Determinants of achievement in physics in national form IV examinations in Tanzania: a comparative analysis of the performance of schools in Dar es Salaam, Coast, Iringa and Dodoma regions

The major purpose of this study was to make an analysis of some factors that have been influencing the level of achievement in physics for Tanzanian secondary schools at the form IV level. The study sought to establish whether there were any differences in the achievement in physics of pupils in boarding schools and that of pupils in day schools. It also investigated the magnitude and direction of the correlation of the pupils' perfomance in mathematics to the pupils' performance in physics. Lastly the study investigated the relative importance of some selected factors contributing to achievement in physics and then sought to find a production function that relates the selected factors (inputs) to achievement in physics (output). From the study it was found that there is no statistically significant difference between the achievement in physics of pupils in boarding in day schools. It was also found that there is a statistically significant posotive correlation of the pupils' performance in mathematics to the pupils' performance in physics. Of the selected factors that determine achievement in physics all with the exception of the textbooks index were found to be significant in their contribution to achievement. By fitting a linear regression equation to the data obtained it was found that there exists a fucntion that relates the determinant factors to achievement in physics. The conclusion drawn from this study are as follows: One: although pupils in boarding schools have a better study atmosphere than pupils in day schools they do not perform better than pupils in day schools. Also the fact that pupils in day schools have to do their academic work at home there where might be distractions they do not perform worse than pupils in boarding schools. Two: the amount of variation in achievement in physics associated with achievement in mathematics is not substantial though significant. Three: the predominance of the lecture-notes method of instruction in physics has lessened the relative importance of textbooks and laboratory equipment in contribution to achievement in physics contrary to what is usually expected. Four: the fact that five out of the six selected determinant factors are significant in the contribution to achievement in physics anables us to establish a relation between these factors and achievement in physics in the form of a regression equation.