Examination leakages in secondary schools causes and its effects on quality education in Tanzania

The study intended to explore, assess and examine the causes of examination leakages and its effects to quality education in secondary education. Three research objectives were set to guide the investigation and discussion that followed. The study was conducted in four secondary schools of two administrative local government authorities in the same district. A 284 respondents where included 240 students; the teachers, head of departments, academic masters/mistresses and district education officers amounting to the total of 40 respondents, and the four employers were involved in study. The main data collecting techniques included interviews; questionnaire, documentary review and the focus group discussion. The study findings showed that examination leakages were caused by a couple of factors, to include inadequate number of teachers, inadequate teaching and learning materials, low qualification of teachers and teaching ability, over-emphasis on certificate, stiff competition for few opportunities, social expectations and egotism and students’ lack of adequate preparation. These have affected leaching and learning environment and hindered successful examination performance. On the other hand, it was revealed that examination leakages have accelerated poor academic competencies and poor professional outlook and conduct. The study recommends that in order to combat examination leakages and its effects to quality education, there is a need for educational stakeholders such as MoEVT and other beneficiaries to review the need and use of examination, such as reducing over emphasis on certificate rather than practical skills. More efforts are also necessary to ensure favorable teaching and learning environment was created in all secondary schools including sufficient supply of teachers, and teaching and learning materials.