Browsing by Author "Nono, F. A.B"

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    The relationship between student’s entry qualifications and Ordinary Secondary Education Academic Achievement in Kilombero District in Tanzania
    (University of Dar es salaam, 2020) Nono, F. A.B
    The relationship between student’s entry qualifications and Ordinary Secondary Education Academic Achievement in Kilombero District in Tanzania Fabian Albert Buhonya Nono Master of Arts (Education) University of Dar es salaam, School of Education 2020 This study explored the relationship between student’s entry qualifications and ordinary secondary education academic achievement in kilomnbero district in Tanzania with the following objectives (i) to determine the relationship between PSLE results and secondary academic achievement, (ii) to examine views of teachers and students on competencies of pupils enrolled in secondary schools and (ii) to determine school factors that influence secondary school academic achievement. Being guided by the Meaningful Learning Theory by Ausubel, the study employed both quantitative and qualitative approaches with concurrent embedded design. Stratified random and purposive samplings were employed to obtained the sample of the study. Primary data collection was conducted through semi- structured interview, questionnaires, focus group discussion and documentary reviews from 264 secondary school students, 50 secondary school subject teachers, six heads of school and six academic masters/mistresses. Others were two education officers for primary and secondary education in Kilimanjaro District. Secondary data used sample of 1680 of 2327 (72.1%) pupils for PSLE results similar to secondary school students for CSEE results. SPSS V.20 and MS-Excel (2007) software were used to analyze quantitative data while applying Pearson product moment and spearmen rank order techniques for quantitative data and miles. Huberma and saldana (2014) model of data analysis for qualitative data. The findings showed that Kiswahili subject 0.821 correlation coefficient signifying strong correlation as compared to other subjects (English, science, mathematics, and arts subjects) which had weak correlation. However, the overall correlation coefficient indicated 0.686 signifying strong moderate correlation. Furthermore, findings revealed that assessment used in PSLE was ineffective to produce competent students for orientation in secondary education. Also findings showed that some students who scored below minimum admission requirements were enrolled in secondary education. Science subjects were performed well in CSEE as compared to art subjects. Furthermore, some schools placed students in classes according to their level of performance. The findings indicated that motivation, discipline, commitment, school resources influenced secondary school academic achievement. The study concludes that entry qualification alone was insufficient to be a good predictor of secondary academic achievement. This study recommends that efforts need to be made for reviewing entry qualifications, changing PSLE assessment procedure with additional criteria like discipline, talents, to supplement PSLE results. Finally, the study recommends a similar study to be conducted in other regions and reflect the study with different theory for replications of these findings.