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Browsing Mathematical Sciences by Subject "Academic performance"

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    Comparing evaluation methods of students’ performance in secondary schools in Mbulu district using statistical quality control grade and fixed grading
    (The University of Dodoma, 2022) Alphonce, Filbert
    Tanzania like other countries in the world is faced by challenges in secondary education system. There is enough evidence that, assessment of students’ performance is one of the challenges that face assessors in secondary schools. Despite the mitigations agreed to solve the challenges on evaluation of students’ performance in the country. Studies about evaluation of students’ performance that have been conducted in Tanzania have mainly focused on fixed grading method. To fill this gap, this quantitative study investigated students’ performance by comparing their performance using statistical quality control charts grade and fixed grading method. The study is guided by three specific objectives which were: to assess students’ performance of a subject by using individual control chart over fixed grading method, between subjects by using mean and S control chart over fixed grading method and within a school by using group control charts over fixed grading method. The study was conducted in ordinary secondary schools in Mbulu District. It employed secondary data which were collected from240 students’ sampled documents obtained from academic students’ progressive report from six ordinary secondary schools in Mbulu District. The students’ performance was analyzed as per specific objectives by using Minitab Statistical Software with the help of statistical quality control charts grade and fixed grading method. After the analysis of the collected data, the quality control charts grade revealed that more students were performing well as compared with the analysis done by fixed grading method. The findings implied that statistical quality control charts grade was a tool that caused a large number of students to pass their examinations as opposed to the fixed grading method in evaluation of students’ performance. This is because the statistical quality control charts grade lower the cut-off points of the students’ performance. These findings have an implication in evaluating students’ performance since secondary school teachers may use statistical quality control charts grade to increase individual students’ performance in each subject.
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    Forecasting performance of students in mathematics in certificate secondary education examination (CSEE) in Zanzibar
    (The University of Dodoma, 2017) Mussa, Asha Moh'd
    This study has been conducted with the main objectives to investigate the pattern of students’ performance in mathematics and to forecast the performance of students in mathematics in secondary schools in Zanzibar for next 6 years on the basis of best selected model. The study used secondary data of all 64,446 students from 123 schools of Zanzibar, who sat for final examination from 1986-2016. The yearly data of students' results were collected from Ministry of Education and Vocational Training Zanzibar ( MoEVTZ) and the yearly time series examination result data for CSEE in Zanzibar from 1986-2016 were compiled for Male students , Female students and total students combined in the form of percentage credit, percentage pass and percentage fail. These data were further analyzed for checking and testing of normality. Normality assumption was validated for male students, female students and total students individually by using Kolmogorov-Smirnov test and Shapiro-Wilk’s test. Further, in this study, various Autoregressive Integrated Moving Average (ARIMA) model have been fitted to see the pattern of performance of male students, female students and total students. The best fitted model has been selected on the basis of Akaike Information criterion and Bayesian Information criterion. ACFs and PACFs have also used and the best ARIMA models have been identified as ARIMA (1, 1, 2), ARIMA (2, 1, 0) and ARIMA (1, 1, 0) for male students' percentage credit, percentage pass and percentage fail, ARIMA (1, 1, 1), ARIMA (2, 1, 1) and ARIMA(2, 1, 2) for female students' percentage credit, percentage pass and percentage fail and ARIMA(2, 1, 0), ARIMA (1, 1,2) and ARIMA (1, 1, 0) for total students' percentage credit, percentage pass and percentage fail respectively. Accordingly, the forecast for next six years for all the three cases have been presented.
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    Modelling of primary school pupils’ academic performance in Tanzania
    (The University of Dodoma, 2018) Lusana, Abel M.
    The foundation of educational development of any country through all ages has been focusing on the quality basic education from which the primary school pupils’ academic performance is of greatest interest. Basing on its important, this study was conducted in order to develop a model for the primary school pupils’ academic performance in Tanzania. The study employed panel longitudinal research design. Secondary data that were used in the study were collected from the President’s Office, Regional Administration and Local Government (PO-RALG), Ministry of Education, Science and Technology (MOEST) and the National Examinations Council of Tanzania (NECTA). Two academic performance simple linear regression models were fitted. The first model involved a number of pupils who had passed the PSLE with time in years while the second model involved number of pupils who had passed the PSLE against the number of pupils who had sat for the PSLE. Both models showed the variables to be linearly related with an increasing trend. Simple linear model involved a number of pupils who had passed the PSLE against the number of pupils who had sat for the PSLE which was found to be the best model which fitted well the data since its projections were far higher valued compared to those for model one (1). Other findings showed that, there was no significant difference of performance between male and female students in three subjects namely Kiswahili, English, and Mathematics. The performance of pupils in English and Mathematics was found to be significantly different from Kiswahili as respectively. Pupils were shown to have performed higher in Kiswahili than in the rest two subjects. The study recommends that more efforts on pupils’ academic performance be put and improved especially on English and Mathematics subjects. Since the number of schools significantly influences students’ performance, it is therefore recommended that ambitious education programmes be advocated in order to improve the quality of education provided.