Factors that contribute to differences in academic performance in national form four examinations in tanzania: A Study of Tanzania Peoples Defence Forces Owned Secondary Schools
| dc.contributor.author | Shomari, Athuman Masunga | |
| dc.date.accessioned | 2020-05-29T18:08:10Z | |
| dc.date.available | 2020-05-29T18:08:10Z | |
| dc.date.issued | 2006 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3058.T34545) | en_US |
| dc.description.abstract | The study investigated the factors that contribute differences in academic performance in the Certificate of Secondary Education Examinations (CSEE) among the Tanzania Peoples Defence Forces (TPDF)-Owned secondary schools in Tanzania between selected high and low performing schools. The study involved four schools in Tanzania from Dar es Salaam, and Iringa regions. The sampling method was purposive. The schools included were Jitegemee (JKT) and Makongo, (high academic performing); as well as Kawawa and Kigamboni (low academic performing). There were 120 respondents of whom 80 were students, 32 teachers, 4 academic masters/mistresses and 4 heads of schools. Data were collected using questionnaires, interviews, focus group discussion, documentary review and observation. The study revealed that, there are factors that contribute to variations in academic performance in the CSEE. These include teachers’ qualifications and experiences, students’ entry qualifications, availability of teaching/learning materials, incentives for teachers and students as well as evaluation of students’ work. It was also revealed that, the military teachers in low academic performing schools affected students’ academic achievements. The following conclusions were drawn. Firstly, although there are differences in academic performances, the TPDF-owned secondary schools have enabled more students to be enrolled for formal secondary education. Secondly, democratic leadership style is not a contributing factor for variations in academic performance. Thirdly, the military contributed to either high or low academic performance in the CSEE. It was recommended that TPDF Headquarters should establish quality-monitoring system to ensure quality education is provided in all schools. It was recommended that military teachers should not be involved in other military activities for a long period of time as students are affected academically due to their absence. | en_US |
| dc.identifier.citation | Shomari, A M (2006) Factors that contribute to differences in academic performance in national form four examinations in tanzania: A Study of Tanzania Peoples Defence Forces Owned Secondary Schools, Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11773 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | academic performance | en_US |
| dc.subject | national form four examination | en_US |
| dc.subject | tanzania | en_US |
| dc.subject | Tanzania Peoples Defence | en_US |
| dc.subject | teachers | en_US |
| dc.title | Factors that contribute to differences in academic performance in national form four examinations in tanzania: A Study of Tanzania Peoples Defence Forces Owned Secondary Schools | en_US |
| dc.type | Thesis | en_US |