Predictors of academic performance of students inTechnical Colleges in Tanzania.
| dc.contributor.author | Sambayukha, Mtitu Yonathan Gerald | |
| dc.date.accessioned | 2019-08-20T14:02:14Z | |
| dc.date.accessioned | 2020-01-08T09:13:46Z | |
| dc.date.available | 2019-08-20T14:02:14Z | |
| dc.date.available | 2020-01-08T09:13:46Z | |
| dc.date.issued | 2001 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | There is concern over the academic performance of students in technical colleges in Tanzania. The academic learning outcomes are influenced by several factors that involve interaction of student personal characteristics and learning processes. This study examined the relationship between year I performance of FTC students and CSEE science results, instructional factors, learning approaches and aptitude tests. Four hypotheses were formulated and tested. To achieve this, relevant literature was reviewed on theories and empirical findings on predictors of academic performance. The sample was 50 teachers and 182 FTC students from Arusha and Mbeya Technical Colleges. Data collected through questionnaires, documentary review, focussed group discussions and aptitude tests were analysed using correlations, regressions and content analysis. The findings of the study revealed that CSEE science results were the strongest predictor of academic performance among FTC students. However, study approaches and instructional factors were insignificant predictors of learning outcomes. Other factors found to negatively influence FTC performance were unemployment, absence of in-service teacher training, low teachers' pay and lack of training materials. He findings supported the theoretical notion that prior academic skills influence academic performance. It is thus recommended that: 1) students with sufficient prior academic skills be admitted 2) adequate funding be provided to enable TCS to meet the instructional factors requirements 3) student learning approaches and study skills are taught; 4) Differential Engineering Aptitude Tests be introduced to sieve FTC aspirants; and FTC curriculum is revised into modular approach to allow flexible learning. | en_US |
| dc.identifier.citation | Sambayukha, M. Y. G. (2001). Predictors of academic performance of students inTechnical Colleges in Tanzania. Master dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/search.aspx?formtype=advanced) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4198 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Technical education | en_US |
| dc.subject | Academic performance | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Predictors of academic performance of students inTechnical Colleges in Tanzania. | en_US |
| dc.type | Thesis | en_US |