Factors leading to poor Academic Performance in Certificate of Secondary Education Examination by Community Secondary Schools students in Tanzania

This study was carried out in Urambo District to determine the factors leading to poor academic performance in Community Secondary Schools. Both simple random and purposive sampling were used to select the responded; primary data were collected using questionnaires, interview and field observation whereas secondary data were collected from statistical records found in the district education office. Data were analyzed using descriptive statistics incorporated in Statistical Package for Social Sciences (SPSS) Version 16.0. The findings indicated that, the poor performance in form four examinations was associated with poor working environment for teachers, poor supply of teaching and learning materials (61.6%), high teacher-students ratio (1:65) and poor teaching methodology (46%). It was further found that, the effects of parental involvement on student academic achievement depend on both school characteristics and the nature of parental involvement in that, when students are having trouble with school, their parents are more likely to become involved by maintaining contact with the school. Teacher-student ratio was positively correlated with the achievement scores. It can be concluded that inadequate teaching and learning materials, high teacher-student ratio and poor working environment have a significant impact on student achievement. From the findings, it is recommended that there should be conducive working environment for teachers, adequate supply of teaching and learning materials, provision of motivation to teachers, proper recruitment and in-service training for teachers, a good education policy, teachers being responsible and accountable, use of proper teaching and learning methods, as well as community participation in schools activities and good child care.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Nghambi, Grace Hermas

• 370 Education

Language dc:language

en