Comparative study on students’ academic performance in public and non public secondary schools in Tanzania: a case of Singida municipality.
| dc.contributor.author | Kibiriti, Saidi Ayub | |
| dc.date.accessioned | 2020-03-09T07:20:53Z | |
| dc.date.available | 2020-03-09T07:20:53Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.28.T34K52) | en_US |
| dc.description.abstract | The study focused on establishing academic performance trends between public and non-public secondary schools in Singida Municipality, Tanzania. The study comprised of Majengo, Misuna, Utemini, Mandewa and Sinyuwards of Singida Municipality whereby Mwenge, Dr. Salmin Amour. St. Carolus. Senge, Singida and palloti Secondary Schools were covered. The study aimed at assessing underlying factors for academic performance between public and non-public secondary schools. The study employed non-probability sampling techniques to obtain sample that could facilitate the collection of adequate data to answer key questions this study intended to answer. The sample comprised of heads of schools, schools board chairmen, second masters, academic masters, teachers and students. Data were collected through the compilation of secondary data sources. Field surveys through questionnaires, focus group discussion, key informant interview, direct field observation. Qualitative data were subjected to content analysis whereas quantitative data were tabulated, computed and put into percentages. This study found that there were significant differences in academic performance between Public and non-public secondary schools students were performing better as compared to non-public secondary schools. The differences in students’ were attributed to technical and non-technical sphere. In this regard, technical aspects comprised of teachers attributes, mainly academic qualifications, The use of teaching and learning material/facilities and/or aids, teacher-student ratio school administration , school location, etc; and non-technical such as commitments among teachers and student as well as student socio-economic background. In this context, it was recommended that curriculum design should consider improvement of teaching and learning environment by providing teaching and learning facilities and as well as motivating teaching and teachers working conditions. Also, it was recommended that release of the new curriculum should correspond with timely dissemination of instructional resources and, also the ministry of Education and Vocational Training should deliberately initiate courses, seminars and workshops for all in-service teachers in secondary schools and tutors in teachers' colleges on the wide range conceptions and methods and tactics of the learner-centered approach. | en_US |
| dc.identifier.citation | Kibiriti, S. A. (2011). Comparative study on students’ academic performance in public and non public secondary schools in Tanzania: a case of Singida municipality. Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/7577 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Students | en_US |
| dc.subject | Singida municipality | en_US |
| dc.subject | Kibaha district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Comparative study on students’ academic performance in public and non public secondary schools in Tanzania: a case of Singida municipality. | en_US |
| dc.type | Thesis | en_US |