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Analysis of academic performance of students with visual impairment in inclusive primary schools: the case study of Dodoma
(University of Dar es Salaam, 2012) Francis, Adeline
This study investigated and analyzed the academic performance of Students with visual impairment in inclusive primary schools in Tanzania. The study was conducted in two inclusive primary schools in Dodoma region namely; Buigiri Primary School and Hombolo Bwawani Primary School. A cross-sectional survey design was used, with a total sample of 60 informants and respondents from the two inclusive primary schools. Probability and non-probability sampling were used, where, under non-probability sampling, purposive sampling was used to get two informants from Heads of school, two Academic Departments, two special teachers and forty students with visual impairment while random sampling was used to get four informants from the teaching staff and ten students without disability. Primary data were collected using questionnaires, observation and interviews, whereas, secondary data were obtained through documentary reviews. The study revealed academic performance of students with visual impairment in Buigiri inclusive primary school was good for the last five years. The good performance of students in Buigiri primary school was possibly due to the fact that, the classes have small number of students which facilitates better teaching. Apart from the good performance of visually impaired students, the two schools do not have text books written in Braille, inadequate special materials, unfriendly environment and poorly equipped teachers to teach visually impaired students. Another important finding was that there was good cooperation between sighted students and those with visual impairment in the two schools. The results indicate that Inclusive Education was introduced in the country without due preparations. The education is well perceived by both sighted and visually impaired students and teachers. The Ministry of Education and Vocational Training and all stake holders in education should play their part in order to make inclusive education real and successful for betterment of visual impairment and other special need students for the development the country.
An assessment of the impact of overcrowded classrooms in public primary schools on academic perfomance in Temeke municipality
(University of Dar es Salaam, 2015) Chipanda, Geofrey Theophil
This study investigated the impacts of overcrowded classrooms in public primary schools on academic performance in Temeke municipality, Dar-es-Salaam region. Specifically the study intended to examine causes of overcrowded in primary school classrooms, assess resources distribution in primary school, and examined impacts of crowdness on academic performance and classroom teaching and learning process. The study was quantitative and qualitative in nature, data were collected through questionnaire, interviews, observations and documentary reviews. Probability and non-probability sampling methods were employed to get targeted schools and respondents. Data were analysed using content analysis methods, a three-way approach was used where as data were reduced to short statements and displayed, followed by drawings and verifying conclusion about them. Some explanations were presented as quotations. The findings revealed that most of the primary schools had high number of students which affects teaching and learning processes. It was also learnt that overcrowded in primary school has significant impacts on the distribution of teaching and learning resources, teaching a activities’ and pupils learning and academic performance. Overcrowded affects classroom teaching and reduces the capacity of teachers to use participatory teaching methods. The study recommended that local government authorities, should improve distribution of teaching and learning resources in public primary schools, and contribute to awareness on the implications of overcrowded in primary school and its implications on teaching and learning as well as resources distribution. Furthermore, it is recommended that a thorough study should be conducted to asses’ rate of overcrowded classroom between public and private primary school and its implications on pupils’ performance.
An assessment of the impact of pre-primary education on pupils preparedness and academic performance in primary schools : A case of Singida rural district
(University of Dar es Salaam, 2016) Wawa, Hamida Yahaya
This study assessed the contribution of pre-primary education to pupils’ preparedness and academic performance in primary schools. Its objectives were to examine the skills acquired in pre-primary classes that prepare a child for primary education; to find out whether there were differences in performances, between pupils with pre-primary education and those without pre-primary experience; and finally to identify conditions necessary for effective implication of the pre-primary education program. The study applied a mixed methods approach and a correlation design. The study involved three head teachers, three pre-primary teachers, three primary teachers, thirty pupils with pre-primary education and thirty pupils without pre-primary education. Data were collected through interviews, documentary review and administering skills tests. Data were analyzed by using independent t-test, with the aid of Statistical Package for Social Sciences (SPSS) computer programme, whereby, annual examination and tests results of pupils were computed into means to compare the performance of pupils with and without pre-primary education. Other information generated as qualitative data were analyzed by using content analysis. It was found that pupils with pre-primary education were skilful in writing, reading, counting and communication skills prior to joining primary education.; t-test revealed that; there was a difference in performance between pupils with pre –primary education and those without pre-primary education, though the difference was not statistically significant. Furthermore, schools lacked necessary conditions such as teaching and learning material, trained teachers, classroom and desks necessary for implementing pre-primary education. Some parents were apparently not aware of the importance of pre-primary education. It is therefore recommended that pre-primary education should be given priority as a crucial foundation for other education levels
Assessment on factors influencing differences in academic performance between government and community secondary : the case of Ilala district,
(University of Dar es Salaam, 2015) Moshi, Florah Harson
The study was on the factors that influence differences in academic performance between government and community secondary schools in Ilala. The study used both quantitative and qualitative method because the researcher wanted to get more knowledge and experience from teachers and students about the factors that influence differences in performance among government and Community secondary schools, The instruments used to collect data were interviews and documentary records, questionnaire, and observation. The findings reveal that difference in academic performance is a problem among public secondary schools and the main causes for the differences are the availability of teaching and learning materials, school infrastructure, large class size and practices. Also the findings show that government secondary schools perform better than community secondary school because of availability of teaching and learning materials, school infrastructure, good practices and class size. The methods of teaching and learning that were regularly used to enhence learning and attain high academic performance by students were monthly tests, weekly tests and remedial classes. These were considered to be effective as they enabled teachers to evaluates students. It is therefore prudent to maintain that monthly tests, weekly test and remidial clases be effective strategies for use in secondary school in order to realize high academic perfomance. Cooporation between heads of schools and teachers, student and parents offering rewards to best performing students, were practices that were considered to be effective in promoting high students academic performance. It is therefore imperative that students should be rewarded by teachers and their parents in order to incourage them to study hard and improve their academic perfomance. Teachers’ commitment has emerged as a major issue affecting students’ academic performance, with a majority of teachers, particularly in community schools, demonstrating very low commitment to the teaching profession. It is prudent therefore teachers need to be commited in their proffesionalisim in order to produce high academic perfomance. Motivating them will boost their morale. It is recommended that further study should be done to more than eight schools in different district and regions. Also the government and other stakeholders of education should ensure that all necessary requirements like books, teaching and learning material are available in these schools in order to support effective teaching and learning process. The study also should be done to find how teachers perform their activities in classrooms, to ensure good performance in schools.
Causes of performance variation in science subjects among o’level public secondary schools in Morogoro region, Tanzania
(University of Dar es Salaam, 2015) Lihepanyama, Venancia Ladislaus
The study was about the causes of performance variation in science subjects among ordinary-level public secondary schools in Morogoro Region. The study was conducted in three selected districts namely Morogoro Municipal, Kilosa and Kilombero. The specific objectives of the study were to identify the number of qualified science subjects’ teachers available at school, to examine the time used by teachers and students in learning science subjects, to investigate how students’ entry scores affect their performance in science subjects as well as to examine how students and teachers’ motivation affect performance in science subjects in their final examination. The study employed mixed methodology and the causal comparative design. The instruments used were questionnaire, interview, documentary review and observation checklist. These instruments were used to collect data from 24 science subjects’ teachers (teaching ordinary-level), 246 students taking science subjects in form 3 and form 4 and 11 heads of schools included in a sample from better and poorly performing public secondary schools. The data collected were analyzed quantitatively using SPSS computer package to find out frequencies, percentages and the Pearson’s product moment coefficient (r) between students entry marks and their academic performance in Certificate of Secondary Education Examinations (CSEE) results in science subjects. The study revealed that the number of qualified science subjects’ teachers present at school, time used by teachers and students in teaching and learning science subjects, students entry marks as well as motivation to teachers and students largely contributed to variation in academic performance in science subjects among the O-level public secondary schools if other factors are kept constant. The correlation between the entry marks and the final results showed a strong positive relationship with r = 0.8151at 0.01significance level. The study recommended that teachers must be equally distributed in urban and rural areas. Community in which the schools are found should plan and implement better means of retaining teachers especially in rural areas. Teachers and facilities from nearby schools can be used to assist students in those schools with deficiencies. The lost periods should be compensated and teachers avoid punishing students during class hours. Remedial classes should be conducted to students enrolled with low marks and the entry marks in public secondary schools should be raised to at least 150. Teachers and students should be provided with attractive and rewarding learning environments to motivate and raise interest in teaching and learning process.
Causes of poor performance in National form four examinations in Bunda district
(Unversity of Dar es Salaam, 2016) Lucas, Michael
The study investigated causes of poor performance in national form four examinations in Bunda district. The study was guided by four research objectives which were to analyze teachers’ academic qualifications and competencies; to investigate teaching and learning strategies employed by teachers; to assess availability and usage of teaching and learning materials; and to examine teachers’ motivation levels and strategies in public secondary schools. Data were collected through interviews, documentary reviews, focus group discussions, and questionnaires. Ninety two (92) respondents were involved, including; 1 DSEO, 1 DSEAO, 6 school heads, 30 teachers, 48 students, and 6 parents from six villages. The qualitative data were subjected to content analysis, while quantitative data were extracted and computed into frequencies and percentages as well as presented in tables and figures. The research findings revealed factors which cause poor performance in national form four examinations in Bunda District. Some of the causes include shortage of qualified science subjects teachers; teachers’ unsatisfied salaries for teaching profession; incompetence for some teachers; the use of teacher-centred teaching and learning strategies; shortage of teaching and learning materials; insufficient use of teaching aids in teaching and learning process, as well as insufficient teachers’ motivation. Other factors include truancy; lack of provision of foods (meals) for students in day schools; distant walking for students; poor cooperation between parents and teachers, and lack of regular schools inspections. The study recommended that the government should employ enough qualified teachers in all subjects and increase their salaries as well as provide regular seminars and training to teachers on pedagogical strategies. It also recommended that government should provide enough funds to public secondary schools for purchasing teaching and learning materials. The government in collaboration with parents and heads of schools should also provide regular motivation for teachers and improve their living conditions. Similar study could be conducted in public primary schools to find out factors influencing student’s performance in national examinations.
College assessment practices and skill development for attempting grade IIIA teachers’ certificate examination (GATCE)
(University of Dar es Salaam, 2015) Magoha, Gloria
The study was designed to investigate how college assessment practices enhance student teacher’s skills development for attempting grade A teachers’ certificate examination. The study investigated; the policy, circulars or directives that guide assessment practices in teacher training colleges in Tanzania; assessment tools that tutors use for college based assessment practices and also analyzed devised college assessment tasks and other documents to find out the pattern of developed skills and their contribution on learner’s acquisition of necessary skills. The study was qualitative, employing a case study design; and used several data collection instruments including interviews, focus group discussion, observation and documentary review guides. The study was conducted in Coastal region in Mkuranga district and particularly Vikindu Teachers College involving a sample of forty six participants including: Academic deans, subject tutors, and student teachers as key informants of the study. Content analysis was used to analyze data from the study. Findings revealed the following; there were no introduction of new assessment policy in teacher education after the introduction of competence based curriculum instead the national Education Training Policy (ETP, 1995) continued to be used as a guiding policy in conducting assessment in teacher education. Commonly used assessment tools were traditional tools which included tests, examinations, project works in the final year, class works, practicals and assignments (both group and individual). Devised college assessments mainly measured lower levels of learning domain among student teachers this was found to impair acquisition of necessary skills which were expected to help them to do their final examinations (GATCE).The skills included both pedagogical and academic skills. BPT as one of the college assessment practices was found to contribute much in developing desired skills in terms of knowledge, attitudes and skills among student teachers during GATCE. Several challenges were faced by tutors while fulfilling their roles as assessors in college context including lack of in-service trainings on modern assessment tools. It is recommended that MoEVT should regard the need of formulating specific assessment policy in teacher education. Tutors should be encouraged to use more alternative assessments such as portfolios, practical works, project, interview, and observation while assessing student teachers’ learning. Further studies should be conducted to investigate the extent to which tutors use alternative assessment tools as means of measuring student learning in grade A teacher education in Tanzania. Also study on the training needs of tutors in College Assessments by examining their level of knowledge and the difficulties encountered in the development and administration of different assessment tools should be conducted.
A comparative analysis of factors affecting students’ academic performance in form IV national examinations between Christian and non-christian secondary schools in Mara region
(University of Dar es Salaam, 2013) Mwita Venance
The purpose of this study was to compare and analyse factors affecting students’ academic performance in Form Four National Examinations between Christian and non-christian secondary schools in Mara region. Four specific research objectives guided the study, namely to find out the influence of students’ entry points, examining the effect of teachers’ qualifications; to determine the influence of availability and use of teaching and learning materials; and lastly to investigate the effect of leadership styles. The Context-Input-Process-Product (CIPP) model modified from Omari and Mosha (1987) was used to guide the study. A cross-sectional survey research design was employed to obtain relevant data. Two CSS and two NCSS were researched. The sample researched included district secondary education officers, heads of schools, academic masters/mistresses, teachers, and Form Four students. Data were collected through triangulation approach using questionnaires, interviews and document reviews. Findings indicated that, students with high entry points were admitted in CSS while students with low or poor entry points were admitted in NCSS. Only teachers with first Degree and Diploma qualifications were employed in both CSS and NCSS. Qualifications for teachers required to teach in Ordinary Level Secondary Schools as stipulated by Education and Training Policy of 1995 were not considered in both CSS and NCSS. Teaching and learning materials: textbooks, libraries and laboratories were looked into. The study uncovered that democratic leadership style was mostly used in CSS. It was also learned that autocratic leadership style does not influence much students’ academic performance in Form Four National Examinations. The study recommends that the MoEVT has to order School owners to build libraries, and laboratories with enough supply of facilities. Further, students’ entry points, teachers’ qualifications and democratic leadership style need to be considered in schools in order to improve students’ academic performance in Form Four National Examinations.
A comparative analysis of perfomance differences between public and private advanced level secondary schools in Tanzania: the case study of Dodoma Municipality
(University of Dar es Salaam, 2011) Munaranara, Elizabeth
The study was a Comparative Analysis of Performance Differences between Public and Private Advanced level secondary schools in Tanzania, the case study of sampled schools in Dodoma Municipality. The secondary schools were: Msalato, Dodoma ,Bihawana, Jamhuri, City and Donbosco Salesian. The study objective were three, namely: to examine the relationship between students entry scores for secondary education and their academic performance in Form Six both in private and public secondary school, to investigate the teaching staff qualifications in public and private A-level secondary schools, and to explore available and utilized teaching and learning resources in private and public secondary schools. Both qualitative and quantitative research approaches were used. A total of sixty six populations were covered in the study .Documentary review, interview, and questionnaire were used as tools for data collection. The study revealed that if other factors are controlled, student’s entry qualifications, teacher’s qualifications and teaching and learning resources greatly contributed to the differences in academic performance in form Six National Examination between public and private and between the well and poorly performing schools in Dodoma Municipality. It was recommended that, educational policy makers and planners should have a long-term plan (10-20) year to train a large number of well qualified teachers. There had to be government and other educational stakeholder’s facilitation in the form of grant loans given to private secondary schools to enable them builds their capacity. Secondly, students recruited in private schools shall to meet the required qualifications upon admission. Thirdly, conducive working environment for both private and public schools are very much important in motivating teachers and hence make them maximize their teaching efforts. Motivations will be also make them retained in the teaching profession.
The contribution of community involvement in enhancing academic performance in community secondary schools in Tanzania
(University of Dar es Salaam, 2014) Manda, Festus George
This study investigated the contribution of community involvement in enhancing academic performance in community secondary schools in Tanzania, using Mtwara Municipality and Rural District as a case study. The objectives of this study were: to explore the role of community members in academic affairs in community secondary schools in Mtwara, to find out factors hindering effective community involvement in academic affairs in community secondary schools in Mtwara, and to suggest the possible measures to foster community involvement in improving students’ academic performance in community secondary schools in Mtwara. The study employed descriptive design and a mixed approach. The mixed approach combines both quantitative and qualitative methods. The study was conducted in six (6) selected secondary schools from which a sample of eighty (80) respondents was drawn. The participants were randomly and purposively selected. The data collection tools were interviews, questionnaires, survey checklist and ocumentary review. The research findings revealed that the relationship between the community and the community based schools was very weak. In consequence, community involvement in the school activities was inevitably very low. Although communities were fully aware of their roles in constructing school buildings, paying school fees and buying school uniforms, they had little knowledge about participation in school academic affairs. The low participation was evident in all aspects of school academic performance. This reluctance to participate in such matters was attributed to low level of education, unawareness, ignorance, poverty, poor leadership, poor infrastructure and long distances to and from schools. It can be concluded that, poor community involvement in education leads to poor students’ academic performance. It is recommended that, the government and other stakeholders should design intervening strategies that can improve community involvement in school activities especially in academic affairs. Furthermore, more studies with a wider coverage are necessary to make meaningful generalisations
The contribution of school culture to students’ academic performance: a study of public secondary schools in Tunduru district in Tanzania
(University of Dar es Salaam, 2014) Limia, Ausi Mkwanda
This study investigated the contribution of school culture on students’ academic performance in public secondary schools in Tunduru District in Tanzania. Four public secondary schools and 40 respondents were involved in the study categorized into 4 heads of schools, 8 teachers (academic and discipline) and 28 students. The respondents and schools were selected through stratified and systematic random sampling and purposive sampling techniques. Methods for data collection included interviews, observations, focus group discussions and documentary review to obtain data related to features of school culture. Other sources included available related literature that was surveyed critically. The study revealed that features of school culture commonly present in public secondary schools were ceremonies, history and stories, vision and mission, school motto and value and beliefs, and that the heads of schools and teachers were not much or at all aware of the importance of school culture on students’ academic performance. Poor students’ academic performance in public secondary schools is partly caused by poor implementation of positive school culture. Poor implementation of school culture affects the delivery of teaching and learning process, which in turn constrained the schools’ effort to improve students’ academic performance. The findings identified that, lack of good strategies for developing positive school culture led into poor students’ academic performance in these public secondary schools. The findings further revealed that there was no education policy that guided the implementation of positive school culture in public secondary schools, however the implementation of positive school culture was done through personal initiatives of heads and staff members of the schools. The visible educational practices used in implementing positive school culture in public secondary schools involved celebrations and sports and games. The study recommends that the education policy should be reviewed; teachers and other stakeholders should participate effectively in implementing positive school culture across schools in order to improve students’ academic performance in public secondary schools.
Contribution of teachers’ professional development to the quality of public secondary education in Moshi rural district, Kilimanjaro region.
(University of Dar es Salaam, 2018) Kikari, Maua Salim
The study assessed the contribution of teachers’ professional development to the quality of public secondary education in Moshi rural district, Kilimanjaro region. It was conducted in four public secondary schools. The study was guided by four objectives namely, to establish teachers’ understanding of the concept of teachers’ professional development(TPD) and quality education; explore the kinds and contribution of TPD to improve the quality of teachers’ instructional strategies to enhance the students’ academic performance; explore the challenges facing TPD programmes in public secondary schools and the strategies for overcoming them; and to find out measures for improving TPD programmes in public secondary schools. This qualitative used a case study design to achieve the objectives. The study respondents’ composed 40 public secondary teachers, few head teachers and few academic teachers. Data were collected through the use of interviews, focus group discussions and documentary review. The information generated was subjected to content analysis. The study findings revealed that, TPD has improved the quality of teachers’ instructional strategies, hence leading to enhanced students’ academic performance in public secondary schools. Through documentary review the study established that, posting letters for teachers from pre-service programmes posted in all the visited schools from 2011-2015 were present in teachers’ personal files. Also, teachers who attended various in service programmes such as seminars do discuss and present what they have learned to their fellow teachers through staff meetings and prepare reports. The study also found challenges that teachers’ professional development in public secondary schools faced. These challenges are shortage of fund, failure to secure permission for teachers to pursue further studies and shortage of TPD programmes; which affect the effective implementation of TPD. The study also established strategies used by teachers to overcome challenges facing TPD such as borrowing money from various financial institutions for studies, quitting without permission and having extra activities. Measures that could be taken to improve TPD such as provision of loans to teachers who want to pursue further studies, government sponsorship to teachers as well as balance between the provision of seminars to arts and science teachers. Therefore, from the study one can conclude that teachers’ professional development programmes are crucial in improving the quality of public secondary education. As such, the government under the Ministry of Education Science and Technology (MEST) should direct more efforts towards balancing and prioritizing the provision and implementation of TPD programmes to both science and art subjects teachers. Also, district authorities should provide permissions on time to all teachers who want to pursue further studies. Again, MEST should include TPD programmes for public secondary schools in the strategic plan and provide requisite financial resources at the district level. Furthermore, a study could be carried on the contribution of effective induction programmes to improve the quality of teachers’ instructional strategies in public secondary schools. Moreover, a similar study be conducted in other districts, regions and in other education levels such as primary and higher institutions to allow generalization of findings.
Coping strategies used by disadvantaged families to enhance pupils’ academic performance in Tanzania
(University of Dar es Slaam, 2011) Chetenge, Sophia
This study sought to investigate the coping strategies used by disadvantaged families to enhance pupils’ academic performance. Specifically, the study was aimed at firstly, exploring the coping strategies used by families with poor financial capital to enhance pupils’ academic performance; secondly, examining the coping strategies used by illiterate parents to enhance pupils’ primary schooling; finally, suggesting ways that could be used by other disadvantaged families to enhance pupils’ academic performance. The study employed a qualitative approach. The area of study was Ndalambo Division in Mbeya Region. The sample was composed of 29 respondents (12 pupils, 12 parents, two heads of school, two class teachers and one Ward Education Coordinator). The study employed purposive and snowball sampling techniques. Data were collected through interviews, observations and documentary review. The data collected through interviews were analysed by using descriptive display matrix, with some direct quotations from the respondents integrated in the narrative report. Furthermore, the data obtained through observation and documentary review were subjected to content analysis. The pictures were analysed using visual content analysis. The major findings of the study showed that disadvantaged families cope through five ways. These were identified as NGOs support; parental engagement in small activities such as petty trade, daily casual work, house maid and shamba works; schools support; support from teachers, peers, literate relatives and neighbours; and pupils’ self control. These findings demonstrated that coping strategies are crucial in enhancing pupil’s school attendance and academic performance. Based on these findings, the study recommends that NGOs should conduct a needs assessment so as to provide support according to pupils’ needs. Also, the government should provide entrepreneurial skills to petty traders, introduce adult classes for illiterate parents, provide credit and soft loan to poor families, encourage the use of family planning among illiterate parents and locate specific areas for petty traders. Moreover, schools need to provide food to pupils. Parents on their part, should be encouraged to motivate their children when they perform well in their subjects. On the whole, the study concluded that disadvantaged families use various coping strategies which enable children to successfully attend school and perform well, hence the need to render all the necessary support to sustain these efforts.
Determinants of poor academic achievement of girls in public secondary schools: a case study of Kibaha district
(University of Dar es Salaam, 2014) Henry, Rosada
The purpose of this study was to find out the determinant factors on girls’ poor academic achievement in Public Secondary School in Coastal Region - Kibaha. The study strove to identify factors based on students levels of cultural capital at home, work -habits, parent academic, social and economic background, parental attitudes towards girls academic performance in school. Khatz and Khan Model (1966) was modified to guide the study. The study was conducted in four PSSs with 142 respondents who included students, parents, teachers, Head teachers and (DEO). Data was collected though questionnaires, interview schedules, documentation and FGD. Data collected were calculated to determine the frequencies and some data were analyzed in terms of their percentages and lastly, the remaining data was analyzed by providing explanations and descriptions supported by examples. The findings of the study indicate that in rural or urban areas, household chores affect students’ academic achievement. Due to the perception of gender roles in the researched areas, household chores had a greater effect on girls compared to boys. The findings also indicate that girls spend less time on academic matters after school hours than boys. Although both girls and boys were equally exposed to less media, accessibility to them was less for girls compared to boys. Moreover, the findings show that the majority (80%) of the parents agree that there is a need to educate both girls and boys. However, some of the parents believe that girls do not need higher education and thus, these parents do not take much effort to encourage the girls to attain higher education. On the basis of the findings and conclusions, it is recommended that parents should provide equal time for studying after school hours to both boys and girls. However, improvement will be realized only if parents are encouraged to change their attitudes towards girls’ education so that they can engage in more educationally relevant activities with their children. The society’s convert practices which change girls’ study habits and aspiration should be eliminated. Parent teacher relationships should also be improved as these are vital for better achievement. With regard to further research, it is recommended, among other things, that a study be conducted to assess the poor achievement of both boys and girls in the rural areas.
Effect of household chores on female pupils’ academic performance in public primary schools: a case of Kisarawe district
(University of Dar es Salaam, 2012) Arumasi, Theopista
The study investigated the effect of household chores on female pupils’ academic performance in public primary schools in Kisarawe district, Coast region. Specifically the study intended to: examine academic performance of public primary schools female pupils, explore the type and extent of household chores performed by female pupils and lastly, determine the extent to which involvement in household chores affect female pupils’ academic performance. The study was mainly qualitative and employed a case study design to collect data from three randomly sampled public primary schools. The study involved 67 respondents including District Academic Education Officer, head teachers, academic teachers, parents/guardians and Standard Seven pupils, who were sampled through purposive and stratified random sampling. Findings revealed that girls’ academic performance was lower than that of boys in the selected public primary schools. Girls participated in a lot of household chores including fetching water, collecting firewood, taking care of sibling and the sick, house cleaning and cooking and spent considerably more time on performing the chores than boys. The longer hours and high frequency of girls’ indulgence in household chores resulted in poor attendance, school lateness, less time for school assignments and exhaustion, all of which negatively impacted on girl pupils’ academic performance. The study recommends that the government through the Ministry of Education and Vocational Training and Regional Administration and Local governments at ward, village and school levels has to cooperatively design and implement programmes aimed at conscientizing parents/guardians on the importance of education for girls. There is a need for CBOs and NGOs such as Haki Elimu to campaign through the media against excessive household chores to pupils, especially girls. Education stakeholders such as ward education coordinators, teachers and district educational officers have to encourage parents/guardians through meetings at community and school levels on how to have equal distribution of household chores among household members.
Effect of household chores on girls’ academic performance in primary school examinations in Misungwi District
(University of Dar es Salaam, 2011) Hucks, Vumilia
The study investigated the effect of household chores on girls’ academic performance in primary school examinations in Misungwi District- Mwanza Region. The study specifically intended to: examine the disparities in academic performance between boys and girls in primary school examinations, explore the household chores and the amount of time which both boys and girls spent in performing them, examine how the parental socio-economic aspects contribute to the distribution of household chores between boys and girls and the amount of time spent in performing the chores and lastly, examine the effect of household chores on girls’ academic performance in primary school examinations. The study employed qualitative approach with some elements of quantification. It used descriptive survey design to collect data from eight (8) public primary schools in Misungwi District in Mwanza Region. The study involved 112 respondents which included the head teachers, academic teachers, parents/guardians and standard six pupils who were sampled through purposive, stratified random and convenience sampling techniques. Data were generated through interviews, questionnaires, focus group discussion and documentary review and analyzed qualitatively and quantitatively. The findings revealed that the participation of girls in household chores made them arrive at schools late, miss lessons, become exhausted and fail to do school based activities hence failure in their examinations. Low level of education, low income, and family size have led the majority of parents/guardians to have less consideration on girls’ education and assigned them with a lot of household chores. The government through Ministry of Education and Vocational Training and Regional Administration and Local government at ward levels should sensitize parents on the importance of girls’ education. Literacy programmes need to be designed for illiterate parents/guardians. Non-governmental Organizations for example Haki Elimu should also sensitize more school community members and parents/guardians on equal distribution of household chores among males and females.
The effect of leadership styles in promoting academic performance in primary education
(University of Dar es Salaam, 2006) Ngirwa, Coletha Cleo
This study aimed at exploring the effect of leadership styles in promoting academic in performance in primary education. The purpose of this study was fourfold; to examine the leadership styles prevalent in primary schools: to find out the extent to which leadership styles influence teachers' effectiveness in performing their duties to examine the influence of leadership style on working relations among school community members and to assess the extent to which leadership styles or impede realization of high academic performance of primary education. The conceptual framework derived from Heneveld's model of monitoring quality of education (1994), has several variables appropriate for this studs, these were leader-behaviour, followers-behaviour, school academic school-working conditions, teachers' and students' motivation. school category (High or Poor performing school), teachers' qualifications, experience and their involement in academic matters, and headteaehers' qualifications. The data collection techniques employed semi-structured questionnaires: interviewing, documentary analysis of the school documents and observation of the school climate. The population for this study comprised all primary school headteachers, teachers and students in Dar es Salaam public primary schools. Responses were solicited from S headteachers, 104 teachers and 16 student head prefects. Using simple random sampling, eight public primary schools selected, The study findings indicated that the prevalent Leadership style in primary schools was democratic 77 (73.8%), rated by teachers of their headteaehers. Other leadetship styles indicated were autocratic 24 (23.3%), and laissez-faire 3 (2.90 0), Teachers maintain that they were involved in school academic activities through participation in different school committees and assuming leadership responsibilities such as class teacher, and academic master, although the majority of teachers thought leadership styles did not affect their performance. About 65.4% of teachers rated their headteachers as emphasizing good job performance and cordial relationships, However, schools whose headteachers had a mixture of autocratic and democratic leadership styles exhibited good academic performance in Dar es Salaam public primary schools. Headteachers, whose styles of leadership emphasize the practices of weekly, monthly tests, remedial classes and seminars to subjects' coordinators, were reported to be effective in raising students' academic performance. However, financial constraints, shortage of teachers, teaching and learning materials and lack of teachers' motivation, were considered to be reasons for teachers' ineffectiveness and poor school academic performance. It is therefore recommended that school management capacity should be improved through teachers' professional development and the supply of enough human, material and financial resources. Also a similar study should be conducted to compare the impact of leadership styles in public and private primary schools.
The effect of school strategic planning on enhancing students’ academic performance a case of karatu district
(University of Dar es Salaam,, 2017) Isack, Zawadi
This study explored effect of school strategic plans on enhancing students’ academic performance in secondary schools. It was conducted in four secondary schools in Karatu District, Arusha region. Specifically the study addressed how school design and implement strategic plans in secondary schools, key areas of effective designing and implementation, the contribution of school strategic plans to students’ performance and investigated challenges they encountered when designing and implementing school strategic plans and how can be overcome. Using a case study design the study employed both qualitative and quantitative research approaches. All in all 77 respondents took part in the study comprising of one district education officer, four heads of schools, 24 teachers and 48 students. Data were collected using documentary review, interviews, focus group discussion and questionnaire. Sample was selected using purposive and simple random sampling. Data analysis was done using content analysis and SPSS version 20. Themes were identified, codified and tables, and figures used to present the data collected. The study findings revealed that general academic performance for schools that had strategic plans implemented after class hours and during class periods performed better compare to those who did not have any effort for implementation, apart from class hour’s periods. Moreover, the two best performing schools had a system of conducting weekly tests and remedial teaching. The other two worst performing schools had no effective implementation of weekly tests and remedial teaching and had no specific plan for national examination classes. This means strategic planning ensures that the learners receive quality education in terms of academic achievements. In these schools strategic plans in place were designed and originated from teachers hence reducing students and parents into mere recipients and implementers. Challenges of designing and implementing school strategic plans include shortage of teaching and learning materials, poor parents cooperation, lack of resources such as buildings, shortage of fund and absence of motivation to support good implementation practices. Generally, the school strategic plans were not well-implemented in terms of teaching activities such as remedial classes, weekly tests, students’ follow-up, awareness and cooperation among all stakeholders in order to in enhancing the students’ academic performance. It is therefore, been recommended that enough fund and co-operation with all stakeholders should highly concerned for effective and efficient of strategic school design and implementation. Also, the government should ensure resources are adequately available in schools to ensure teaching and learning enhance students’ academic performance, as well as equip teachers with professional and strategic planning knowledge through in-service training for effective planning to take place.
The effectiveness of the school boards in promoting students’ academic achievements in Tanzania’s public secondary schools in Kinondoni district
(University of Dar es Salaam, 2015) Faustine, Fausta Tarimo
This study was on the effectiveness of the school boards in improving students’ academic achievement in secondary schools. It examined the specific roles by school boards plans in enhancing students’ academic performance. The study was conducted in Kinondoni district and covered six public secondary schools. Data were collected through questionnaires, interviews and observation. Quantitative data were analyzed by means of descriptive statistics using SPSS programme version 16 whereas Qualitative data were subjected to content analysis. The study found that school board members’ involvement in articulating and planning school development were limited to some matters such as planning the school budget or land acquisition for school expansion. It was also established that school boards did not collaborate with parents, community leaders and students in making any decision concerning school academic matters. Furthermore, the study found that aligning resources and creation of positive school climate had yet to be achieved in Tanzania’s secondary schools. The study concluded that, in public secondary schools teaching and learning materials were inadequate and school boards were not doing enough to overcome the problem and this in turn, affected teaching and learning process. On the basis of the study findings, ensure that school boards are responsive to the needs of their respective’ schools and are formulated in accordance regulations with. Members need to have the requisite qualifications and the board committees should be active and functional. Moreover, the school board chairpersons should be a component of school board and the heads of school should inform parents and students about the mission statement and its relevance to the school. They should also involve parents and students in drawing up of the mission statements for their respective schools.
Effects of broken marriages on Academic Development of children in Tanzania: the case of Kinondoni, Ilala and Temeke districts in Dar es Salaam
(University of Dar es Salaam, 2014) Dotto, Joyce Martin
The study investigated the academic performance of primary school pupils coming from broken homes in Tanzania, using the three districts of Dar es Salaam region as a case study. The schools involved were Sinza, located in Kinondoni district; Muhimbili and Mkoani in Ilala; and Kizuaini and Kibondemaji primary schools, both located in Temeke district. The research combined qualitative and quantitative research approaches. A total of 132 respondents took part in the study. Data were collected through the use of questionnaires, interviews and focus group discussions. Data were analysed by the use of content analysis and SPSS. The study found that pupils from broken homes generally felt lonely and unhappy and were segregated from the normal to teachers, cases of absenteeism at school, lack of emotional and moral support from parents, lack of concentration in class and difficulties in coping with normal life at school were some of the common features for such children. The children used different coping strategies to deal with their parents’ separation such as exerting much effort into their studies, and having remedial classes after school hours. The study concludes that there are differences in performance with pupils with both parents outperforming the others in the group, who have parents not living together. Therefore, broken homes affect the pupil’s academic performance in a negative way.The study recommended that parents should collaborate with teachers on the welfare of their children regardless of their problems in relationships.

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