Master Dissertations

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Academic performance impediments among students with visual impairment in inclusive secondary schools in Tanzania
(The University of Dodoma, 2018) Lugome, Gelasius G.
The study examined the academic performance impediments of students with visual impairment in inclusive secondary schools in Tanzania. It specifically examined; learning- teaching strategies and methods, teachers’ adaption of learning- teaching resources and examination, the status of orientation and mobility, and finally it established instructional leaders support to students with visual impairment. The study was guided by the social model of disability. The study adopted descriptive survey research design. The targeted population included instructional leaders, teachers and students where the representative sample of 484 participants was used. Data were obtained through questionnaires, interview, documentary review, Focus Group Discussion and observation. Qualitative data were thematically analysed and the founded sub-themes were embedded with descriptive quantitative data analysed from Statistical Package of Social Sciences (SPSS) version 21. The major findings from the study indicate that, most of the learning- teaching strategies and methods employed in inclusive secondary schools were not adapted for students with visual impairment. In addition, there was inappropriate or no adaptation of learning- teaching resources and examination towards the learning style of those students. Furthermore, it was indicated that students with visual impairment were receiving orientation and mobility services and instructional leaders were not fully supporting those students appropriate learning- teaching practices. The study therefore, recommends that inclusive education should be incorporated in the curriculum of general teacher’s education, collaboration among inclusive education stakeholders should be improved. Furthermore, the government should provide materials, funds and seminars to students, teachers and instructional leaders.
Assessing management styles by head of schools in managing instruction in public secondary schools in Tanzania: A case of Njombe town council
(The University of Dodoma, 2020) Mbogela, Michael Samson
This dissertation reports the findings of the examination of the contribution of school management styles by head of schools to managing instructions in public secondary schools. It draws on the data that were collected from Njombe Town Council to specifically inform about common management style employed by head of schools in managing instruction for students’ academic achievement, the factors that influence head of schools in managing instruction in public secondary schools, the impacts of management styles by head of schools in managing instruction, and the challenges facing head of schools in using different management styles. Data for the study were obtained through explanatory research design which was blended with the mixed method approach. However, the qualitative approach was predominantly used in the study. A total of 70 participants were sampled from six secondary schools around Njombe Town Council to participate in the study through a questionnaire, interviews, and documentary reviews. Both the quantitative and qualitative analysis of the data generated revealed that school heads from the selected public secondary schools use different management styles to manage school instruction. However, the participative management style was the most preferred style whereas autocratic and laissez-faire were less preferred by head of schools. Furthermore, participative management style had positive outcomes while the autocratic and laissez-faire had negative outcomes on students’ academic achievement. Following these findings, the study recommended that the government and all other education stakeholders should create an effective school management style to enhance students’ academic achievement in public secondary schools.
Assessment of parents’ support in students’ learning in selected community secondary schools in Kagera region
(The University of Dodoma, 2015) Rutasingwa, Fortunatus
This study assessed the relationship between parents' support and students' academic achievements in selected community secondary schools to determine specific aspects which predict students' academic achievements. It employed a cross-sectional research design and used mainly quantitative approach, supported by some aspects of qualitative approach. Both purposive and stratified random sampling techniques were used to select a sample of 107 respondents from the population of parents, students, class masters and heads of schools. Data were collected through questionnaires, interview guide and documentary review guide. SPSS version 20 was used for data analysis to obtain frequencies, percentages, Pearson correlation coefficient and coefficient of determination (Adjusted R Square). The results showed that there is moderately positive correlation between parents' support and students' academic achievements [.38, n = 103, P < .05]. The P value on the relationship obtained between two variables was .01. This implies that parents' support influences students‟ academic achievements. In determining a major aspect of the parents' support that predicts students' academic achievements, parents' role of encouraging students to work hard was entered into regression equation and was significantly related to students' academic achievements R² = .124, F (1,101) = 15.436, P < .001. The multiple correlation coefficient (R) was .36, R² was .133 and adjusted R² equals to .124, indicating that approximately 12.4% of the variance of students' academic achievements could be accounted for by the parents' role of encouraging students to work hard. A number of recommendations were derived from the major findings of the study.
Assessment of the effect of the head teacher’s instructional supervision roles on pupil’s academic performance in primary schools in Ifakara town council
(The University of Dodoma, 2018) Kuiga, Jonas J.
The main focus of this study was to assess the effect of the head teacher’s instructional supervision roles on pupils‟ academic performance in primary schools in Ifakara Town Council in Kilombero District, Tanzania. The objectives of the study were to determine the head teachers‟ instructional supervision practices in enhancing pupils‟ academic performance in primary schools, to assess the head teachers‟ workload on instructional supervision in enhancing pupils‟ academic performance in primary schools and to examine the head teachers experience on instructional supervision in enhancing pupils academic performance in primary schools. The study employed mixed approaches using cross-sectional survey and phenomenological study designs. The methods for data collection were questionnaires, interviews, and documentary review. Random and purposive sampling procedures were used to obtain data from 154 respondents including standard VII pupils, teachers, parents, District School Quality Assurer, and Town Education Officer. The study found that, head teachers were performing instructional supervision practices. It was found that head teachers were encountered with workload in primary schools. Also the study found that, experienced head teachers had knowledge in assessing teachers working documents. The spear man correlation results found that, the head teachers instructional practices, head teachers workloads and head teachers experience had no significant relationship with the pupils‟ academic performance in PSLE. However, the study revealed that classroom teacher’s interaction and teachers‟ in-service training increase pupils‟ academic performance in PSLE. The study concludes that, head teachers‟ instructional supervision practices, workloads, and experiences seem not to influence pupils‟ academic performance in PSLE. The study ends by recommending that teachers should be sensitized through seminars on teaching and learning process. Further, the ministry responsible for education should ensure that newly appointed head teachers are given school management training upon their appointment.
Community participation in promoting students’ academic achievement in public secondary schools in Tanzania: A case of Dodoma city council
(The University of Dodoma, 2020) Mwadia, Emiliana P.
The main purpose of this study was to assess the contribution of community participation in promoting students’ academic achievement in public secondary schools in Tanzania: A case of Dodoma City Council. The study was guided by New Public Management Theory. The study employed descriptive research design. The sample of this study consisted of 106 participants whereby, 50 of the participants were students, 30 were parents, 20 were teachers, 5 were head of schools and 1 was DEO. Participants were obtained through simple random sampling and purposive sampling. The methods used in the data collection were questionnaire, interview, focus group discussion and document review. The major findings indicated that there were different forms of community participation in promoting students’ academic achievement in public secondary schools. Such forms were planning school development activities; communication, monitoring and evaluation and volunteering. The findings further revealed that these forms have been effective in enhancing students’ academic achievement since students’ academic achievement have increased, democracy and accountability of government in education has increased. Forms of community participation has reduced truancy in secondary schools, introduced food programme in school funded by community, good management of fund and simplified communication network between schools and community. The study indicated several challenges that have been hindering community participation in promoting students’ academic achievement in public secondary schools. The major challenges were poverty, lack of knowledge and skills and readiness of teachers to work with community. It is hereby concluded that, community participation is the best way of promoting students’ academic achievement only if the challenges are to be addressed and dealt with to ensure smooth collaboration between teachers and community in improving students’ academic achievement. It is hereby recommended that, more campaigns are needed to increase the morale of community participation, and teacher-parents’ partnerships should be established not only to make financial contributions but also to assist students academically.
Copping strategies among orphans in enhancing their academic achievements in Tanzania
(The University of Dodoma, 2018) Ackim, Josephine
This study explored the copping strategies among orphans in enhancing their academic achievements in Tanzania. The study was conducted in four public primary schools in Dodoma Municipality involving a total number of 133 participants composed of 32 teachers (20 female and 12 male), 96 orphans (46 boys and 50 girls) and 4 head teachers (1 female and 3 male) and 1 DEO. The study employed two sampling techniques; purposive sampling to obtain head teachers and DEO, and simple random sampling to obtain primary school teachers and orphan pupils. Furthermore, the study employed a descriptive study design through mixed approach where semi-structured interview, questionnaire and documentary analysis were involved in data collection. The data were analysed based on themes and resulted into the emergence of different sub-themes. Data obtained through semi-structured interviews, questionnaires and documentary review provided an opportunity to understand the coping strategies adopted by orphans in enhancing their academic achievements. The study findings revealed that, orphans are facing several challenges including school and home related challenges. On other hand, the study reported several strategies adopted by orphans in enhancing their academic achievement in primary schools including engaging in manual activities such as being hired for digging in peoples‟ farm grinding stones, weeding and harvesting in peoples‟ farm. Furthermore, the study revealed several mechanisms that can be adopted in order to help orphans enhance their academic achievements which were categorized in four main groups; government support, community, school and NGOs support. The research concluded that, orphans are facing many challenges which hinder their academic achievements ranging from school related to home related challenges. Despite the challenges orphans adopt different strategies which help them to overcome challenges they face. However, the strategies they do adopt have positive and negative impacts to their school life as well as home life. Therefore, joint cooperation between different stakeholders such as the government, community, school and different NGOs is needed in order to help orphans access their primary education.
Factors leading to poor academic performance of pupils with hearing impairment in inclusive primary schools
(The University of Dodoma, 2018) Chizingwa, Sarah E.
The study explored the factors leading to poor academic performance for HI pupils in inclusive primary schools, which intend to identify the factors, associate the identified factors with the academic performance of pupils with hearing impairment and to suggest possible strategies to overcome the poor academic performance problems of pupils with hearing impairment in inclusive primary schools. The study was mostly used qualitative supplemented by the quantitative approach. Vygotsky social constructivism Municipality. A total of 72 respondents of different categories were involved in the investigation. Data were collected through interviews guidelines, observation checklist, documentary review, and questionnaire (Likert scale). Qualitative data were analyzed using thematic analysis while quantitative data were analyzed by the Statistical Package for Social Sciences (SPSS). Findings of this study show that factors leading to poor academic performance for HI pupils in inclusive primary schools were categorized by various factors, like Unavailability of teaching and learning resources; Inappropriate pedagogical approach; Syllabus incompleteness and inappropriate instructional session, Reduced total communication skills, and inadequate skills on . Generally, this study recommended that the government should prepare a conducive learning environment, enough budgets and review the current Teacher Education Curriculum for HI to integrate content and competencies in Sign Language skills. Hence theory guided this study using participants selected from 6 inclusive primary schools in Dodoma to enable every teacher trainees in special needs to have skills in sign language.
Impact of drug abuse on secondary school students academic achievement in Tanzania: the case of Temeke municipality
(The University of Dodoma, 2018) Nshekenabo, Felician
The aim of this study was designed to assess the impact of Drug abuse on students‘ academic performance among secondary schools in Temeke Municipality. Specific objectives for this study were to: Investigate the causes of drug abuse among secondary school students in Temeke Municipality; assess the Challenges faced in controlling drug abuse in secondary schools and examine the impact of drug abuse on students‘ academic performance in secondary school in Temeke Municipality. The study was guided by Social Learning Theory. The study employed both quantitative and qualitative approaches. Using purposive and simple random sampling, a total sample of 91 respondents of whom 48 were students, 18 were parents, 20 were teachers and 5 Heads of school, took part in the study. Data were obtained through structured and semi-structured interviews, questionnaire and documentary review. Qualitative data from the interviews were subjected to thematic analysis in which common themes and patterns were identified. Quantitative data from questionnaires were subjected to multiple responses analysis with the aid of SPSS data analysis computer software. The findings show that: causes of student engaged in the drug are: peer group pressure, Cheap and easy accessibility to drugs, and Imitation. Also the study revealed that the use of drug abuse among students leads to: mental disability, lack of concentration, violence, and health problem. The findings further revealed that the major impacts to student‘s drug abuse are: Poor Academic performance, increase rate of school dropout and increase rate of truancy. Following these findings, the study recommends that the government needs to build hostels for public schools so as to allow students to stay at schools to avoid persuasion.
The impact of home environment on students' academic achievement in Tanzanian secondary schools: a case of Geita town council
(The University of Dodoma, 2017) Poncian, Pelician
This study, using the knowledge trained by the Socio-cultural Theory, examined the impact of the home environment on students' academic achievement in Tanzanian secondary schools using Geita Town Council as a case study. The study was predominantly qualitative though some quantitative data were used to supplement the findings. Data were collected from 95 participants, through interviews, observation, questionnaires and documentary review. These participants were sampled through purposive and simple random sampling techniques. In this sample, 50 participants were students, 25 participants were parents and 20 participants were teachers. The findings of the study indicated that the most influencing factors for students' academic achievement were family income followed by unfavourable learning environment at home. Factors like household chores, the lack of time for self-study at home and the availability of learning materials at home affected the students' success at school. It was also found that the home environment has an impact on students' academic achievement. Students with a positive and stimulating home learning environment were likely to achieve better in their academic performance than those who come from the poor home environment. Following these findings, the study recommends for parents' education as the most relevant strategy for the creation of a conducive home environment for the students to improve their academic achievement at school.
The influence of a home environment on pupils academic achievement: a case study of kaskazini B district of Unguja in Zanzibar.
(The University of Dodoma, 2015) Khamis, Wahidi Ulimwengu
The purpose of the study was to investigate the influence of home environment on pupils' academic achievement. It investigated how parents' educational level, house hold chores, family income, learning materials at home and divorce as home factors influence pupils academic achievement in primary schools in Kaskazini B District of Unguja in Zanzibar. The study employed a case study design and data were collected through interviews, focus group discussions and questionnaires. Respondents were selected through purposive and random sampling techniques where a total of 115 participants were sampled. This sample consisted of 48 pupils, 40 parents, 24 primary schools teachers and 3 village leaders. Two theories, namely Social Learning Theory and Motivation theory of Maslow Hierarchy of Needs guided the study. The findings of the study indicated that home environment has influence on pupils‟ academic achievement, whereby pupils with stimulating home learning environment such as availability of learning materials at home, learning supervision at home, good family income have high possibility to achieve better in their academic tasks, and those with negative home environment including parents‟ divorce, poor learning supervision at home and excessive house hold chore mostly end up with undesirable academic achievement. Based on these findings, the study recommends that parents need to be educated on how they can create supportive home environment for the academic success of their children at school, reducing house hold chores to school children, ensuring the need of learning materials at home, strengthening parents-school cooperation, supervising and motivating children for their learning.
The influence of gender of school heads on the academic performance: a case of the best performing public secondary schools in Tanga municipality
(The University of Dodoma, 2018) Zodo, Mwantum M.
The study assessed the Influence of Gender of School Heads on the Academic Performance in the Beast Public Secondary Schools in Tanga Municipality. The study is predominantly qualitative with some quantitative elements in a descriptive survey design. The sample comprised 1 DEO, 5 HoS, 5 AT, 25 teachers and 35 students which made a total number of 71 respondents. Data were generated through documentary review, questionnaire, interviews, and observations. Qualitative data were analyzed through content analysis and quantitative data were analyzed through the Statistical Package for Social Sciences (SPSS) version 22. The result from the study revealed that leaders managing best secondary schools have been sensitive when dealing with student's academic matters, have been treating both teachers and students fairly, they have been delegating powers to their subordinates as well as encouraging teachers and students in the teaching and learning process. The analysis of the data led into the conclusion that both male and female heads have influence on student's academic performance. However, female heads are good in using democratic leadership style, abiding rules and regulations, making follow ups/supervising students and teachers in academic matters while male heads were good in autocratic leadership and have extra time for supervision and maintain school-community relation better than men. Other factors that influence the academic performance are the availability of physical facilities, teaching and learning materials, adequate number of qualified teachers, school location as well as good school-community relations. The study ends up with the recommendations that there should be equal consideration of men and women in school leadership position.
The influence of internet-enabled phone uses on secondary school students’ academic achievements in Dodoma city
(The University of Dodoma, 2018) Haji, Patima Vuai
This study assessed how the use of internet-enabled phone influences academic achievement of secondary students in Dodoma City. Specifically, the study aimed at determining the prevalence, analyzing the major use and assessing the influence of internet-enabled phone on academic achievement among secondary school students in Dodoma city. The study used mixed research approach and was conducted through cross-sectional survey design. The data were collected using questionnaire and interview guide, from students, teachers, and parents. Documentary review and Chi-Square test were employed to explore the influences of internet-enabled mobile phone uses on secondary school students` academic achievement in Dodoma City. The study found that majority (61.8%) of secondary school students owned internet enabled phones without their parents' knowledge. Students were mostly found using mobile phones for chatting and posting on social media. Only few students admit to be using internet-enabled phones for academic purpose. The study concluded that internet-enabled phones had negative influence on secondary school students‟ academic achievements as shown in [x 2=7.246 (I) p=0.007]. However, the used internet enabled phones could also be of positive contributions to academic achievements of students, if and only if, there is a value-based control system as it was reported in other research findings. The study recommends that government and school administration should find a proper way to integrate the use of internet enabled phones in school setting. Furthermore, the study recommends that parents have to help their children to improve their learning by guiding them on how to use internet-enabled phones in proper ways.
The influence of parenting styles on pupils' academic performance in Tanzania: The case of primary schools in Dodoma city council
(The University of Dodoma, 2019) Mwakapusya, Upendo
This study was designed to look at the influence of parenting styles on pupils' academic performance in Tanzania specifically primary schools in Dodoma City Council. The study was guided by Baumrind's theory of parenting style proposed by Diana Baumrind in 1967. It also employed both quantitative and qualitative data collection methods under interviews and questionnaires. Data were collected from 136 participants consisting of 4 head teachers, 4 academic teachers, 64 pupils and 64 parents. The qualitative data were analysed using thematic analysis whereas quantitative data were analysed using descriptive data analysis technique. The findings showed that the most dominant parenting styles used by parents in Dodoma City were indulgent (76%) followed by authoritative parenting style (71%), and authoritarian (54%). The findings revealed that uninvolved parenting style (10%) was not used by parents in rearing their children. It was also revealed that indulgent and authoritative styles had positive influence on academic performance while authoritarian and uninvolved had negative influence. Additionally, pupils' perceptions indicated that their parents practised indulgent, authoritative and authoritarian styles but not uninvolved. It was further revealed that parenting styles especially indulgent and authoritative improved academic performance and led to cooperation, enhanced discipline, enable the parents to be familiar with the needs of their children, to know the behaviours, strengths and weaknesses of children. The study recommends, among other things, a need for parents and teachers to maintain cooperation to help children need to abandon the use of uninvolved parenting style and be responsible for their families. Similarly, it is recommended that further studies on the influence of parenting styles on pupils‟ academic performance for wide coverage and at secondary education.
The influence of using social media networks on student’s academic performance: A case of the University of Dodoma
(The University of Dodoma, 2019) Dilunga, Aziza Rashid
The purpose of this study was to investigate the influence of using social media networks on students’ academic performance at the University of Dodoma. Specifically, the study was geared to investigate the extent to which the university students have knowledge on the use of social media in academic activities, examine the impacts of the use of social media on students’ academic performance and identify the strategies for enhancing the use of social media on students’ academic performance. The study used a comparative case study design in which qualitative research approach was employed to obtain data. The sample size involved 52 respondents from two colleges namely College of Informatics and Virtual Education (CIVE) and College of Education (COED) which included: 44 students, 4 lecturers, and 4 wardens. Data were collected by using semi-structured interview and focus group discussion methods .The findings of the study revealed that the use of social media networks by students can lead to both positive and negative effects depending on the users, the positive effects include: accessing reading materials, getting update information and sharing ideas and materials, communication, saving time and solving questions as well as using such media as teaching aid to motivate learning. On the other hand, the negative effects include: financial cost, wastage of time, addiction and health problems, moral distortion and laziness, marginalization, lack of knowledge and network problems. The study suggests strategies for enhancing the use of social media networks for students’ academic performance include providing proper education, reducing cost, establishing internet infrastructures and giving students enough assignments. The study concluded that the government, policy makers and university management should enhance the use of social media networks on students’ academic activities. The study recommended that similar research be done by using a large sample in order to cover many other universities for more generalizing of the findings.
Influences of parental involvement on student’s academic performance in community secondary school in Tanzania: a case of Namtumbo district
(The University of Dodoma, 2018) Gama, Lucas
The study focussed on the understanding of head of schools’ experiences on the influences of parental involvement on students’ academic performance in community secondary schools in Namtumbo District. The study used qualitative research approach under the phenomenology study design. Data was collected using in-depth interviews from five head of schools in five selected community secondary schools. Interviews were recorded, transcribed, verbatim and analysed systematically. Basing on the head of schools’ experiences, head of schools perceived that the major influences on the parental involvement on students’ academic performance in community secondary schools were; economic influences, cultural influences, educational influences and political influences which influenced parents to involve on students’ academic performance in community secondary schools. Additionally, the findings revealed that parents’ educational background was perceived as one of the factors for parents’ minimal participation of the education of their children. The head of schools further perceived marginal participation of parents to be simply a result of irresponsibility towards school academic activities of their children. The head of schools had a belief that parental involvement greatly influences the academic performance of students in community secondary schools. Since the parental involvement in community secondary schools is seen as pivotal organ in promoting academic performance, head of schools were in view that if parents would strongly give cooperation and effectively make follow up of their children’s’ school academic progress, the students’ academic performance in community secondary schools would have been raised significantly. Basing on findings, the study concludes by demonstrating a significant positive relationship between parents’ participation and academic performance of students in community secondary schools.
Learning environment and academic achievement of pupils in Tanzania primary schools: difference, dominance and deficits
(The University of Dodoma, 2017) Nswebe, Dickson Aron
The study explored the learning environment and the academic achievement of pupils in Tanzania primary schools focusing on dominance, difference, and deficits. The study stressed on the three main dimensions, namely school infrastructure and location, appropriate administration of the schools as well as the teachers' competency. The study was predominantly qualitative supplemented by a quantitative approach with descriptive survey design. Bertallanfy General System Theory (GST) guided this study using participants selected from 40 primary schools in Dodoma Municipality. Data were collected through focus group discussions, observation checklist, interviews guidelines, and documentary review. Qualitative data were analysed using thematic analysis while quantitative data were analysed by descriptive statistics (mean and standard deviation and inferential statistics). Findings of this study show that the learning environment in Tanzania primary schools was categorically characterized by various factors, like the appropriate location of schools; healthy administrative atmosphere; quality instruction and need-based teaching-learning resources. Moreover, the private primary schools had a more significant difference and dominance in the learning environment and academic achievement than the public schools. Besides, strong positive correlation existed between the learning environment and academic achievement of pupils in primary schools. This study, therefore, recommends that the Government should prepare a conducive learning environment to all public primary schools by motivating teachers, purchasing adequate teaching-learning resources so as to improve the pupils' academic achievement. Moreover, the government should make sure that funds to the Ministry of Education are adequate and reach the beneficiaries at the right time.
Perceived effects of initiation rites on primary school pupils’ academic achievements in Nachingwea, Lindi region
(The University of Dodoma, 2016) Ntauka, Danstan J.
Initiation rite is considered an important aspect and widely practices for child’s cultural development in Lindi Region. This has received attention on its effects to pupils’ academic achievement. This study investigated the perceived effects of initiation rites on primary school pupils’ academic achievement in Nachingwea District, Lindi Region. The study deployed descriptive cross-sectional research design where qualitative approach was used, guided by rite of passage theory. It involved 34 informants, i.e. 10 teachers who were randomly selected; purposive sampling was used to obtain 18 parents, 5 head teachers and 1 District Primary Education Officer (DPEO). Data were collected through semi-structured interviews and Focus Group Discussion (FGD). The data were analyzed thematically and presented through descriptions supported by direct quotes obtained from the respondents. The findings showed that the community in Nachingwea perceives initiation rites as a traditional school for training children on gender roles and community values. However, the study found that initiation rites hamper children’s education as they accelerate sexual events, early pregnancies, truancy, school dropout and ignorance. It was suggested that initiation rites should be conducted during school holidays; and educating parents on the importance of education. Therefore, the searcher recommends that parents should be educated about the importance of their children’s education. The school curriculum should also integrate the skills favoured in initiation rites.
The relationship between leadership styles demonstrated by school heads and students’ academic achievement in community-based secondary schools: a case of Musoma district
(The University of Dodoma, 2013) Mwanisi, Adelina
This study examined the relationship between leadership styles demonstrated by school heads and students‟ academic achievement in community-based secondary schools in Tanzania. The objectives of this study were: (1) To explore dominant leadership style demonstrated by school heads in community-based secondary schools in Tanzania.(2) To examine students‟ difference in academic achievement in relation to leadership styles demonstrated by school heads in community-based secondary schools. The study involved 1809 participants who were randomly and purposively selected. The study used structured questionnaires for data collection where by Pearson Moment Correlation Coefficient (r) was used for data analysis. The study revealed that democratic was the dominant leadership style demonstrated by school heads in community-based secondary schools. However, the findings showed that there were positive but insignificant and very weak correlations (r = .11, p< .56 and r = .05, p< .81) between Autocratic leadership style and school‟s performance in grades A and C respectively. Likewise, there were negative but insignificant and very weak correlations(r = -.05, p<.78 and r = -.08, p<.66) between autocratic leadership style and school‟s performance in grades B and D respectively. Furthermore, there were negative insignificant but very weak correlations (r = -.06, p< .78 and r = -.11, p< .66) between laissez-fair leadership style and school‟s performance in grades A and D respectively. On the other hand, there were very weak insignificant positive correlations(r= .00,p<99 and r =.02,p<90)between laissez-fair leadership style and school‟s performance in grades B and C respectively. Similarly while there were positive but insignificant and very weak correlations (r =.17, p<.38 and r =.08, p>.05) between democratic leadership style and school‟s performance in grades A and B respectively; there were negative but insignificant and very weak correlations (r = -.06, p< .83 and r = -.11, p>.05) between democratic leadership style and school‟s performance in grades C and D respectively. Based on the findings, it was recommended that teachers should encourage students remember modeled behaviors by encouraging them to use various learning strategies and methods. For further research, to be studied using different sample, methodology and different area of study.
The role of parents in influencing academic performance among community secondary schools in Tanzania: a case of Mbozi district
(The University of Dodoma, 2018) Tete, Victoria D.
This study aimed at investigating the role of parents on influencing academic performance in community secondary schools. The reason behind doing this study was the persistence of two ways traffic blames between parents and teachers. Parents have been blaming teachers because their children fail examinations without knowing that even them are also responsible in the performance of their children. The study was done in Mbozi District in Songwe Region. The approach used to undertake this study was qualitative research approach whereby the work is mostly in descriptive manner. In some instances the researcher has used numerical information to supplement the description provided. The study employed a case study design because it allow exploration, thoughtful, experience, and perception of participants sticking mainly on the role of parents in influencing academic performance in the Tanzanian context. System theory developed by Von Bartalanffy in 1968 was applied by the researcher to guide the study. Data collection was done through interviews, documentary reviews and focus group discussions, the participants involved included one DSEO, one WEO, four heads of school, four classroom teachers, 20 parents and 40 students. All participants were purposeful selected. Data were analysed thematically. The findings prove that, majority of the parents play a little role in the supervision of their children because of the low level of education they have. Thus, the study recommends that; in order for the students to perform better, parental supervision is more needed for the improvement of students‟ performance.
The role of student’s personal efforts in improving their academic performance: the case of secondary schools in Dodoma municipality
(The University of Dodoma, 2018) Mwigulu, Dickson B.
The study investigated the role of student’s personal efforts in improving their academic performance. The study was guided by the general objective informed through three specific objectives which are to explore several attempts done by secondary school students in order to perform well in their studies, to examine student’s attributes that enhance self-reliance, to assess strategies that students use to develop independent learning among secondary school students in Dodoma municipality. The study was also done after a critical review of related theoretical and empirical literature from different sources, so as to give a thorough picture of this study in terms of contents and methods right from its initial stages. Also the study was strictly guided by the motivational theory (achievement motivation) and the theory of performance which have been so helpful in conducting the study and getting the findings of the study. The study adopted a qualitative research approach, specifically phenomenology research design. The population used for this study included secondary school teachers, students and educational officers, out of this a sample of 10 secondary school teachers, 24 secondary school students participated. The findings of the study suggest the existence of individual and group efforts towards better academic performance. Such efforts includes searching materials from different sources, consulting subject teachers, participating in group discussions, students personal efforts like working hard and self-discipline. Further the study findings showed the role of school facilities and materials like physical infrastructure including school libraries, laboratories, computer rooms, stationery facilities, text books, laboratory facilities tend to influence students’ morale in learning and help them to improve their academic performance. The study recommends that teachers and school administrations should create conducive environment for students to exert a lot of efforts and perform well. Also there is a great need of investing in guidance and counseling services in secondary schools for better academic performance. The study finally concludes that the question of academic performance among secondary school students can be addressed clearly through the cooperation of all stakeholders who will make sure that the whole educational system is well reformed that is the context school (environment), input (students and teachers), the process as well as product so as it function smoothly and yield good results that will be helpful in the families, communities and nation at large.

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