The influence of family socio - economic background on student involvement in day public secondary school education in Lushoto district, Tanzania.

Simple item page
dc.contributor.authorShemahonge, Zaujia
dc.date.accessioned2019-12-14T15:07:35Z
dc.date.accessioned2020-01-08T09:15:59Z
dc.date.available2019-12-14T15:07:35Z
dc.date.available2020-01-08T09:15:59Z
dc.date.issued2018
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC208.4.T34S453)en_US
dc.description.abstractThis study sought to explore the influence of family socio-economic background on student involvement in secondary school education in Lushoto District. It was guided by three research objectives; Identify the family socio-economic background of the students family; Analysing students’ involvement in acquiring secondary school education; and to examine the factors influencing student involvement in day public secondary school education. Qualitative research approach using a case study design was employed. Target populations consisted of 43 participants who included students, teachers and parents of students. The sample comprised of 12 students from the six selected day public secondary schools, 12 parents of students from those six sampled secondary schools, 12 school teachers from the six sampled secondary schools, six heads and one district secondary school officer, thus making a total of 43 participants. Data were collected through interview and questionnaires and analyzed by descriptive means with the support of computer program called excel. The study conducted revealed that apart from family socio-economic background there are other factors including education level of the family and distance from home to school. Findings also revealed that socio-economic background of the families had a great influence on student involvement in secondary school studies. In addition to that the findings suggested that socio-cultural practices in the family and community influenced unequal involvement between boys and girls in secondary school education. In view of the above, the study suggested that parents should be consociated more on the benefits of secondary school education for their children.en_US
dc.identifier.citationShemahonge, Z. (2018). The influence of family socio - economic background on student involvement in day public secondary school education in Lushoto district, Tanzania. Master dissertation, University of Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4617
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectStudenten_US
dc.subjectSocial conditionen_US
dc.subjectEducationen_US
dc.subjectPublic secondary school educationen_US
dc.subjectLushoto districten_US
dc.subjectTanzaniaen_US
dc.titleThe influence of family socio - economic background on student involvement in day public secondary school education in Lushoto district, Tanzania.en_US
dc.typeThesisen_US
Files
Collections
Masters Dissertations