A comparative analysis of factors affecting students’ academic performance in form IV national examinations between Christian and non-christian secondary schools in Mara region
| dc.contributor.author | Mwita Venance | |
| dc.date.accessioned | 2019-10-15T09:50:46Z | |
| dc.date.accessioned | 2020-01-08T09:14:14Z | |
| dc.date.available | 2019-10-15T09:50:46Z | |
| dc.date.available | 2020-01-08T09:14:14Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | The purpose of this study was to compare and analyse factors affecting students’ academic performance in Form Four National Examinations between Christian and non-christian secondary schools in Mara region. Four specific research objectives guided the study, namely to find out the influence of students’ entry points, examining the effect of teachers’ qualifications; to determine the influence of availability and use of teaching and learning materials; and lastly to investigate the effect of leadership styles. The Context-Input-Process-Product (CIPP) model modified from Omari and Mosha (1987) was used to guide the study. A cross-sectional survey research design was employed to obtain relevant data. Two CSS and two NCSS were researched. The sample researched included district secondary education officers, heads of schools, academic masters/mistresses, teachers, and Form Four students. Data were collected through triangulation approach using questionnaires, interviews and document reviews. Findings indicated that, students with high entry points were admitted in CSS while students with low or poor entry points were admitted in NCSS. Only teachers with first Degree and Diploma qualifications were employed in both CSS and NCSS. Qualifications for teachers required to teach in Ordinary Level Secondary Schools as stipulated by Education and Training Policy of 1995 were not considered in both CSS and NCSS. Teaching and learning materials: textbooks, libraries and laboratories were looked into. The study uncovered that democratic leadership style was mostly used in CSS. It was also learned that autocratic leadership style does not influence much students’ academic performance in Form Four National Examinations. The study recommends that the MoEVT has to order School owners to build libraries, and laboratories with enough supply of facilities. Further, students’ entry points, teachers’ qualifications and democratic leadership style need to be considered in schools in order to improve students’ academic performance in Form Four National Examinations. | en_US |
| dc.identifier.citation | Mwita, V (2013) A comparative analysis of factors affecting students’ academic performance in form IV national examinations between Christian and non-christian secondary schools in Mara region, Master dissertation, University of Dar es Salaam. (Available at http://41.86.178.3/internetserver3.1.2/detail.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4307 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Students | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Christian secondary schools | en_US |
| dc.subject | Non christian secondary schools | en_US |
| dc.subject | Mara region | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | A comparative analysis of factors affecting students’ academic performance in form IV national examinations between Christian and non-christian secondary schools in Mara region | en_US |
| dc.type | Thesis | en_US |