Factors influencing academic performance in public primary boarding schools: a case of Loliondo and Sale divisions, Ngorongoro district, Tanzania.
| dc.contributor.author | Kangu, Seraphine Augustine | |
| dc.date.accessioned | 2018-07-10T12:57:23Z | |
| dc.date.available | 2018-07-10T12:57:23Z | |
| dc.date.issued | 2017 | |
| dc.description | Dissertation (MA Education) | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.citation | Kangu, S. A. (2017). Factors influencing academic performance in public primary boarding schools: a case of Loliondo and Sale divisions, Ngorongoro district, Tanzania. Dodoma : The University of Dodoma | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/440 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Learning | en_US |
| dc.subject | Academic performance | en_US |
| dc.subject | Boarding schools | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Public schools | en_US |
| dc.subject | Loliondo | en_US |
| dc.subject | Ngorongoro | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Quality management | en_US |
| dc.subject | Educational infrastructure | en_US |
| dc.subject | Education stakeholders | en_US |
| dc.subject | Community parceptions | en_US |
| dc.title | Factors influencing academic performance in public primary boarding schools: a case of Loliondo and Sale divisions, Ngorongoro district, Tanzania. | en_US |
| dc.type | Dissertation | en_US |