School of Education

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Browsing School of Education by Subject "Academic"

Now showing 1 - 4 of 4
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    Assessment of internal quality assurance of better academic performance in selected secondary schools in Dar es salaam region
    (University of Dar es Salaam, 2010) Simon, Pascal
    This study focused on Assessment of Internal Quality Assurance of Better Academic Performance in Selected Secondary Schools in Dar es Salaam Region. The study assessed the extent to which students' selection standards, teachers' academic qualifications, teaching tools and academic assessment mechanisms were developed to realize better students' academic performance. A Sample of 283 respondents was selected from sixteen secondary schools in Dar es Salam region to provide the requisite data. Questionnaires, interviews and documentary reviews were used to gather information. Quantitative data were analyzed by descriptive statistics, while qualitative data were subjected to content analysis. Findings in regard to form one entry qualifications in 2006 indicated that 728 (21.8%) students had scores below 50 and 1011 (30.6%) had scores between 50 and 100 in selected non-government secondary schools. While 1028(32.6%) students had scores between 100 and 150 as well as 586(17.4%) had scores between 150 and 250 in selected government selected secondary schools. In the same year, study findings revealed that 618(35.1%) students had below 3 credits, 405(23.0%) had 3 credits, and 736(41.8%) had 3 credits and above in relevant A-Level subjects of combination to join form five in selected secondary schools. It was found out that teachers' academic qualifications were bachelor degrees and diplomas in education for both full and part time teaching. Moreover, teaching tools were prepared to ensure effective teaching and learning process. Furthermore, there were irregular practices of standard weekly and monthly tests compared to mid-term tests and terminal as well as annual examinations. It was concluded that internal quality assurance mechanisms had significant role for realization of better academic performance in secondary education. It is recommended that internal quality assurance mechanisms should be oriented towards improving students' academic performance. They should provide foundation for students' entry qualification, teachers' academic qualification and recruitment procedures. Schools heads should ensure that teachers' prepare standard teaching tools as well as tests and examinations.
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    The effects of distance to school on attendance and performance of students in community secondary schools in igunga district in Tanzania
    (University of Dar es Salaam, 2010) Timothy, Bertha
    This study aimed examined the effects of distance to school on attendance and performance of students in community secondary schools in Igunga District. There were two objectives; one was to examine the relationship between distance to school and attendance, and the second was to examine the relationship between distance to school and performance. Data were collected from 400 students, in Form One and Form Three in four schools using questionnaire and school records. Statistical Package for Social Science (SPSS) Version 15.0 was used. The findings showed that distance to school affected both attendance and performance of students and that long distances to school was associated with higher rates of absenteeism. Among 94 (23.5%) students who traveled five or more kilometers to school, 43 (10.75%) students had 41 or more days of absenteeism, and their average performance was 32.69 percent. Those traveling two kilometers or less, were 136 (34%) and had less than 20 days of absenteeism per academic year. There were no A scores. Only 12 (3%) students scored B while (55%) scored D. Among them 58, (14.5%) students were traveling five or more kilometers and 11 (2.75%) were failures in the same distance category. There was significant correlation between distance to school and academic performance. In general as the distance increased, the performance decreased. When 10 possible causes of poor school attendance and 10 possible causes of poor academic performance were listed and ranked by the students; poverty, lack of school tools and teaching and learning materials were ranked high. To improve attendance and academic performance in community secondary schools, the government should use school mapping knowledge in building schools, improve and promote a better teaching and learning environment, build of hostels and dormitories near schools and motivate communities to provide school meals. The government should strive to subsidize these services.
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    Factors determining good academic performance in catholic seminaries and few private denominational girls secondary schools in national examination-Tanzania
    (University of Dar es Salaam, 2010) Kapolesya, Margaret Kennan
    This study sought to examine the factors determining good academic performance in Catholic seminaries and a few private denominational girls' secondary schools in the National Form Four Examinations. Three seminaries and two girls' secondary schools were included in the study. Four methods were employed to obtain information and data namely; questionnaires, interviews, focus group discussion and observation. Findings revealed that school leaders' academic qualifications in studied schools were satisfactory because all rectors and headmistress are Bachelor degree holders. Most teachers in catholic seminaries had diploma in education but there were also teachers who did not undergo teacher training after their completion of Form Six. In girls' schools, teachers hold Bachelor and Masters Degrees. This implies that there are varieties in levels of teachers' education in studied schools, which led to good academic performance. Their professional experience was between 5 - 25 years. They also attended government educational seminars in order to be aware of new issues concerning curriculum change. Written examination and oral tests were used as criteria to select students in all the studied schools. In seminaries, however, they must also be Roman Catholic believers. Parents and guardians participated in buying students' learning materials including textbooks. Teachers and students were highly motivated and they also use retired (experienced) teachers. It was recommended that Catholic seminaries and Girls' secondary schools should increase their enrolment so as to train more Tanzanians, with good academic performance and good discipline for service elsewhere after graduation.
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    Time management and its impact on academic activities in primary schools in Tanzania
    (University of Dar es Salaam, 2010) Kalulu, Godfrey Cosmas Dominic
    The purpose of the study was to examine time management and its impact on academic activities in primary schools. Specifically, the study identified time management practices, attitudes and behaviors among school administrators, classroom teachers, and pupils; identified causes of time wasting practices in primary schools and finally, the study examined the impact of time management on academic activities in the schools. The study was conducted in Sumbawanga Municipality, in Rukwa region, with a sample which comprised four head teachers, thirty four teachers, and thirty two pupils from four schools. The study utilized qualitative research approach and data were gathered through interview, observation and documentary review Findings suggested that there were low time management attitudes and behaviors among head teachers, teachers and pupils. Secondly, there were various practices which caused wastage of learning time including arriving late at school, giving punishment during learning hours and shortage of teachers. Thirdly schools where time was poorly managed academic activities were performed poorly compared to schools where time was managed well. It was recommended that a special programme should be introduced in schools to make teachers and pupils aware of time as an important nonrenewable resource and equip them with time management strategies. Municipal education officers, school inspectors as well as Ward Educational Coordinators should visit schools regularly to create behavioral awareness on proper use of time in schools. Head teachers have to respect the legal mandate they have in ensuring that allocated school time is used properly in their schools, while teachers are urged to develop self-time management behavior which will help them to protect their instructional programme and help pupils to use time effectively. It also recommended that education office should rationalize allocation of teachers in relation to the number of pupils.