Modelling of primary school pupils’ academic performance in Tanzania
| dc.contributor.author | Lusana, Abel M. | |
| dc.date.accessioned | 2019-09-04T06:20:16Z | |
| dc.date.available | 2019-09-04T06:20:16Z | |
| dc.date.issued | 2018 | |
| dc.description | Dissertation (MSc Statistics) | en_US |
| dc.description.abstract | The foundation of educational development of any country through all ages has been focusing on the quality basic education from which the primary school pupils’ academic performance is of greatest interest. Basing on its important, this study was conducted in order to develop a model for the primary school pupils’ academic performance in Tanzania. The study employed panel longitudinal research design. Secondary data that were used in the study were collected from the President’s Office, Regional Administration and Local Government (PO-RALG), Ministry of Education, Science and Technology (MOEST) and the National Examinations Council of Tanzania (NECTA). Two academic performance simple linear regression models were fitted. The first model involved a number of pupils who had passed the PSLE with time in years while the second model involved number of pupils who had passed the PSLE against the number of pupils who had sat for the PSLE. Both models showed the variables to be linearly related with an increasing trend. Simple linear model involved a number of pupils who had passed the PSLE against the number of pupils who had sat for the PSLE which was found to be the best model which fitted well the data since its projections were far higher valued compared to those for model one (1). Other findings showed that, there was no significant difference of performance between male and female students in three subjects namely Kiswahili, English, and Mathematics. The performance of pupils in English and Mathematics was found to be significantly different from Kiswahili as respectively. Pupils were shown to have performed higher in Kiswahili than in the rest two subjects. The study recommends that more efforts on pupils’ academic performance be put and improved especially on English and Mathematics subjects. Since the number of schools significantly influences students’ performance, it is therefore recommended that ambitious education programmes be advocated in order to improve the quality of education provided. | en_US |
| dc.identifier.citation | Lusana, A. M. (2018). Modelling of primary school pupils’ academic performance in Tanzania. Dodoma: The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/1558 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Academic performance | en_US |
| dc.subject | Primary school | en_US |
| dc.subject | Primary school performance | en_US |
| dc.subject | School performance | en_US |
| dc.subject | Primary school pupils | en_US |
| dc.subject | Primary school pupils modelling | en_US |
| dc.subject | Academic achievement | en_US |
| dc.title | Modelling of primary school pupils’ academic performance in Tanzania | en_US |
| dc.type | Dissertation | en_US |