ABSTRACT Demonstrations are used worldwide as a way of responding to grievances.This method of responding to grievances is actually a g r o w i n g p h e n o m en a e s p e c i a l l y a m o n g s t u d e n t s .

A t t h e U n i v e r s i t y o f Zambia,Great East Road Campus,Students demonstrations cannot be overemphasized.They usually occur occur whenever the students have a grievance to air to Management.This research,and thereof, this research report focused on demonstrations as the best way of expressing grievances by the University of Zambia students. Objective:The aim of this study was to identify and analyse factors that lead to the use of demonstrations as the best way of expressing grievances by UNZA students.The study was also aimed at providing information that would help stakeholders to curb demonstrations at UNZA. Study methodology:In this research,the respondents were UNZA students who reside on campus and are full time students.The sample selected comprised 150 students of which 105 were male and 45 females.The sampling criteria used was simple random sampling using Statistical Package for Social Sciences (SPSS) to ensure that each student had an equal chance of being included in the sample.The data was collected by way of self administered questionnaires which consisted of closed ended questions. Study findings:Quantitative analyses of data were done using SPSS and this was used to generate cross tabulations,frequencies and ChiSquare statistical tests of association.The study findings showed that 60.7% of the respondents had participated in students d e m o n s t r a t i o n s c o m p a r e d t o 3 8 . 7 % o f t h e r e s p o n d en t s w h o h a d n o t participated in demonstrations.It was further found that there was no significant relationship between sex and participation in demonstrations.Additionally,there was no significant relationship between academic pressure and participation in demonstrations.However,research showed that there was a strong relationship between area of residence and participation in students demonstrations.Alcohol consumption and participation in d e m o n s t r a t i o n s w e r e f o u n d t o h a v e a s i gn i f i c a n t r e l a t i o n s h i p . Finally,findings were discussed,and a conclusion was drawn on the Comparison of the actual findings in relation to the earlier expectations and thereof,recommendations made.

1 . 0 I N T R O D U C T I ON Worldwide, the use of demonstrations as a way of

e x p r e s s i n g g r i e v a n c e s i s a g r o w i n g p h e n o m e n o n . Za m b i a is not an exception to the above assertion. The expressing of grievances by University of Zambia students through the use of demonstrations cannot be overemphasized.

This has almost become the order of the day whenever there is a misunderstanding between administration and students. To this effect, academic life at UNZA is never such a smooth, orderly, day-to-day routine.

Inspite of the presence of a lot of regularities, there are always stresses, conflicts, unfulfilled These may aspirations warrant and the

unexpected

disruptions.

expressing of inner feelings which are precipitated by a n u mb e r o f r e a s o n s a n d f a c t o r s f o l l o w i n g a d i s a g r e e m e n t on some issues in the University. This is mainly between a d mi n i s t r a t i o n solace in and students. as Hence a wa y the of latter finding their among

demonstrating Factors that

venting

grievances. UNZA

cause from

demonstration political,

students

range

economic,

a d mi n i s t r a t i v e t o a c a d e m i c p r e s s u r e . T h e d e m o n s t r a t i o n s can either be destructive or non-destructive.

Therefore, apart from being an academic requirement in Research Methods in Social Sciences (SS 241/242), this report project is at meant UNZA to conclude the a second year research year. In

during

2007/8

academic

particular, it attempts to identify and analyse the factors t h a t l e a d t o t h e u s e o f d e m o n s t r a t i o n s a s t h e b e s t wa y o f expressing grievances by UNZA students. Ultimately, it is hoped that the i n f o r ma t i o n obtained will help

stakeholders curb demonstrations among UNZA students . 2.0 STATEMENT OF THE PROBLEM

The

use

of

dialogue

and

consultation

as

wa y

of

expressing grievances take a central position in solving unrest in institutions. and In institutions, address dialogue helps

a d mi n i s t r a t o r s

students

v a r i ou s

problems

affecting the smooth operations of the institution, which ensures that problems are dealt with amicably. Despite the use of such procedures in resolving grievances,

aggrieved parties sometimes opt to use demonstrations as a way of expressing their grievances. Demonstrations

sometimes result in breach of peace. In more extreme

cases,

they

result

in

confrontations

with

the

police,

leading to injuries, arrests and destruction of property.

It is on the basis of such a background that the University of Zambia students are expected to exhibit a high degree of intellect. The University of Za m b i a students are

expected to portray a good picture (image) to members of the public that they are intellectuals by promoting the use of dialogue and consultative meetings with Administration through their representative body, the University of

Zambia Students Union (UNZASU). Despite the existence of such a respresentive body (UNZASU), the students

often resort to the use of demonstrations as the best way of expressing their grievances. CONTEXT OF THE PROBLEM The use of demonstrations by students has become a regular occurrence at the University of Zambia, Great East Road from with Campus. peaceful the These demonstrations form to to normally change

non-violent leading

open

confrontations arrests outside and the

police, of

injuries, within and

destruction

property

both

University. The involvement of the police further leads to t h e c l o s u r e o f t h e G r e a t E a s t R oa d t h a t i s s i t u a t e d n e x t t o

the

University

of

Za m b i a ,

thereby, the

greatly use of

inconveniencing demonstrations resulting in

motorists. also affects

Moreover, the

academic

calendar of

compressed

semesters,

non-completion

syllabi and premature closures.

FACTORS CONTRIBUTING TO THE PROBLEM A number of factors contributing to use of demonstrations as the best way of expressing grievances among UNZA students have been identified. These include; academic, political, structural as well as area of residence.

4.0

E X P EC T ED O U T C O M E S

a.

The research is expected to provide information to

the relevant stakeholders (Students, Administration and G o v e r n m e n t ) t h a t w i l l b r i n g a b ou t t h e s m o o t h r u n n i n g o f the University. b. The use of proper channels in airing grievances is

expected to reduce misunderstandings among the relevant stakeholders. c. The reduction in the r a mp a n c y of these

demonstrations.

5.0

R E S E A R C H O B J EC T I V E S

The objectives of this research are twofold; the general and specific.

General Objectives

(a)

To identify and analyze factors that lead to the use of demonstrations as the best wa y of expressing

grievances by UNZA students.

(b)

T o p r o v i d e i n f o r ma t i o n t h a t w i l l h e l p s t a k e h o l d e r s curb the demonstrations at UNZA.

Specific Objectives

(a) To establish the extent to which gender contributes to demonstrations by UNZA students. (b) To investigate the influence of academic pressure on demonstrations. (c) To determine which area of residence is more prone to demonstrations. (d) To investigate the influence of alcohol on

demonstrations

(e). To find out if politicians influence students to engage in demonstrations.

6.0

LITERATURE REVIEW

In order to comprehend our research topic more clearly, l i t e r a t u r e r e v i e w w a s c o n d u c t e d a n d r e f e r e n c e s ma d e t o v a r i ou s s t u d i e s r e l a t e d t o t h e s u b j e c t . T h e r e a r e a n u m b e r of studies which have been conducted on the subject of demonstrations and protests by university and college

students including lecturers.

A d a ms

(1986)

studied the participants

in the freedom

s u m m e r o f 1 9 6 4 , i n v o l v i n g h u n d r e d s o f N or t h e r n C o l l e g e S t u d e n t s . M o s t o f t h e p a r t i c i p a n t s w e r e wh i t e s , w h o w e r e demonstrating to help in staffing the Freedom Schools to register black voters. The total number of participants was 720 students. The findings of the study indicated that all the participants were actively involved in the

demonstrations. Adams attributed this active participation of the students in the demonstrations to their belonging to different political organizations. He also found that the education level or status of students influenced them to participate in the demonstrations. Furthermore, A d a ms

attributed their participation to prior experience in highly risk and costly activities such as sit-ins and freedom riots.

In

another

study

conducted

by

Adegoke

and

Ak i n b o y e

( 1 9 8 0 ) i t wa s f o u n d t h a t a d o l e s c e n t t r a i t s , p o o r w e l f a r e services, political and economic conditions prevalent at a particular point in time cause students demonstrations. They stressed that the failure by institutions

a d mi n i s t r a t i o n s t o p r o v i d e a d e q u a t e a t m o s p h e r e f o r f r e e e x p r e s s i o n o f v i e ws , d e p l o r a b l e i n f r a s t r u c t u r a l f a c i l i t i e s a s a r e s u l t o f i n a d e q u a t e f u n d i n g f or ma i n t e n a n c e a n d provision of new ones as well as communication gap over the ban on student unions are also causes of students demonstrations.

A c c o r d i n g t o T a mu n o ( 1 9 8 0 ) , t h e r e a r e t h r e e f a c t o r s t o demonstrations; leadership, time and circumstances which explain differences in the causes and consequences of students a c t o r i s m. He categorized students into more

mature, active as well as passive groups. He reasoned that this classification helped in knowing the students leaders and followers.

Altbauch and Leuter (1973) however, identified factors of students demonstrations system students traits. and as the degeneracy of the They to

educational found that

infrastructure

facilities. be

demonstrations As part of their

can own

traced

psychological

contribution

towards solving student demonstrations, they suggested dialogue and consultation as ways of expressing views and grievances. They also suggested no-violent and nondestructive demonstrations.

Another political

research factors

which was

placed much emphasis on the by Hanna (1974), wh o

conducted

attributed students demonstrations to lack of academic freedom, non-participation of students in institutions

a d mi n i s t r a t i o n a n d t h e p o l i t i c a l s i t u a t i o n i n N i g e r i a a t t h e time. He opined that most of the demonstrations were sparked by unpleasant policies such as the Structure

Adjustment Programmes (SAPs) of 1987, as well as the high handedness of the administrators. Hanna concluded by stating that academic freedom, political and economic factors were sources of students demonstrations in Asia, Latin America and Africa.

Still on the political causes of students demonstrations, Becande (1973) stated that African students are more sensitive countries. to He political stressed and economic that matters because in of their their

further

contribution and military

to political force,

development had

through agitation to make certain

governments

political decisions in their respective countries. This view is equally shared by Adekanbi (1972), who stated that African students have helped in reshaping the political pattern of their countries. Explaining further on this, Rock (1973) stated that students had exercised considerable influence on political decisions. He gave an example of abrogation of Nigeria-British defence as one of the

p o l i t i c a l p r e s s u r e s wh i c h t h e N i g e r i a n s t u d e n t s e x e r t e d o n the nations political machinery.

Digressing analyzing

from from a

the

political

plane,

N wa l a

(1980) that

Marxist

perspective,

argued

students demonstrations in Nigeria were a product of bastardized political economy which had to do with the exploitation of the nations resources by the bourgeoisie class at the expense of the peoples welfare. He stressed further that it was this exploitation that made students,

as the nations conscience, rise to challenge the status quo through condemnation, strikes and demonstrations.

It is clear from the studies above that a multiplicity of f a c t o r s a c c o u n t f or d e m o n s t r a t i o n s b y u n i v e r s i t y s t u d e n t s . Among political, the factors economic, which the studies revealed are

psychological,

infrastructure

dilapidation and the administrations inertia to respond to students problems. These factors are in line with those that have been identified in the statement of the problem in this proposal.

7.0

THEORETICAL FRAMEWORK

In analyzing the problem of use of demonstrations among UNZA students, two theories namely; convergence and e m e r g e n t n o r m w e r e a d op t e d .

According to Turner (1972), convergence theory states that people merely reveal their true selves in a crowd, with the crowd serving only as an excuse. This theory relies on the assumption that all members of the human r a c e p o s s e s u n c o n s c i o u s , p r i mi t i v e t e n d e n c i e s w h i c h a r e ordinarily held in check by organized society. These

instinctive tendencies include sexual desires, aggressions and defensive reactions against danger, and remain

i m b e d d e d i n ma n s e m o t i o n s r e a d y t o b u r n o u t u n d e r threatening circumstances and are very contagious to

others. Frustration is another aspect of demonstrations because it creates aggression in proportion to the extent of the frustration. When such aggression towards a

perceived source of frustration is blocked, aggression is redirected motorists. towards other objects such as stoning of

In relating this theory to the research question of the use of demonstrations as the best way of expressing grievances explanation the as to theory how helps provide come a probable to

individuals

together

exhibit behavior that expresses their inner anxieties and aggressions unlike resorting to dialogue.

I n t h e s a m e v e i n , t h e e m e r g e n t n or m t h e o r y c a n a l s o h e l p us analyze the problem of demonstrations among UNZA students. This theory which wa s developed by two

sociologists, Ralph Turner and Lewis Killian. It states that a combination of like minded individuals, anonymity and shared emotions lead to crowd behavior. This theory takes

a s y mb o l i c i n t e r a c t i o n i s t a p p r oa c h t o u n d e r s t a n d i n g c r o w d behavior. It states that people come together wi t h

specific expectations and norms, but in the interactions that follow, new expectations and norms emerge, allowing for behavior that n or m a l l y would not take place

( h t t p : / / w w w. e n - wi k i - b o o k s . o r g / ) .

8.0

S T A T E M E N T O F T H E H Y P OT H E S E S

In

preparing

this

research

proposal,

the

f ol l o w i n g

hypotheses were constructed:

(a)

Male students are more likely to demonstrations than

female students. (b) Students under more academic pressure are more likely to demonstrate than those under less academic pressure. (c) Students from the old residence are more likely to demonstrate than those from the other residences. (d) The greater the consumption of alcohol by students, the higher the likelihood of demonstrations. of variables Me a s u r e me n t

Conceptual and operational definitions

Independent variable Conceptual definition definition

Operational

(i) Does UNZA administration delay A d m i n i s t r a t i o n i n e r t i a D e l a y i n r e s oinvresolving students grievances? l ing (ii) If your answer to question 1 is grievances. yes, to what extent do these delays contribute to your participation in students demonstrations?

P o l i t i c a l i n s t i g a t Initiation of an act by ion 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?

Sex

The state of being male or female.

(i)What is your sex?

Age

How old one is.

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

(i) Do you experience academic Too much school work to be pressure at UNZA? Academic pressure (ii) If your answer to question 1 is done in a limited period of yes, to what extent does academic time. pressure influence you to participate in demonstrations? A place where one lives. Area of residence (i)Where do you reside on campus?

Alcohol abuse

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?

Dependent variable Operational definition

Conceptual Definition

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?

R E S E A R C H D E S I G N A N D M E T H O D O L OG Y The research was conducted on UNZA Students resident oncompus.Distance and Part time students were not included because they fell outside the sample space at the time the research was conducted. The sample selected was 160 students.However, only 150

were used in the research. The extra 10 were meant to account for non-response cases . SAMPLING The sampling criteria comprised a sampling frame and table of random numbers. Tables for random numbers were used to allow each student have an equal non zero chance of included in sample. The 2007 UNZA year book was used for this purpose. The year book has advantage of having no foreign blank elements, being exhaustive, and a l l o w s f o r e a s y t r a c i n g o f r e s p o n d en t s t h r o u gh t h e i r H a l l s o f residents . SAMPLING DESIGN AND PROCEDURE The research design used was a non intervention design because the study was conducted in uncontrolled and natural environment, the University of Zambia, Great East Road Compus.This involved the randomization. The sample comprised of 105 males and 45 females resident on compus.Thus, simple random sampling method was used. The justification of using simple random sampling method is that, this method has ability to show the actual skew ness of the population, the University population. The population is skewed such t h a t i t h a d m o r e m a l e s t h a n f em a l e s ; t h i s w a s r e f l e c t e d i n t h e s a m p l e . METHODOLOGY AND DATA COLLECTION Data was collected by way of self-administered questionnaires which consisted of closed ended questions. This was because the respondents are literate and responded easily to the questionnares.The respondents also answered the questionnaires privately which ensured honest responses and removed the shortfalls of the interviewer effect. The other reasons were that questionnaires are cheap and easy to administer. DATA ANALYSIS AND INTERPRETATION In analyzing the data, the Chi-square test was used to measure the magnitude or variations between the hypotheses and the actual observations. Analysis of data was done using Statistical Package for

Sciences (SPSS) and Excel. This is because of their ability to generate stastistics useful in the hypotheses. CHAPTER ONE: PRESENTATION OF BACKGROUND CHARACTERISTICS Table 1.0a

Descriptive Statistics N How old were you on your last birthday? 150 150 Minimum 19 Maximum 46 Mean 24.40 Std. Deviation 5.017

Table 1.0b

How old were you on your last birthday? Frequency 5 16 17 27 21 15 13 10 4 3 1 3 2 3 2 1 1 2 2 1 1 150 Percent 3.3 10.7 11.3 18.0 14.0 10.0 8.7 6.7 2.7 2.0 .7 2.0 1.3 2.0 1.3 .7 .7 1.3 1.3 .7 .7 100.0

Valid

19 20 21 22 23 24 25 26 27 28 29 30 31 33 34 37 38 40 41 43 46 Total

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

What is your sex? Frequency 105 45 150 Percent 70.0 30.0 100.0

Valid

male female Total

Figure 1.1

11111

What is your sex?

Male Female

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%.

CHAPTER TWO: PRESENTATION OF HYPOTHESES Table 2.1

Have you ever participated in students' demonstrations at UNZA? * What is your sex? Cross tabulation .what is your sex? male have you ever participated in students' demonstrations at UNZA? 0 yes no Total Count Count Count Count 1 1.0% 66 62.9% 38 36.2% 105 100.0% female 0 .0% 25 55.6% 20 44.4% 45 100.0% Total 1 .7% 91 60.7% 58 38.7% 150 100.0%

Chi-Square Tests Value 1.260 df 2 Asymp. Sig. (2-sided) .532

Pearson Chi-Square

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 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
Have you ever participated in students' demonstrations at UNZA? * Residence? Cross tabulation residence? have you ever participated in students' demonstrations at UNZA? 0 yes no Total Count Count Count Count old res 1 1.6% 48 77.4% 13 21.0% 62 100.0% new res 0 .0% 38 48.7% 40 51.3% 78 100.0% vet 0 .0% 5 50.0% 5 50.0% 10 100.0% Total 1 .7% 91 60.7% 58 38.7% 150 100.0%

Chi-Square Tests Value 14.876 df 4 Asymp. Sig. (2-sided) .005

Pearson Chi-Square

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 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
Have you ever participated in students' demonstrations at UNZA? Do you experience academicc pressure at UNZA? Cross tabulation Do you experience academic pressure at UNZA? yes Have you ever participated in students' demonstrations at UNZA? 0 yes no Total Count Count Count Count 1 .7% 86 60.6% 55 38.7% 142 100.0% no 0 .0% 5 62.5% 3 37.5% 8 100.0% Total 1 .7% 91 60.7% 58 38.7% 150 100.0%

Chi-Square Tests Value .064 df 2 Asymp. Sig. (2-sided) .969

Pearson Chi-Square

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

Have you ever participated in students' demonstrations at UNZA? Do you consume alcohol? Cross tabulation Do you consume alcohol? yes Have you ever participated in students' demonstrations at UNZA? 0 yes no Total Count Count Count Count 0 .0% 46 73.0% 17 27.0% 63 100.0% no 1 1.1% 45 51.7% 41 47.1% 87 100.0% Total 1 .7% 91 60.7% 58 38.7% 150 100.0%

Chi-Square Tests Value 7.289 df 2 Asymp. Sig. (2-sided) .026

Pearson Chi-Square

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 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
Does UNZA management delay in resolving grievances? Frequency 5 130 15 150 Percent 3.3 86.7 10.0 100.0

Valid

0 yes no Total

Figure3.1

Does UNZA management delay in resolving grievances?

140

120

100

80

Frequency

60

40

20

0 0 yes no

Does UNZA management delay in resolving grievances?

Table 3.2
To what extent do delays by management contribute to your participation in demonstrations? Frequency 22 36 51 26 15 150 Percent 14.7 24.0 34.0 17.3 10.0 100.0

Valid

0 to a larger extent to a large extent to a less extent to a lesser extent Total

Figure 3.2

To what extent do delays by management in resolving grievances contribute to your participation in demonstrations?
60

50

40

30
Frequency

20

10

0 0 to a larger extent to a large extent to a less extent to a lesser extent

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, 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
Do politicians influence you to demonstrate? Frequency 23 127 150 Percent 15.3 84.7 100.0

Valid

yes no Total

Figure

3.3

Do politicians influence you to demonstrate?

140

120

100

80

Frequency

60

40

20

0 yes no

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

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. 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. 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 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 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 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 A

L I M I T A T I ON S few respondents were not cooperative data when

answering difficulty

questions,hence,making especially in cases

analysis

were

respondents

decided not to answer. Difficulties in accessing computers,especially those i n s t a l l e d w i t h S P S S f or d a t a e n t r y a n d a n a l y s i s w e r e experienced. Re-administering undertaken due of to questionnaires some had not to be

respondents

being

available and others had exchanged rooms. There was limited time in wh i c h to conduct the

research carefully and also to effectively master the Statistical Package for Social Sciences (SPSS).

C ON C L U S I O N

Considering the findings of the study,it is evident that factors such as managements delay in resolving students grievances as well as alcohol consumption among

students contributes to the use of demonstrations as a way of expressing grievances by the UNZA

students.However,the findings showed that there is no relationship between sex,academic pressure and political influence.This is contrary to the assertion that

politicians,academic pressure participation in

and sex influence ones is

demonstrations.Nevertheless,there

n e e d f or f u r t h e r r e s e a r c h i n t h i s a r e a i n o r d e r t o d r a w conclusions with certainty.

R E C O M M E N D A T I ON S

Based on research findings, it is recommended that: ( a ) . As s o c i a t i o n s s h ou l d be set up in universities and

colleges to sensitize students on the need not to consume alcohol. (b).Universities and colleges should be situated in areas f a r a wa y f r o m t h e ma i n r oa d s . (c).Managements of universities and colleges should be quick in responding to students grievances.

. .