An investigation on data collection practices and usage in public secondary schools a case study of Msalala district in Shinyanga

The study investigated data collection practices and usage in public secondary schools in Msalala district guided by four objectives, namely, to examine the existing practices used to collect education data in Msalala district; to examine the usage of collected education data in Msalala district; to identify and explain the relationship between education data collection and usage in Msalala district; and to explore challenges facing education data collection and usage in Msalala district and find out its solutions. Karl Marx’s Critical theory was used to inform the study. The study employed qualitative research approach and single embedded case study design to achieve the objectives of the study. A total sample of 13 participants were used including 5 HSS, 5 WEO, 1 SLO,1 DSLO, and 1 DHRO. Data were collected through semi-structured interview and documentary review and were subjected to thematic analysis and content analysis respectively. The study found out two practices used to collect education data in Msalala district. The two practices found were TSS forms and quarterly report forms. However, the findings show that the two practices of education data collection are not effective because TSS forms was conducted once a year while education data are variable in nature and quarterly report forms was not verified by WEO. The study also found that collected education data were used by teachers on preparation of teaching and learning materials, weekly duties and distribution and management of different tasks to students. Parents used the collected education data in finding solutions of different problems facing secondary schools around their areas, such as contribution for construction of classrooms, teachers’ houses, students’ toilets and laboratories. Also parents used the collected education data to make follow-ups of academic progress of their children. However, the study found out that many decisions and planning made at district level were not based on the collected education data, despite that the distribution of different tasks in schools is based on collected education data. Furthermore, the study also found out challenges facing education data collection and usage in Msalala district to include poor roads compounded by lack of transport for the SLO office, both of which hinder the distribution to, and collection of survey forms from schools as well as the verification of collected education data in schools. Other challenges were poor commitment among data collectors, nature of education data and limited skills of data collectors, lack of funds to facilitate data collection, delays in publication of collected data and in using collected data among data users. The study established solutions to overcome challenges that include of providing capacity building to data collectors, introducing an electronic system of data collection at school level, employing profession data collectors, close supervision of data collectors and connecting data users to a single electronic system. Consequently, from the study the researcher recommended that SLO office has to advise PO-RALG on the variability of education data to let the TSS survey forms be distributed at least three times a year, and advise on the allocation of enough funds to the SLO office to facilitate data collection activities. Furthermore, WEOs should be committed enough to visit secondary schools and verify the collected education data. HSS have to initiate a specific department in schools dealing with education data.