PROPOSAL MANAGEER.1

THE UTILIZATION OF MODERN CONTRACEPTIVES TO UNIVERSITY
STUDENTS AT HIGHER EDUCATION INSTITUTION (HEI) IN
KILIMANJARO REGION, TANZANIA.
BY
MASANJA ROBERT
BACHELOR OF SCIENCE IN MATHEMATICS AND STATISTICS PROPOSAL
MWENGE CATHOLIC UNIVERSITY, MOSHI - KILIMANJARO, TANZANIA.
DECEMBER, 2014

The Utilization of Modern Contraceptives to University Students at Higher Education
Institution (HEI) in Kilimanjaro Region, Tanzania.
By
Masanja Robert
A research proposal for research report to be submitted in partial fulfillment of requirements for
award of the degree of Bachelor of Science in Mathematics and Statistics at Mwenge Catholic
University
MWENGE CATHOLIC UNIVERSITY DECEMBER, 2014

i
Certification
The undersigned certify that they have read and hereby recommend for acceptance by the Mwenge Catholic
University a proposal entitled “The Utilization of Modern Contraceptives to University Students at Higher
Education Institution (HEI) in Kilimanjaro Region, Tanzania” partial fulfilment of the requirements for the
degree of Bachelor of Science in Mathematics and Statistics of Mwenge Catholic University.
Signature……………………………….…
Supervisor: Madam Theresia Boniphace
Date: ……. /………/……………………...

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Declaration and Copy right
I Masanja Robert am grateful to pronounce that this research proposal is my original work and had not been
submitted for an academic award to any other University or College. All sources of information used have
been accredited.
Signature: ………………………………
Student’s name: Masanja Robert
Registration number: T/DEG/2012/0689
Date: ………/…………/…………………

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Acknowledgement
It is my grateful to say thanks to mighty God for good trend of healthy up to the peak of work. I pay thanks
to department of Bachelor of Science in Mathematics and Statistic at Mwenge Catholic University for being
willfulness to support in term of moral advice, this shaped the research work and became precisely work.
It is inhuman to lay without opening mouth to supervisor Madam Theresia Boniphace for her positive
intensions to my research proposal. I inspire to give grateful and desirable thanks to her, since she spent most
of time to help me to accomplish this schoolwork.
I take recognitions to Dr. Mahande, Dr.Sia Msuya, and Damian Jeremy from Kilimanjaro medical
university college (KCMUCO). They matched a great role up to the end of research work. Leaving my
parents without recognizing them since supported in term of spiritual, moral assistances, financial support
and relatively advices onto good end of my research proposal.

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Dedication
I dedicate this work to my lovely parents Mr. Robert Kasanzu, Late Mrs. Suzanna Shimba and my honorable
sister Gindu Robert for their care, solely love and offer education supports since primary school to higher
learning institution. Also I dedicate to my friends Malili Logwa, Gisbert K. Msigwa, Edward Samson and
all other people played their role to finish this work.

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Abstract
The research aims to investigate “The Utilization of Modern Contraceptives to University Students at Higher
Education Institution at Kilimanjaro region in Tanzania”. The end of the study researcher will be able to
describe knowledge, attitude and contraceptive practice among university students in Kilimanjaro region.
The research will involve the preliminary pages and three chapters which are Background of the problem,
Literature review and Research methodology.
The background of the study involves Introduction, Statement, Objectives, Research questions, Scope and
Limitation of the study and Significance of the study.
The literature review comprises Definitions of key terms, Policies or theories related to the study, Empirical
study and Knowledge gap.
The research methodology consists Description of the study area, Research design, Sampling, Sampling
techniques, Targeted population, Data collection methods, Data collection procedures and Analysis. The data
will be analyzed in terms of descriptive statistics, frequencies, statistical tests and regression analysis to show
prevalence’s of the modern contraceptives uses among the university students.

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Acronyms and Abbreviations
McU -Modern contraceptive uses
NMCUs -Non-modern contraceptive uses
HLE -Higher learning education
IUCD -Intra-uterine devices
LARCs -Long-Acting reversible contraceptives
NGO’s - Non-government organization
KCMUCo -Kilimanjaro clinical medical university college
MSIE - Marie Stopes International Ethiopia
UDHS - Uganda demographic health survey

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Table of Contents
Certification.......................................................................................................................................... i
Declaration and Copy right ................................................................................................................. ii
Acknowledgement.............................................................................................................................. iii
Dedication........................................................................................................................................... iv
Abstract.................................................................................................................................................v
Acronyms and Abbreviations............................................................................................................. vi
CHAPTER ONE.................................................................................................................................1
INTRODUCTION................................................................................................................................1
1.1 Background of the Problem............................................................................................................1
1.2 Statement of the Problem ...............................................................................................................3
1.3The Objective of the Study..............................................................................................................3
1.3.1 General objective of the study.....................................................................................................3
1.3.2 Specific objectives of the study...................................................................................................4
1.4 Research Questions ........................................................................................................................4
1.5 Significance of the Study................................................................................................................4
1.6 Scope and Limitation of the Study Area ........................................................................................5
CHPTER TWO...................................................................................................................................6
LITERATURE REVIEW.....................................................................................................................6
2.1 Introduction ....................................................................................................................................6
2.2 Definition of Key Terms ................................................................................................................6
2.3 The Policies’ Review of the Project Study.....................................................................................7
2.4 Empirical Review ...........................................................................................................................8
2.5 Demonstration of Knowledge Gap...............................................................................................10
CHAPTER THREE..........................................................................................................................11
RESEARCH DESIGN AND METHODOLOGY..............................................................................11
3.1 Description of Study area .............................................................................................................11
3.2 Research Design ...........................................................................................................................11
3.3 Targeted Population......................................................................................................................12
3.4 Sampling Plan and Sample Size...................................................................................................12
3.5 Data Collection Methods..............................................................................................................13
3.6 Collection Procedures and Techniques.........................................................................................13

viii
3.7 Analysis and Interpretation of Data..............................................................................................13
References .........................................................................................................................................15
Time Work Plan .................................................................................................................................17
Appendices ........................................................................................................................................18
Appendix I Summary Research Methodology Matrix .......................................................................18
Appendix II: Research Budget Plan ...................................................................................................19
Appendix III Questionnaire................................................................................................................19
Appendix IV Focus Group Discussion (FGD) ...................................................................................23

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CHAPTER ONE
INTRODUCTION
1.1 Background of the Problem
The Modern Contraceptives use changes due to accessibility of contraceptives, knowledge, partners’ will on
childbearing, economic factors and avoiding early age bearing. This investigation is concerning with
University students’ Modern contraceptive use in relation to change of Education status in Kilimanjaro
region. Doubtless, it will engage on influencing factors towards use of Modern contraceptives such as social-
demographic characteristics, association of students’ Modern contraceptive attitudes and their social-
demographic.
The adolescents are all people who are in puberty age between 15-24 years (Abiodun & Balogun, 2009).
Modern contraceptive refers to drugs or devices help to protect for pregnancies to occur or sometimes are
used to protect transmission of diseases (HIV/AIDS). Modern contraceptive uses are use of condoms,
injectable device, Intra-uterine devices (IUCD), pills, implants, periodic abstinence and withdraw method.
Worldwide, University students fall in the youth group which is prone to unattended sexual risk behaviours
that may lead to unwanted pregnancies(Dimoso, Msaki, & Suleiman, 2014) as cited (USAID, 2014).
Blumenthal et al(2013), Contraception in many developing countries is characterized by high unmet need,
irregular access, low utilization and presumed demand for long-Acting reversible contraceptives (LARCs).
According to (Ross & Stover, 2013) McU increases as additional methods are made available to populations.
In 2009, only about 3.5 Modern contraceptives, on average, were available to at least half of the population
in the 113 Countries. Carlson & Lamb (2001) the survey of comparison of results from national surveys
conducted in Bulgaria in 1995 and 2000 reveal little overall change in the use of Modern contraceptives. The

2
special clinics opened in cities whereby contraceptive use was already above the national average within five
years.
According to (Asiimwe, Ndugga, & Mushomi, 2012) of the 2011 Uganda Demographic and Health Survey
(UDHS), Uganda has a young population (52% are below age 15, and 17% are age 15-24) and a high total
fertility rate (TFR), at 6.2 children per woman. As this large cohort of young people enters the childbearing
years, their reproductive behavior will determine the growth and size of Uganda’s population for decades to
come.
The discrepancy between equality in use of modern contraceptives and equality in fertility must be addressed
in a future revision of policies related to family planning. Otherwise could be a major obstacle for attaining
further progress in achieving the Millennium Development Goal (MDG) 5(Asamoah, Agardh, & Ostergren,
2013).
Majority students who join higher education in Tanzania are at least 19 years age (Magreat J Somba, Milline
Mbonile, 2014). Students are enrolled to University at their youth age, this expose them to inadvertent and
unprotected sexual intercourse leading to unintended pregnancies, abortions and sexual transmitted
infections(USAID, 2014). The increased sexual risky behaviours of University students has been attributed
to movement from a restricted rural to a more liberal urban environment, social demographic and community
characteristics(Magreat J Somba, Milline Mbonile, 2014).
From Magreat J Somba, Milline Mbonile (2014) the adolescent sexual behaviour is recognized as an
important health, social and demographic concern in the developing world. Adolescent pregnancy is
associated with adverse maternal, foetal and neonatal outcomes. Teenage girls who get pregnancy suffer
from social and economic consequence and they are more likely to drop out of school.

3
1.2 Statement of the Problem
Adolescents or teenagers and reproductive health are people of 15-49 years aged, mostly are found having
little bit knowledge on the use modern contraceptives(USAID, 2014). The millennium development goals 5
(MDG 5) insisted to reduce childbearing to Sub-Saharan countries by promoting use of modern
contraceptives (Enock Ngome., Clifford Odimegwu, 2012). Adolescents, reproductive health people
especially poor people in many countries over the world are found unaware about knowledge and low
attitudes towards the modern contraceptive uses. For attaining the millennium development goal 5 is bit
difficult since this situation prevails in the society. The previous surveys on the use of Modern contraceptive,
mostly based on current married women of the reproductive age, the women assured to be at risk of
pregnancy and child birth.
This investigation intends to divulge the associative influencing factors towards the use of Modern
contraceptive in the youth age, attitudes of student’s, social demographics factors and their knowledge of
Modern contraceptives in relation to Modern contraceptive use at higher learning institutions in Kilimanjaro
region. It will be a crucial study to conduct for interest of sightseeing the population characteristics at higher
learning institutions on modern contraceptive uses in Kilimanjaro region.
1.3 The Objective of the Study
The survey will be conducted under the weight of broad objective and specific objectives which will reveal
the reality of the situation intended to be assessed.
1.3.1 General objective of the study
To describe knowledge, attitudes and contraceptive practices of University students in Kilimanjaro region.

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1.3.2 Specific objectives of the study
 To explore factors influencing the use of Modern contraceptives at the Universities level of education
in Kilimanjaro region.
 To identify the relationship between social-demographic factors, cultural, economic factors and the
modern contraceptives use.
 To assess the association attitudes of students, Modern contraceptives use and the source of
information about Modern contraceptives campaign (accessibility of information).
1.4 Research Questions
1. What are the influence factors towards the Modern contraceptives uses at the Universities level?
2. Where did you receive Education of Modern contraceptives uses before/after the arrival/recruited to
Universities studies?
3. What are your opinions towards Modern contraceptives uses at the Universities level of education?
4. How attitudes of students towards Modern contraceptives uses associate with level of education?
1.5 Significance of the Study
Ugoji (2013) which dealt with “An Examination of University Students ' Attitude to Contraceptive Use”
inferred that, orientation and induction programs should be provided to re-educate students in tertiary
institutions towards appropriate sexual behaviours as well as the acquisition of relevant and adequate valid
and usable knowledge of reproduction in the General Studies (GST) Curriculum contents of University
students.
Meanwhile, the utilization of modern contraceptives may be currently existing and growing faster than before
in Kilimanjaro region probably due to change of education status. To investigate this is the beneficially to

5
all University students, Society, Institution owners, NGO’s, Plan makers and Ministry of health towards
policies of modern contraceptives at higher learning institutions. Therefore, Adolescents should be educated
perpendicularly to rate change of uses of modern contraceptive. There is a necessity of the study to be
conducted for benefit of people and attaining the Millennium Development Goal (MDG) 5.
1.6 Scope and Limitation of the Study Area
The research will be conducted at higher learning institutions in Kilimanjaro region whereby it will involve
only University students with at least 15 years age at higher learning institution to enrich the study. The study
will be ethical regularly to the information which will be provided for being in safe side. Researcher intends
to disclose the use of modern contraceptive in the youth age at high learning institutions in Kilimanjaro
region. Out of six (6) Universities located in Kilimanjaro region only 40% will be simple randomly selected
to form the sample because of time limits factor and financial problem.

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CHPTER TWO
LITERATURE REVIEW
2.1 Introduction
The literature review is the appraisal of the past done contexts relating to the problem concern. The reviewing
materials will be gathered from different sources. These literature backings make the research being not
exhaustive. Also, enhances the reader sense confident that you have found the plentiful materials. This
chapter comprises introduction, definition of key terms, theories or policies related to the problem, empirical
study and knowledge gap.
2.2 Definition of Key Terms
Modern contraceptive use; - this refers to use of condoms, oral pills, Intra Uterine Contraceptive Device
(IUCD), injectable, female sterilization and male sterilization.
Higher education institution this refers to organization which offers universal knowledge, especially degree
level, masters’ education, PHD-level and other similar education levels.
Reproductive health- is the physically, socially, mentally and well-being of human body which can generate
new offspring after legal bond formed with the opposite sex.
Reproductive health age – is the age human being at which is maturity to develop a new living organism
(offspring) after meeting with the opposite sex.

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2.3 The Policies’ Review of the Project Study
2.3.1 Marie Stopes International Ethiopia (MSIE) Policy of Family Planning Program
This policy intended on sexual, reproductive health and controlling the population explosion 2006-2010 in
Ethiopia. The government’s policy targets to increase the contraceptive prevalence rate from 15% in 2005 to
60% by 2010’. The government thought the way to control the population by narrowing gap of enrollment
between female and male students. This policy relates to my study due to that women who are educated are
most likely to use modern contraceptives, this might reduce the fertility rate within population of
Ethiopia(Gordon, 2011).
2.3.2 National Population Policy and the National Policy Guidelines and Standards for Family
Planning Services and Training were introduced in 1991 and 1994
During the 1990s, the government of Tanzania has taken a number of significant steps aimed at providing
universal access to modern family planning services in Tanzania. At the policy level, the program or
implementation level, improvements in the family planning commodities and logistics system significantly
increased the availability of contraceptive methods at government and private health facilities(Speizer, et al.,
2000). Also, (URT, 2006) Twende na wakati and Green star campaigns were ensured during this time until
now still operate through emphasizing the use of contraceptives parallel with family planning.
This policy relates with the investigation since aims to control the population increase in Tanzania through
emphasizing the use of modern contraceptives, at the end of this policy will be sustainable development of
family planning in Tanzania. This policy portrays that to control population increase depends on the use of
modern contraceptives in that country.

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2.4 Empirical Review
According to (Al Sheeha, 2010) “Awareness and use of contraceptives among Saudi women attending
primary care centers in Al-qassim, Saudi Arabia”. The changes concerned with women's education and work
will be an important factor in changing fertility beliefs and behaviours with more tendencies to birth spacing
and, consequently, the use of modern contraceptives.
During 2009-2010, 575,601 IUCDs were inserted across the 13 countries to see level of its use among these
countries. Compared to national IUCD users, users in this project were slightly younger and less educated.
Among IUCD acceptors, 24% used no modern method at the time of IUCD initiation, and 28% reported
injectable use in the three previous months(Blumenthal et al., 2013). A wider choice of methods also
improves the ability to meet the individual needs of women and couples(Ross & Stover, 2013).
Abiodun & Balogun(2009) the fear of side effects is the main reason for low contraceptive prevalence among
young female students of tertiary institutions in Ilorin. Reproductive health services should focus more on
delivery of adequate and accurate information about contraceptives to improve use among young women.
Lwelamira, Mnyamagola, & Msaki ( 2012) which investigated on “Knowledge, Attitude and Practice (KAP)
Towards Modern Contraceptives among Married Women of Reproductive Age in Mpwapwa District, Central
Tanzania”. Good knowledge and positive attitudes towards an intervention or a new practice by a target
group are among the key determinants for adoption. This study interested on knowledge of married women
of reproductive age in study population on modern contraceptives.

9
According to (Mubita-Ngoma & Kadantu, 2010), the main aim was to determine knowledge and use of
modern contractive methods among reproductive age group rural women in Zambia. 56% of the respondents
were currently using modern contraceptive methods and 46% were not using modern contraceptive methods.
Aspects of a community's sociocultural and economic environment appear to influence a woman's use of
modern contraceptive methods(Stephenson, et al, 2007).
According to (Quijano Nv, 1986) Herbal Contraceptives: An Alternative Strategy in Family Planning.
Among college-educated women, it was found that acceptance of modern contraceptives was influenced
more by their religion rather than by their education. This relates with the study since lay basic information
for the alternative of modern contraceptive. Then the use of modern contraceptives can change due to herbal
contraceptives use.
According to (Gereltuya, Falkingham, & Brown, 2007), Women with higher levels of education are more
likely to be current users of contraception, and if they are current users, they are more likely to choose the
IUCD and traditional methods. Women living in rural areas have a higher probability of using contraception
and are more likely to choose the IUCD and traditional methods.
The modern contraceptives use limiting factors are economic, cultural and inaccessibility (Obinna
Onwujekwe, Chinwe Ogbonna, 2013). Also, Nagase, et al (2003) Moreover, NMCUs cited more perceived
barriers against the use of modern contraceptives and preferred larger families than MCUs. The demand for
many children is the barriers for modern contraceptives uses.
According to (Williamson, et al, 2009), young women often relied on traditional methods or abortion. The
review was limited to five countries and conditions are not homogenous for all young women in all
developing countries. But the overarching themes were common across different settings and contexts,
supporting the potential transferability of interventions to improve reproductive health.

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2.5 Demonstration of Knowledge Gap
Several previous surveys conducted on use of modern contraceptives mostly were sightseeing to reproductive
health women of 15-49 years age, knowledge, contributing factors of modern contraceptive use, in reality
most of them based to women (single sex).The research project will assess the association of social
demographic characteristics, attitudes of students on use of modern contraceptives, the significant common
factors which influences to use of modern contraceptives, the knowledge of students of contraceptives and
the modern contraceptive use (both sex) at higher education institutions in Kilimanjaro region. Finally the
research project will expose the reality towards the utilization of modern contraceptives at University level
in Kilimanjaro region in relation to the changes of education status.

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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Description of Study area
Kilimanjaro Region, known as Kilimandscharo during the German colonial rule, is one of Tanzania's 30
administrative regions. The regional capital is the municipality of Moshi. According to the 2012 national
census, the region had a population of 1,640,087, which was lower than the pre-census projection of
1,702,207. For 2002-2012, the region's 1.8 percent average annual population growth rate was the 24th
highest in the country. The region is home to a portion of Kilimanjaro National Park. The region is bordered
to the north and east by Kenya, to the south by the Tango Region, to the southwest by the Manyara Region,
and to the west by the Arusha Region(NBS, 2012).
This region consist six higher education institutions where many students fetch knowledge of different kinds.
The study intends to examine modern contraceptive uses among young University Students. This will
disclose the association of Modern Contraceptives use and population characteristics at higher learning
Education.
3.2 Research Design
The study will be a cross-sectional whereas a representative sample will be chosen from the large population
and the sample will be randomly selected. The survey will require quantitative and qualitative data whereas
questionnaire and focus group discussion (FGD) tools will be used to collect information from the targeted
population. The collected information will be analyzed using statistical soft wares such as Statistical Package
for Social Science (SPSS), STATA and R-software in terms of frequencies, descriptive, graphs, histograms

12
and other various statistical tests. Ultimately, the report will be organized in currently styles for enabling
readers to understand easily.
3.3 Targeted Population
The survey will pivot only to University students, whereas probability sampling will be used to select three
(3) universities among six universities allocated in Kilimanjaro region. Then students will be given equal
chances to be selected that are within 15-49 years of age. Since they are aged and have the elements of
reproductive health. Then the selected students will be jointly asked relative questions of modern
contraceptives uses through structured questionnaires and sometimes focus group discussion may be used.
The responses of the students will be prevented carefully avoiding leakage of individual information.
3.4 Sampling Plan and Sample Size
The truth of study can be arrived depending on the sample characteristics selected from the population from
the sample size involved in the study. For the large sample size will aid the researcher to attain the
information with minimal differences of the whole population’s characteristics. From this the researcher will
use probability sampling techniques for choosing the sample. Among of six universities in Kilimanjaro
region, only 40% of them will be involved in the study by simple random sampling methods. Afterward, the
elements of sample from each of the selected universities will be subdivided into strata to comprise the same
individual characteristics. The strata will be given equal chance to form a sample size (n) of 200 students,
this will be relatively to the number of students in the organization chosen to form the representative sample
the sake of large population.

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3.5 Data Collection Methods
The project will comprise quantitative and qualitative data to arrive at the maximum findings. The
information’s sources are planned to be primary data (first handed information), the sample group selected
from the targeted population will be used to play the great role for providing the information for the whole
population. The reliable methods for collecting information at the field will be structured questionnaires (Q)
and sometimes Focus group discussion (FGD). The comprehensive and understandable tools for gathering
information from the field study will help to reach the highest pivot of the project study.
3.6 Collection Procedures and Techniques
The structured questionnaires and focus group discussion of well posed and technical closed questions and
some open ended questions will be addressed or asked to the participants of the study under the supervision
of the researcher, this will support the study being implemented correctly and the data will bind with the
objectives designed. The questions will be answered within at most one hour, finally will be collected by the
researcher. Focus group discussion (FGD) tools will be employed to some parts for gathering suitable data
from the sole sample chosen from the population. Ultimately a further adjusted steps in the study will be
continuing abruptly after data collection.
3.7 Analysis and Interpretation of Data
After obtaining a readable and well understood information will lead to analysis and interpretation of findings
as it is required. This will enable any reader of the research to understand the summarized information from
the study area. The statistical articles and ethical judgment during analyzing data are highly requested. These
will make the research report suitable and enjoyable to the reader (s). The researcher of this project will
analyze the data from the field through different statistical soft wares such as Statistical Package for Social

14
Science (SPSS), STATA and R-software in terms of frequencies, descriptive, graphs, histograms, statistical
tests, developing simple, multiple and logistic regression analysis models. Therefore a well posed statistical
language in interpretation, summarization and presenting information will be regarded regularly. Ultimately,
the report will be organized in the currently styles for enabling readers to understand easily the report.

15
References
Abiodun, O. M., & Balogun, O. R. (2009). Sexual activity and contraceptive use among young female
students of tertiary educational institutions in Ilorin, Nigeria. Contraception, 79, 146–149.
Al Sheeha, M. (2010). Awareness and use of contraceptives among saudi women attending primary care
centers in Al-qassim, saudi arabia. International Journal of Health Sciences, 4, 11–21.
Asamoah, B. O., Agardh, A., & Ostergren, P.-Ö. (2013). Inequality in fertility rate and modern contraceptive
use among Ghanaian women from 1988-2008. International Journal for Equity in Health, 12, 37.
Asiimwe, J. B., Ndugga, P., & Mushomi, J. (2012). Socio-demographic factors associated with
contraceptives use among young women in comparison with older women in Uganda. Kampala,
Uganda.
Blumenthal, P. D., e al (2013). Revitalizing long-Acting reversible contraceptives in settings with high unmet
need: A multicountry experience matching demand creation and service delivery. Contraception, 87,
170–175.
Carlson, E., & Lamb, V. (2001). Changes in contraceptive use in Bulgaria, 1995-2000. Studies in Family
Planning, 32, 329–338.
Dimoso, P. J., Msaki, M. M., & Suleiman, M. A. (2014). The Use of Contraceptives among Female Students
in State University of Zanzibar. Food and Public Health.
Enock Ngome and Clifford Odimegwu. (2012). The social-context of adolescent women’s use of women
contraceptives in Zimbabwe: A multilevel analysis. South Africa: University of Witwatersrand, South
Africa.
Gereltuya, A., Falkingham, J., & Brown, J. (2007). Determinants of current contraceptive use and method
choice in Mongolia. Journal of Biosocial Science, 39, 801–817.
Gordon, C. (2011). Women ’ s Education and Modern Contraceptive Use in Ethiopia, 3(1), 1–23.
Magreat J Somba, Milline Mbonile, J. O. and M. J. M. (2014). Sexual behaviour, contraceptive knowledge
and use among female undergraduates’ students of Muhimbili and Dar es Salaam Universities,
Tanzania: a cross-sectional study. Dar es Salaam.
Mubita-Ngoma, C., & Kadantu, M. C. (2010). Knowledge and use of modern family planning methods by
rural women in Zambia. Curationis, 33, 17–22.
Nagase, T., Kunii, O., Wakai, S., & Khaleel, A. (2003). Obstacles to modern contraceptive use among
married women in southern urban Maldives. Contraception, 68, 125–134.

16
NBS. (2012). Tanzania National Bureau of Statistics Ministry of Finance, 602.
Obinna Onwujekwe, Chinwe Ogbonna, C. E. and B. U. (2013). Are people really using modern
contraceptives and how much do they pay for them? Obinna, Nigeria.
Quijano Nv. (1986). Herbal contraceptives: exploring indigenous methods of family planning. Initiatives in
Population, 8, 22, 31–35.
Ross, J., & Stover, J. (2013). Use of modern contraception increases when more methods become available:
analysis of evidence from 1982-2009. Global Health, Science and Practice, 1(2), 203–12.
Speizer, I. S., et al (2000). Do Service Providers in Tanzania Unnecessarily Restrict Clients’ Access to
Contraceptive Methods? International Family Planning Perspectives, 26(1), 13.
Stephenson, R., et al (2007). Contextual influences on modern contraceptive use in sub-Saharan Africa.
American Journal of Public Health, 97, 1233–1240.
Ugoji, F. N. (2013). An Examination of University Students ’ Attitude to Contraceptive Use, 2(1), 18–22.
URT. (2006). United Republic of Tanzania, National Population Policy. Ministry of planning Economy and
Empowerment, 4(3), 235–245.
USAID. (2014). Public Health and Epidemiology, 6(10).
Williamson, L. M., et al (2009). Limits to modern contraceptive use among young women in developing
countries: a systematic review of qualitative research. Reproductive Health, 6, 3.

17
Time Work Plan
SEQUENCE OF ACTIVITIES
12/Oct/2014
30/Dec/2014
Jan2015
20/Jan2015
March2015
21/March2015
April2015
April–May2015
20/June/2015
Presentation of research topics to
the supervisor
Proposal submission
Preparation of instruments
Pre –testing of instruments
Data collection
Data analysis
Report writing
Presentation of 1st
and 2nd
draft to
supervisor
Submission of final report for
approval

18
Appendices
Appendix I Summary Research Methodology Matrix
Research questions Types of data
required
Source of
data
Data collection
instruments
Data
analysis
What are the influence factors
towards the modern contraceptives
uses at the universities level?
Quantitative
& Qualitative
University
students
Questionnaires
Focus group
discussion
( FGD)
Frequency,
Descriptive,
Tests
statistic
Where did you receive education
of modern contraceptives uses
before/after the arrival/recruited to
Universities studies?
Quantitative
& Qualitative
University
students
Questionnaires
Focus group
discussion
( FGD)
Frequency,
Descriptive,
Logistic
Multiple
regression
model
What are your opinions towards
modern contraceptives uses at the
universities level of education?
Quantitative
& Qualitative
University
students
Questionnaires
Focus group
discussion
( FGD)
Frequency,
Descriptive
summary
How attitudes of students towards
modern contraceptives uses
associate with level of education?
Quantitative
& Qualitative
University
students
Questionnaires
Focus group
discussion
( FGD)
Frequency,
Descriptive,
Logistic
Multiple
regression
model

19
Appendix II: Research Budget Plan
Appendix III Questionnaire
I am Masanja Robert a student at Mwenge Catholic University pursuing Bachelor of Science in Mathematics
and Statistics. I am conducting a research on; The Utilization of Modern Contraceptives to University
Students at Higher Education Institution (HEI) in Kilimanjaro Region, Tanzania. I am requesting for your
assistance to make this research successive by contributing as much as you can to the questions asked. The
data will be obtained is confidential and remain the property of the researcher. You are free to leave blames
in case you know nothing about a certain part. Thank you in advance.
SECTION A: SOCIAL DEMOGRAPHIC INFORMATION
Fill the correct responses or circling right answer of the following questions.
(I) Sex 1. Male [ ] 2. Female [ ]
(II) Age ……….. [ ]
(III) Students’ Level of education
S/no ITEMS DESCRIPTION No of pgs. Trips Days Copies Unit cost Total Tsh
1 Proposal writing - - - - -
Information gathering-
transport - - 1 - 40000 40000/=
Printing - - - 1 300 24,000/=
Photocopying - 3 50 12000/=
2 Instrument preparation - - - - -
Instrument printing - - - 1 300 1500/=
Instrument photocopying-
pilot - - - 10 50 2500/=
Instrument printing - - - 1 300 1500/=
Instrument photocopying - - - 30 50 7500/=
Indirect costs - - - - - 1500/=
OVERAL TOTAL COSTS IN TSHs 100,000/=

20
1. Certificate [ ] 2. Diploma [ ] 3. Degree [ ] 4. Masters level [ ] 5. PhD [ ] 6. Other level of
Education [ ]
(IV) Specify other level of education…………………
(V) Marital status
1. Married [ ] 2. Not married [ ] 3. Separated [ ] 4. Cohabiting [ ]
(VI) Number of parity [ ]
(VII) What is your monthly earnings?
1. Below 100000/= [ ] 2. Between 100000/= and 450000/= [ ] 3. More than 450000/= [ ]
(VIII) What are your sources of earning per month?
1. Friends [ ] 2. Partners [ ] 3. Parents [ ] 5. Monthly salary [ ]
4. Higher Education Students’ Learning Loans Board (HESLB) [ ] 6. Others [ ]
Mention other areas which are your sources of earnings per month ……………..
(X) Where did you come from/ Home status?
1. Rural area [ ] 2. Town areas [ ] 3. Center area [ ] 4. Municipality area [ ] 5. City [ ]
(XI) Religion status [ ] 1. Christian [ ] 2. Muslim [ ]
(XII) Have you been employed? 1. Yes [ ] 2. No [ ]
SECTION B INFLUENCING FACTORS TOWARDS MODERN CONTRACEPTIVE USES
(1) Have you been used any modern contraceptives? 1. Yes [ ] 2. No [ ]
(2) What are the factors can lead university students to use modern contraceptives? Place tick (√) where
applicable 3. Yes [ ] 2. Somehow [ ] 1. Not at all [ ]

21
Availability and accessibility of modern contraceptives Yes Somehow Not at all
Level of education
Population increase
Number of parity
Number of partners
Marital status
Income status
Religion
Residence
Gender type
SECTION C: SOURCES OF EDUCATION ABOUT MODERN CONTRACEPTIVES
1. Have you ever been heard about modern contraceptives? [ ] 1. Yes 2. No [ ]
2. Have you ever seen any student using modern contraceptives? 1. Ever seen [ ] 2. Never seen [ ]
3. For how long do you stay without using modern contraceptives? 1. Less than a day [ ] 2. One day
3. More than one day [ ]
4. Which methods do you use to maintain number of child or early child bearing or to prevent
pregnancy?
Pills/Oral [ ] Intra-uterine devices [ ] Condoms [ ] Injectable device [ ] Implants [ ] Periodic
abstinence [ ] and withdraw method [ ]

22
5. Which of the following modern contraceptives are mostly used by Students at university? Place
tick (√) where is applicable
Pills/Oral [ ] Intra-uterine devices [ ] Condoms [ ] Injectable device [ ] Implants [ ] Periodic
abstinence [ ] and withdraw method [ ]
6. Where did you get education about modern contraceptives? Place tick (√)where are
School Yes No
Mass media/magazines
Radio
Church
Mosque
Meetings
Fry paper
Home from parents
University campus
Employment areas
Stand of buses compound
SECTION D: THE ATTITUDES OF STUDENTS ON MODERN CONTRACEPTIVES
1 To what extent these Contraceptive methods helps students? Tick (√) the corresponding squares of the
following matrix table. Use the following key: 5. AS=Strongly 4. Agree, 3. U=Undecided, 2. D=Disagree
and 1. SD=Strongly Disagree
Attitude Items SA A U D SD
I I like modern contraceptives methods

23
Ii Modern contraceptives prevents child bearing
Iii Students should be educated on how to use
Iv Modern contraceptives should be supplied by the government
V Parents should take part to support their children on modern
contraceptives
Vi The government should support both students and teachers for
further education
Vii Education on modern contraceptives should be extended
Viii Availability and accessibility of modern contraceptives
Ix Formulation of modern contraceptives policies
Appendix IV Focus Group Discussion (FGD)
I am Masanja Robert a student at Mwenge Catholic University pursuing Bachelor of Science in Mathematics
and Statistics. I am conducting a research on; The Utilization of Modern Contraceptives to University
Students at Higher Education Institution (HEI) in Kilimanjaro Region, Tanzania. I am requesting for your
assistance to make this research successive by contributing as much as you can to the questions asked. The
data will be obtained is confidential and remain the property of the researcher. You are free to leave blames
in case you know nothing about a certain part. Thank you in advance.
The following are questions which will be shared by the respondents
1 What should be done in order to improve the services of modern contraceptives?
2 Do you think when modern contraceptives services at the university will be increased will reduce the
number of abortion to university students?
3 Explain why many students involves themselves in sexuality before marriage?
4 Which sex of students is mostly like to use modern contraceptives at the university?

PROPOSAL MANAGEER.1

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