Institute of Development Studies

Permanent URI for this community

http://192.168.13.253:4000/handle/123456789/3098
.

Back to the main page

Browse

Browsing Institute of Development Studies by Subject "Academic achievement"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Comparative study on students’ academic performance in public and non public secondary schools in Tanzania: a case of Singida municipality.
    (University of Dar es Salaam, 2011) Kibiriti, Saidi Ayub
    The study focused on establishing academic performance trends between public and non-public secondary schools in Singida Municipality, Tanzania. The study comprised of Majengo, Misuna, Utemini, Mandewa and Sinyuwards of Singida Municipality whereby Mwenge, Dr. Salmin Amour. St. Carolus. Senge, Singida and palloti Secondary Schools were covered. The study aimed at assessing underlying factors for academic performance between public and non-public secondary schools. The study employed non-probability sampling techniques to obtain sample that could facilitate the collection of adequate data to answer key questions this study intended to answer. The sample comprised of heads of schools, schools board chairmen, second masters, academic masters, teachers and students. Data were collected through the compilation of secondary data sources. Field surveys through questionnaires, focus group discussion, key informant interview, direct field observation. Qualitative data were subjected to content analysis whereas quantitative data were tabulated, computed and put into percentages. This study found that there were significant differences in academic performance between Public and non-public secondary schools students were performing better as compared to non-public secondary schools. The differences in students’ were attributed to technical and non-technical sphere. In this regard, technical aspects comprised of teachers attributes, mainly academic qualifications, The use of teaching and learning material/facilities and/or aids, teacher-student ratio school administration , school location, etc; and non-technical such as commitments among teachers and student as well as student socio-economic background. In this context, it was recommended that curriculum design should consider improvement of teaching and learning environment by providing teaching and learning facilities and as well as motivating teaching and teachers working conditions. Also, it was recommended that release of the new curriculum should correspond with timely dissemination of instructional resources and, also the ministry of Education and Vocational Training should deliberately initiate courses, seminars and workshops for all in-service teachers in secondary schools and tutors in teachers' colleges on the wide range conceptions and methods and tactics of the learner-centered approach.
  • No Thumbnail Available
    Item
    An enquiry into social capital and academic performance in secondary schools in Tanzania: a case study of selected schools in Dar es Salaam region
    (University of Dar es Salaam, 2011) Shayo, Neema Leonard
    This study investigated the role of Social Capital in Academic Performance with a focus on best and poor performing secondary schools in Dar-es-salaam Region. It is argued that Social Capita plays a critical role in improving academic performance in schools. The study identified the sources of Social Capital existing in best performing schools in comparison to the schools which performed poorly; assessed the role of secondary school members in creating and sustaining Social Capital; examined the influence of Social Capital on academic performance; and lastly identified problems and challenges secondary schools encounter while creating and sustaining Social Capital. The study adopted both qualitative and quantitative research approaches; as well as explorative research design to obtain data used in this dissertation. A total of nine secondary schools and 117 respondents were selected from Dar es Salaam region across three municipals (Ilala, Kinondoni and Temeke).Overall the study findings reveal that there is a strong relationship between Social Capital and academic performance of students in secondary schools. Best performing secondary schools were found to have more sources of Social Capital compared to poor performing secondary schools which had fewer sources. Thus, through these sources best performing secondary schools were able to create and sustain their Social Capital and using its benefits to improve the academic performances of their students. The study concludes that secondary schools should strengthen their Social Capital through available sources such as Parent-Teacher Associations, Students Clubs, School Council and Teachers Union; as these facilitate trust among school members and effective monitoring of the teaching and learning process leading to better academic performance. Among many others, the study recommends for the government through MOEVT to give Social Capital a closer look and form corresponding policies for better academic performances in secondary schools. The study finally suggests that, future studies be conducted outside Dar-es-Salaam and/or at different educational levels for instance, higher learning institutions. This will further open the discussion on the contribution of Social Capital in Academic performance.
  • Thumbnail Image
    Item
    Factors contributing to poor examination performance in ward secondary schools: a case study of Mkuranga district, coastal region, Tanzania
    (University of Dar es Salaam, 2016) Masemele, Hawa
    This study examined made an analysis of the factors which contribute to poor examination performance in ward secondary schools particularly in Mkuranga district, coastal region, Tanzania. The main objective of this study was to investigate the conditions under which learning is taking place that leads to poor examination performance in ward secondary schools in Mkuranga district. The study explored the factors that contribute to poor examination performance in ward secondary schools, analyzed the outcomes of poor examination performance and suggested the ways of improving the examination performance in ward secondary schools and in Mkuranga. The study adopted an exploratory research design with one hundred and twenty-eight respondents. In this study two types of sampling as well as the purposive sampling technique. The primary data were collected using questionnaires, Focus Group Discussions, interview and Observation. The data collected were analyzed using Statistical Package for Social Sciences (qualitative data) and quantitative data were subjected to content analysis. The study findings suggested that lack of teaching and learning approaches in classrooms are among the factors that lead to poor examination performance in ward secondary schools in Mkuranga district. Hence the study calls for various measures in order to rectify the examination performance in ward secondary schools such as; the government needs to provide quality and enough teaching and learning materials. Teacher training is also a key to better performance in examinations. More over parents and communities need to make sure that children are adequately supported to learn effectively. Students need to revise well before examinations, attending classes as per school time table, maintain good discipline within and outside the school compound as well as maintaining effective communication with teachers and parents so as to improve their examination performance.
  • No Thumbnail Available
    Item
    Participatory practices in rural development Projects: The case study of Rural Development Projects in Same District
    (University of Dar es Salaam, 2012) Likango, Getrude
    The purpose of this study was to examine challenges facing participatory practices in rural development projects in Same district in Kilimanjaro region. Four objectives guided the study. The first objective was to examine people’s understanding, and perception towards participation practice in development, the second one was to assess the level of citizen participation in different stages of project life cycle, while the third one was to assess the relationship between experts and the people at the grassroots. The last objective was to find out challenges facing participatory practice. To achieve these objectives the study largely employed qualitative methodology and few aspects of quantitative methodology. Methods of data collection were Questionnaires, FGDs, Interview and Documentary review. 120 Mkonga- Ijinyu village project beneficiaries and 5 development practitioners were sampled to get study respondents. The sample had a total of 125 respondents. Data were analyzed using both qualitative and quantitative methods. Quantitative data were analyzed using the Statistical Package for Social Science (SPSS) version 15 while Qualitative data were analyzed according to themes, patterns and content. The main finding is that participatory project deliverance faces many challenges on its applicability and from actors applying it. As such it is difficult to have successful and sustainable projects. Issues like unequal power and non-power relations between development practitioners and project beneficiaries, unethical leaders and citizen representatives, and financial mismanagement are contributors to unsuccessful projects.The study recommends, among other things that, application of participatory practice should emphasize on empowering the local people through building their financial and non-financial capacity. Further, recommends that the government should take measures against unethical leaders who enrich themselves on the expense of community resources. Finally, recommends that community workers to have full commitment and perceive themselves as part and product of the community so as to work in a friendly way.