INVESTIGATION ON THE FACTORS CONTRIBUTING TO REFUSAL TO WEARING

STUDENT IDENTITY CARD

A CASE STUDY OF AMUCTA

 CHAPTER ONE

1.0 INTRODUCTION
The chapter focuses on the background to the study, statement of the problem, objectives of the
study, research questions, scope of the study, significance of the study, theoretical framework and
the definitions of terms

1.1Background to the study

The use of student identity cards is a common practice in educational institutions globally,
serving various functions, including the verification of student status, access to campus facilities,
and eligibility for discounts. A notable example is the International Student Identity Card (ISIC),
which has gained recognition worldwide and is endorsed by UNESCO since 1968. The ISIC card
provides students with access to thousands of discounts and benefits, significantly enhancing
their educational experience and affordability (ISIC, 2023). Accepted in over 130 countries, the
ISIC card underscores its importance in the international student community (ISIC, 2023).

In Africa, the implementation and acceptance of student identity cards can vary significantly
across countries and institutions. The International Student Identity Card (ISIC) is available for
African students, offering similar benefits as in other regions. For example, in South Africa, the
ISIC card grants students access to over 150,000 discounts at local and international businesses
(ISIC South Africa, 2023). However, challenges persist regarding the issuance and acceptance of
these cards. Some African students encounter difficulties obtaining visas, which can impede their
access to international student benefits (Mugo, 2020). Additionally, the infrastructure for issuing
and verifying these cards may not be uniformly developed across the continent, leading to
inconsistencies in their usage and acceptance.

In Tanzania, where cases of impersonation are a significant concern during lectures and
examinations, traditional student identification methods, like identity cards, have proven
insufficient. Research conducted at Kampala International University demonstrated the
development of a biometric access control system designed to identify registered students and
track their attendance using fingerprint technology. The system, created using the dot net
framework with Visual Basic, showcased efficiency, accuracy, and reliability in maintaining
student records and restricting access to unauthorized individuals (Sunusi, 2019). Adopting
similar biometric technologies in Tanzanian higher education institutions could significantly curb
impersonation issues, ensuring secure and authentic student identification. Furthermore,
integrating such systems with existing educational platforms could streamline administrative
processes and enhance overall security measures within academic environments.

The implementation of advanced identification technologies in Tanzania reflects a broader trend

across Africa, where educational institutions are increasingly exploring innovative solutions to
address long-standing challenges. By leveraging biometric systems and other digital tools, these
institutions aim to improve not only the security and integrity of student identification but also
the overall efficiency of educational administration. This shift towards technology-driven
solutions underscores a commitment to modernizing educational practices and aligning them
with global standards, thereby enhancing the educational experience for students and faculty
alike.

In Tanzania, the adoption of biometric technologies for student identification is part of a larger
effort to modernize the educational system. The integration of such technologies can help
address various administrative and security challenges, including attendance tracking, exam
management, and data security. By implementing biometric systems, educational institutions can
ensure that only authorized individuals have access to campus facilities and resources, thereby
reducing the risk of fraud and impersonation. Moreover, these systems can provide valuable data
insights that can inform policy decisions and improve the overall management of educational
institutions. As Tanzania continues to invest in these technologies, it is poised to set a benchmark
for other African countries seeking to enhance their educational infrastructure through innovative
solutions

Archbishop Mihayo University College of Tabora (AMUCTA), a constituent of St. Augustine

University of Tanzania, was established to provide high-quality education that integrates
academic and professional skills with civic and social values. The university aims to align its
objectives with Tanzania's national development vision, which seeks to improve quality of life,
education, and economic competitiveness (AMUCTA, 2023). Nonetheless, a notable challenge
has arisen regarding students' refusal to wear their identity cards. This reluctance can impede the
university’s efforts to maintain a secure and efficient campus environment, as identity cards are
critical for verifying student status and accessing various services. Understanding the factors
influencing this refusal is essential for addressing the issue and ensuring the smooth operation of
the university.

1.2 Statement of the problem

The issue of student identity card acceptance and usage at educational institutions, particularly at
Archbishop Mihayo University College of Tabora (AMUCTA), has become a significant
concern. While identity cards serve essential functions—such as verifying student status,
facilitating access to campus services, and ensuring security—many students resist wearing
them. This reluctance presents a challenge for the university in enforcing its policies regarding
identity verification and safety on campus. Identity cards are critical for distinguishing between
authorized individuals and intruders, thereby contributing to the overall security within
educational settings. Refusing to wear these cards undermines the university's ability to maintain
a safe environment conducive to learning and can impede the efficient delivery of services that
rely on accurate student identification (Chigozie, 2022).

Moreover, the refusal to utilize student identity cards can also reflect broader societal attitudes
toward institutional authority and identity verification processes, which may vary among
students. Factors contributing to this behavior may include concerns about privacy, comfort, and
perceptions of the necessity of such identification (Mugo, 2020). In some cases, students may
feel that the implementation of identity cards is an infringement on their personal freedom,
leading to pushback against compliance. Understanding these underlying factors is essential for
AMUCTA to address the challenge effectively and to promote a culture where identity
verification is accepted as a critical component of campus life. It is crucial to develop strategies
that not only encourage the use of identity cards but also educate students about their importance
in maintaining security and order within the university environment
 1.3 Objectives of the study

1.3.1 Main objective of the study

To examine factors contributing to the refusal of students to wear identity cards at Archbishop
Mihayo University College of Tabora (AMUCTA)

1.3.2 specific objective

i. To identify the reasons behind students' reluctance to wear their identity cards at
AMUCTA
ii. To assess the importance of wearing identity cards in enhancing campus security
iii. To assess the implications of non-compliance with identity card policies on campus
iv. To develop targeted recommendations and strategies aimed at increasing student awareness
and acceptance of identity card usage

1.4 research questions

i. What are the reasons behind students' reluctance to wear their identity cards at AMUCTA?
ii. What are the importance of wearing identity cards in enhancing campus security?
iii. What are the implications of non-compliance with identity card policies on campus security and
accessibility to university services?
iv. What are the recommendations and strategies aimed at increasing student awareness and
acceptance of identity card usage?
1.5 Scope of the study

The scope of this study encompasses the attitudes and behaviors of students at Archbishop
Mihayo University College of Tabora (AMUCTA) concerning the use of identity cards, focusing
specifically on the factors influencing their refusal to wear these cards on campus. The research
will involve a qualitative analysis of students' perceptions regarding privacy, comfort, and the
perceived necessity of identity cards, as well as an exploration of the implications of non-
compliance for campus security and access to university services. Data will be collected through
surveys and interviews with a diverse array of students, allowing for a comprehensive
understanding of the issue. The study aims to provide actionable recommendations that address
these concerns and enhance the overall campus environment, while limiting its focus primarily to
AMUCTA within the educational context of Tanzania

1.6 Significance of the study

The significance of this study lies in its potential to provide valuable insights for various
stakeholders, including academicians, policymakers, students, and the administration of
Archbishop Mihayo University College of Tabora (AMUCTA). For academicians, the study
offers a comprehensive analysis of student behavior and compliance with institutional policies,
contributing to the body of research on university governance and student engagement.
Policymakers can utilize the findings to formulate targeted interventions and policies aimed at
enhancing campus security and improving the overall educational experience. For students, the
study raises awareness of the importance of identity card usage in fostering a secure and
conducive learning environment, while highlighting their collective role in compliance.
Additionally, the AMUCTA administration can benefit from the research by identifying specific
challenges related to identity card adoption and implementing effective strategies to encourage
adherence, thereby strengthening the institutional framework and promoting a safer campus
atmosphere.

1.7 Theoretical frame work

The theoretical framework for this study is grounded in the Theory of Planned Behavior (Ajzen,
1991), which posits that an individual's intentions to engage in a behavior are influenced by their
attitudes, subjective norms, and perceived behavioral control. This theory is particularly relevant
to our research on the attitudes and behaviors of students at Archbishop Mihayo University
College of Tabora (AMUCTA) regarding the use of identity cards. By examining how students’
attitudes towards identity cards (e.g., privacy concerns and perceived necessity), the influence of
their peers (subjective norms), and their perceived ability to comply with card regulations
(behavioral control) affect their willingness to wear these cards, this study can yield a deeper
understanding of the factors contributing to non-compliance. The findings will also inform
strategies to improve identity card usage on campus, aligning with the constructs of Ajzen's
framework.

1.8 Definition of key terms

Identity Card: A form of personal identification issued by an educational institution, which

verifies a student's enrollment status and identity, often required for access to campus facilities
and services.

Refusal: The act of declining or rejecting an obligation or requirement, specifically referring to

students choosing not to wear their identity cards

AMUCTA: An acronym for Archbishop Mihayo University College of Tabora, the specific
educational institution in which the study is conducted
REFFERENCE
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human
Decision Processes, 50(2), 179-211.

Chigozie, C. (2022). The Role of Student Identity Cards in Tanzanian Universities: Challenges
and Opportunities. Journal of Educational Research, 12(2), 123–135.

ISIC South Africa. (2023). ISIC Card Benefits. Retrieved from ISIC South Africa website.

Mugo, M. (2020). Challenges in Obtaining Visas for African Students. Journal of International
Education, 15(3), 45-58.

Mugo, W. (2020). Challenges in Accessing International Student Benefits for African Students.
Journal of International Education Studies, 13(3), 45–58.

Sunusi, M. A. (2019). Development of a Biometric Access Control System for Student

Identification. Journal of Educational Technology, 12(2), 67-80.