s t i c a l Package fo r Soc i a l Sc i ences (SPSS) t o ensu re t ha t e ach s t uden t had an equa l chance o f be ing i nc luded i n t he s amp le .The da t a was co l l e c t ed by way o f s e l f admin i s t e r ed ques t i onna i r e s .wh ich cons i s t ed o f c l o sed ended ques t i ons .

S tudy f i nd ings :Quan t i t a t i ve ana ly se s o f da t a we re done u s ing SPSS and t h i s was u sed t o gene ra t e c ro s s t abu l a t i ons , f r equenc i e s and Ch i -Squa re s t a t i s t i c a l t e s t s o f a s soc i a t i on .The s t udy f i nd ings showed t ha t 60 .7% o f t he r e sponden t s had pa r t i c i pa t ed i n s t uden t s ’ demons t r a t i ons compa red t o 38 .7% o f t he r e sponden t s who had no t pa r t i c i pa t ed i n demons t r a t i ons . I t was fu r t he r f ound t ha t t he r e was no s i gn i f i c an t r e l a t i onsh ip be tween s ex and pa r t i c i pa t i on i n demons t r a t i ons .Add i t i ona l l y , t he r e was no s i gn i f i c an t r e l a t i onsh ip be tween academic p r e s su re and pa r t i c i pa t i on i n demons t r a t i ons .Howeve r , r e sea r ch showed t ha t t he r e was a s t r ong r e l a t i onsh ip be tween a r ea o f r e s i dence and pa r t i c i pa t i on i n s t uden t s ’ demons t r a t i ons .A lcoho l consumpt ion and pa r t i c i pa t i on i n demons t r a t i ons we re found t o have a s i gn i f i c an t r e l a t i onsh ip .

F ina l l y , f i nd ings we re d i s cus sed , and a conc lu s ion was d r awn on t he Compar i son o f t he a c tua l f i nd ings i n r e l a t i on t o t he e a r l i e r expec t a t i ons and t he r eo f , r e commenda t i ons made .

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1.0 INTRODUCTION

Worldwide, the use of demonstrat ions as a way of

express ing gr ievances is a growing phenomenon. Zambia

is not an except ion to the above assert ion. The

express ing of gr ievances by Univers i ty of Zambia

students through the use of demonstrat ions cannot be

overemphasized. This has a lmost become the order of

the day whenever there is a misunderstanding between

administrat ion and students . To th is ef fect , academic l i fe

at UNZA is never such a smooth, order ly , day-to-day

rout ine.

Inspi te of the presence of a lot of regular i t ies , there are

a lways stresses, conf l ic ts , unfu l f i l led aspirat ions and

unexpected d isrupt ions. These may warrant the

express ing of inner feel ings which are prec ip i tated by a

number of reasons and factors fo l lowing a d isagreement

on some issues in the Univers i ty . This is main ly between

administrat ion and students . Hence the latter f ind ing

so lace in demonstrat ing as a way of vent ing their

gr ievances. Factors that cause demonstrat ion among

UNZA students range f rom pol i t ica l , economic,

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administrat ive to academic pressure. The demonstrat ions

can e i ther be destruct ive or non-destruct ive.

Therefore, apart f rom being an academic requirement in

Research Methods in Socia l Sc iences (SS 241/242) , th is

report is meant to conclude a second year research

pro ject at UNZA dur ing the 2007/8 academic year . In

part icu lar , i t at tempts to ident i fy and analyse the factors

that lead to the use of demonstrat ions as the best way of

express ing gr ievances by UNZA students . U l t imately , i t i s

hoped that the informat ion obta ined wi l l he lp

stakeholders curb demonstrat ions among UNZA students

.

2.0 STATEMENT OF THE PROBLEM

The use of d ia logue and consul tat ion as a way of

express ing gr ievances take a centra l pos i t ion in so lv ing

unrest in inst i tut ions. In inst i tut ions, d ia logue helps

administrators and students address var ious problems

af fect ing the smooth operat ions of the inst i tut ion, which

ensures that problems are deal t wi th amicably . Despi te

the use of such procedures in resolv ing gr ievances,

aggr ieved part ies somet imes opt to use demonstrat ions

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as a way of express ing their gr ievances. Demonstrat ions

somet imes resul t in breach of peace. In more extreme

cases, they resul t in confrontat ions with the pol ice,

leading to in jur ies , arrests and destruct ion of property.

I t i s on the bas is of such a background that the

Univers i ty of Zambia students are expected to exhib i t a

h igh degree of inte l lect . The Univers i ty of Zambia

students are expected to portray a good p icture ( image)

to members of the publ ic that they are inte l lectuals by

promot ing the use of d ia logue and consul tat ive meet ings

with Administrat ion through their representat ive body,

the Univers i ty of Zambia Students ’ Union (UNZASU).

Despi te the existence of such a respresent ive body

(UNZASU), the students of ten resort to the use of

demonstrat ions as the best way of express ing their

gr ievances.

CONTEXT OF THE PROBLEM

The use of demonstrat ions by students has become a

regular occurrence at the Univers i ty of Zambia, Great

East Road Campus. These demonstrat ions normal ly

change f rom peacefu l non-v io lent form to open

confrontat ions with the pol ice, leading to in jur ies ,

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arrests and destruct ion of property both with in and

outs ide the Univers i ty . The involvement of the pol ice

further leads to the c losure of the Great East Road that

is s i tuated next to the Univers i ty of Zambia, thereby,

great ly inconveniencing motor ists . Moreover , the use of

demonstrat ions a lso af fects the academic ca lendar

resul t ing in compressed semesters , non-complet ion of

sy l lab i and premature c losures.

FACTORS CONTRIBUTING TO THE PROBLEM

A number of factors contr ibut ing to use of

demonstrat ions as the best way of express ing gr ievances

among UNZA students have been ident i f ied. These

inc lude; academic, pol i t ica l , s t ructura l as wel l as area of

res idence.

4.0 EXPECTED OUTCOMES

a. The research is expected to provide informat ion

to the re levant stakeholders (Students , Administrat ion

and Government) that wi l l br ing about the smooth

running of the Univers i ty .

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b. The use of proper channels in a i r ing gr ievances

is expected to reduce misunderstandings among the

re levant stakeholders .

c . The reduct ion in the rampancy of these

demonstrat ions.

5.0 RESEARCH OBJECTIVES

The object ives of th is research are twofo ld; the general

and speci f ic .

General Objectives

(a) To ident i fy and analyze factors that lead to the use

of demonstrat ions as the best way of express ing

gr ievances by UNZA students .

(b) To provide informat ion that wi l l he lp stakeholders

curb the demonstrat ions at UNZA.

Specif ic Objectives

(a) To establ ish the extent to which gender contr ibutes

to demonstrat ions by UNZA students .

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(b) To invest igate the inf luence of academic pressure on

demonstrat ions.

(c) To determine which area of res idence is more prone

to demonstrat ions.

(d) To invest igate the inf luence of a lcohol on

demonstrat ions

(e) . To f ind out i f po l i t ic ians inf luence students to

engage in demonstrat ions.

6.0 LITERATURE REVIEW

In order to comprehend our research topic more c lear ly ,

l i terature rev iew was conducted and references made to

var ious studies re lated to the subject . There are a

number of studies which have been conducted on the

subject of demonstrat ions and protests by univers i ty and

col lege students inc luding lecturers .

Adams (1986) studied the part ic ipants in the f reedom

summer of 1964, involv ing hundreds of Northern Col lege

Students . Most of the part ic ipants were whites, who were

demonstrat ing to help in staf f ing the Freedom Schools to

register b lack voters . The tota l number of part ic ipants

was 720 students . The f indings of the study indicated

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that a l l the part ic ipants were act ive ly involved in the

demonstrat ions. Adams attr ibuted th is act ive

part ic ipat ion of the students in the demonstrat ions to

thei r belonging to d i f ferent pol i t ica l organizat ions. He

a lso found that the educat ion level or status of students

inf luenced them to part ic ipate in the demonstrat ions.

Furthermore, Adams attr ibuted their part ic ipat ion to

pr ior exper ience in h ighly r isk and cost ly act iv i t ies such

as s i t - ins and f reedom r iots .

In another study conducted by Adegoke and Akinboye

(1980) i t was found that adolescent t ra i ts , poor wel fare

serv ices, pol i t ica l and economic condit ions prevalent at a

part icu lar point in t ime cause students ’ demonstrat ions.

They stressed that the fa i lure by inst i tut ions’

administrat ions to provide adequate atmosphere for f ree

express ion of v iews, deplorable infrastructura l fac i l i t ies

as a resul t of inadequate funding for maintenance and

provis ion of new ones as wel l as communicat ion gap over

the ban on student unions are a lso causes of students ’

demonstrat ions.

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According to Tamuno (1980) , there are three factors to

demonstrat ions; leadership, t ime and c i rcumstances

which expla in d i f ferences in the causes and

consequences of students ’ actor ism. He categor ized

students into more mature, act ive as wel l as pass ive

groups. He reasoned that th is c lass i f icat ion helped in

knowing the students ’ leaders and fo l lowers.

A l tbauch and Leuter (1973) however, ident i f ied factors of

students ’ demonstrat ions as the degeneracy of the

educat ional system and infrastructure fac i l i t ies . They

found that students ’ demonstrat ions can be traced to

psychologica l t ra i ts . As part of thei r own contr ibut ion

towards so lv ing student demonstrat ions, they suggested

d ia logue and consul tat ion as ways of express ing v iews

and gr ievances. They a lso suggested no-v io lent and non-

destruct ive demonstrat ions.

Another research which p laced much emphasis on the

pol i t ica l factors was conducted by Hanna (1974) , who

attr ibuted students ’ demonstrat ions to lack of academic

f reedom, non-part ic ipat ion of students in inst i tut ions’

administrat ion and the pol i t ica l s i tuat ion in Niger ia at

the t ime. He opined that most of the demonstrat ions

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were sparked by unpleasant pol ic ies such as the

Structure Adjustment Programmes (SAPs) of 1987, as wel l

as the h igh handedness of the administrators . Hanna

concluded by stat ing that academic f reedom, pol i t ica l

and economic factors were sources of students ’

demonstrat ions in As ia , Lat in Amer ica and Afr ica.

St i l l on the pol i t ica l causes of students ’ demonstrat ions,

Becande (1973) stated that Afr ican students are more

sens i t ive to pol i t ica l and economic matters in thei r

countr ies . He stressed further that because of thei r

contr ibut ion to pol i t ica l development through agi tat ion

and mi l i tary force, governments had to make certa in

pol i t ica l dec is ions in thei r respect ive countr ies . This v iew

is equal ly shared by Adekanbi (1972) , who stated that

Afr ican students have helped in reshaping the pol i t ica l

pattern of thei r countr ies . Expla in ing further on th is ,

Rock (1973) stated that students had exerc ised

considerable inf luence on pol i t ica l dec is ions. He gave an

example of abrogat ion of Niger ia-Br i t ish defence as one

of the pol i t ica l pressures which the Niger ian students

exerted on the nat ion’s pol i t ica l machinery.

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Digress ing f rom the pol i t ica l p lane, Nwala (1980)

analyz ing f rom a Marxist perspect ive, argued that

students ’ demonstrat ions in Niger ia were a product of

bastard ized pol i t ica l economy which had to do with the

explo i tat ion of the nat ion’s resources by the bourgeois ie

c lass at the expense of the people’s wel fare. He stressed

further that i t was th is explo i tat ion that made students ,

as the nat ion’s consc ience, r ise to chal lenge the status

quo through condemnat ion, str ikes and demonstrat ions.

I t i s c lear f rom the studies above that a mult ip l ic i ty of

factors account for demonstrat ions by univers i ty

students . Among the factors which the studies revealed

are pol i t ica l , economic, psychologica l , in f rastructure

d i lap idat ion and the administrat ion’s inert ia to respond

to students problems. These factors are in l ine with

those that have been ident i f ied in the statement of the

problem in th is proposal .

7.0 THEORETICAL FRAMEWORK

In analyz ing the problem of use of demonstrat ions among

UNZA students , two theor ies namely; convergence and

emergent norm were adopted.

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According to Turner (1972) , convergence theory states

that people merely reveal thei r t rue se lves in a crowd,

with the crowd serv ing only as an excuse. This theory

re l ies on the assumpt ion that a l l members of the human

race posses unconscious, pr imit ive tendencies which are

ord inar i ly held in check by organized soc iety. These

inst inct ive tendencies inc lude sexual des i res ,

aggress ions and defens ive react ions against danger, and

remain imbedded in man’s emot ions ready to burn out

under threatening c i rcumstances and are very contagious

to others . Frustrat ion is another aspect of

demonstrat ions because i t creates aggress ion in

proport ion to the extent of the f rustrat ion. When such

aggress ion towards a perceived source of f rustrat ion is

b locked, aggress ion is redirected towards other objects

such as stoning of motor ists .

In re lat ing th is theory to the research quest ion of the

“use of demonstrat ions as the best way of express ing

gr ievances” the theory helps provide a probable

explanat ion as to how indiv iduals come together to

exhib i t behavior that expresses their inner anxiet ies and

aggress ions unl ike resort ing to d ia logue.

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In the same vein, the emergent norm theory can a lso

help us analyze the problem of demonstrat ions among

UNZA students . This theory which was developed by two

soc io logists , Ralph Turner and Lewis K i l l ian. I t s tates that

a combinat ion of l ike minded indiv iduals , anonymity and

shared emot ions lead to crowd behavior . This theory

takes a symbol ic interact ionist approach to

understanding crowd behavior . I t s tates that people

come together with speci f ic expectat ions and norms, but

in the interact ions that fo l low, new expectat ions and

norms emerge, a l lowing for behavior that normal ly would

not take p lace (http: / /www.en-wik i -books.org/ ) .

8.0 STATEMENT OF THE HYPOTHESES

In prepar ing th is research proposal , the fo l lowing

hypotheses were constructed:

(a) Male students are more l ike ly to demonstrat ions

than female students .

(b) Students under more academic pressure are more

l ike ly to demonstrate than those under less

academic pressure.

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http://www.en-wiki-books.org/

(c) Students f rom the o ld res idence are more l ike ly to

demonstrate than those f rom the other res idences.

(d) The greater the consumption of a lcohol by

students , the h igher the l ike l ihood of demonstrat ions.

Measurement o f var iab l e s

Conceptua l and opera t iona l de f in i t i ons

Independent var iab l e Conceptua l de f in i t i on

Opera t iona l de f in i t i on

Administration inertia Delay in resolv ing

gr ievances.

Polit ical instigation

Sex

Age

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(i) Does UNZA administration delay in resolving students’ grievances?(ii) If your answer to question 1 is yes, to what extent do these delays contribute to your participation in students’ demonstrations?

Initiation of an act by politicians.

(i) Do politicians influence influence you to demonstrate? (ii) If your answer to question 1 is yes,to what extent do politicians influence you to participate in students’ demonstrations?

The state of being male or female.

(i)What is your sex?

How old one is. (i) How old were you at your last birthday?

Academic pressure

Area of residence

.

Dependent variable Conceptual

Definit ion Operational definit ion

Demonstrations

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Too much school work to be done in a limited period of time.

(i) Do you experience academic pressure at UNZA?(ii) If your answer to question 1 is yes, to what extent does academic pressure influence you to participate in demonstrations?

A place where one lives. (i)Where do you reside on campus?

The excess intake of intoxicating liquor

(i) Do you consume alcohol?

(ii) If you answer to question is yes, how many times per week?(iii)Does consumption of alcohol influence you to participate in demonstrations?

Act of expressing support or resentment towards a particular issue in a group.

(i) Have you ever participated in students’ demonstrations?

(ii) if your answer to question 1 is yes,how often?

Alcohol abuse

RESEARCH DESIGN AND METHODOLOGY

The r e sea r ch was conduc t ed on UNZA S tuden t s r e s i den t oncompus .D i s t ance and Pa r t t ime s t uden t s we re no t i nc luded because t hey f e l l ou t s i de t he s amp le space a t t he t ime t he r e sea r ch was conduc t ed . The s amp le s e l ec t ed was 160 s t uden t s .Howeve r , on ly 150 we re u sed i n t he r e sea r ch . The ex t r a 10 we re mean t t o a ccoun t f o r non - r e sponse ca se s.

SAMPLING

The s amp l ing c r i t e r i a compr i s ed a s amp l ing f r ame and t ab l e o f r andom number s . Tab l e s fo r r andom number s we re u sed t o a l l ow each s t uden t have an equa l non ze ro chance o f i nc luded i n s amp le . The 2007 UNZA yea r book was u sed fo r t h i s pu rpose . The yea r book ha s advan t age o f hav ing no fo r e ign b l ank e l emen t s , be ing exhaus t i ve , and a l l ows fo r e a sy t r a c ing o f r e sponden t s t h rough t he i r Ha l l s o f r e s i den t s.

SAMPLING DESIGN AND PROCEDURE

The r e sea r ch de s ign u sed was a non i n t e rven t i on de s ign because t he s t udy was conduc t ed i n uncon t ro l l ed and na tu r a l env i ronmen t , t he Un ive r s i t y o f Zambia , Grea t Eas t Road Compus .Th i s i nvo lved t he r andomiza t i on . The s amp le compr i s ed o f 105 ma le s and 45 f ema le s r e s i den t on compus .Thus , s imp le r andom sampl ing me thod was u sed . The j u s t i f i c a t i on o f u s ing s imp le r andom sampl ing me thod i s t ha t , t h i s me thod ha s ab i l i t y t o show the ac tua l skew nes s o f t he popu l a t i on , t he Un ive r s i t y popu l a t i on . The popu l a t i on i s skewed such t ha t i t h ad more ma l e s t han f ema le s ; t h i s was r e f l e c t ed i n t he s amp le . METHODOLOGY AND DATA COLLECTION

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Data was co l l e c t ed by way o f s e l f - admin i s t e r ed ques t i onna i r e s wh ich cons i s t ed o f c l o sed ended ques t i ons . Th i s was because t he r e sponden t s a r e l i t e r a t e and r e sponded ea s i l y t o t he ques t i onna re s .The r e sponden t s a l so answered t he ques t i onna i r e s p r i va t e ly wh ich ensu red hones t r e sponse s and r emoved t he sho r t f a l l s o f t he i n t e rv i ewer e f f ec t . The o the r r e a sons we re t ha t ques t i onna i r e s a r e cheap and ea sy t o admin i s t e r .

DATA ANALYSIS AND INTERPRETATION

In ana lyz ing t he da t a , t he Ch i - squa re t e s t was u sed t o measu re t he

magn i t ude o r va r i a t i ons be tween t he hypo the se s and t he ac tua l

obse rva t i ons . Ana ly s i s o f da t a was done u s ing S t a t i s t i c a l Package

fo r Sc i ences (SPSS) and Exce l . Th i s i s because o f t he i r ab i l i t y t o

gene ra t e s t a s t i s t i c s u se fu l i n t he hypo the se s .

CHAPTER ONE: PRESENTATION OF BACKGROUND CHARACTERISTICS

Table 1.0a

Table 1.0b

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Descriptive Statistics

150 19 46 24.40 5.017

150

How old were youon your last birthday?

N Minimum Maximum Mean Std. Deviation

Tables 1.0a and 1.0b show the age distribution of respondents. The minimum age was 19,

the mean age was 24.4, the maximum age was 46. The standard deviation was 5.017. The

mean age of 24.4 meant that each of the student was expected to be 24.4 years. The

standard deviation of 5.017 meant that each of the student was expected to be 5.017 years

below or above that mean age of 24.4.

Table 1.1

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How old were you on your last birthday?

5 3.3

16 10.7

17 11.3

27 18.0

21 14.0

15 10.0

13 8.7

10 6.7

4 2.7

3 2.0

1 .7

3 2.0

2 1.3

3 2.0

2 1.3

1 .7

1 .7

2 1.3

2 1.3

1 .7

1 .7

150 100.0

19

20

21

22

23

24

25

26

27

28

29

30

31

33

34

37

38

40

41

43

46

Total

ValidFrequency Percent

19

What is your sex?

105 70.0

45 30.0

150 100.0

male

female

Total


Figure 1.1

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11111

Figure 1.1 and table 1.1 show the sex distribution of respondents. They indicate that of

the 150 respondents, 105 were male representing 70% while 45 were female representing

30%.

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Male

Female

What is your sex?

CHAPTER TWO: PRESENTATION OF HYPOTHESES

Table 2.1

Chi-Square Tests

1.260 2 .532Pearson Chi-SquareValue df

Asymp. Sig.(2-sided)

Table 2.1 seeks to test the hypothesis that male students are more prone to demonstrate

than female students. The table indicates that of the 105 male respondents, 66

representing 62.9%, said that they participated in student demonstrations, 38 respondents,

representing 36.2% said they did not participate, one respondent did not respond. The

table also indicates that of the 45 female respondents, 25 representing 55.6% said that

they participated in student demonstrations, 20 of them representing 44.4% said they did

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Have you ever participated in students' demonstrations at UNZA? * What is your sex?Cross tabulation

1 0 1

1.0% .0% .7%

66 25 91

62.9% 55.6% 60.7%

38 20 58

36.2% 44.4% 38.7%

105 45 150

100.0% 100.0% 100.0%

Count

Count

Count

Count

0

yes

no

have you ever participatedin students'demonstrations at UNZA?

Total

male female

.what is your sex?

Total

not participate in the demonstrations. The table indicates that slightly more male

respondents (62.9%) compared to female respondents (55.6%) said they participated in

student demonstrations. However, the differences are not significant enough to justify the

assumption that male students are more prone to demonstrations. This therefore suggests

that there is no significant relationship between sex and participation in student

demonstrations. Therefore, the hypothesis that male students are more prone to

demonstrations than female students is rejected. The decision to reject the research

hypothesis is supported by the asymptotic significant value of 0.532 which is greater than

the probability value of 0.05 suggesting that we should reject the research hypothesis.

The conclusion is that the sex of a student does not influence his/her participation in

student demonstrations.

Table 2.2

Chi-Square Tests



It was hypothesized that students from the old residences are more likely to demonstrate

than students in the other halls of residences. Table 2.2 above attempts to present the

relationship between students’ halls of residences and their participation in student

demonstrations. The table shows that of the 150 respondents, 62 were from the old

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Have you ever participated in students' demonstrations at UNZA? * Residence? Cross tabulation

1 0 0 1

1.6% .0% .0% .7%

48 38 5 91

77.4% 48.7% 50.0% 60.7%

13 40 5 58

21.0% 51.3% 50.0% 38.7%

62 78 10 150

100.0% 100.0% 100.0% 100.0%

Count

Count

Count

Count

0

yes

no

have you ever participatedin students'demonstrations at UNZA?

Total

old res new res vet

residence?

Total

residences, 78 were from the new residences and 10 were from the Vet hostels. Of the 62

respondents from the Old residences, 48 representing 77.4% said they participated in

student demonstrations, 13 representing 21% said they did not participate in

demonstrations. It also shows that of the 78 respondents from the New residences, 38

respondents, representing 48.7% said they participated in demonstrations and 40 of them,

representing 51.3% said they did not participate. Of the 10 respondents from the Vet

Hostels, 5 representing 50% said they participated while the other 50% said they did not

participate.

From the table, we can see that a higher proportion of respondents from the Old

residences (77.4%) indicated that they participated in demonstrations as compared to only

48.7% and 50% respectively from the New Residences and the Vet Hostels. This

difference is large enough to justify the claim that students from the Old Residences are

more likely to demonstrate than those from the other residences. We therefore accept the

research hypothesis that students from the old residences are more likely to demonstrate

than those from the other residences. The decision to accept the research hypothesis is

supported by the asymptotic significance value of 0.005 which is less than the probability

value (P – Value) of 0.05 indicating that we should accept the research hypothesis.

Table 2.3

26

Have you ever participated in students' demonstrations at UNZA? Do you experience academiccpressure at UNZA? Cross tabulation

1 0 1

.7% .0% .7%

86 5 91

60.6% 62.5% 60.7%

55 3 58

38.7% 37.5% 38.7%

142 8 150

100.0% 100.0% 100.0%

Count

Count

Count

Count

0

yes

no

Have you ever participatedin students'demonstrations at UNZA?

Total

yes no

Do you experienceacademic pressure at

UNZA?

Total

Chi-Square Tests

.064 2 .969Pearson Chi-SquareValue df


Table 2.4 presents the hypothesis that students who experience academic pressure are

more likely to demonstrate than those who do not experience academic pressure. The

table shows that of the 150 respondents, 142 said they experienced academic pressure

while only 8 students said they did not experience academic pressure. Of the 142

respondents who reported that they experienced academic pressure, 86, representing

60.6% said they had participated in demonstrations while 55, representing 38.7% said

they had not participated in demonstrations. Of the 8 respondents who said they did not

experience academic pressure, 5, representing 62.5% said they had participated in

demonstrations while 3, representing 37.5% said they had not participated.

The table indicates that the majority (142 out of 150) of respondents said they

experienced academic pressure. The table does not show significant differences in levels

of participation in demonstrations between those who said they experienced academic

pressure and those who said they did not experience it. This means that there is not a

significant relationship between academic pressure and participation in demonstrations.

We therefore reject the research hypothesis that student who experience academic

pressure are more likely to demonstrate than those who do not experience academic

pressure. This decision is in fact supported by the asymptotic significant value of 0.969

which is greater than the probability Value (P – Value) of 0.05 indicating that we should

reject the research hypothesis.

Table 2.4

27

Chi-Square Tests



Table 2.4 above was constructed in an attempt to determine if alcohol consumption has

any influence on student participation in demonstrations. The hypothesis being tested

here was that the greater the consumption of alcohol by a student, the more likely it is

that he/she will participate in demonstrations. The table indicates that of the 150

respondents, 63 said they took alcohol while 87 said they did not. Of the 63 respondents

who said they took alcohol, 46, representing 73% said they had participated in

demonstrations while 17 representing 27% said they had not participated in

demonstrations. Of the 87 respondents who said they did not take alcohol, 45,

representing 51.7% said they had participated in demonstrations while the remaining 41,

representing 47.1% said they had not participated in demonstrations.

By comparison, a greater proportion of respondents who said they took alcohol (73%)

also participated in demonstrations while only 51.7% of those who said they did not take

alcohol indicated that they had participated in demonstrations. The differences in the

28

Have you ever participated in students' demonstrations at UNZA? Do you consume alcohol?Cross tabulation

0 1 1

.0% 1.1% .7%

46 45 91

73.0% 51.7% 60.7%

17 41 58

27.0% 47.1% 38.7%

63 87 150

100.0% 100.0% 100.0%

Count

Count

Count

Count

0

yes

no

Have you ever participatedin students'demonstrations at UNZA?

Total

yes no

Do you consumealcohol?

Total

percentages are large enough to support the research hypothesis. Therefore, the research

hypothesis is accepted. The decision to accept the research hypothesis is supported by the

asymptotic significance value of 0.026 which is less than the probability value (P –

Value) of 0.05 indicating that we should accept the research hypothesis.

CHAPTER THREE: PRESENTATION OF GENERAL FINDING

Table 3.1

29

Does UNZA management delay in resolving grievances?

5 3.3

130 86.7

15 10.0

150 100.0

0

yes

no

Total


Figure3.1

Table 3.2

30

0 yes no


0

20

40

60

80

100

120

140

Frequency


To what extent do delays by managementcontribute to your participation in demonstrations?

22 14.7

36 24.0

51 34.0

26 17.3

15 10.0

150 100.0

0

to a larger extent

to a large extent

to a less extent

to a lesser extent

Total


Figure 3.2

Table 3.1 above was constructed to determine if management delays in resolving

students` grievances contribute to student demonstrations. The hypothesis being tested

was, the longer management takes to respond to students` problems, the more likely

students are to demonstrate. The table indicates that of the 150 respondents, 130

representing 86.7% said that management delayed in responding to students` problems,

31

0 to a larger extent

to a large extent to a less extent to a lesser extent

0

10

20

30

40

50

60

Frequency

To what extent do delays by management in resolving grievances contribute to your participation in demonstrations?

15 respondents representing 10% said management did not delay in responding to

students problems. 5 respondents representing 3.3% did not respond.

From table 3.2 and figure 3.2, the findings showed of the 150 respondents, 36,

representing 24% said that management delayed in resolving their grievances to a larger

extent, 51 representing 34% said that management delayed in resolving their grievances

to a large extent. 26 respondents representing 17.3% said that management delayed in

resolving their grievances to a less extent, 15 representing 10% said that management

delayed in resolving their grievances to a lesser extent, 22 representing 14.7% did not

respond.

Table 3.3

32

Do politicians influence you to demonstrate?

23 15.3

127 84.7

150 100.0

yes

no

Total


Figure 3.3

Table 3.3 and figure 3.3 above were constructed to determine if politicians influence

students to demonstrate. The hypothesis being tested was that the higher the influence of

politicians on students, the more likely the students are to demonstrate. From table 3.3

and figure 3.3, the findings showed that of the 150 respondents, 23 representing 15.3%

said that politicians influenced students to demonstrate, while 127 respondents

representing 84.7% said that politicians did not influence students to de

33

yes no

0

20

40

60

80

100

120

140

Frequency

Do politicians influence you to demonstrate?

CHAPTER FOUR: DISCUSSION OF THE FINDINGS.

Originally, demonstrations were seen as a last alternative in expressing grievances among

University of Zambia students, but currently students view demonstrations as the first and

best way of expressing grievances. Its use is becoming popular as shown in Table 2.1

where 60.7% of the total 150 respondents indicated having participated in students’

demonstrations while 38.7% responded as not having ever participated in students’

demonstrations.

In relation to our findings, trends have shown no change in students’ attitudes towards

demonstrations. Adams (1986) studied the participants in the freedom summer

demonstrations of 1964 whose major participants where Northern College students. The

total number of students who participated in a voluntary questionnaire that he distributed

was 720. All these students were actively involved in demonstrations. He found that

educational level or status of students made them fully participate in the demonstrations.

Studies conducted by Hanna (1974) and Akinboye (1980), revealed that there are various

factors that lead to students demonstrations, among them include; Institutions

managements’ failure to respond to students grievances quickly, national polices, lack of

students participation in the management of the institution and lack of academic freedom.

In line with this, our research had one of its objectives as finding out which gender (male

or female students), participate more in demonstrations. Our findings as shown in Table

2.1 revealed that of the 105 male respondents, 66 representing 62.9% said they had

participated in students demonstrations. While of the 45 female respondents, 25

representing 55.6% said they participated in student demonstrations. This shows that

more male students participate in students’ demonstrations than female students but the

difference in proportion is not significant enough to justify the claim that more male

students are prone to participate in students’ demonstrations than female students.

Therefore, this hypothesis is rejected.

34

Another objective of this research was to test the hypothesis as to whether students from

the old residences are more likely to demonstrate than students from other halls of

residence. From the findings indicated in table 2.2, it can be seen that a higher proportion

of residents from the old residence, 48 representing 77.4% of the 150 respondent

participated in student demonstrations as compared to 38 representing 48% of the

respondents from the new residences and 5 representing 50% of respondents from Vet

hostels participated in student demonstrations. This difference is large enough to justify

the claim that students from the old residences are more likely to demonstrate than those

from other residences. We therefore, accept the hypothesis that students from the old

residence are more likely to demonstrate than those from other halls of residences.

Our research found out that management delays in resolving students’ problems is one

factor that contributes to students demonstrations. This is according to the results in

Figure 3.2 that show that out of the 150 respondents, 130 representing 86.7% said

management delay in resolving student grievances contribute to students demonstrations,

15 respondents representing 10% said management does not delay in responding to

student grievances. While 5 respondents representing 3.3% did not respond. It is clear

from figure 3.2 that delays by management in resolving students’ grievances contribute to

a large extent to student demonstrations.

Another factor that Hanna (1974) and Akiniboye (1980) found to contribute to student

demonstrations was student involvement in the politics of their nations. However, in

relation to our findings, political influence could not be identified as a contributing factor

to students’ demonstrations. This is according to figure 3.3 that showed out of the 150

respondents, 23 representing 15.3% said that politicians influenced students to

demonstrate, while 127 respondents representing 84.7% said that politicians did not

influence students to demonstrate. It is clear according to the results that political

influence does not contribute to students’ demonstrations. This hypothesis is thus

rejected.

35

Adegoke (1980) identified academic pressure or lack of academic freedom as a

contributing factor to students’ demonstrations. In our research, Table 2.4 shows that of

the 150 respondents, 142 said they experience academic pressure, of which 86

representing 60.6% said they had participated in demonstrations, while 55, representing

38.7% said they had not participated in demonstrations. Of the 8 respondents who said

they did not experience academic pressure, 5, representing 62.5% said they participated

in demonstrations while 3 representing 37.5% said they had not participated. Therefore, it

is clear according to the table that there is no significant difference between those who

said they had experienced academic pressure and those who said they had not

experienced it. Hence, it can be concluded that there is no significant difference between

academic pressure and students’ demonstrations. This rejects the research hypothesis that

stated that students who experience academic pressure are more likely to demonstrate

than those who do not experience academic pressure.

Another objective was to test the hypothesis that the greater the consumption of alcohol

by a student, the more likely it is that the student will participate in students’

demonstrations. From the findings in table 2.5, it can be seen that of the 150 respondents,

87 did not take alcohol while 63 took alcohol. The results further show that of those who

take alcohol, 46, representing 73% participated in demonstrations while 17 representing

27% did not participate in demonstrations. Of the respondents who said they did not take

alcohol 45, representing 51.7% participated in demonstrations while 41, representing

47.1% did not participate in demonstrations. It is clear from these findings that the

majority of those who take alcohol participate in students’ demonstrations. This is

because the differences in percentages between those who take alcohol and participate in

demonstrations from those who participate in demonstrations but do not take alcohol are

statistically significant. Therefore, this hypothesis is correct.

Originally, demonstrations were seen as a last alternative in expressing grievances among

University of Zambia students, but currently students view demonstrations as the first and

best way of expressing grievances. Its use is becoming popular as shown in Table 2.1

where 60.7% of the total 150 respondents indicated having participated in students’

36

demonstrations while 38.7% responded as not having ever participated in students’

demonstrations.

In relation to our findings, trends have shown no change in students’ attitudes towards

demonstrations. Adams (1986) studied the participants in the freedom summer

demonstrations of 1964 whose major participants where Northern College students. The

total number of students who participated in a voluntary questionnaire that he distributed

was 720. All these students were actively involved in demonstrations. He found that

educational level or status of students made them fully participate in the demonstrations.

Studies conducted by Hanna (1974) and Akinboye (1980), revealed that there are various

factors that lead to students demonstrations, among them include; Institutions

managements’ failure to respond to students grievances quickly, national polices, lack of

students participation in the management of the institution and lack of academic freedom.

In line with this, our research had one of its objectives as finding out which gender (male

or female students), participate more in demonstrations. Our findings as shown in Table

2.1 revealed that of the 105 male respondents, 66 representing 62.9% said they had

participated in students demonstrations. While of the 45 female respondents, 25

representing 55.6% said they participated in student demonstrations. This shows that

more male students participate in students’ demonstrations than female students but the

difference in proportion is not significant enough to justify the claim that more male

students are prone to participate in students’ demonstrations than female students.

Therefore, this hypothesis is rejected.

Another objective of this research was to test the hypothesis as to whether students from

the old residences are more likely to demonstrate than students from other halls of

residence. From the findings indicated in table 2.2, it can be seen that a higher proportion

of residents from the old residence, 48 representing 77.4% of the 150 respondent

participated in student demonstrations as compared to 38 representing 48% of the

respondents from the new residences and 5 representing 50% of respondents from Vet

37

hostels participated in student demonstrations. This difference is large enough to justify

the claim that students from the old residences are more likely to demonstrate than those

from other residences. We therefore, accept the hypothesis that students from the old

residence are more likely to demonstrate than those from other halls of residences.

Our research found out that management delays in resolving students’ problems is one

factor that contributes to students demonstrations. This is according to the results in

Figure 3.2 that show that out of the 150 respondents, 130 representing 86.7% said

management delay in resolving student grievances contribute to students demonstrations,

15 respondents representing 10% said management does not delay in responding to

student grievances. While 5 respondents representing 3.3% did not respond. It is clear

from figure 3.2 that delays by management in resolving students’ grievances contribute to

a large extent to student demonstrations.

Another factor that Hanna (1974) and Akiniboye (1980) found to contribute to student

demonstrations was student involvement in the politics of their nations. However, in

relation to our findings, political influence could not be identified as a contributing factor

to students’ demonstrations. This is according to figure 3.3 that showed out of the 150

respondents, 23 representing 15.3% said that politicians influenced students to

demonstrate, while 127 respondents representing 84.7% said that politicians did not

influence students to demonstrate. It is clear according to the results that political

influence does not contribute to students’ demonstrations. This hypothesis is thus

rejected.

Adegoke (1980) identified academic pressure or lack of academic freedom as a

contributing factor to students’ demonstrations. In our research, Table 2.4 shows that of

the 150 respondents, 142 said they experience academic pressure, of which 86

representing 60.6% said they had participated in demonstrations, while 55, representing

38.7% said they had not participated in demonstrations. Of the 8 respondents who said

they did not experience academic pressure, 5, representing 62.5% said they participated

in demonstrations while 3 representing 37.5% said they had not participated. Therefore, it

38

is clear according to the table that there is no significant difference between those who

said they had experienced academic pressure and those who said they had not

experienced it. Hence, it can be concluded that there is no significant difference between

academic pressure and students’ demonstrations. This rejects the research hypothesis that

stated that students who experience academic pressure are more likely to demonstrate

than those who do not experience academic pressure.

Another objective was to test the hypothesis that the greater the consumption of alcohol

by a student, the more likely it is that the student will participate in students’

demonstrations. From the findings in table 2.5, it can be seen that of the 150 respondents,

did not take alcohol while 63 took alcohol. The results further show that of those who

take alcohol, 46, representing 73% participated in demonstrations while 17 representing

27% did not participate in demonstrations. Of the respondents who said they did not take

alcohol 45, representing 51.7% participated in demonstrations while 41, representing

47.1% did not participate in demonstrations. It is clear from these findings that the

majority of those who take alcohol participate in students’ demonstrations. This is

because the differences in percentages between those who take alcohol and participate in

demonstrations from those who participate in demonstrations but do not take alcohol are

statistically significant. Therefore, this hypothesis is correct.

11.0 LIMITATIONS

A few respondents were not cooperat ive when

answer ing quest ions,hence,making data analys is

d i f f icu l ty especia l ly in cases were respondents

decided not to answer.

39

Dif f icu l t ies in access ing computers ,especia l ly those

insta l led with SPSS for data entry and analys is were

exper ienced.

Re-administer ing of quest ionnaires had to be

undertaken due to some respondents not being

avai lable and others had exchanged rooms.

There was l imited t ime in which to conduct the

research carefu l ly and a lso to ef fect ive ly master the

Stat ist ica l Package for Soc ia l Sc iences (SPSS) .

CONCLUSION

Consider ing the f indings of the study, i t i s ev ident that

factors such as management ’s delay in resolv ing

students gr ievances as wel l as a lcohol consumption

among students contr ibutes to the use of demonstrat ions

as a way of express ing gr ievances by the UNZA

students .However, the f indings showed that there is no

re lat ionship between sex,academic pressure and pol i t ica l

in f luence.This is contrary to the assert ion that

pol i t ic ians,academic pressure and sex inf luence one ’s

part ic ipat ion in demonstrat ions.Nevertheless, there is

40

need for further research in th is area in order to draw

conclus ions with certa inty.

RECOMMENDATIONS

Based on research f indings, i t i s recommended that :

(a) .Associat ions should be set up in univers i t ies and

col leges to sens i t ize students on the need not to

consume alcohol .

(b) .Univers i t ies and col leges should be s i tuated in areas

far away f rom the main roads.

(c) .Managements of univers i t ies and col leges should be

quick in responding to students ’ gr ievances.

41

Report

Education

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