Factors which contribute to poor performance in A level science subjects with special reference to biology in Tanzania: the case of Coast, Dar es Salaam and Morogoro regions
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Date
1986
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Publisher
University of Dar es Salaam
Abstract
This study was designed to find out the cause of poor performance in A - level biology examinations. Specifically the study sought to find out whether teachers' incompetence, inadequacy of time to study A - level biology, pupils' low motivation, teachers' low motivation and pupils' low academic ability were among the factors which contributed to poor performance in A - level biology examinations. The sample population was drawn from secondary schools offering A - level biology course in Coast, Dar es Salaam and Morogoro regions. Altogether five schools were selected, three of which were boys' schools, one girls' school and the fifth a co-education school. A total of 571 pupils, ten A - level biology teachers and a Curriculum developer from the Institute of Education were involved in this study. Four instruments were used for data collection; namely questionnaires, documentation, interviews and observation checklist. The questionnaires were used to solicit information from teachers and pupils while interviews were designed for teachers and curriculum developer. Documentary review technique was employed to collect information from pupils progressive cards and files as well as from Form VI examination pamphlets. The following were the major findings of the study: 1. Although all the teachers had attended preservice training, their competence was relatively low. 2. Time allocated was not enough to cover the syllabus. Some of the time was lost through time-table interruptions and many lost periods were not compensated for. This greatly reduced the time available to study the subject. 3. Teachers teaching A - level biology employed methods which did not cultivate pupils' interest in the subject. This practice resulted into some pupils losing interest in the subject with the consequence of poor performance in the national examinations. 4. Teachers were not interested or committed to teaching A - level biology. In addition these teachers were not satisfied with the conditions of service. 5. Low academic ability was not the cause of poor performance in the national Form VI examinations. Statistical analysis showed that there was very low positive correlation between the pupils' Form IV scores and their scores at Form VI examinations. Further statistical analysis showed that there was no statistical significant difference between the mean score of Form IV pupils who performed poorly in their Form VI examinations and those who performed relatively well. This was a further confirmation that low academic ability was not the pause of poor performance in Form VI examinations. In the light of these results the following recommendations were made: i) The A - level biology teachers should be provided with in- service training. ii) The A - level biology syllabus currently in use should be reviewed. iii) Teachers should be encouraged to utilize various teaching aids and techniques. iv) Those schools which face problems of books and equipment should be provided with funds for procurement. v)Conditions of serving teachers should be improved.
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Available in print form
Keywords
Biology, Study and teaching, Tanzania, Education, Secondary
Citation
Sekwao, N. V (1986) Factors which contribute to poor performance in A level science subjects with special reference to biology in Tanzania: the case of Coast, Dar es Salaam and Morogoro regions,Masters dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=()