Master Dissertations

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Academic achievement of standard seven pupils: the influence of organization of learning in primary schools
(The University of Dodoma, 2014) Chale, Prisca
The study aimed to investigate the influence organization of learning in academic achievement. The objectives of the study were to identify the schools with moreeffective and less-effective in organization of learning; to find out the differences between schools with more-effective and less-effective in organization of learning in relation to teacher’s profile, and teacher- student interaction, teaching activity and pupils’ academic achievement; to find out the relationship between organization of learning and academic achievement of standard seven pupil’s; to explore stakeholders recommendation for improving organization of learning. The study employed both quantitative and qualitative approaches. The descriptive survey method was used to carry out this study. A total number of 30 schools were included in the sample of the present study. A total of 698 respondents were involved in the study in terms of 540 pupils, 120 teachers, 30 head teachers, 2 school inspectors and 6 educational officers. The data collected through techniques namely observations, interviews, Focus Groups Discussions (FGD) and documentary review. Quantitative data were analyzed by using SPSS version 20.0 programme and Qualitative data were subjected to content analysis. On the basis of the findings of the present study revealed that the schools were found to have better teachers’ profile, teacher-student interaction, teaching activity and pupils’ academic achievement were identified as schools with more-effective in organization of learning. There was a real association between organization of learning and pupils’ academic achievement. The study recommends that in-service training, adequate teaching and learning material/aids, rewards and motivation would improve organization of learning in primary 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.
Community attitude towards religious secondary schools in Tanzania: the case of Lushoto district in Tanga region
(The University of Dodoma, 2015) Mgaya, Sikudhani Juma
The study investigated the community attitude on religious private secondary schools in Lushoto District of Tanga Region. Specifically, it explored community perceptions on the effectiveness of religious affiliated secondary schools, examined the community motivational factors towards religious based secondary schools and determined teaching and learning strategies employed by religious private secondary schools. The study employed qualitative research approach with some elements of quantitative approach, where cross -sectional research design was used. Social Constructivism and Attribution theories were used to guide all the decisions made in this study. Data were collected from 85 respondents using unstructured and semi-structured interviews, observation, documentary review and focus group discussion. Descriptive statistics was used to analyze data by computing frequencies and percentages by using SPSS version 16.0. Findings of this study revealed that the community has positive perceptions on the effectiveness of religious private secondary schools. Availability of teaching and learning materials with highly committed teachers and students’ self-efforts found in religious private secondary schools foster high academic achievements. Improvements of school infrastructure, including adequate classrooms with enough facilities, conducive outside surroundings and giving students a lot of academic tasks are the strategies that religious private secondary schools employ to ensure outstanding performance. The study ends by recommending that the Government of Tanzania should endeavour to improve their schools by adopting the strategies used by religious owned secondary schools. It may even collaborate with the schools to understand how to improve the schools better.
Contribution of school physical environment on students’ academic performance in Tanzanian government secondary schools: A case of Ilala municipal council
(The University of Dodoma, 2020) Maro, Diana S.
This study investigated the effects of school physical environment on students' academic performance in Tanzanian Government secondary schools. The study is built on the Maslow's hierarchy of needs theory by the Psychologist, Abraham Harold Maslow in 1943. This study employed qualitative approach with some aspects of quantitative data. Descriptive case study design was used to generate data from 146 participants who responded through questionnaires, interviews, and focus group discussions (FGD). The data was analyzed using tables and frequencies were used supported by voices from informants. The findings indicated that the government has tried to provide the laboratories in the visited schools, though with shortages of chemical apparatus. This affected the practical work among the students. It was also found that poor school physical environment contributed to the deterioration of the students' academic performance in government secondary schools. Physical environment in the surveyed schools appeared to be below standards and it affected effective teaching for that can contribute towards improved academic performance of the students. The majority of the visited schools had shortage of resources, i.e. classrooms and libraries, furniture, and teaching and learning materials. As a result, students were overcrowded in the classrooms in the visited schools and they performed poorly in the national examinations, with the majority scoring between IV and 0 Divisions. The study, therefore, recommends for a need to improve the school physical environment as the condition in the visited schools was poor to make any meaningful contribution to the improved academic performance of the students.
Disciplinary challenges and their impacts on students’ academic achievement: a case of ward based secondary schools in Dodoma municipality
(The University of Dodoma, 2014) Ntilema, Liberatus Leonard
This study explored the disciplinary challenges and their impacts on the secondary schools students’ academic achievement in Dodoma municipality. It study employed mainly qualitative which was supplemented by quantitative approach using mean, standard deviation and Pearson correlation coefficient. McGregor’s theory X and Y guided this study, which is an alternative to the Max Weber’s classical organizations theory (Okumbe, 1998). The study revealed that indiscipline cases prevailed in secondary schools and that measures were taken by schools against disciplinary cases, and some of the measures brought positive changes to some indiscipline students who in turn got good academic progress. It therefore concludes that there is a correlation between students’ discipline and academic achievement. The mean score of discipline students (67.1%) was found to be higher than that of indiscipline students (23.9%) to show that discipline student performs better. Also Pearson correlation coefficient was analysed to be - 0.432 to indicate that there is probability of discipline students to have good academic achievement and the indiscipline students to have poor performance. Finally it recommends that there should be proper management of discipline in schools and the government should enact laws that will help in keeping the discipline in all secondary schools in Tanzania so as to come up with good academic achievement.
Gender balance phenomenon in secondary schools: prospects and challenges in Babati district
(The University of Dodoma, 2013) Kabura, Neema
The objective of this study was to gain in depth understanding of the phenomenon of gender balance in secondary schools and to document its prospects and challenges in education. The study examined the state of gender balance in secondary schools and explored teachers and students perception on gender balance in some selected secondary schools in Babati District in Manyara. It also examined prospects and challenges of gender balanced classroom in academic achievements. The study employed a mixed method approach. A total 90 purposively sampled respondents from six secondary schools participated in this study, which included 60 students, 24 teachers and 6 heads of the schools. The data were collected through interviews, documentary review and focus group discussions qualitative data was analyzed through descriptive content analysis, and quantitative data was calculated and quantified in form of percentages. The findings revealed that the source of gender disparity in secondary schools emanated from family economic problem (poverty), cultural (girl child marriage, gender role in the household) and individual factor (teenager‟s pregnancies and truancy). Other sources include long distance to schools and lack of role models. The researcher suggested various measures that can be done to reduce gender disparity in Secondary schools, among them being providing guidance and counseling to girls and community sensitization on the important of educating girls, existence and effects of sexual harassments. It was further suggested that The Tanzania Institute of Education to incorporate gender as a cross cutting issue in Secondary education curriculum.

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