Factors causing performance variation in primary school leaving examination among public primary schools in Dar es salaam
| dc.contributor.author | Seria, Jerome William | |
| dc.date.accessioned | 2020-03-25T08:49:51Z | |
| dc.date.available | 2020-03-25T08:49:51Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.28.S4) | en_US |
| dc.description.abstract | This study investigated the factors causing performance variation among public primary schools in Dar es Salaam. Specifically the study sought to analyze the Primary School Leaving Examination (PSLE) results of the sampled schools in order to identify their characteristics. It also assessed the teacher profiles, schools' social and physical environments, leadership attributes and classroom dynamics to determine the extent to which the sampled schools were similar or different and whether such similarities and differences had any influence on the PSLE results. A descriptive survey design was employed to collect data from a sample of 12 schools in Temeke, Ilala and Kinondoni Municipalities in Dar es Salaam region. The sample involved 177 respondents including head teachers, classroom teachers and pupils. Data were collected through interviews, questionnaires, focus group discussions, observations and documentary reviews. Quantitative data were analysed quantitatively using spread sheet and SPSS computer programmes. Qualitatively data were subjected to content analysis as well as using computer programmes to get frequency of occurrences of the variables under investigation. Findings revealed that variation in performance in PSLE results among public primary schools of the same environment in Dar es Salaam was largely caused by variation in intra-school variables, mainly parent involvement, teacher commitment and expectations, management/leadership attributes and classroom variables. It was recommended that professional development through seminars and workshops should be conducted to incorporate teachers from low and high achieving schools so that they both share ideas that may help to improve their schools. Parents should be encouraged to participate in their children schooling through regular school and public meetings. Head teachers should be trained to equip them with managerial skills so that they become aware of what takes place in the schools. Studies on the role of parental involvement on students' achievement in public primary schools should be conducted. | en_US |
| dc.identifier.citation | Seria, J.W (2010) Factors causing performance variation in primary school leaving examination among public primary schools in Dar es salaam, Masters of Arts, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/8137 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Performance | en_US |
| dc.subject | Examination | en_US |
| dc.title | Factors causing performance variation in primary school leaving examination among public primary schools in Dar es salaam | en_US |
| dc.type | Thesis | en_US |