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 the effects of childhood maltreatment on adolescents’ academic performance in secondary schools: a case of Geita district
(The University of Dodoma, 2014) Malaha, Revocatus
Specific and accurate understandings of the extent of childhood maltreatment and its effects on adolescents’ academic performance in Tanzanian schools are crucial to inform policy makers and educators about children protection and treatment programs. This study assessed the effects of childhood maltreatment on adolescents’ academic performance in secondary schools using both quantitative and qualitative research approaches. Data were collected through questionnaire, interviews and documentary review. Stratified random sampling was used to select four secondary schools from both rural and urban areas. On the whole, a total of 120 Form Three students and 20 school teachers respectively formed the sample of the study. The study revealed that students experience sexual, physical and emotional maltreatment during their childhood whereby 37.39% of male students and 50.23% of female students in both rural and urban schools, reported to have experienced the problem. Moreover, it was found that childhood maltreatment has negative effects on adolescents’ academic performance. The study recommended that there is a need of establishing child protection units at all education levels within the structure of the education system in Tanzanian schools.
Assessing the influence of school learning environment on girls' life skills in Tanzanian ward secondary schools
(The University of Dodoma, 2017) Kitia, Nasoro Erasto
The quality of education offered in community secondary schools has been questioned by many scholars and the general public. While it is true that some of the community schools are improving their academic performance, the status of their life skills provision among girls is not well established. This study sought to assess the influence of the learning environment in community secondary schools on girls' acquisition of the necessary life skills for their future life as carers of the society. Four objectives guided this study namely: assessing the informants' understanding of girls' life skills obtainable in the school environment; examining classroom teaching and learning strategies that promote girls' life skills in some selected subjects; identifying the extra-curricular targeting at promoting girls‟ acquisition of life skills and identifying the procedures that are useful in determining the acquisition of life skills among girl students in the environment. The study was conducted in Singida District Council, Singida Region involving three community schools. Participants included three heads of secondary schools, six subject teachers and three guidance and counseling teachers, twenty-four school girls and three school girl leavers. All participants were purposively selected. The semi-structured interviews, focus group discussion, observation and documentary review data collection methods were used to collect data as the study used the qualitative research approach. The study revealed that community secondary schools' environment plays a significant role in promoting life skills among girls. Although informants were in agreement that the school environment was the best avenue for life skills provision, many schools emphasized academics rather than dealing with the promotion of life skills. Overall, the study findings revealed that understanding among the informants regarding the provision of life skills to girls did not necessarily translate into girls acquiring those skills. Secondly, findings show that teaching and learning strategies enhanced girls' life skills acquisition in the school environment. Thirdly, it was revealed that extra-curricular activities promote girls life skills acquisition although schools emphasize mostly on academic achievement. Lastly, the formal assessment was used to determine girls' life skill acquisition
An assessment of stakeholders’ conception towards teachers’ professional misconduct in Tanzania: the case of Njombe town council
(The University of Dodoma, 2017) Mgeni, Daudi Lupumko
This study aimed at investigating the stakeholders' conception towards teachers' professional misconducts in Tanzania. It involves views or experiences from different group of stakeholders in education in Njombe Region more specifically Njombe Town Council. The study employed qualitative approach which was informed by phenomenological design. The purpose of this study was to explore conception among educational stakeholders including parents, students, heads of school, teachers and educational officers. More specifically the study explored the dominant conception of stakeholders, factors and associated effects to the learners. Data collection methods included interview, focus group discussion and documentary review. A total of 57 informants were involved in this study and these were teachers, students, parents and educational officers. It was found that teachers' alcoholism was perceived as the dominant form of professional misconduct among secondary school teachers. Also poor school management and poor school living environment were mostly preferred by the informants as the dominant causative indices of professional misconducts among teachers in secondary schools. The major effects associated with teachers professional misconducts in secondary schools were students‟ poor academic performance and lowering status among teachers. In view of research findings recounted that teachers' professional misconducts is the great problem of the concern in secondary schools that affects teaching, learning process and the quality of education at large. With the aim of addressing the problem educational stakeholders should think on introducing subjects and courses related to teachers' ethics, from secondary schools to university so as to make a clear ethical base to students.
Assessment of teachers’ management on students with single parent care towards academic performance in secondary schools in Tanzania: a case of Dodoma municipality
(The University of Dodoma, 2017) Paulo, Grace
The study intended to examine the Assessment of teacher's Management on students with single parent care towards academic performance in Secondary schools in Tanzania: A case of Dodoma Municipality. Specifically, the study embraces to examine care and management provided by teachers and parents to students with single parent in Dodoma municipality. Identify problems facing students with single parent care towards academic performance in Dodoma municipality and recommend policy options and strategies for increasing performance to students with a single parent.The study employed a case study research design with structured questionnaires, interviews and group discussion to collect primary data from one hundred and one (101) participants and secondary data obtained from various literature surveyed. A Thematic analysis Framework was used to describe pattern across qualitative data. The study revealed that teacher‟s managed students with single parent to the minimal level despite the challenges they are. They treat the same as the students with both parents, they not gave special attention rather than guiding and counsel as provided to all students. Most of the challenges these single parented students encountered too were; financial problem, psychological problem, lack of parental care and guidance. Due to these challenges facing these students led to school dropout as well as poor academic performance in school at general. The study recommended that due to challenges facing students with single parent, the government should provide specialist counselors to all secondary schools who will offer special attention to these single parented students, building hostels to host these students, provide teaching and learning materials to students and commencing food program to all secondary schools in order to encourage them to work hard so as to achieve better performance.
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.
Challenges facing adult learners in formal secondary education in Kibaha town council
(The University of Dodoma, 2015) Shahanga, Geofrey John
This qualitative study explored the challenges facing adult learners in formal secondary education in five wards in Kibaha town council, Tanzania. 54 respondents were involved for data collection, including 27 males and 27 females. The specific objectives were: to determine the relationship between adult learners' characteristics and academic performance; to assess the social-cultural situation mediating adult learners' academic performance, and to examine institutional factors impeding adult learners' academic performance. The study found that adult learners perform poorly due to multiple roles, distorted pedagogy and digital divide in the learning process. These were caused by their characteristics as adults, formal classroom teaching, and institutional setup. Recommendations are the need for the government through the ministry of education and vocational training and prime minister‟s office regional administration and local government to develop a policy to cater for the needs of adult learners in formal learning institutions. Future researches in this area should be conducted focusing on: Gender dynamics in adult learners informal learning institutions, lessons guidelines' design for adult learners' pedagogy, digital use in adult learning as well as educational guidance for adult learners in secondary education.
Contribution of management devolution in Tanzania public secondary schools to students’ academic achievement: A case of Tabora municipality
(The University of Dodoma, 2019) Bonaventura, Ackles
This study investigated the Contribution of Management Devolution in Tanzania Secondary Schools to Students’ Academic Achievement. Its objectives were: to examine the factors for management devolution in Tanzanian secondary schools and to investigate the contribution of management devolution to students’ academic achievements. The study was conducted in Tabora municipality, using descriptive survey design with a mixed research approach to collect and analyse data. The sample of the study was 39 respondents including, district education officer, academic masters, heads of schools and self-reliance unit heads. Interviews guides, focus group discussion checklists and documentary reviews were used to collect data. Descriptive method was used to analyze data. The major findings revealed that, factors responsible for management devolution of secondary school includes to provide education services close to the society, failure of the government to manage large number of secondary schools, improving teachers’ efficiency and to improve students’ academic achievement. Management devolution in secondary schools has a close relationship to the students’ academic achievement, as it contributed in reduction of zero, improvement of performance in the Form Two, Four and Six National Examinations. However, after management devolution of secondary schools, students’ academic achievement was found to go beyond classroom subject performance, where students had achieved well on life skills and psychosocial competencies. The study concluded that management devolution had direct impact on secondary schools’ academic performance and students’ academic achievements in life skills and psychosocial competence. The study recommended that funds have to be allocated in local authorities and promote capacity building of staffs to mention a few.
Contribution of school infrastructures on students` academic performance in Tanzania: a case of selected community secondary schools in Busokelo district
(The University of Dodoma, 2014) Semeck, Michael Mwaipetania
The study aimed to assess the contribution of community secondary school infrastructures on students` academic performance. The main objectives were; to assess the status and challenges in the provision of school infrastructures in community secondary schools, to examine the impacts of school infrastructures on students` academic performance, and finally to suggest the appropriate strategies to improve school infrastructures. The study adopted both quantitative and qualitative research approaches. A descriptive research design was employed. Ten schools were sampled from fifteen secondary schools of the targeted population of the area through probability sampling method whereby one hundred (100) respondents were selected. Data were collected using questionnaires, interview schedules, and documentary analysis. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS) version 16.0. Qualitative data was put under themes consistent with research objects and then explained. The findings from the present study revealed that in all community secondary schools studied, schools with adequate infrastructures students achieved good academic performance while those without adequate infrastructures their students` performance most of them were poor. The recommendation made include; the government to review its focus on the way communities participate in their school contributions. The suggestions for further study research made include; the specific aspect of infrastructure funding such as adequacy, accountability and equity should be established in the same or different districts in Tanzania.
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.
Contribution of women’s leadership in public primary schools in Zanzibar: a case of North region Unguja
(The University of Dodoma, 2015) Juma, Majaliwa K.
This study investigated the contribution of women‟s leadership in public primary schools in Zanzibar. Data were collected through interviews, questionnaire and focus group discussion, the sample of the study consisted 101 respondents. Specifically, the study examines the stakeholders‟ perceptions on the contribution of women‟s leadership in the public primary schools; the challenges encountered by women leaders in public primary schools and determine the strategies for empowering women leadership in public primary schools in Zanzibar. The study revealed that the stakeholders were ambivalent about their perception towards the contribution of women‟s leadership in public primary schools. Half of respondents involved in this study perceived that women seemed to be good leaders since they are good at using rules and procedures existing in leadership positions. It was found that women did not hold leadership positions because of traditional beliefs, biological nature and cultural aspects. Besides, women are believed to lack confidence in decision making, and they have lower level of education. The study adds that public primary schools should be better to practice mixed leadership in term of gender, due to the good cooperation and effective academic performance as well as avoid bias in implementing the school duties. In concluding, the study recommended that the respective institutions should consider women‟s leadership in public primary schools. Also, the female leaders in educational institutions should use some career enhancing techniques include utilizing sponsors, role models, moral support and be assertive about performance and ambitions, those should result change of perspective and assigned them to leadership positions.
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.
Declining students’ performance in arts subjects in community secondary schools: What are the issues? A case study of Shinyanga municipal council
(The University of Dodoma, 2015) Odero, Mishael Machaphu
The main purpose of this study was to investigate issues that lead to declining students‘performance in arts subjects in community secondary schools in Shinyanga Municipality despite the large number of teachers. The study was mainly qualitative in design involving case studies supported by some elements of quantitative data. The study was under pinned on Omari‘s conceptual frame work for quality assurance in order to make connection of the quality assured in community school in Shinyanga municipal council. Eight (8) community secondary schools were visited and the study used stratified, random and purposive sampling to obtain the respondents which included 96students, 8 heads of schools, 40 teachers who teach arts subjects, 2 municipal education officers. Other techniques used were triangulation process involving semi-structured and unstructured interview method, focused group discussion, questionnaires and document review. The data was analyzed by means of SPSS (16.0) and descriptive statistics which were deemed appropriate in responding to principal questions investigated. Findings of the study revealed that there are large number of arts teachers in community schools in Shinyanga Municipal compared to other subjects like business and science subjects however, students‘ performance in arts declined at an alarming rate. The study also revealed that better academic performance depends not only on the number of teachers but on other factors such as adequate teaching-learning materials, teacher ability to deliver right content materials, students readiness, ability to learn, well grooming by parents, effective supervision, teachers ‗motivation and morale. However, the existing challenges which were found to face arts teachers currently in community schools included; limited text books, frequent change in the curriculum and syllabi, overcrowded classes, low salary and lack of incentives, poor living conditions of teachers, lack of student enthusiasm and willingness to learn. Based on the findings the study recommends the following: there is a need to collect more information in order to have better understanding of issues that lead to declining academic performance of community secondary schools in Tanzania. Also there is a need for the government authorities through participatory planning to implement development programmes for the sustainability and bright future of existing ward secondary schools, instead of establishing other secondary schools.
Delegation of school duties and its impacts on students academic performance in Zanzibar: a case of Micheweni district
(The University of Dodoma, 2015) Bakar, Bakar Mjaka
This study was set out to determine the impacts of delegation of school duties on students' academic performance in Zanzibar, taking a case study of Micheweni District. It aimed to examining the extent to which school heads at Micheweni District delegate school duties to their subordinates, challenges associated with the delegation process and the essentials of the delegation process in improving students‟ achievements. The study used a qualitative approach in data collections and analysis. Data were collected through interviews, questionnaire and focus group discussion. The study revealed, that to a large extent school heads around Micheweni District delegate school duties to their teachers. However, they encounter a number of challenges including understaffing, lack of authority and teaching lord. It was revealed that some school heads do not give their subordinates authority to fully perform the duties of the superiors. The study concludes that effective delegation of school duties is the most important managerial aspect in improving students‟ academic performance. The study recommends that the Government, through Ministry of Education and Vocational Training in Zanzibar, should provide trainings to school heads and teachers so that they are aware of the importance of delegation as a managerial aspect.
The effect of divorce toward academic performance of primary school pupils in Dodoma municipal, Tanzania
(The University of Dodoma, 2015) Kessy, Elirehema Mackmilan
A study on the effects of divorce on the academic performance of pupils in primary schools was carried out in Dodoma municipal. The general objective of this study was to investigate the perceptions of teachers and community members on the effects that broken marriage has on children‟s academic performance and their role in minimizing those effects. Questionnaire and interview were conducted to 41 research participants involving teachers, parents, pupils, and influential community members. The key findings indicate that, teachers, parents, community members and the pupils were aware of the negative effects of divorce on children‟s academic performance. Teachers voiced their responsibility in minimizing the effects of children from divorced families as being to provide guidance and counseling to the children; while the community members voiced their role as to ensure children in divorced families do not go hungry. This study recommends that, it is a high time now education policy in Tanzania to be reformed and stipulates clearly to include school counselors in primary schools. Also schools have to offer a safe and secure environment for children of parental divorced and or separated. Community members, parents, religious leader and government officials should remember that the need to understand the changes that occur in children‟s lives and the extent to which divorce/separation may trigger these changes or be the least significant of them all is highly emphasized.
Effectiveness of lesson plan preparation and use for academic performance of pupils in primary schools in Tanzania
(The University of Dodoma, 2017) Halala, Remigius H.
This study examines effectiveness of lesson plan preparation and use for primary school pupils’ academic performance in Tanzania. In order to achieve the purpose of the study three specific objectives were developed under this study: Firstly, evaluating teachers’ views towards the preparation and use of lesson plans. Secondly, assessing teachers’ knowledge base towards lesson plans preparation and use and thirdly, assessing the practicability of the prepared lesson plans in teaching and learning process. The study location was Igunga District of Tabora Region. The study employed a sample of 111 respondents among them 60 were teachers from four purposely selected primary schools, 40 were pupils and 11 were key respondents under the following ratio; four head teachers, five school quality assurance officers, one district academic officer and one ward educational coordinator. The data were collected using Interviews, Questionnaires, documentary review and observation were methods used during data collection Through teachers’ views, the findings revealed that there were negative attitudes, low knowledge base and little supportive environment towards the preparation and use of lesson plans to teachers from all primary schools which were included in the study. On top of that negative attitudes and low knowledge base towards the preparation and use of lesson plans to teachers seemed to have a direct proportion with low academic performance to pupils. The study recommends that educational leaders at school, district, and national level should ensure effective preparation and use of lesson plans to teachers through facilitating them with all necessary tools during the preparation of lesson plans, provision of frequent and sustainable training on preparation and use of lesson plans, as well as insisting and motivating teachers to prepare and use lesson plans effectively. On top of that the government should develop effective strategies which will ensure effective training on preparation and use of lesson plans in teachers’ collages.
Effectiveness of primary school mathematics enhancement initiatives in Tanzania: Implication for pupils’ academic performance in Dodoma city
(The University of Dodoma, 2019) Mbilinyi, Wende Meshack
This study aimed to assess the effectiveness of primary school mathematics enhancement initiatives in Tanzania: Implication for pupil’s academic performance in Dodoma City. Specifically, the study aimed at assessing the effectiveness of existing primary school mathematics initiatives in improving pupil’s performance, to explore stakeholders’ perceptions on the primary school mathematics initiatives, to explore the adequacy of teacher’s capacity building initiatives on mathematics performance and to solicit the best way to improve the performance of mathematics. Generally, the study was guided by two theories namely; social learning theory by Albert Bandura (1977) and Social cultural theory by Lev. Vygotsky (1978). The two theories are grounded on the understanding that, the environment used for interaction between teachers, pupils have an influence on their cognitive behavior change, and therefore can affect their performance. The study was conducted in Dodoma city council. The Cross-sectional survey design was employed; both qualitative and quantitative data were collected from 174 respondents through questionnaire, observation checklist, Focus Group Discussion, Documentary Review and interview. Findings revealed that respondents have a good understanding of the concept of Mathematics Initiatives and that only two programs out of eight have been mentioned to be adequate and therefore more effective. The majority of the programmes have been found to be less effective. The study concludes that most of programs were unsuccessful and partially implemented with less impact on the improvement of primary school mathematics performance. The study recommends that Mathematics need to be considered as a basic subject to all teachers and therefore, increase training programmes for all teachers in primary schools.
Factors contributing to premarital sex among secondary school students: A case study of Tarime district
(The University of Dodoma, 2015) John, Matiko
The study is about the factors contributing to premarital sex among secondary school students in Tarime District. The study was guided by four objectives. Three theories were used to meet the objectives of the study. Cross sectional survey was employed in a research design coupled with qualitative research approach with some aspects of quantitative research approach. A sample of 60 respondents which comprised 40 secondary school students, 10 parents from four secondary schools, eight secondary school teachers and two respondents from District education office. Data were collected through questionnaires, interviews and documentary review with two observations. Qualitative data were subjected to thematic analysis and quantitative data were analyzed using SPSS version 16 and presented in frequency tables. Findings from the study revealed that factors contributing to premarital sex among secondary school students were advancement of science and technology, push (family influence), relationship, environment, sexual pressure (biological body changes), wide spread use of contraceptives, coercion and socio-economic, age-related (peer pressure) and education. It was also evidenced that family structure and family background contribute to prevalence of premarital sex among secondary school students. In the light of academic performance, it was evidenced that majority of sexually active students perform poorly in academics and they were in disciplined while majority of non-sexually active students performed high academically and they showed discipline behaviors. Furthermore, education was seen as the chief means to avert premarital sex among secondary school students.
Factors influencing academic performance in public primary boarding schools: a case of Loliondo and Sale divisions, Ngorongoro district, Tanzania.
(The University of Dodoma, 2017) Kangu, Seraphine Augustine
The purpose of this study was to investigate the factors influencing academic performance in public primary boarding schools in Sale and Loliondo Divisions in Ngorongoro District of Arusha region in Tanzania. Two theories, total quality management and open system theory as well as CIPP model conceptual framework guided the study. The study employed a case study design with mixed approach to investigate the phenomenon and data were collected through questionnaire, interviews, observations and documentary review. However, the study used SPSS version 20.0 to analyse quantitative data and qualitative data were analysed qualitatively by deducing emerged themes and sub-themes. The study showed that there were some factors influencing academic performance in public primary boarding schools in Sale and Loliondo Divisions. The factors were inadequate teachers, inadequate teachers‟ houses, shortage of classrooms, lack of libraries, inadequate teaching/learning materials such as textbooks, inadequate accommodation facilities, toilets and large classes with ratio up to 1:87 and poor parents‟ participation in the school. The results have implications to help to improve academic performance in public primary boarding schools in Loliondo and Sale Divisions as well as nationally. The study recommended that the cooperation of all education stakeholders is deemed necessary to improve academic performance. Thus, stakeholders should invest in education and harvest good yield for achievement of vision-oriented plans in the future.
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.

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