Assessing Socio-Cultural Decision-Making Patterns Among Secondary School Students in Dodoma Region, Tanzania

Gerald Kagali & Opanga David
St John’s University of Tanzania
Email: gkagaly@gmail.com

Abstract: Decision-making is recognized as a vital cognitive function for adolescent development and responsible citizenship, however empirical research examining how socio-cultural environments and school contexts shape these competencies in developing nations like Tanzania remains scarce. In this regard, this study investigates the development and patterns of socio-cultural decision-making among secondary school students in the Dodoma Region, specifically focusing on Dodoma Urban and Kongwa Districts. Adopting a concurrent mixed-methods design, the study examined a total of 168 participants, comprising 4 head teachers, 16 secondary school teachers, and 148 students. Student participants (n = 148) were selected using systematic random sampling across four purposively chosen schools. Data were collected through questionnaires incorporating the General Decision-Making Style (GDMS) inventory. Data were processed via SPSS to compute descriptive statistics, including frequencies, percentages, and means. The findings indicate that students’ decision-making behaviors and patterns are significantly influenced by a combination of personal, social, and contextual factors, demonstrating diverse cognitive and intuitive approaches to real-world choices. Ultimately, the study provides actionable empirical insights to guide educational stakeholders, curriculum developers, and policymakers in fostering essential decision-making competencies among secondary school students to meet the demands of a dynamic global society.