Assessment of internal quality assurance of better academic performance in selected secondary schools in Dar es salaam region
| dc.contributor.author | Simon, Pascal | |
| dc.date.accessioned | 2020-03-24T21:56:56Z | |
| dc.date.available | 2020-03-24T21:56:56Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3060.3.S3) | en_US |
| dc.description.abstract | This study focused on Assessment of Internal Quality Assurance of Better Academic Performance in Selected Secondary Schools in Dar es Salaam Region. The study assessed the extent to which students' selection standards, teachers' academic qualifications, teaching tools and academic assessment mechanisms were developed to realize better students' academic performance. A Sample of 283 respondents was selected from sixteen secondary schools in Dar es Salam region to provide the requisite data. Questionnaires, interviews and documentary reviews were used to gather information. Quantitative data were analyzed by descriptive statistics, while qualitative data were subjected to content analysis. Findings in regard to form one entry qualifications in 2006 indicated that 728 (21.8%) students had scores below 50 and 1011 (30.6%) had scores between 50 and 100 in selected non-government secondary schools. While 1028(32.6%) students had scores between 100 and 150 as well as 586(17.4%) had scores between 150 and 250 in selected government selected secondary schools. In the same year, study findings revealed that 618(35.1%) students had below 3 credits, 405(23.0%) had 3 credits, and 736(41.8%) had 3 credits and above in relevant A-Level subjects of combination to join form five in selected secondary schools. It was found out that teachers' academic qualifications were bachelor degrees and diplomas in education for both full and part time teaching. Moreover, teaching tools were prepared to ensure effective teaching and learning process. Furthermore, there were irregular practices of standard weekly and monthly tests compared to mid-term tests and terminal as well as annual examinations. It was concluded that internal quality assurance mechanisms had significant role for realization of better academic performance in secondary education. It is recommended that internal quality assurance mechanisms should be oriented towards improving students' academic performance. They should provide foundation for students' entry qualification, teachers' academic qualification and recruitment procedures. Schools heads should ensure that teachers' prepare standard teaching tools as well as tests and examinations. | en_US |
| dc.identifier.citation | Simon, P (2010) Assessment of internal quality assurance of better academic performance in selected secondary schools in Dar es salaam region, Master of Educational Management and Administration, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/8122 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Assurance | en_US |
| dc.subject | Academic | en_US |
| dc.title | Assessment of internal quality assurance of better academic performance in selected secondary schools in Dar es salaam region | en_US |
| dc.type | Thesis | en_US |