Factors influencing female adult learners’ performance in ordinary level examinations: A Case Study of Zanaki and Kibasila Centres

This study investigated factors influencing female adult learners’ performance in ordinary level examinations. Six research questions with underlying assumptions guided the study. The research questions were focused on age, social and economic status of female adult learners; views of female adult learners on the organization of the evening secondary education programme; female adult learners’ performance in ordinary level examinations for five years (1996 - 2000); their expectations and aspirations; problems faced by female adult learners; views and opinions on how to improve the evening secondary education programme. The Institute of Adult Education situated in Dar es Salaam, Tanzania mainland, was studied. Data were collected from 54 respondents among whom 25 and 15 were male and female adult learners respectively. Others were three members of the management of the Institute, two resident tutors from Dar es Salaam centre, two coordinators and seven teachers. The main research findings revealed that the female adult learners performed poorly for the five years studied compared to their male counterparts. The findings also showed that the latter expected to improve their skills and knowledge, to upgrade themselves, to be promoted and to join other training and vocational courses upon successful completion of ordinary level examination, but all these expectations were not fully met. Contributing factors to the low female adult learners' performance included lack of experienced, qualified and professional teachers; lack of a conducive learning environment; lack of libraries and laboratories; lack of support from families, community and nation; having too many responsibilities; marital conflicts, and inability to pay programme fees. Women’s full participation in education and development will therefore continue to be minimal so long as the current social division of labour remains unaltered. In light of the findings and conclusions, it was recommended that the management of the Institute of Adult Education should find out other alternatives of getting adequate, qualified, and permanent teachers for the programme. The Institute should also provide the needed facilities especially textbooks; and have its own premises for the programme.