Determinants of good academic performance in special secondary schools in Tanzania: the case of Ilboru, Kibaha and Mzumbe Secondary Schools

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University of Dar es Salaam
The main purpose of the study was to investigate the determinants of good academic performance in Public Secondary Schools in Tanzania. The objectives of the research were as follows: To investigate the main teaching methods used in the schools, to assess the quality and use of teaching and learning materials in the schools, to explore managerial aspects in the schools and their impact on academic performance, and to examine the number and quality of human and physical resources available in the school. The study was qualitative in character applying a descriptive case study design. It was conducted in Kibaha, Ilboru and Mzumbe Secondary Schools, in Coast Morogoro and Arusha regions respectively. Qualitative data were analyzed using content analysis while quantitative data were presented in tables, frequencies and percentages. The sample included three heads of school, twenty seven teachers, nine from each school; sixty students, twenty from each school. The total sample of the study was ninety respondents. Data were collected through interview, observation, focus group discussion and documentary review. The findings revealed that discussion and question-answer method were used frequently while teaching aids were used rarely. Moreover, teaching and learning materials were available and utilized; motivation was facilitated for both teachers and students. Teachers and students’ commitment towards learning was high; teacher-student ratio and relationship among teachers and students were cordial.The findings suggest that students' academic performance is determined both by teachers and students’ commitment to teaching and learning, high academic ability of students and a conducive physical and social environment. From the findings it was recommended that, The Ministry of Education and Vocational Training should find ways to supply the teaching and learning materials like text books to the under-scoring schools, teachers with less academic and professional qualification should be assisted and encouraged to go for further studies in higher learning institutions, teachers should be encouraged to expand and update their pedagogical skills through in-service training and other schools should adopt the practice of special schools of organizing seminars and workshops for their teachers in order to familiarize them with the changes in the new syllabus.  
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Mganwa, F (2012),Determinants of good academic performance in special secondary schools in Tanzania: the case of Ilboru, Kibaha and Mzumbe Secondary Schools , master dissertation, University of Dar es Salaam available at( )