SOKOINE UNIVERSITY OF AGRICULTURE

UNIVERSITY OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF POLICY PLANNING AND MANAGEMENT

DEGREE PROGRAM: BACHELOR OF ARTS IN DEVELOPMENT PLANNING AND

MANAGEMENT (BA DPM)

RESEARCH PROPOSAL

TITLE: EXAMINING THE EFFECTS OF ALCOHOLIC BEHAVIOUR AMONG UNIVERSITY

STUDENTS TOWARDS ACADEMIC PERFORMANCE, THE CASE OF SOKOINE
UNIVERSITY OF AGRICULTURE.

STUDENT NAME: SWAI JULIUS EUNICE

REGISTRATION NUMBER: DPM/D/2020/0052

SUPERVISOR: Mr. JOHN NKONGOLO

JUNE 2023

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 CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the problem
Globally, university students are among the populations most affected by alcohol abuse
(Advisory Council on the Misuse of Drugs, 2006). In 2022, the World Health Organization
(WHO) reported 26% of the population aged 12 years or older to be current alcohol drinkers. In
addition, heavy drinking was reported by 6.7% of the population aged 12 years or older. Among
that population, 23.1% participated in binge drinking at least once in the past 30 days. In 2022,
rates of current alcohol use were 3.1% among adolescents aged 12 or 13 years, 12.4% among
those aged 14 or 15 years, 24.6% among those aged 16 or 17 years, and 48.9% among those aged
18–20 years (GISAH, 2022)

In Africa, the Region is faced with a growing burden of harmful alcohol consumption and its
disastrous effects. There is no other consumer product as widely available as alcohol that
accounts for as much premature death and disability (Middleton et al., 2022) There are two main
characteristics that describe alcohol consumption patterns in the Region: a high level of alcohol
abstention in some countries and high-volume consumption with severe health and social
consequences in others especially youths (WHO, 2022)

Alcohol drinking can have negative health effects such as neurological problems (i.e., dementia,
stroke, and neuropathy), cardiovascular problems (i.e., myocardial infarction, cardiomyopathy,
atrial fibrillation, and hypertension), psychiatric problems (i.e., depression, anxiety, and suicide),
social problems (i.e., unemployment, lost productivity, and family problems), cancer (i.e.,
mouth, throat, esophagus, liver, colon, and breast), liver diseases (i.e., alcoholic hepatitis and
cirrhosis), and other gastrointestinal problems (i.e., pancreatitis and gastritis) (WHO, 2018)

In Tanzania, university is a time that gives students their first opportunity to make their own
decisions and sometimes it is synonymous with drinking. Factors such as independence, social
pressure, academic stress, availability of alcohol and drugs, and the overall culture may make the
consumption of alcohol a prominent aspect of university life. Regardless of age, sex, or interest
in school, most university students have had some encounter with alcohol. Whether individuals
choose to drink alcohol varies from person to person, but alcohol consumption has always been

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thought of as a large part of the university culture. This research focuses on the effect of alcohol
use on university students’ academic performance (Gunasekaran et al., 2022)

University students may engage in alcohol use to help cope with stress, negative emotions, or to
make them look mature. Students may also use or abuse alcohol as a coping mechanism.
Students that use alcohol as According to Hua et al (2022) a coping mechanism tend to indulge
more in the use of alcohol and may also apply defense mechanisms by engaging in denial and
rationalization. No matter because university students use alcohol, it is a very common and
serious problem on university campuses. Alcohol use is negatively affecting some students and
families by causing potential dropouts and failing classes (Saini et al., 2022)

Furthermore, several studies have reported that low levels of academic achievement are
associated with alcohol drinking (Myat Zaw et al., 2022) One potential explanation for this
association is that chronic alcohol consumption leads to structural changes in the brain resulting
in reduced memory and cognitive functions (Voss et al., 2022)

1.2 Problem Statement

Alcoholism has been a cause of many problems and tragedies, which has led it to be the topic of
interest in several research studies such as the ones conducted by El Ansari et al (2020) on
academic performance. More specifically, alcohol has been the topic of many studies due to the
fact that it is commonly used. For decades, alcohol use has had negative connotations on
academic performance.

Abuse of alcohol use has been experienced in Higher Learning Institutions (HLI) over the last
one decade. Since there are few documented literatures on the study area, this research study will
set and determine the effects of alcoholism on academic performance in Sokoine University of
Agriculture (SUA).

1.3 Justification for the study

Alcoholism to university students poses a significant problem associated with many negative
consequences such as: decreased academic functioning, unintended physical injuries, assaults,
fines, arrest, and even death. An estimated 45% of university student in east Africa have reported
high alcohol use (Makongho, 2018) and the number increases by the day according to Welwel et

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al (2022) in Tanzania. Furthermore, this study aligns with the national higher education policy
which strives to improve the effectiveness and efficiency of content delivery and practicability of
the programs offered in Higher learning institutions (URT 1999)

1.4 Objectives of the study

1.4.1 Overall Objective

The overall objective of this study is to examine the effects of alcoholic behavior among university
students towards academic performance, the case of Sokoine University of Agriculture.

1.4.2 Specific Objectives

Specifically, the study aims to;

i. To identify the sources of Alcoholism among university students.

ii. To assess students’ opinions on alcoholism among university students.

iii. To examine the nearby community responses on alcoholic behaviors among students.

1.4.3 Research Questions

The objectives were achieved basing on finding the answers to the following research questions;

i. What are the sources of Alcoholism among university students?

ii. What students’ opinions on alcoholism among university students?

iii. How does the nearby community responses on alcoholic behaviors among students?

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 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Definition of key terms

2.1.1 Alcohol

Alcohol is a colorless, volatile, flammable liquid which is the intoxicating constituent of wine,
beer, spirits and other drinks. Alcohol is no ordinary commodity but a drug that can be depended
upon (Zheng et al, 2020) Production and consumption of alcohol in the modern Tanzania is on
the increase and the volume is highly unrecorded due to illegal and local productions and the
paucity of data on the legality of production (Kureh et al., 2022) Carney et al (2022) ranked
Tanzania among the ten nations with the highest per capita consumption of alcohol among
youths in East and Central Africa.

2.1.2 Alcoholism

Anton et al (2020) defined alcoholism as it refers to alcohol dependence (AD). By the same
token, diagnosing any clinical addiction means establishing that a patient is dependent on a
specific substance. Then, dependence as a series of specific behavioral manifestations. The
diagnosis of AD does not depend directly on the quantity and frequency of alcohol drunk, either
acutely or over time.

2.1.3 Alcoholic Behavior

Researchers face the challenge of explaining diverse alcohol-related behavior ranging from
simple alcohol experimentation to severe alcohol dependence. Clearly, different factors may
influence different aspects of drinking, such as initial experimentation, later maintenance of
regular drinking, and the decision to stop drinking. Not only is alcohol use different from
alcoholism, but alcoholism itself takes different forms; researchers have suggested that different
subtypes of alcoholism may have different etiologies (Cloninger et al. 2021; Zucker et al. 2021).

2.1.4 Student’s Academic Performance

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In educational institutions, success is measured by academic performance, or how well a student
meets standard set out by institution (Onyebuchwuku, 2015) academic achievement or
(academic) performance is the outcome of education The extent to which a student, teacher or
institution has achieved their educational goal. Academic achievement is commonly measured by
examinations or continuous assessment but there is no general agreement on how it is best tested
or which aspects are most important — procedural knowledge such as skills or declarative
knowledge such as facts.

According to Mboya et al (2020) Students academic gain and learning performance is affected
by numerous factors including gender, age, teaching faculty, students schooling, father/guardian
social economic status, what they consume, residential area of students, medium of instructions
in schools, tuition trend, daily study hour and accommodation as hostelries or day scholar.

2.2 Effects of Alcoholic Behavior on Student’s Academic performance

2.2.1 Low indices in extra curricula

Paschal and Mkulu (2022) found that, adolescent drug use has been linked to lower indices of
extra-curricular activity, academic aspirations, and attraction to school, hence it is on surprise
why many parents and educators are concerned that the academic performance of their children
and students may be affected by alcohol use (Evans and Skager, 1992)

2.2.2 Less goal oriented

To add to the negative connotation of alcohol, there have been many studies that imply that
alcohol has a negative effect on a person’s abilities for instance a study conducted by Picou,
suggests that alcohol use is positively correlated to a motivational syndrome are less goal
oriented and are characterized by a lack of motivation and lower levels of academic performance
(Picou, 2019). Alcohol use could conceivably affect a student’s quality of learning and academic
performance regardless of its impact on school completion. This possibility is suggested by
Renna (2020), finds that although binge drinking does not affect high school completion rates, it
does significantly increase the probability that a student graduates with a rather than a high
school diploma. Drinking could affect learning through a variety of mechanisms. Recent
neurological research suggests that underage drinking can impair learning directly by causing

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alterations in the structure and function of the developing brain with consequences reaching far
beyond adolescence. Negative effects of alcohol use can emerge in areas such as planning and
executive functioning, memory, spatial operations, and attention. Alcohol use could also affect
performance by reducing the number of hours committed to studying, completing homework
assignments, and attending school.

2.2.3 Infraction in the brain

Alcohol can exert a variety of effects. The long-term alcohol abuse produces serious harmful
effects on brain system. Heavy drinking by students leads to positive blood alcohol levels of the
next day, affecting whether or not they even get up for class and if they do, the quality of
attention would be irrelevant (Mboya et al., 2020)

2.2.4 Social and economic effects

Research on university alcohol consumption has found that heavy drinkers are at an increased
risk for drinking-related problems such as criminal violations, injuries, and engaging in
unplanned sexual activity (Wechsler et al. 2019). Presley and colleagues (2021) found that heavy
drinkers missed more classes and had poorer grades. Excessive drinking may also have long term
health consequences such as liver failure or cirrhosis, and increases the odds of an alcohol
overdose (Eigen 2020)

2.3 Theories that guides the study

The three main contributing theories found to be effective in understanding student drinking are
the social learning theory, the behavioral theory and the personality theory. These theories are
explained in more depth as follows;

2.3.1 Social Learning Theory

The social learning theory emphasizes the role of societal influences, which impacts individuals
and focuses on peer pressure and relationships. This theory suggests that role modeling effects
personal decisions and choices (Akers, 2011). Student decision-making and actions are
influenced daily by countless people. Özbay and Özcan (2006) found that having close
attachment to teachers, family members and other peers, made students less likely to engage in

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delinquent behaviors; therefore, suggesting that social bonds are healthy and beneficial for the
perspective of social learning theory, I will explore the impact these relationships individual.
These concepts are investigated further in the behavioral theory. have on students and the
potential results of student relationships that do not model desirable behavior and attitudes.
Alcohol dependency has the potential to develop as a result of these negative social
consequences (Akers, 2011; Horvath et al., 2014; Lindström, 1992). The social learning theory
recognizes that underlying reasons may cause a student to frequently engage in risky drinking
activity. The individual may possess an abundance of stressors in their lives or come from a
problematic background including a broken home, childhood trauma or unsupportive parents.

In addition, the individual may have alcohol dependent parents, which influence them to turn to
alcohol in order to cope with particular stressors (Akers, 2011; Sremac, 2010). West and Brown
(2013) assessed the social learning theory, stating the “propensity of humans to learn by both
direct and vicarious experience” must be included (p. 119). Students must learn through their
observation and listening skills. They will eventually model behavior if viewed in the correct
manner or if they believe it may lead to a reward. When this behavior becomes more intense, it
also becomes more habitual (West & Brown, 2013). For example, if a student were to be
accepted into a club for passing a specific initiation task such as, taking a number of shots of
alcohol, the membership to the club may act as their end reward. The benefit of this theory can
be seen when adverse effects are demonstrated. For example, when a student takes these shots
and become nauseous, they may avoid alcohol in the future. In serious cases for students who are
dependent on alcohol, overcoming addiction may be a difficult and fluctuating process, which is
highly context dependent. For instance, this may be difficult if they are using alcohol to escape a
problem or in a social circumstance due to peer pressure. Students must have a strong will and
some background knowledge on coping strategies which they can utilize in the process of
recovery if they are planning to quit (Akers, 2011).

2.3.2 Behavioral Theory

The behavioral theory was initially developed to address risky alcohol use and addiction being
learned as a specific behavior by the individual (Collins et al., 2011; Horvath et al., 2014).
Students who engage in heavy drinking practices are at potential risk for negative and behavioral
consequences (Maggs et al., 2011). The most common factors implicated in causing student

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drinking are motivational factors, attitudes towards drinking, self-efficacy, and the belief that
other students engage in these types of behaviours. These reasons relate to the aspect of
modeling within the social learning theory (Collins et al., 2011). Students drink because it
enhances social situations, relieving them of boredom and social awkwardness (Sling, 2013).
University provides the potential for students to explore, study, join clubs and participate in
sober activities, although many seem to prefer involving alcohol in their activities. Students
drink to develop courage in order to improve their social status. Some students feel as though
they do not possess a satisfactory “social capacity,” using alcohol to enhance their behaviour
during social activities (Sling, 2013). Students are still underdeveloped in regards to interaction
and they use drinking to compensate for lacking social development and to overcome social
anxiety. Drinking, then, replaces the emotional and communicative aspect of interaction and
friendship building.

2.3.3 Personality Theory

The theory regarding personality defines alcohol use as influenced by specific personalities. A
student’s personality may relate to their drinking habits, and according to research, substance
abuse treatment has proven more effective by addressing personality factors (Polimeni et al.,
2010). “Concerning the findings on personality, they argue for tailored interventions in
adolescence focusing on two risk groups: (a) extravert, sensation-seeking boys who drink for
enhancement motives and (b) neurotic, anxious girls who drink for coping motives” (Kuntsche,
Knibbe, Gmel, & Engels, 2006, p. 11). Student who drink excessively usually have personalities
similar to that of excitement and sensation seeking, impulsiveness, extraversion and
immoderation, where the sensation seekers and immoderation personalities were noted to be
most at risk for future alcohol dependent lifestyles (McAdams & Donnellan, 2009; Shin et al.,
2012). These students also have low inhibitory control, low levels of responsibility, and a weak
will to achieve (Kuntsche et al., 2006). Students with these personalities drink more than others
because of their need for excitement and to be engaged in a busy environment. In terms of
personality, students’ reasons for drinking were associated with social motives and enjoyment of
feelings because of their sensation-seeking and high-risk personality types (Kuntsche et al.,
2006). When students drink to cope, more frequent alcohol consumption is predicted and
neurotic personality types are revealed. These individuals displayed low levels of agreeableness

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and a negative view of themselves; they also had difficulty talking about their emotions and
feared high-anxiety situations. Students may acquire personal problems because of their neurotic
personality, using alcohol to cope with these problems, potentially causing future issues.

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 3.0 Conceptual Framework

The study’s conceptual framework shows the relationship between the background variables
which are sex, age, income status, program being pursued at SUA, marital status and family
socio economic background which influences the alcohol drinking habit (independent variable)
that leads to the academic performance (dependent variable). The relationship of these factors are
represented in figure 1. below;

BACKGROUND VARIABLES
Age
sex
Income status
Programme being pursued at SUA
Marital status INDEPENDENT VARIABLES
Parents education level Alcohol drinking Habits
Family socio economic background DEPENDENT VARIABLE
Academic performance

Figure 1: The Conceptual framework

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 CHAPTER THREE

3.0 METHODOLOGY

3.1 Area of the study

The study was conducted in Morogoro Municipality. Morogoro Region occupies a total of
72,939 km2 which is approximately 8.2% of the total area of Tanzania mainland. It is the third
largest region in the country after Tabora and Rukwa Regions. Morogoro region covers an
extensive area well-endowed with fertile land, numerous water sources (Ngerengere River,
Ruaha River, Wami River, Morogoro River, Mindu Dam, Kilakala River, Melela River,
Kilombero River etc.), irrigable areas and a low population density. All these factors put together
make the region very much attractive for agricultural investment. Total arable land is estimated
to be about 5,885,800 ha, of which 1,177,500 ha are under agricultural production (URT, 1997)

Demographically, the total estimated population of Morogoro Municipal Council according to

NBS (2022) was 440,000 people of which 251,700 were male and 182,366 were female.
Population density was 31 persons per square kilometer (URT, 2022: 6). Morogoro municipality
is located in the eastern part of Tanzania, 196 kilometers (122 miles) west of Dar es Salaam, the
largest and commercial city in the country and 260 km (160 mi) east of Dodoma, the country’s
capital city. Its geographical coordinates are 6° 49’ 0” South, 37° 40’ 0” East. The social-
economic activities in Morogoro municipality are agriculture, tourism, wildlife and forestry, and
industry. However, agriculture is the major economic activity in the Morogoro Region (URT,
1997). Morogoro lies at the base of the Uluguru Mountains and it is a center of agriculture in the
region. Also, Morogoro municipality has a total number of 7766 smallholder farmers in different
20 wards (Waluse, 2020).

3.1.1 Description of study area

The study was conducted at Sokoine University of Agriculture (SUA). SUA Is located 3 km
from the center of Morogoro municipality. The university has two campuses namely, Edward
Moringe Campus and Solomon Mahlangu Campus in Morogoro municipality, Data collection
will be conducted in both Campuses found in Morogoro municipality. SUA is best known for

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offering courses and programs widely in a field of Agriculture, Veterinary Science, Forestry,
Animal Science, Wildlife Management, Tourism Management, Environmental Science, Food
Science, Natural Resources, Nutrition, Rural Development and Development Planning.

3.2 Research design

The study employed a cross-sectional research design. Whereby data will be collected once. The
design is suitable for descriptive study for assessing how alcoholic behavior affect students'
performance since it captures accurate data among respondents in a short period of time.

3.3 Sampling procedures

This study employed random sampling methods to get a sample of 50 respondents both male and
female who are university students from Sokoine University of Agriculture. Capturing the
students from Main campus and Solomon Mahlangu campus where 10 courses will be included
i.e. 5 courses from main campus (BSc. Animal science, Bachelor of arts in development
planning, BSc. Applied agricultural extension, BSc. Range Management, and Bachelor of
community Development) and 5 courses from Solomon Mahlangu campus (BSc. Environmental
science, BSc. Education Agriculture Biology, BSc. Education Info Mathematics, BSc.
Agribusiness, BSc. Tourism Management, and Bachelor of Rural Development) the sample of
students will be chosen purposively from each course.

3.5 Data Collection Techniques

Primary data were collected from university students of the study area who will be interviewed
using structured questionnaires from a cross section of the degree programmes that they pursue.
Data will be collected on socio-economic characteristics as well as on the effect of alcoholic
behaviors.

Moreover, in qualitative data, content analysis will be used to analyze information collected
through FGDs, key informant interview and field observation. The information will be analyzed
through summarizing into different meaningful themes based on the specific objective of the
study.

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3.6 Data analysis

The study utilized the content thematic analysis method to interpret the findings obtained from
in-depth interviews. The interpretation of data was conducted after data familiarization, coding,
theme generation, and finally, write-up. All findings and interpretations were conducted in
accordance with the specific objectives of this study. By utilizing the content thematic analysis
method, we hope to provide a comprehensive understanding of the current procedures in
processing pension benefits and identify areas for improvement.

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 CHAPTER FOUR

4.0 FINDINGS AND DISCUSSION

Overview

The chapter presents and discusses findings of the study the presentation is organized according
to the research objectives and namely, to identify the sources of Alcoholism among university
students, to assess students’ opinions on alcoholism among university students and to examine
the nearby community responses on alcoholic behaviors among students.

4.1 Summary on the themes of the study.

Themes of the study are categorized into the following three major areas; the sources of
Alcoholism among university students, students’ opinions on alcoholism among university
students and the nearby community responses on alcoholic behaviors among students.

The following table (table 1), provides a summary of the resulting themes of the analysis,
whereas the description of each theme with embedded quotes of participants identified by their
synonymous (RN; Where N, stands for a certain number) for the sake of consent and ethical
considerations, assigned during the analysis ranging in accordance to the interview extracts.

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RESEARCH QUESTIONS THEMES (DESCRIPTION FOR THE
CODES)

i. What are the sources of Alcoholism - Students have turned to drunkards

among university students? because of peer groups.

- Students engage in alcoholism to

escape boredom

- University students facing financial

problem tend to found themselves
drinking to escape stress and reality

- Drinking helps to gain confidence and

reduce the social anxiety.

- Students drink because of the

availability and affordability of alcohol.

ii. What students’ opinions on - University students are mature enough

alcoholism among university to make decision of their own, they
students? should be left untouched.

- Alcoholism is a serious problem;

university students should be guided
and measures to control the drinking
behaviour should be intervened.

iii. How does the nearby community - Students who drink are not to be
responses on alcoholic behaviours entertained and measures should be
among students? taken to stop them doing so.

- University students who engage in

alcoholism abuse their academic
potentials.

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4.2 Sources of Alcoholism among university students

The interviewed university students attempted to respond to the interview questions and to share
the sources and influences that made them to use alcohol. Most respondents revealed factors of
peer groups, boredom, financial constraints, social anxiety and availability and affordability of
alcohol to be the main sources to alcoholism in SUA.

4.2.1 Peer pressure

The study discovered that, peer pressure is a key contributor to alcoholism among university
students in SUA. The need for acceptance among university students is high, and most students
tend to conform to their peer's behaviors, especially when they feel left out.

In his own words one of the respondents explained how he got engaged in alcoholism “I was
firstly introduced to drinking by my friends in class during the first semester, we went to clubs
at night and since then I could not resist going for a drink every Friday night. Since then, I
cannot manage to stay without a drink in weekends”. R12

In many cases, individuals who do not drink are singled out and bullied, leading them to
succumb to the peer pressure and engage in alcohol consumption. R5, is one of the victims of
bullying which led her to drinking.

“My friends were laughing at me and telling me that I don’t know the real pleasure for I said no
to drinking, I decided to drink with them so they won’t cut me out of the group” R5

Furthermore, peer pressure can also result in overconsumption of alcohol, which can lead to
addiction and related problems.

4.2.2 Boredom

Boredom has also contributed to alcoholism among university students in Tanzania. Most
students have free time on their hands, and without any meaningful activities to engage in, they
turn to alcohol as a way to pass the time. Respondent R1 is one of the victims from this
situation.

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“I really have no hobby and mostly spend my free time watching movies and sleeping, until one
day when I tasted liquor in cinema, it felt good and I drank every time I got a chance until I
cannot go on without one”. R1

This problem is compounded by the lack of extracurricular activities and student events, leaving
students with limited options for entertainment. Additionally, with the influence of western
culture, many students perceive drinking as a way to emulate the western lifestyle, which has
contributed to the widespread use of alcohol among university students in Tanzania Aboagye et
al (2021).

4.2.3 Financial Constraints

A good number of respondents in the study identified financial constraints have also contributed
to alcoholism among them. Many students come from low-income backgrounds and may not
have sufficient funds to cater for their basic needs, such as housing and food. This lack of funds
can lead to stress and anxiety, which can result in the use of alcohol as a coping mechanism
such as R7 from his own words;

“Sometimes when I am bad economically, I am verry stressed which is why I drink alcohol in
order to forget about my problems” R7

Similarly, students who have taken loans or scholarships may use the funds to purchase alcohol,
leading to financial instability and further exacerbating the problem.
A good example is R2 who says “Being a beneficiary of the commonwealth scholarship have
helped to receive enough stipend for my expenses, I have plenty left out which I take on alcohol
and fancy clubbing on weekends” R2

4.2.4 Availability and affordability of Alcohol

The accessibility and availability of alcohol have been identified as significant contributors to
alcoholism among university students in Tanzania, as noted by Mboya et al. (2020). Alcohol is
easily obtainable in most parts of the country, and the lack of regulation and monitoring has
made it even more accessible to university students, as highlighted by Hua et al. (2020). The
presence of bars and nightclubs in close proximity to universities has also made it easier for
students to access alcohol, leading to overconsumption and addiction.

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One student, R4, shared her personal experience of how this factor led her to become a drunkard.
She lived near Ipo Ipo bar, and one day, they offered free Heineken drinks as part of a
promotion. Curiosity got the best of her, and she drank a lot. Little did she know that it would be
the first of many days where she could not go a day without drinking.

“I live near Ipo Ipo bar, one day they offered free Heineken drinks on promotion, being curious
I drank a lot, I didn’t realize if it could be the first of many days where I could not go a day
without a sip” R4

It is crucial to address the issue of alcohol accessibility and availability among university
students in Tanzania to prevent the negative consequences of alcoholism. Proper regulation and
monitoring of alcohol sales and consumption, as well as education on responsible drinking, can
help mitigate the problem.

4.2.5 Social Anxiety

The study revealed that certain students perceive alcohol as a means to alleviate social anxieties
and enhance their confidence levels, ultimately leading to alcoholism. This is particularly
evident during presentations, public speaking engagements, and social gatherings. One such
student, R9, consumes alcohol to boost their confidence.

R9 shared, "I attended schools where only boys were present, and conversing with a girl was
more challenging than completing three UE exams. However, after consuming a few rounds of
alcohol, I feel at ease and can converse with anyone."

It is crucial to recognize the potential dangers of relying on alcohol to overcome social

anxieties. This study highlights the need for alternative methods to build confidence and
overcome social fears.

4.3 Students’ opinions on alcoholism among university students

The present study delved into the attitudes of students towards alcohol consumption and
alcoholism. While the majority of students acknowledge the severity of alcoholism, there is a
divide on how to approach the issue. Almost all respondents recognized alcoholism as a
problem, with one respondent (R17) stating that excessive alcohol consumption can lead to

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issues such as anxiety, depression, and debt. Furthermore, alcohol is known to impair cognitive
ability and memory, which can result in missed classes and poor exam performance.

” Many students who engage in excessive alcohol consumption have issues such as anxiety,
depression, and debt. Alcohol is also known for impairing cognitive ability and memory,
causing students to miss classes or perform poorly on exams”. R17

Some students believe that individuals struggling with alcoholism should be offered help, while
others argue that it is a personal decision to seek assistance. One respondent (R13) emphasized
the need for support from fellow students, the office of the dean of students, and university
therapists, as alcoholism can have detrimental effects on academic performance and overall
well-being.

” Students who are addicted to alcohol are in serious problem, they need help from their fellow
students, the office of the dean of students and the therapist of the university because the effects
are not handsome to their wellbeing academically” R13

Conversely, those against interventions argue that individuals should be free to live their lives
without interference, as expressed by respondent (R7).

“Everybody in the university is an adult, if he/she choose to drink its his/her own business and
not otherwise” R7

However, given the negative impact of alcoholism on the individual and those around them,
intervention is necessary. Allowing the affected individual to continue down a destructive path
will only exacerbate the problem (Pourmohammadi, 2019). It is imperative that universities
provide resources and support for students struggling with alcoholism, as it is a serious issue
that can have long-lasting consequences.

4.4 Community responses on alcoholic behaviors among students

The present study aimed to investigate the response of nearby communities to the issue of
alcohol consumption among university students. The findings revealed that all interviewed
community members expressed their disapproval of this behavior.

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One of the respondents, R10, who is a landlord of a private hostel for university students, stated
that as a parent, she discourages her own children from engaging in such behavior. She further
emphasized that she cannot tolerate such conduct in her house.

” I am also a parent and have children who I desire that one day they should reach to university,
that is why I discourage them to show the behaviour of drinking in my house, I cannot tolerate
that behaviour in my house” R10.

Another respondent, R11, expressed his disappointment in witnessing academically inclined

individuals engaging in alcohol consumption, stating that it is a shame and should be stopped.

” It is a shame to see an academically inclined individual in such a state, this should be stopped”
R11

These responses clearly indicate that the community surrounding university students strongly
disapproves of alcohol consumption among them. This aligns with the interventions against
alcoholism taken by members of society, as reported by Lemma et al (2021). These interventions
include providing education and sensitization on alcohol abuse and establishing rehabilitation
centers to offer support to individuals struggling with addiction.

Additionally, the present study highlights the negative perception of nearby communities
towards alcohol consumption among university students. It underscores the need for
interventions to address this issue and promote responsible behavior among students.

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 CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATION

The general objective of this study was to examine the effects of alcoholic behavior among
university students towards academic performance, the case of Sokoine University of
Agriculture. The focus was on three specific objectives (i) to identify the sources of Alcoholism
among university students (ii) to assess students’ opinions on alcoholism among university
students and to examine the nearby community responses on alcoholic behaviors among
students.

5.1 CONCLUSION

The study unequivocally demonstrates that alcoholism is a significant issue among university
students in SUA, and its sources are multifaceted. Peer pressure, boredom, financial constraints,
societal beliefs, and accessibility have all contributed to the prevalence of alcoholism among
university students in Tanzania.

Alcohol consumption among university students has become a major concern in recent years.
Studies have shown that excessive drinking can lead to a range of negative consequences,
including poor academic performance, risky sexual behavior, and physical harm. Despite the
efforts of universities to curb alcohol abuse, many students continue to engage in binge drinking
and other dangerous behaviors. This calls for a comprehensive approach that involves not only
the university but also the students themselves, their families, and the wider community.

The alarming prevalence of excessive drinking among university students necessitates

institutional-level measures to safeguard students from the perils of alcoholism. Moreover, it is
evident that neighboring communities have implemented various interventions to address the
deleterious effects of alcohol consumption among students. It is imperative that universities in
Tanzania take proactive steps to address this issue and collaborate with neighboring communities
to implement effective interventions. By doing so, we can ensure that our students are protected
from the dangers of alcoholism and can thrive academically and personally.

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5.2 RECOMMENDATION

The study recommends the following;

I. Addressing these sources of alcoholism requires a multifaceted approach that involves

policymakers, educational institutions, and students themselves. This can be done by
creating awareness campaigns, providing alternative entertainment options, and enacting
regulations that restrict the sale of alcohol. By addressing these sources of alcoholism,
we can help university students in Tanzania live a healthier and more fulfilling life.

II. Students also need to understand the importance of moderation and self-discipline in
managing their drinking habits. By working together, university management, students,
and other stakeholders can help create an environment that promotes a healthy lifestyle.

III. It is essential to continue implementing some interventions to ensure that students are
aware of the effects of alcohol consumption, and the community is free from the
negative impact of alcohol abuse.

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