Browsing by Author "Kitundu, Joyce Joseph"

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    The effects of high pupil enrolment rates in community secondary schools in Tanzania: a case of Community Secondary Schools in Temeke Municipality in Dar es Salaam Region relative to Government and Private Secondary Schools.
    (University of Dar es Salaam, 2011) Kitundu, Joyce Joseph
    The study conducted in Temeke municipality in Dar es Salaam in 2009 -2010. The purpose of study was to investigate the effects of high pupil enrolment rates in community secondary schools in Tanzania relative to government and private secondary schools, as well as the learning outcomes of the students enrolled in these schools. The study had live specific objectives: To examine the socio-economic background or the students in CSS as compared to those at other (government and private) secondary schools; to assess the entry qualifications for Form One students in CSS vis-a-vis entry qualifications of Form one pupils in the other secondary schools, lo assess the academic and professional qualifications of teachers employed in CSS (against the facial standard requirements), to assess the teaching and learning environment in CSS and other secondary schools; and to examine the Form Four examination results of CSS as compared to the results of other (government/private) secondary schools. A comparative design was used and the sampling procedures used to select the target population were purposive sampling and stratified sampling. The study involved 198 respondents. Five methods used in data collection: interview, questionnaires, focus group discussion. Observation and documentary review informed the procedures of data collection. Data were analysed by using descriptive statistics (means, frequencies, percentages). Inferential analysis was done by using the SPSS Computer programme. The results of the analyses were presented in tabular and chart forms. The findings revealed that there was a variation in social-economic status between students in CSS and those in other secondary schools. CSS had a lower socio-economic status than other secondary schools. The results revealed that students' entry qualifications influenced their academic performance in the CSEE. Also teachers' qualifications play a major role in students' academic performance. Teachers with good academic qualifications are competent enough to impart knowledge and skills to students. Under-qualified teachers negatively influence students' academic development. The research findings showed that there were fewer science teachers in CSS relative to other secondary schools. In poor performing schools, teachers and students were not comfortable with the school teaching and learning environment. The schools lacked teaching and learning materials such as books, laboratories, libraries and teaching aids, which added to poor teaching methods, thereby affecting students' performance. The difference in academic environments has created a social gap between the two groups. Among key recommendations towards remedying the situation for CSS, Government must regulate levels of school fees and other material contributions for all categories of school as this has negative consequences on pupil entry qualifications and enrolment in CSS. Also, community secondary schools ought to be substantially equipped with textbooks and other teaching- lemming facilities and tools which are currently virtually non-existent for most school subjects taught at these schools.