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Item Contribution of leadership practices to students’ academic performances: a comparative study to government and private secondary schools in Kasulu district, Tanzania(University of Dar es Salaam, 2019) Lugiye, Victoria MThis study investigated the contribution of leadership practices to students' academic performance in Kasulu District secondary schools. The objectives of the study were; To identify leadership practices that influence students' academic performance in government and private schools in Kasulu District, to examine the influence of the identified leadership practices on students' academic performance in government and private secondary schools, and to seek respondents view on the other leadership practices that are relevant for improvement of students' academic performance in government and private secondary schools in Kasulu District. The study adopted Transformational and Shared leadership theories. It also employed concurrent triangulation design whereby 8 secondary schools were selected and studied. Total sample of 196 respondents, including 8 heads of schools were purposively selected and 188 teachers were selected conveniently. Instruments for data collection included survey questionnaires, interview guides and documentary review check list. Statistical measures such as mean, standard deviation and chi-square tests were used to analyse quantitative data to identify and compare leadership practices that are influential to students’ academic in schools. The content analysis technique facilitated the analysis of qualitative data while excel software was used to draw table and figure. The findings revealed that leadership practices such as involvement of teachers and students in planning and making decisions in schools, teachers and parents' access to information about students' academic progress and cooperation in teaching and learning were statistically significant in contributing to students' academic performance in both government and private secondary schools. However, ineffective application of such leadership practices in government secondary schools cause variation on students' academic performance. As the result, private secondary schools had higher students' academic performance than in government schools. Furthermore, leadership practices like controlling students' absenteeism, improvement of infrastructures of schools, recruitment of quality and high magnitudes of teachers required in a school and ensure proper allocation of funds to schools were proposed to be used to improve students' academic performance in government and private secondary schools. The study recommends that heads of schools should promote good leadership practices that can influence positively students’ academic performance while cooperating with teachers, parents, community members and students. Also, heads of government schools have to be given power over teachers' recruitment as in private schools. This will lead to proper allocation of teachers in schools according to needs.Item Diploma teacher education in Tanzania: stakeholders’ views on the shift from academic subject content to pedagogy(University of Dar es Salaam, 2006) Mgeni, Pius PeterThis study investigated the views of education stakeholders on the shift from academic subject content to pedagogy in diploma teacher education in Tanzania. A sample of 125 respondents including: diploma college tutors, trainee teachers, university scholars at the faculty of education in the university of Dar es salaam, secondary school teachers and officials at the Ministry of Education and Vocational Training provided the requisite data. Data were obtained through questionnaires that used closed and open-ended questions, semi-structured interviews and documentary review. Qualitative data gathered through interviews, documentary review and open-ended questions in questionnaires were subjected to content analysis in which common themes and patterns were identified. Individual comments were also included as a way of illustrating the variety of stakeholders’ views on the issue. Quantitative data from closed ended questions in questionnaires were categorized and tabulated in terms of. The findings indicated that with an exception of the officials at the Ministry of Education and Vocational Training, the majority of respondents were explicit in expressing doubts on the new teacher education curriculum which deprive trainee teachers from academic subject matter content stressing that knowing precedes doing. Based on the findings of this study, the researcher recommends for the balanced provision of both academic subject matter content and pedagogy for building a balanced teacher education programme. Suggestions for further studies were also offered.Item Effects of language of instruction on learners’ academic performance in secondary distance learning in Tanga region(University of Dar es Salaam, 2011) Msoka, PaulThis study assessed effects of language of instruction (LOI) on learners’ academic performance in secondary distance learning in Tanga region. Six research questions guided the study in focusing on learners’ ability to interpret instructions and questions presented in the language used as LOI, learners’ ability to express their ideas appropriately using the current LOI and learners’ views on language of instruction used for secondary distance learning. The study was conducted in Tanga region, particularly Tanga city, Pangani and Korogwe districts. Total respondents were 73 including secondary distance learners, teachers who assist such learners and IAE regional tutor. The study employed principally a survey design. Data were gathered through questionnaires as well as interviews and were analyzed both qualitatively and quantitatively. Findings revealed that secondary distance learners in Tanga region faced several interpretation and expression problems caused by their poor competence in using English language as LOI. The reported language problems included grammatical problems, difficultness of English vocabularies, inadequate competence in the language used as LOI (English language), ambiguity of the language used to present the content in study materials and the problem of spelling errors. Such problems rendered secondary distance learners’ academic performance to the poor as revealed in this study. Views solicited from respondents included: need of using English language intensively for academic and administrative purposes, using either English or Kiswahili LOI in education, providing learners with English seminars and study materials and extending learning duration. Other views included encouraging learners’ self efforts of improving their language competence, improving inspectorate programs and provision of motivation to the teachers. It is recommended that the government and the Institute of Adult Education should provide English training programs to both teachers and learners, encouraging scholars and educational professionals to write English study materials for secondary distance learning using simple language, and strengthen teaching of English subject from primary school level.Item Effects of teachers’ professional misconduct on students’ achievement in Karatu district, Tanzania(University of Dar es Salaam, 2014) Paul, VenanceThis study examined the effects of teachers’ professional misconduct on students’ achievement in secondary schools in Karatu, Tanzania. Specifically, the study sought to determine the types and nature of teachers’ misconduct, investigate the effects of teachers’ professional misconduct on students’ achievement and identify the strategies for curbing teachers’ misconduct to enhance students’ achievement. The study employed a mixed approach, and a case study design. Purposive sampling, simple random and stratified sampling were used to obtain a sample of 97 participants. The information was collected through interviews, documentary review and questionnaires. Data from the field were analysed through content analysis while tables and frequencies were presented to supplement quantitative information. The study came up with the following findings. Firstly, teachers were implicated in misconduct cases such as absenteeism, alcoholism, lack of punctuality, illicit sexual relationship with students and unethical dressing. Socioeconomic factors contributed to such misconducts among teachers. Secondly, the study found that teachers’ professional conduct linked with students’ achievement. Teachers’ misconduct altered students’ attitude towards the school and schooling and deprived students of their right to consult teachers. Moreover misconduct made teachers fail to cover the syllabus on time. Thirdly, the strategies schools used to deal with teachers’ professional misconduct were found to include teachers’ attendance registers and class journals, school inspection, teacher professional development and the effectiveness by school heads of making teachers accountable. The study concludes that teachers’ misconduct deprived students of the requisite help they need to enhance their achievement. The study thus recommends that the government through the Ministry of Education and Vocational Training (MoEVT) to improve teachers’ welfare and boost their teaching morale. Also, teachers should always strive to help students regardless of the operational environment and failing of the employer.Item The impact of schools-based sporting activities on the academic performance of primary schools in Tanzania: a case of musoma municipality(University of Dar es Salaam,, 2012) Machera, JoachimThis study examined the impact of school-based sporting activities on academic performance of primary schools in Tanzania with reference to Musoma Municipality in Mara region. Specifically, the study assessed and compared pupils’ standard seven national examination results in a period of five years before and five years after banning of sport tournaments; examined pupils’ attendance and dropout rates in school five years before and five years after banning of sport tournaments; and examined the relationship between pupils’ physical fitness levels and their class academic performance relative to two consecutive annual examination results. A descriptive survey design that combines qualitative and quantitative research approaches was employed for the study, whereby purposive and random sampling procedures were used to select a sample of 112 participants. Semi-structured interviews, documentary review, focus group discussions, and physical fitness tests were used to collect the data. The findings of the study revealed that the academic performance five years before banning of sports tournaments was higher relative to the situation five years after banning them. Also, the study discovered that the rate of pupils’ attendance in school was higher in all five years before banning of school-based sport tournaments than during five years after banning the tournaments. Similarly, pupils’ dropout rate five years before banning of sport tournaments was lower relative to the five years after banning of sport tournaments. Moreover, the study indicated that pupils who are physically fit are likely to have better academic performance in school relative to pupils who are physically unfit. The study recommended on educating educational practitioners and the community on the importance of school-based sporting activities in education and for the overall development of children. Also, children should have a legal right, be entitled to participating in school sports and recreational activities, while school sport facilities should not be used for other non-sport-related programmes. Moreover, the study recommended that school-based sport tournaments should best be held during pupils’ school vacations in order to give the pupils more space for classroom instruction hours. A similar study is recommended for a wider area and wider constituency in order to ascertain the situation on the impact of school-based sporting activities on academic performance of primary schools.Item The influence of divorce on the academic perfomance of children in selected primary schools in Kisarawe and Ilala districts(University of Dar es Salaam, 2014) Munuo, Sophia HernestThe purpose of this study was to examine the influence of divorce on the academic performance of children with specific reference to primary education. The study sought to identify causes of divorce in Kisarawe and Ilala districts in Tanzania; The influence of parental divorce on school attendance, academic performance/achievements, general and learning behaviour, activities done after school hours, educational attainment/progress and gender and adolescence. Furthermore, the study intended to investigate the role of the society and school in helping children from divorced families cope with the situation. The study was conducted in Ilala district of Dar es Salaam region and Kisarawe district in the Pwani region. The study employed qualitative research approach with some elements of quantitative. The study involved 110 respondents based on their categories. Data collection was made possible by the use of interviews, questionnaires and documentary review. The study reveals that divorce had a negative influence on the academic performance of children in schools in both districts. The influence reveals itself in education attainment, achievement or performance, school attendance, gender and adolescents, general and learning behaviour and activities done after school hours. Lastly, the study reveals that the society, school and government have role to play in helping children from divorced families cope with situation. The study concludes that the current situation of family relationship has brought about some changes and effects to family members including children. The study recommends that government, through relevant ministries, should join hands with NGOs, civil society, parents, religious institutions and school management to work towards supporting children from divorced families in whole process of attaining their education. Further comparative studies should be conducted in other regions, using similar or different methods so as to see whether divorce generates similar effects and the role they should play in helping these children cope with the situation especially in academic progress.Item The Influence of Off Campus Residence on Academic Performance at the University of Dar es Salaam Main Campus(University of Dar es Salaam, 1985) Sipemba, Sidney Betram Absalom YoasThis study was an attempt to gather some evidence of whether or not the type of residence a student had an influence on academic performance. Members of the University of Dar es Salaam Teaching and Learning Improvement Committee (UTLIC) were in an opinion that none—residence had adverse influence on academic performance. Harboring similar views as UTLIC members were the Compulsory none—residents and the University of Dar es Salaam Students’ Government (MUWATA). This study therefore, had three purposes. First the study sought to find a trend of academic performance of Resident and None—resident students in the 1900—1983 period. Secondly the study sought to find there was any difference in coursework performance in 44 courses taken in first and second year in the Faculties of Arts and Social Sciences, Commerce and management and Law of the University of Dar es Salaam. Thirdly the study sought to find if there was any difference in examination achievement in 44 courses taken in first and second year in the Faculties of Arts and Social Sciences, Commerce and Management and Law of the University of Dar es Salaam. Two hypotheses guided the study. The first hypothesis anticipated that there would be no significant difference in coursework performance between Resident and Non—Resident students in the Faculties of Arts and Social Sciences, Commerce and management and law of the University of Dar es Salaam, The Second hypothesis anticipated that there would be no significant difference in examination achievement between Resident and Non—resident students in the Faculties of Arts and Social Sciences, Commerce and management and law of the University of Dar es Salaam. The study sample consisted of 106 Resident and 106 Non-resident students enrolled in 1903/04 academic year in the Faculties of Arts and Social Sciences, Commerce and management and law of the University of Dar es Salaam. The 1903/04 academic year was purposively selected because it was the year when Compulsory none—residence policy started to operate. Faculties of Engineering and Science students were not included in this investigation because the number of none—residents was too small to give reliable sample results. Two data collection techniques were employed. The first technique was review of documents on academic performance obtained from the University of bar es Salaam Examination Office and Offices of Deans of Faculties and Director of Development Studies. The second technique utilized was the questionnaires’’ which sought characteristic features of Resident and Non—resident students. Findings on a documentary review which sought to find the trend of academic performance during the 1900—1903 period showed that: (i) when ittest was used at p=0.05 there was no significant difference in course work performance between resident and non resident students in the facult of commerce and management of the university if Dar es salaam (ii) Resident Students in all faculties had a slightly higher GPA and Examination mean scores than Non—residents; (iii) Faculties of Commerce and management, Engineering and Science registered a higher percentage of discontinued Non—resident students than residence and (iv) Non—residents registered a higher percentage of students referred to do supplementary examinations in faculties of Arts and Social Sciences, Commerce and management, Engineering, and Science of the University of Dar es Salaam. These findings suggested that none—residence and adverse influence on academic performance. But the influence was statistically not significant. The first hypothesis, that there would be no significant difference in coursework performance between Resident and Non—resident students in the Faculties of Arts and Social Sciences, Commerce and management and law of the University of Dar es Salaam, using t test at p = 0.05, showed that there was no significant difference in coursework performance between Resident and Non—resident students an thirty—nine out of forty—four courses investigated. The hypothesis was thus supported. The results of the findings were as expected since Coursework Assessment is in the form of assignments and essays. Students are free to discuss answers to the problems Given as assignments before assignments are assessed and thus equal performance Coursework is highly likely. Findings on the second hypothesis, that there would be no significant difference in examination achievement between Resident and Non—resident students in the Faculties of Arts and Social Sciences, Commerce and management and law of the University of es Salaam, using t test at p = 0.05, revealed that there was no significant difference in exanimations achievement between Resident and Non—resident students in forty—one out of forty—four courses investigated. However, using the mean statistics, it was found that Residents obtained higher examination mean scores in twenty seven out of forty—four courses investigated. The poor academic achievement in certain courses by the Non —residents was attributed to transport problems and family commitments. The study therefore recommended that the Non —residents be helped to have reliable transport to and from the University and that students of good academic standing only should be permitted to be non—residents.Item The influence of social media on academic achievement among University students in Dar es Salaam(University of Dar es Salaam, 2016) Ndegeiswa, ThereziaThis study investigated the influence of social media on academic achievement among University students’ in Dar es Salaam region. Specifically, the study examined the factors influencing university students’ use of social media, the impact of social media usage on students’ academic performance, to evaluate the lecturers or tutors attitudes toward social media usage as a tool of enhancing students’ academic achievement and level of addiction to social media between genders. Mixed approach and cross sectional survey design was employed in the study. Two universities in Dar es Salaam region were involved, namely: University of Dar Es Salaam and Open University of Tanzania. Purposive and random sampling techniques procedures were used to select 270 students and twenty lecturers as respondents of the study. Questionnaires, Focus Group Discussions and semi structured interviews were used in data collection. The study reveals that academic work, keeping in touch with other people, gathering friends under the same roof, relevant materials available in social media, entertainment and refreshment and the improvement of electronic devices such smart phones were among the factors which influenced students to join social media. Furthermore, social media provided students an opportunity to share academic issues with their friends. It also provided both students and lecturers the flexibility of accessing the learning materials from different sources. Moreover, the finding of the study noted that most of students were in risk group of addiction to social media. There is no statistically significant difference in level of addiction between males and females were observed. The study concluded that integration of social media in high learning education is so important since it would contribute towards meeting the current demands of the digital generation and globalization, it would also eliminates gaps of the digital divide among students. The study recommended that University administrators and education stakeholders have to start considering the important of social media in educationItem Relationship between school expenditure and academic performance of ordinary level secondary schools in Temeke district(University of Dar es Salaam, 2014) Hatibu, Saidi AthumaniThe study aimed at investigating relationship between school expenditure and academic performance of ordinary level secondary schools in Temeke district. Three objectives informed the study: first, to determine the nature and magnitude of relationship between school expenditure and academic performance; second, to develop simple linear regression model that can predict academic performance from school expenditure; and third, to analyse the extent in which school expenditure is used in relation to academic performance. Quantitative research approach guided by correlation and cross sectional survey design. The study sample comprised 40 respondents from government schools and non government schools. The instruments used for data collection were questionnaire and documentary review. The findings of the work show that there was weak statistically significant inverse relationship between student unit cost and grade point average [since r = -0.404, (one tailed) < 0.01]. The results imply that there was a weak relationship between school expenditure and academic performance. In addition, the results found that the coefficient of determination was 0.1632 that implies student unit cost account for 16.32% of variability of grade point average, where the findings leave 83.68% of variability in grade point average that was accounted for by other variables that influence grade point average. The model y=4.644-2.902 × 〖10〗^(-7) x was established for relationship between school expenditure and academic performance that assure unbiased prediction of the variables. Also, the findings observed that about 71% was spent for human resources, 13% was spent to enhance educational processes, about 3% allocated for improving learning environment and only about 10% and 2% of the school expenditure were spent for meals and social welfare expenditure. It was concluded that financial resources and non-financial factors are so important inputs in educational planning. Also, proper uses and allocation of financial resources in school is highly needed for academic improvement. Based on study findings and conclusions, the researcher recommends that the educational planners and educational services suppliers to prepare efficiency and effective comprehensive strategic plan that involves all educational stakeholders for academic performance improvement. In addition, educational planners, policy and decision makers should initiate capacity building programmes to empower the school administration with the skills of preparing comprehensive strategic and action plans that aim at improving academic performance by taking consideration different factors that determine it.Item The relationship between self-concept, Socio-Economic status and the school academic achievements among Tanzania primary school pupils(University of Dar es Salaam, 1983) Kasanga, Lucy ZakariaThere have been numerous complaints from same Tanzanians that since independence the national education system has not been efficient enough in educating the children. There have been complaints that the standards of education have been falling for almost two deeds now. Inefficiency in the education system is manifested in the low academic achievements in schools among many children. It is this low school performance which makes the parents as well as other concerned peoples ask themselves why some school children are high and others are low achievers in their academic tasks. There might be many reasons as to why some children source high and others low marks at school. Some of the possible reasons might be inefficient teachers, lack of school facilities, children’s poor health, the family background, the cultural up-bringing backgrounds, heredity factors, socio economic status, self-concept and the like. The aim of this study was to find out the impact of socio economic status and self-concept on school academic achievements of primary School children. There were three hypotheses of the study. The first hypothesis stated that children with positive self-concept were likely to be high academic achievers at school than these with negative self-concept. The second hypothesis assumed that children from rich socio economic status background were possibly high academic achievers than those from low socio economic status. The third hypothesis stipulated that children whose socio economic background was rich had probably positive self-concept. The findings of the study supported the first and the third hypotheses. The findings of the first hypothesis achievements were related to positive and negative self-concept respectively. The possible reason to this was probably that high and low academic achievers had the respective high and low self-perception of their academic abilities. The findings of the second hypothesis showed that socio economic status was not related to school academic achievements. The probable reason as to why this hypotosis was not in line with the findings was most likely that in Tanzania, most of the school children, regardless of their socio economic status seem to aspire academically high. This high academic aspiration is possibly motivated by the need to achieve so that their future expectations as well as the expectations of their parents on them (the children) may be obtained. Some of these expectations are probably like securing good paid employments, attainment of high rank positions and prestige in the society, to gain competence in masterly skills and the like. The findings of the third hypothesis indicated that rich and poor socio economic status was related to positive and negative self-concept respectively. This was so due to the possible reasons that children from both, rich and poor socio economic backgrounds had positive and negative self-concept respectively about their family status. Since the study has found out that there is some inter-relations between self-concept and school achievements, it has been recommended that parents as well as teachers should be responsive and practitioners of the positive ways of rearing children at home and at school so that they nurture and foster the development of positive self-concept in the child. It is through development and maintenance of this positive construct of one’s perception of his own personality that an individual develops fully his mental abilities which enable him to become a healthy active and productive member in his society.Item The role of parents’ associations in improving the academic performance of public secondary schools in Tanzania(University of Dar es Salaam, 2011) Rajabu, HadijaThe study sought to investigate the role of parents’ associations in improving the academic performance of public secondary schools in Tanzania. In particular, the study attempted to examine the contributions of parents’ associations to the academic performance, investigate the mode of operations and explore the challenges the parents’ association face. The study employed qualitative research approach and a case study design. The area of the study was Kilakala Secondary School in Morogoro Region. The sample of the study was composed of 25 respondents, including 10 parents’ association members obtained through purposive technique, 10 students and 5 teachers obtained through convenience sampling. Data were collected through interviews and documentary review. Data from the interview were analysed by using descriptive display matrices and data from documentary review were subjected to content analysis. The findings reveal that parents’ associations contribute a lot in improving the academic performance of the school. Through this association, parents contributed funds used to motivate teachers and teach remedial classes. The remedial classes intended for catering individual differences and helping slow learners. Also, these classes helped teachers to complete covering syllabus early, thus enabling students to get enough time for revisions and manage their time more effectively, which in turn help to improve the academic performance of the school. Also, findings show that parents’ association work hand-in-hand with the school during planning and implementation of its objectives. The study has also revealed numerous challenges faced by parents’ association and the school. These include failure by most parents to contribute and attend meetings due to economic hardships, local government authorities to prohibit monetary contributions from parents/guardians and lack of sensitisation among parents on the importance of education. The school also failed to carry out extra-curricular activities and identify slow learners. Based on these findings, the study recommends that due to scarcity of resources,e the government/local government authorities should promote rather than undermine partnerships in education provision to achieve EFA goals. Hence, there is a need to increase and strengthen co-operation with all education stakeholders in the planning and passing different laws, acts, regulations and declarations. Also, parent association should be creative, innovative and expand the sources of raising funds by investing in various sustainable projects such as poultry and dairy farmingItem The role of private tuition in enhancing pupils academic performance in primary schools in Zanzibar urban west region(University of Dar es Salaam, 2014) Mohammed, Rauhiya RashidThe study investigated the role of private tuition in enhancing primary school pupils’ academic performance. Specifically, the study explored (i) the performance of Standard Seven pupils who attended private tuition (ii) performance of Standard Seven pupils who did not attend private tuition (iii) the impact of private tuition Primary Education in Zanzibar Urban West Region. The study was conducted in primary schools and private tuition centres in Urban West Region in Zanzibar. The purposive approach was employed to obtain 75 respondents, including heads of schools, teachers, parents, private tuition teachers and pupils. Data were collected through interviews, focus group discussions, documents review and observation checklist. Qualitative approach was used in the analysis of the data obtained and the results were summarized through tables and figures. The study findings revealed that, first, most of pupils who had attended private tuitions were selected to join Secondary Schools (Form One). Equally, most of the pupils had good academic performance after attending private tuition. On the other hand, pupils who had not attended private tuition had low marks in trial examinations while those who had attended private tuition had high scores. The study concluded that, private tuitions improved the chance of pupils to perform better in their primary schools examinations and consequently, join secondary schools. The study recommended that, Ministry of Education and Vocational Training and the Local Governments should regulate private tuition centres and establish rules and regulations that will guide its provision so as to increase the number of pupils joining tuition and consequently, join secondary schools.Item The sources and flow of funds to government secondary schools in Tanzania and their impact on students’ academic performance(University of Dar es Salaam, 2013) Bushiri, Juma SadikiThis research aimed at exploring the sources and flow of funds to government secondary schools in Tanzania and Masasi District in particular and their impact on students’ academic performance. The research objectives included, to examine the influence of reliable sources and timely flow of funds in government secondary schools on students’ academic performances; to examine the extent to which funds flowing to government secondary schools affect the students’ academic performance; and to determine impact of the delay in the flow of funds in government secondary schools on the students’ academic performance in schools. Qualitative and quantitative approaches were used to collect data from 28 purposely selected government secondary schools; where one DEO, 28 heads of schools, 28 academic teachers, 28 discipline teachers, 328 students and 120 parents were sampled through purposive and stratified method. Data were collected through questionnaires, interview schedule and documentary review and analysed qualitatively and quantitatively.The following were the findings of the study, one, it shows that reliable sources and timely flow of funds influence students’ academic performance; two, it shows that funds flowing in government secondary schools affect students’ academic performance; and, three; delay in the flow of funds impact students’ academic performance.he study concludes that, central government, district councils and parents, should be committed in financing secondary education to meet the bulk of financial needs.Item Tutors’ effective teaching and students’ examination pass rates in teacher colleges in Tanzania(University of Dar Es Salaam, 2013) Buyobe, Sylivester JohnThis study sought to examine the existing relationship between tutors’ effective teaching and students‟ examination pass rates in teacher colleges in Tanzania. The specific objectives included: an analysis of the national examination results for diploma from 1995-2012 so as to identify the trend rates; an establishment of the relationship between tutors‟ instructional procedures and examination pass rates; and an exploration of the strategic measures for improving quality education. Purposive sampling was used to select 120 respondents from Mpwapwa and Morogoro Teachers’ Colleges. Questionnaires and documentary reviews were used to collect data. Correlation research design was conducted to test the hypothesis in the quantitative research approach. Pearson correlation coefficient was used to measure the strength and direction of association between the correlated variables. Statistical tests were used at a two-tailed test of significance at p<0.05 probability level of confidence. The findings revealed that there was a statistically significant relationship between tutors’ effective teaching and students’ examination pass rates. From this study it was concluded that, effective teaching has positive consequences in influencing students’ academic performance. Thus, in order to improve the quality of education in teacher education cadre it is recommended that each teachers’ college should be empowered to develop, implement and evaluate its own curriculum/programs rather than it is done by the central government.Item Tutors’ effective teaching and students’ examination pass rates in teacher colleges in Tanzania(University of Dar Es Salaam, 2013) Buyobe, Sylvester JohnThis study sought to examine the existing relationship between tutors’ effective teaching and students‟ examination pass rates in teacher colleges in Tanzania. The specific objectives included: an analysis of the national examination results for diploma from 1995-2012 so as to identify the trend rates; an establishment of the relationship between tutors‟ instructional procedures and examination pass rates; and an exploration of the strategic measures for improving quality education. Purposive sampling was used to select 120 respondents from Mpwapwa and Mororgoro Teachers’ Colleges. Questionnaires and documentary reviews were used to collect data. Correlational research design was conducted to test the hypothesis in the quantitative research approach. Pearson correlation coefficient was used to measure the strength and direction of association between the correlated variables. Statistical tests were used at a two-tailed test of significance at p<0.05 probability level of confidence. The findings revealed that there was a statistically significant relationship between tutors’ effective teaching and students’ examination pass rates. From this study it was concluded that, effective teaching has positive consequences in influencing students’ academic performance. Thus, in order to improve the quality of education in teacher education cadre it is recommended that each teachers’ college should be empowered to develop, implement and evaluate its own curriculum/programs rather than it is done by the central government.