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CONTRIBUTIONS OF SUBJECT TEACHERS TOWARDS THE PERFORMANCE OF STUDENTS IN TANZANIA: THE CASE OF ORDINARY LEVEL GEOGRAPHY TEACHERS IN ILALA MUNICIPALITY. FILOMENA BERNARD A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE MASTERS DEGREE OF EDUCATION
Transcript of CERTIFICATION - repository.out.ac.tzrepository.out.ac.tz/675/1/FILOMENA_BERNARD.docx · Web...
CONTRIBUTIONS OF SUBJECT TEACHERS TOWARDS THE
PERFORMANCE OF STUDENTS IN TANZANIA: THE CASE OF ORDINARY
LEVEL GEOGRAPHY TEACHERS IN ILALA MUNICIPALITY.
FILOMENA BERNARD
A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE MASTERS DEGREE OF EDUCATION
ADMINISTRATION AND POLICY PLANNING OF THE OPEN UNIVERSITY
OF TANZANIA.
2014
CERTIFICATION
I, the undersigned, certify that I have read and hereby recommend for acceptance by the
Open University of Tanzania a dissertation entitled Contributions of Subject Teachers
Towards the Performance of Students in Tanzania: The Case of Geography Teachers
in Ilala Municipality, in partial fulfillment of the degree of Masters of Education of The
Open University of Tanzania.
_________________________________
Prof. Corinelia K. Muganda
(Supervisor)
__________________________________
Date
ii
DECLARATION
I, Bernard Filomena, do hereby declare that this dissertation is my original work and that
it has never been submitted and will not be presented to any university for a similar or any
other degree award.
____________________________
Signature
______________________________
Date
iii
COPYRIGHT
This dissertation is copyright material protected under the Berne Convention, the
Copyright Act 1999 and other International and national enactments, in that behalf on
intellectual property. It may not be produced by any means in full or in part, except for
short extract in fair dealings, for research or private study, critical scholarly review or
discourse with an acknowledgement, without the written permission of the school of
graduate studies, on behalf of the author and The Open University of Tanzania.
iv
ACKNOWLEDGEMENTS
This research has been a result of contributions and efforts of several individuals and
institutions. First of all, I thank the Almighty God who made this work possible by giving
me life, good health and protection from the beginning to the compilation of this work.
Secondly I would like to express my heartfelt thanks and gratitudes to my supervisor, Prof
Corinelia Muganda, for her tireless effort in guiding, correcting, and for being open for
assistance and consultation.
I also wish to thank all my lecturers (Master of Education Administration, Policy, and
Planning - Evening programmeme) for their great contribution towards my training at The
Open University of Tanzania.
I owe much appreciation to the heads of the selected government’s secondary schools of
Ilala Municipality where all the primary data for this study were obtained. I extend my
thanks to the teachers and students of the schools who responded positively to my
questionnaires.
I would like to express my sincere thanks to the staff of the National Examinations
Council of Tanzania who accepted to provide me with the secondary data used in this
research.My appreciation also goes to my classmates for the moral support rendered to me
during the time of undertaking this study.
Finally, and most importantly, I deeply appreciate the support and encouragement from
my family - in particular my husband, who stood by me and encouraged me as well as
providing financial support. His efforts and support has been real incredible.
v
DEDICATION
I wish to dedicate this dissertation to my husband, Joseph Jingu Hongoa Kijeruda, who
loves, encourages and supports me in all of my endeavors; to my parents - Bernard Irumba
Mtinangi and late Valeria John Kijiu, the fountain of inspiration , to my beloved children
Josephine, Valeria, Hongoa and Maria for their patient during the time of compiling this
work.
vi
ABSTRACT
This study determined the contributions of subject teachers towards the performance of
students in Tanzania; the case of ordinary level geography teachers in Ilala Municipality.
It applied both quantitative and qualitative methods of investigation and involved 31
subject teachers and 260 students drawn from 10 out of 48 public secondary schools
applying stratified sampling technique. Questionnaires were used to collect primary data
and secondary data were obtained from The National Examination Council of Tanzania
for the study. Three hypotheses were tested at the 0.05 level of significance using chi-
square test and percentage analysis was used for description. The results showed that
teachers' working experience contributed on students' academic performance while
teachers' professional academic qualification, teachers' working environment and teachers’
perception did not influence the difference in students' academic performance. However,
the observed differences in students’ performance were statistically significant with P
values less than 0.05 the level of significance used for the five consecutive years.
It was concluded that teachers’ working environment, qualification and perception were
not statistically significant hence did not contribute to the differences in students'
academic performance. It was recommended that there should be retention of teachers that
will encourage them to remain in their teaching profession and redistribution of experience
teachers in favour of newly established schools. Retraining, constant workshops and
seminars should be made available by government for teachers to improve their teaching
skills. Also the study recommended that there should be equal criteria for the selection of
students joining secondary schools in both community and regional secondary schools.
Lastly the study recommended research to be conducted for advanced level, whole country
and on the contribution of social-cultural and economic factors on education achievement.
vii
TABLE OF CONTENTS
CERTIFICATION...................................................................................................................i
DECLARATION...................................................................................................................ii
COPYRIGHT........................................................................................................................iii
ACKNOWLEDGEMENTS..................................................................................................iv
DEDICATION.......................................................................................................................v
ABSTRACT..........................................................................................................................vi
LIST OF FIGURES...............................................................................................................xi
LIST OF TABLES...............................................................................................................xii
CHAPTER ONE...................................................................................................................1
1.1 Introduction......................................................................................................................1
1.2 Background of the study...................................................................................................1
1.3 Statement of the Problem.................................................................................................5
1.4 The Objectives of the Study.............................................................................................5
1.4. The main objective..........................................................................................................5
1.4.2 Specific Objectives of the study....................................................................................6
1.5 Research hypotheses and questions..................................................................................6
1.6 Conceptual framework.....................................................................................................7
1.7 Significance of the study..................................................................................................9
1.8 Delimitation of the Study...............................................................................................10
1.9 Limitations of the Study.................................................................................................10
CHAPTER TWO................................................................................................................11
LITERATURE REVIEW..................................................................................................11
2.1 Introduction....................................................................................................................11
2.2 Conceptualization...........................................................................................................11
viii
2.2.1 Academic performance................................................................................................11
2.2.2 Form Four National Examinations in Tanzania..........................................................14
2.2.3 Secondary school teachers’ qualification and students’ academic achievement........15
2.2.4 Teachers' work experience..........................................................................................17
2.2.5 Teachers’ working environment..................................................................................18
2.2.6 Teachers’ perception of the students’ academic performance...................................19
2.3 2007 - 2012 students' academic performance in form four national examinations........20
2.4 Political pressure on employment of unqualified teachers.............................................22
2.5 Empirical literature.........................................................................................................25
2.5.1 Studies undertaken in Tanzania...................................................................................25
2.5.2 Studies conducted in other countries...........................................................................25
2.6 Chapter summary and research gap................................................................................27
CHAPTER THREE...........................................................................................................28
RESEARCH METHODOLOGY......................................................................................28
3.1 Introduction....................................................................................................................28
3.2 Research Approach and Design.....................................................................................28
3.3 Study Area......................................................................................................................29
3.4 Target population...........................................................................................................29
3.5 Sample and sampling methods.......................................................................................30
3.5.1 Sample study...............................................................................................................30
3.5.2 Sampling techniques....................................................................................................30
3.5.2.1 School sample...........................................................................................................31
3.5.2.2Students sample.........................................................................................................31
3.5.2.3Subject teachers’ sample...........................................................................................32
3.6 Research techniques.......................................................................................................33
3.6.1 Questionnaires.............................................................................................................33
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3.6.2 Documentary analysis.................................................................................................34
3.7 Reliability and Validity of the instruments....................................................................34
3.8 Research Ethical consideration......................................................................................35
3.9 Data analysis...................................................................................................................36
CHAPTER FOUR..............................................................................................................38
DATA PRESENTATION, ANALYSIS AND DISCUSSION.........................................38
4.1 Introduction....................................................................................................................38
4.2 Demographic characteristics of Respondents.................................................................38
4.2.1 Demographic characteristics of teachers.....................................................................38
4.2.2 Demographic characteristics of students.....................................................................41
4.3 Analysis of Secondary data...........................................................................................42
4.4 Contribution of Subject Teachers’ Work Experience on Students' Academic
Performance in their Examinations.............................................................................43
4.5 Influence of Subject Teachers' Professional Qualifications on Students' Academic
Performance in their Examinations.............................................................................47
4.6 Effects of Subject Teachers' Working Environment on Performance of Students in
their Examination........................................................................................................50
4.6.1 Teachers’ work load...................................................................................................50
4.6.2 Availability of Books.................................................................................................52
4.6.3 Tests, assignments and feedbacks..............................................................................54
4.6.4 Teachers’ Job Satisfaction..........................................................................................57
4.6.5 Class Size...................................................................................................................59
4.7 Contribution of Subject Teachers' Perceptions on their Choice of Teaching Profession
and Students’ Academic Performance in their Examinations.....................................63
CHAPTER FIVE................................................................................................................70
SUMMARY, CONCLUSION AND RECOMMENDATIONS......................................70
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5.1 Introduction....................................................................................................................70
5.2 Summary........................................................................................................................70
5.3 Conclusion......................................................................................................................71
5.3 Recommendations..........................................................................................................72
5.4 Areas for future research................................................................................................72
REFERENCES...................................................................................................................74
APPENDICES....................................................................................................................83
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LIST OF FIGURES
Figure 1: Conceptual framework on contribution of subject teachers towards students'
academic performance (modified from Omari, 2011).........................................9
xii
LIST OF TABLES
Table 2. 1 Performance by Division of school candidates CSEE 2007-2011 Tanzania
Mainland and Zanzibar...............................................................................................21
Table 2. 2: Summary of Credit passes in percents of School Candidates in Arts and
Science Subjects (in percentage), CSEE 2008-2011 Tanzania Mainland and
Zanzibar......................................................................................................................21
Table 4. 1: Demographic characteristics of teachers............................................................40
Table 4. 2: Demographic characteristics of students...........................................................41
Table 4. 3 ANOVA Analysis of data on students’ academic performance from 2008-2012
.....................................................................................................................................43
Table 4. 4 Comparison on data of teachers’ years of teaching geography. .........................44
Table 4. 5: Chi-square test of data of teachers' experience in classroom teaching 45
Table 4. 6: Chi-square test on professional academic qualification of teachers .................48
Table 4. 7: Chi-square test on data of teachers’ teaching load............................................51
Table 4. 8: Chi-square test on data of availability of geography course and reference books
.....................................................................................................................................53
Table 4. 9: Chi-square test of data on provision of tests/assignments and feedback...........55
Table 4. 10: Analysis of students’ data on tests, assignments and feedback........................56
Table 4. 11: Chi-square test on data of teachers’ job satisfaction .......................................58
Table 4. 11: Analysis of students’ data on teachers’ teaching.............................................58
Table 4. 12: Chi-square test of class size on students' academic performance...................59
Table 4. 13: Analysis of the data on student class size........................................................61
Table 4. 14: The analysis on the reasons made teachers to join the teaching profession.....63
Table 4. 15: Analysis of data on teachers’ perception..........................................................64
Table 4. 16: Analysis of teachers’ support on students........................................................66
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LIST ABBREVIATIONS
ANOVA Analysis of Variance
CSEE Certificate of Secondary Education Examination
ESR Education for Self Reliance
ETP Education and Training Policy
FGD Focus Group Discussion
GCE General Certificate of Education
MoEC Ministry of Education and Culture
MoEVT Ministry of Education and Vocation Training
NECTA Nation Examination Council of Tanzania
OUT Open University of Tanzania
PSLE Primary School Leaving Examination
RAS Regional Administrative Secretary
SEDP Secondary Education Development Programme
SPSS Statistical Package for Social Science
SST Science Subject Teachers
TCs Teachers Colleges
UPE Universal Primary Education
URT United Republic Of Tanzania
USA United States of America
1
CHAPTER ONE
THE PROBLEM AND ITS CONTEXT
1.1 Introduction
This chapter presents introductory information to the study on contributions of subject
teachers towards the performance of students in Tanzania; the case of geography teachers
in Ilala Municipality. This chapter deals with the background to the problem, statement of
the research problem, main objective, specific objectives, significance of the study,
research tasks, hypotheses and questions, delimitation, limitations of the study terms and
conceptual framework.
1.2 Background of the study
Geography as a discipline enables us to understand the earth we live in from a spatial
perspective. It offers a systematic framework for enquiry into questions about the world
that surrounds us. Geography forms a bridge between the social sciences and the physical
sciences, providing an understanding of the dynamics of cultures, societies and economies
on the one hand, and those of physical landscapes and environmental processes on the
other. Geography as a secondary school subject enables students to explore and
understand the relationship between human beings and the earth through the study of
space, place and environment (The Education and Manpower Bureau, 2007).
In Tanzania, geography as a subject is not only an important school curriculum component
but also it has useful applications in our everyday life. Geography brings an understanding
of natural and artificial phenomena to learners. It provides a wider and broader
understanding of the world environment and its dynamics. Furthermore, geographical
2
skills acquired through the subject, promote the understanding and manipulating
economic, physical, human and mathematical inference and competences by the learner to
his/her life on to the community (MoEC 2009). The current education system in Tanzania
is designed to achieve specific national goals of making education play a key role in
achieving moral, intellectual, ideological, cultural and social development of the people in
society, as well as the national goals of unity, democracy, economic progress and security
of all its citizens. Generally speaking, the Secondary school syllabus aims to develop
knowledge and skills as well as inculcate positive values and attitudes in students.
Geography - as a school subject, is one of the most important subjects in secondary school
education. In Tanzania, geography is relevant for both the students who opt to choose both
science and liberal art subject combinations; therefore it is important for those who wish to
continue for advanced or tertiary levels. Geography is a distinct and dynamic science and
or social science discipline that deals with the study of man and his physical environment.
It therefore helps young people to appreciate the value of their environment and its vast
natural resources. According to Adeyemi (2010), teacher’s attitude and relationship with
pupils has a very significant impact on the student’s attitude towards the subject. It is an
educational truism that a teacher graduate or non-graduate can only teach what he or she
knows. This suggests that it is very important that a secondary school teacher should be
academically articulate in his area of specialization. Therefore, the teachers’ qualification
determines the students’ achievement (Craig et al., 1998:Alimi and Balogun 2010).
Factors such as the years taken to train teacher, the teachers verbal fluency, subject matter
knowledge, having books and materials, knowing how to use them, teacher expectation of
pupil performance, time spent on classroom preparation and frequent monitoring of
student progress determine the qualification of performance of a teacher.
3
Unfortunately, the secondary school students’ academic performance for ordinary level for
some years is not pleasing. It has been fluctuating year after year. In some years students
performed better than other years and this fluctuation in academic performance in subject
has existed for about 50 years since Tanzania got her independence. For example, in 2008
the general academic performance of students was very low than the previous years. This
indicates that there must be a cause which leads to this fluctuation.
The Syllabus in Tanzania has also been changing over time. Before 1996 the syllabus was
different until 1996 when it changed, and in 2005 the Tanzania institute of education made
another change; the new syllabus for secondary schools was introduced and it is still used
to the moment; the first product of this syllabus began to be obtained in 2008, the second
in 2009 and the third product in 2010. With all these changes in syllabus, the performance
of students has been poor and kept on fluctuating and has remained a critical problem.
However, the changes in the school curriculum had little to do with changes in the quality
of teachers. For example, with expansion of secondary education in 2000s - through
secondary education development programme (SEDP), the government started training
and employing teachers trained through crash programme. The quality of teachers trained
through this programme is blamed to be weak and associated with students’ poor
academic performance.
Secondary education is defined as post primary formal education offered to persons who
will have successful completed seven years of primary education and have met the
requisite requirements (URT, 1995:6). The aim and objectives of secondary education in
Tanzania include the preparation of students for tertiary and higher education, vocational,
technical and professional training or to equip them with skills and knowledge to join the
world of work. Secondary education is sub divided into ordinary level (form I to IV) and
4
advanced level (form V and IV). This study is concerned with ordinary level, which
covers four years of schooling. The basis for selection and enrolment in public o-level
schools is pre-set national standard and cut off points of performance in the National
Primary School Leaving Examination (URT, 2006a).
It has been shown that, teachers have an important influence on students’ academic
achievement and they also play a crucial role in educational attainment because the
teacher is ultimately responsible for translating policy into action and principles based on
practice during interaction with the students (Afe, 2001). Since teaching and learning
depends on teachers, no wonder an effective teacher has been conceptualized as one who
produces desired results in the course of his duty as a teacher. This study intends to
examine how subject teachers’ characteristics contribute to students’ academic
performance in public secondary schools in Tanzania.
Geography subject in secondary education is included for both science and social science
combinations subjects. Thus, students’ good performance and success partly relies on
students’ ability to have good performance in geography subject. Unfortunately, the
tendency with respect to students’ performance in their final examinations indicates poor
students’ academic performance. For example the trends of students’ academic
performance in geography from 2008 to 2011 indicate that students’ performance was
averagely at 58 % (see Table 2.2). Since then the students’ academic performance in
geography has kept on declining to negatively affect the credibility of teachers. For
instance, in the year 2011 the students’ academic performance in the national form four
examinations were miserable to an extent that performance in grades A,B and C (credits)
constituted less than 7.71% while pass grade ‘D’ constituted 34.61% and ‘F’ grade
(complete failure) constituted 57.29% of all the candidates (MoEVT,2012).
5
1.3 Statement of the Problem
The recent poor academic performance of secondary school students in Tanzania has been
of much concern to all of us because it has led to the widely acclaimed fallen standard of
education in Tanzania. In addition, Tanzania has experienced frequent reforms in
secondary school curriculum which also associated with students’ weak academic
performance in their final examination results. Students’ failure in their examinations
implies the loss of public and household investment while signifying the inefficiency of
the Tanzanian education system.
There are claims that rapid development of secondary education in Tanzania has only
signified the quantitative outcomes of secondary education in the country at the expense of
its quality. Statistics have shown that the government secondary schools have remained
ill-equipped especially with adequate qualified teachers. It has been observed that teachers
are important human resource necessary for promoting teaching-learning process and link
between the students and the contents (knowledge) to be learnt. Teachers in this case, are
assumed to play an important part in facilitating students learning process and their
success in the academic achievement. Thus, the continuing secondary school students’
poor academic performances in their final examinations in Tanzania are close linked to
teachers’ qualities and characteristics. This study intends to examine the contribution of
subject teachers to the academic performance of students.
1.4 The Objectives of the Study
1.4.1 The main objective
The main objective of this study was to investigate the influence of subject teachers to the
performance of secondary school students in final examinations in Tanzania.
6
1.4.2 Specific Objectives of the study
The study had the following specific objectives
i. To examine the contribution of subject teachers work experience on students'
academic performance in their examinations.
ii. To investigate the influence of subject teachers' professional qualifications on
students' academic performance in their examinations.
iii. To examine the effects of subject teachers' working environment on performance
of students in their examinations.
iv. To investigate the subject teachers' perceptions on their choice of teaching
profession and students’ academic performance in their examinations.
1.5 Research hypotheses and questions
Hypothesis one
Ho The subject teachers work experience does not contribute on students' academic
performance in their examinations in government secondary schools.
Hypothesis two
Ho The subject teachers' professional qualifications do not contribute on students'
academic performance in their examinations in government secondary schools
Hypothesis three
Ho Subject teachers' working environment has no impact on the students' academic
performance in their examinations.
Research task
Aimed to investigate the subject teachers' perceptions on their choice for teaching
profession and students’ academic performance in their examinations.
7
Questions
What are the subject teachers' perceptions on their choice for teaching profession?
What are the subject teachers' perceptions on students’ academic performance in
their examinations?
1.6 Conceptual framework
A conceptual framework is described as a set of broad ideas and principles taken from
relevant fields of inquiry and used to structure a subsequent presentation (Reichel and
Ramey, 1987). The conceptual framework provides clear links from the literature to the
research goals and questions. There are many contributions which have led to some
students to perform better than others in form four national examinations. In this study, the
independent variable, intermediate variable, and dependent variable modified from Omari
(1995) have been adopted and modified to suit the study. The rationale of the model is that
it spells out the need for evaluating educational practices and programme or policy
implementation. The model is used to gauge subject teachers' contribution on students’
academic performance in form four national examinations. In Tanzania, the major
standard used to measure education output is performance in final nation examinations
results (ETP, 1995).
The independent variables in this framework included the essence of the education and
Training Policy (ETP) and its consequences on the implementation of Secondary
Education Development Programme (SEDP). The ETP states clearly on the intention of
the government to expand access to both primary and secondary education in the country.
So SEDP was established to meet this target. The second variable is the teachers’
characteristics to include work experience, teacher’s qualifications, work environment,
teachers’ perceptions of their work, and teachers’ perceptions on students’ academic
8
performance. ETP clearly states that the minimum qualifications for secondary school
teachers will be diploma holders. The diploma holder teachers would have at least
completed advanced secondary school with at least division three and two-year teacher
training course (URT, 1995). It is assumed that teachers’ characteristics have direct effect
on both teacher work performance and students’ academic performance. The major
objectives of the ETP are improving the quality of the education process; increasing and
improving access and equity for all children.
Intermediate variables are the process variables which influence the independent
variables to impact on dependent variables in which case the teachers work performance
and students’ academic performance are applied. Intermediate variables are considered to
have both direct and indirect effects on the dependent variables. The intermediate
variables include influence of teacher characteristics on teaching methods, class
management, teachers’ perceptions on their work and on their students’ academic
achievement, and the availability of teaching-learning resources. The researcher assumes
that the qualification and experience of teachers have an influence on students'
performance and teachers’ ability on classroom management. If there is healthy
relationship between independent variables and intermediate variables eventually the
students' academic performance will be good.
Dependent variables are the end product in the conceptual framework model. In the
context of this model they include students' academic performance, as well as teachers
work performance as summarised in the Figure 1.
9
Figure 1: Conceptual framework on contribution of subject teachers towards
students' academic performance (modified from Omari, 2011)
1.7 Significance of the study
The study intends to provide detailed information of contribution of teachers to the
performance of students in their examinations. The research will be beneficial to the
Ministry of Education and Vocational Training of Tanzania to understand reasons for poor
performance of ordinary level secondary school examination results. The
recommendations that will be drawn from the study will help to allocate enough and
qualified teachers in secondary schools and to improve teachers’ working environment. In
general the results from the study can benefit education policy decision makers, Tanzania
Institute of Education, implementers and other stake holders. The findings may help
teacher training authorities to design appropriate teaching skills levels for secondary
Independent variables
Education and Training Policy (Secondary Education Development Program).
Teachers characteristic
Work experience
Teachers qualifications
Work environment
Teachers perceptions of their work
Teachers perceptions on students academic performance
Intermediate variables
Effect on teaching methods
Class management
self confidence and competence
teachers' perceptions on their work
availability of teaching-learning resources
Dependent variables
Outcome performance
Students academic performance in final examinations
Teachers work performance
10
school teachers and for curriculum designers to design appropriate curriculum for
secondary education.
1.8 Delimitation of the Study
The present study confined to the contribution of subject teachers to the academic
performance of students in their examinations in Tanzania and special attention was given
to the secondary schools in Dar es Salaam City. This study dealt with teachers'
professional qualification, teaching experience, teachers’ working environment and
teachers' perception on students’ performance in their examination because secondary
education provides the majority of people in the workforce as well as students for all
tertiary and higher educational institutions. The data collected were both qualitative and
quantitative.
1.9 Limitations of the Study
The study encountered the problem of lack of cooperation by some respondents to provide
required data especially subject teachers. Some teachers demanded payments for their time
to participate in filling questionnaires. Others were reluctant and some refused to fill
questionnaires, this may have limited achieving some important data could be obtained
from those refused. To overcome the problem the researcher sought the help from head of
schools; encouraged them to participate for the improvement of their schools, eventually
they agreed to provide required information.
11
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents literature review related to the contribution of subject teachers to the
academic performance of students in their examinations and the importance of geography
subject in the country's development. The review of literature focused on teachers'
academic qualifications, work experience, working environment and teachers’ perception
as the determinant factors and students' academic qualification as an outcome. Research
gap is finally developed.
2.2 Conceptualization
2.2.1 Academic performance
According to United States of America Department of Health and Human Services (2010)
academic performance is used broadly to describe different factors that may influence
student success in school. Such factors are cognitive skills and attitudes, academic
behaviours and academic achievement. Academic performance is characterized by
performance in tests, course work and performance in examinations of students
(Kyoshaba, 2005). Students’ performance in examinations is dependent on many variables
such variables include the type of school and its facilities, the qualification of teachers, the
students’ academic background, the environment from which they come from, the type of
leadership provided by head teachers and their qualifications and parentage.
Individual differences in academic performance have been linked to differences in
intelligence and personality. According to American Psychological Association Board of
12
Scientific Affairs (1995), individuals differ from one another in their ability to understand
complex ideas, to adapt effectively to the environment, to learn from experience, to
engage in various forms of reasoning and to overcome obstacles by taking thought.
Although these individual differences can be substantial, they are never entirely
consistent. A given person's intellectual performance will vary on different occasions, in
different domains, as judged by different criteria. According to Karue and Amukowa
(2013) the provision of qualified and experienced teachers was another important factor
which could enhance the students’ performance. Akinsolu (2010) reveals that there is a
positive correlation between teachers’ qualification and students’ academic performance.
It is evident that the heart of Nigerian educational system is the teacher and that teachers
are the major indicator and determinant of quality education and it can be concluded that
employing unqualified teachers in the school system can affect academic performance of
students (Olaleye, 2011).
In this study, academic achievement or academic performance to refers the outcome of
education, the extent to which a student, teacher or how institutions have achieved their
educational goals. Students' academic performance refers to student’s scores for eample
grade A, B or C in individual subject and division I - III in aggregate. Academic
achievement is commonly measured by examinations or continuous assessments which
use a specific grading system. Grading in education is the process of applying
standardized measurements of varying levels of achievement in a course. Grades can be
assigned in letters (for example A, B, C, D, E or F), as a range (for example 1 to 6), as a
percentage of a total number correct, as a number out of a possible total (for example 20
out of 100), or as descriptors (excellent, great, satisfactory, needs improvement). This
grading system varies from one level of education to another and from country to country.
For ordinary level secondary education for some countries grading systems are described
13
as follows: Grading System used in Zimbabwe for the ‘O’ Levels in the General
Certificate of Education (GCE) is as follows: 75-100 (A Very good); 70-74 ( A
Very good); 65-69 (B Pass with credit); 60-64 (B Pass with credit); 55-59
(C Pass with credit); 45-54 ( C Pass with credit); 35-44 (D School Certificate
Subject Pass-No GCE Pass); 25-34 (E School Certificate Subject Pass-No GCE Pass) ;
and 0-24 (F-Fail)
(http://admissions.byuh.edu/?q=node/152) retrieved June 10th 2013.
In Rwanda the secondary school grading system uses percentage range together with
description in every range such as 85 - 100 (A) and 80 - 84 (A-) described as excellent, 75
- 79 (B+) described very good and 70 - 74 (B), 65 - 69 (B-), 60 - 64 (C+) described as
merit, 55 - 59 (C), 50 - 54 (C-), 40-49 (D) described as pass
(http://rwanda.usembassy.gov/rwandan_education_system.html) retrieved June 15th 2013.
Furthermore, in Kenya the Kenya Certificate of Secondary Education grading system of
the examination is as thus: A (80% and above), A- (79- 75), B+ (70-74), B (65-69), B-
(60-65), C+ (55-59), C (50-54), C- (45-49), D+ (40-44) , D (35-39), D- (30-34) and E
(0-29). This examination is the entrance to public and private universities and the pass
mark is grade C+. Students who attain a lower mark than C+ join other tertiary institutions
for non-degree courses. The average grade is based on performance in the eight subjects.
Where a candidate sits for more than eight subjects, the average grade is based on the best
eight subjects.
In Tanzania the grading system for Certificate of Secondary Education Examination is as
follows: 81 - 100 (A) described as very good, 61 - 80 (B) described as good, 41 - 60 (C)
described as average, 21 - 40 (D) described as satisfactory and 0 - 20 (F) described as Fail.
14
Generally according to these grading systems, students scored C and above are considered
to have performed well in their examinations.
In the context of this study the academic performance will include good and poor
performance where good performance means more than fifty percent of students attaining
grade A, B and C for individual subjects and division one, two and three in aggregate and
less than ten percent scoring divisions four and zero or grade D and F in individual
subjects. On other hand poor performance means less than fifty percent of students
attaining divisions one, two and three in aggregate and A, B and C for individual subjects
and over fifty percent scoring divisions four and zero or D and F for individual subjects.
Poor performance as per Tanzania education standards, is scoring below 20 marks (grade
F) attained from examinations set by NECTA. These are the examination grading
standards in Tanzania before they were changed to new grading standards in 2013.
2.2.2 Form Four National Examinations in Tanzania
These examinations are compulsorily taken by every student in the country in their final
year of ordinary level schooling and successfully sat and passed their form two national
examinations although in some years this pass criterion was removed. The examinations
determine a student’s educational future, and are the most important moment in a student’s
educational career. Student who completes ordinary level secondary education can go on
to next stage of advanced level secondary education, vocational training, professional
training or join the world of work while those who complete advanced level secondary
education join either tertiary and higher education and training institutions or joining the
world of works like a teachers, nurses, or tour guide training college (ETP, 1995). The
examinations are administered by the National Examination Council of Tanzania
(NECTA) where the results are given in divisions I, II, III, IV and 0 for those who have
15
failed. The divisions are obtained by summation of the best 7 subjects where grades are
assigned numbers with A = 1, B = 2, C = 3, D = 4 and F = 5.
Division I is the best score a student can receive on their national exam, and means they
have scored between 7 and 17 points (the lower the points the better). Only the smallest
fraction of students receives a score of Division I. Division II ranges from 18 to 21 points,
division III ranges from 22 to 25, division IV ranges from 26 to 33 and Zero is from 34
and 35. Division I, II and III scores allow a student to continue to A-Level secondary
education. Some of division 3 and all Division 4 scores mean that a student cannot join
Advanced level education and must seek vocational training and other fields
(http://www.matokeo.necta.go.tz/necta2/exam_csee.html) retrieved June 15th 2013.
2.2.3 Secondary school teachers’ qualification and students’ academic achievement
Teacher education in Tanzania is divided into two major categories. Teacher education
offered by Universities at a degree level and that which is offered by Teachers Colleges
(TCs) at Diploma and Certificate levels (Cheyo, 2011).Teachers' qualifications are very
important prerequisites in students' academic performance. Darling-Hammond (1999)
defines well qualified teacher as the one who is fully certified and hold the equivalent of a
major in the field being taught and more detailed knowledge of the courses they have
taken during their training needs to be compared to the actual content and skills required
to teach the secondary school. Ruthland and Bremer (2002) refer teacher's qualification as
when an individual completes an undergraduate degree or post graduate programme in
education.
The professional and academic training of the teacher can raise the prospects of a student’s
performance and attainments (Obasi, 2010). Obasi further explained that the Geography
16
teacher of today is not only seen as an expert in his own right, but expected to function as
a facilitator and catalyst to education in general. Richardson (2008) reveals that students in
urban areas performed better than those in rural areas because of the availability of
qualified teachers. Furthermore Maundu (1986) concludes that there was significant
correlation between teacher qualification and pupil performance in Kenya. The good
performance was attributed to excellent instructions given by qualified teachers in addition
to other inputs.
A study conducted in Nigeria noted that the success of students in any examination
depends largely on qualified and dedicated teachers (Sabitu and Nuradeen, 2010).
Bangbade (2004) in (Sabitu and Nuradeen, 2010) found out that, teachers' attributes like
teacher's knowledge of the subject matter has significant relationship with students'
academic performance.
According to ETP (1995) secondary schools are usually staffed by teachers with either a
diploma in education or a University degree in or with bias in education. It postulates
further that the minimum qualification for the diploma teacher certificate course shall be
division three (division III) in advanced certificate of secondary education examination.
These trainees should also be required to specialize in specified two subjects for their own
professional development and future self advancement. These two subjects must be among
the combination subjects taken in advanced level.
The appointment of teachers should be only for those professionally trained with relevant
certificates at all levels of educational institutions. Therefore education administrators
should recruit teachers with desirable characteristics. (Sabitu and Nuradeen, 2010)
concluded that it is generally accepted that no country in the world can develop beyond
17
the quality of teachers in her education sector. According to Canadian Council of
Geography Education, the education administrators should look for teachers with formal
trainings; do not assume that any teacher can pick up enough content of geography to
teach the subject, teachers with training in geography should know their subject and
should be enthusiastic about teaching it. It is only a qualified teacher that knows when and
how to present learning materials to students in such a way it would encourage them to
actively learn. This is very important in the third world countries Tanzania including.
Therefore, a qualified geography teacher for ordinary level secondary school must possess
a Diploma in Ed or B. Ed degree with geography as a teaching subject. For purpose of this
study qualified geography teacher to teach form four students is a person who have
completed University degree in education with geography as teaching subject from
recognized higher learning institution after successful completed advanced level with not
less than division III.
2.2.4 Teachers' work experience.
Teachers' experience has crucial role in the general students' academic performance. The
more experienced teacher will have a broad understanding and richer background of
experience to draw from and can contribute insight and ideas to the course of teaching and
learning, are open to correction and are less dictatorial in classroom. Teachers’ experience
and student achievement is that students taught by more experienced teachers achieve at a
higher level, because their teachers have mastered the content and acquired classroom
management skills to deal with different types of classroom problems (Gibbons et al.,
1997). Furthermore, more experienced teachers are considered to be more able to
concentrate on the most appropriate way to teach particular topics to students who differ in
their abilities, prior knowledge and backgrounds (Stringfield and Teddlie, 1991). Rivers
and Sanders (2002) suggest that teacher’ effectiveness increases dramatically each year
18
during the first ten years of teaching. In Tanzania as it cannot be isolated from the rest of
the world, teachers' experience plays pivotal role and is the cornerstone to the students'
academic performance.
In the context of this study, an experienced teacher is the one who posses at least three
years of working while teaching specialised subject(s) and competent in the subject
matter, and who has developed considerable skills enough to understand learning abilities
of students and managerial skills. With experience, teacher will be able to teach
effectively and compose standard examinations and will be able to make students perform
well in their final examinations.
2.2.5 Teachers’ working environment
School environment refers to the social, academic and emotional contexts of a school—the
“personality” of the learning context— and how it is perceived by students, staff and
community. This climate is influenced by a broad range of factors, from disciplinary
policies to instructional quality to student and teacher morale (Blum, 2005). Blum further
postulates a positive school environment is a product of collective effort and it comprises
of caring relationships, academic environment, structure and safety, and participatory
learning.
Teachers’ motivation like in-service training, attend conference, seminar and refresher
courses increase their academic growth and morale to produce at higher level. Nakpodice
(2001) in Adeyinka, Asabi, and Adedotun (2013) argued that the quality of any
educational system depends to a great extent on the quality of any educational system
depends to a great extent on the quality of the teachers in terms of academic and
professional qualification and experience as well as the level of competence and
dedication to their primary functions. This can only be achieved when seminars, courses
19
and in-service training are guaranteed to improve their quality. If teachers are not
motivated, they become discouraged and tend to lack interest in teaching which in turn
leads to students’ poor performance and develop negative attitudes towards the subject.
According to this study, teachers’ professional responsibility and accountability is affected
by the status of teachers in the society, general conditions of service, working and living
conditions for teachers, motivation, promotion, and compensation policies.
2.2.6 Teachers’ perception of the students’ academic performance.
According to Robert and Findlay (1994) perception is used to denote the power of
perceiving performance based on past experience and knowledge. Further they postulate
that a teacher, who perceives the achievement levels of his/her students, does so using
various techniques; past examination results, present classroom performance, and
comparisons with other students are often used in perceiving students’ performance. Adu
and Olatundun (2007) in their study conducted in Oyo state in Nigeria concluded that
there is significant relationship between teachers’ perception, attitude, and methodology
and the students’ academic performance which is the dependent variable. The teachers as
human resources should have unique personality, character and attitudes thus exercise a
wholesome and inspiring influence on students. Also as students and teachers immerse
themselves in the routines of schooling, both perceptions and expectations reflect and
determine the goals that both students and teachers set for achievement, the strategies they
use to pursue the goals, the skills, energy, and other resources they use to implement the
strategies, and the rewards they expect from making the effort (Good, 1987) in Ronald
and Ferguson (2003).
For this study, teachers’ perception entails wholesome teachers’ view of their teaching
profession and view on their students’ academic performance. The perceptions constitute a
20
strategic factor in education system. That is, they determine to a very large extent, the
smooth functioning of any educational system, teachers’ availability and adequacy which
influences efficiency and high productivity in learning institutions. Therefore it is
unanimously agreed that teachers’ perception and attitude have remarkable effect on
students’ achievement. Teacher’s perception towards the teaching as a field and towards
students’ academic performance has a far reaching impact on the whole range of the
teaching and the learning process.
2.3 2007 - 2012 students' academic performance in form four national
examinations.
The aims of government’s education policy for secondary schools are to perform well in
examinations in order to join higher education. Some students perform better while other
students are not performing well. With evidence from table 2.1, the general academic
performance has been declining for the four years from 2007 consecutively with exception
of 2011 which it has increased from 50.40% (2010) to 53.59%. It declined from 90.3%
(2007) to 79.68% (2008), 79.68% (2008) to 72.51% (2009), 72.51% (2009) to 50.40%
(2010) for division I-IV.
21
Table 2. 1 Performance by Division of school candidates CSEE 2007-2011
Tanzania Mainland and Zanzibar
Divisions
I-III I-IV 0 TOTAL
2011 No 33,577 180,216 156,085 339,330
% 9.89 53.59 46.41 -
2010 No 40,338 177,021 174,193 351,214
% 11.50 50.40 49.60 -
2009 No 42,672 173,323 65,708 239,031
% 17.85 72.51 27.49 -
2008 No 41,332 129,756 25,428 162,885
% 25.38 79.68 15.61 -
2007 No 43,602 110,665 11,894 122,559
% 35.58 90.3 9.7 -
Note: The number of present candidates excludes the candidates whose results were
withheld by NECTA for various reasons.
Source: MoEVT (2012).
Table 2. 2: Summary of Credit passes in percents of School Candidates in Arts
and Science Subjects (in percentage), CSEE 2008-2011 Tanzania
Mainland and Zanzibar.
YEAR PHYS CHEM BIO B/MATH KIS ENG HIS GEO
2011 13.63 15.75 9.37 5.83 7.86 8.49 5.22 7.22
2010 19.54 20.14 6.92 6.60 12.84 9.51 8.80 4.60
2009 27.30 25.67 11.28 7.99 17.25 18.80 25.65 7.68
2008 26.33 32.88 15.14 9.18 41.94 27.88 22.26 22.65
Source: MoEVT (2012).
It is evident from Table 2.2 that the overall credit pass rate for all subjects in the year 2011
was highest for Chemistry (15.75%) and least for History (5.22%), while the overall pass
22
rate in 2010 was highest for Chemistry (20.14%) and least for Geography (4.60%).
Overall quality of performance of all subjects in 2011 has dropped compared to the
performance in 2010. Overall credit pass rates in 2011 in all subjects were poor as they all
did not exceed (15.75%). The trends in the performance of all subjects indicate overall
students’ poor performance. However, researcher’s choice of geography was mainly based
on the fact that geography subject link both subjects in science combinations and subjects
in arts subjects. Therefore, students’ good performance in geography will have more
impact on students’ academic achievement in both combinations. This suggests that
geography is both a science and an art subject. So, an attempt to improve student academic
achievement in geography will improve both science and art subjects.
Decline in performance in science and social science subjects in the CSEE sparks doubts
as to the credibility of teachers. Thus, there is a need to find out and analyze why most of
candidates perform very poorly in their national examinations in ordinary secondary
schools.
2.4 Political pressure on employment of unqualified teachers
Several policies were initiated by the government to ensure that the majority of
Tanzanians access education and that quality of education is duely improved in the
education system. The major policies include Education for Self Reliance (ESR) in 1967,
Universal Primary Education (UPE) and Musoma resolutions in 1974 and ETP of 1995. It
is, however, argued that the formulation and implementation of policies were more
political than scientific. For example, Mosha (2004) in Cheyo (2011) comments that the
expansion of primary school sector under UPE which started in 1974 took place within a
very short period of 3 years. This situation led to unprecedented demand for teachers and
to ad hoc teacher’s recruitment through crash programmes, hence threatening the quality
of teachers who were posted to schools to curb the shortages.
23
Rajabu (2000) in Cheyo (2001) reminds that in order to meet the increased demand of
teachers, a course for students who did not perform well in the Form four National Exam
nations was introduced in 1974 at Morogoro Teachers' College. Further postulate that a
training period for a grade III A course was shortened to one year in residence and one
year in the field, retired teachers were re-engaged in teaching and a grade D cadre of
teachers was temporarily introduced. The rapid increase in the number of schools and
students’ enrolment and PEDP and SEDP surpassed the ability of the government to equip
the school with the sufficient and qualified teachers. As an effort to keep pace with the
growing demand of teachers in secondary schools, in 2005 the ministry of Education and
Culture (MoEC) launched a crash programme in order to produce teachers to curb the
shortage of teachers in secondary schools. The programme involved training of Form six
leavers who preferred to join the teaching profession as soon as they completed form six.
They had to undergo a one month training programme in teaching methods, preparation of
schemes of work, lesson plans, teaching and learning aids as well as learning on the
professional code of conduct (Cheyo, 2011).
Upon completion of their studies they were required to undergo on-the-job professional
training preferably with The Open University of Tanzania (OUT) (MoEC, 2004). In 2006
another programme which trained teachers for only one year was introduced. The
programme targeted at training form six leavers with at least one principal pass and one
subsidiary. In 2007, a two tier system (one year college based and one year school based)
was introduced at diploma teachers’ education. This curriculum required that theoretical
part of the academic and the pedagogical content to be covered during the college based
training in the 1st year on the course and the second phase of the training which was school
based, required the student teachers to integrate theory and practice for one year in the
school setting (MoEVT, 2009).
24
During the second based phase student teachers were attached to secondary schools and
were required to teach to translate themes into practice in the real classroom situation,
carry out project work to apply research skills, and undertake the activities provided in the
self study module. After the field work, students would go back to their respective
colleges to undertake their final examinations. This system was phased out in 2009. It is
apparent that these programmes were ad hoc in nature and they were more geared to
produce quantity more than quality of teachers (Cheyo, 2011). Several factors such as
shortages of instructional time in Teachers' Colleges, low entry qualifications to the
teaching profession; and poor planning and inadequate financing of the colleges have been
pointed out to be associated to the failure of Teachers' Colleges in producing the expected
quality of teachers. Teaching is one of the least professional choices for secondary
graduates (URT, 1995), UNESCO (2005).
The MoEC policy specified that graduate teachers should preferably teach forms III to VI
while diploma teachers should teach forms I and II only (ETP, 1995). This implies that the
MoEC perceives graduate teachers as being appropriate for the preparation of students for
further studies and their general future life because they posses more academic and
professional experience necessary for implementing curriculum for this level. Due to
shortage of teachers government may assign unqualified teachers to teach any class.
Teachers who are poorly trained, for example one year course - cannot make competent
teachers and hence cannot teach effectively. This might leads to poor academic
performance.
The higher education policy defines graduate as those who have pursued academic or fully
professional course at university or university affiliated institutes after completing form VI
and who have undergone three to five years of training and have attained an academic
25
degree. Diploma teachers on the other hand, are considered as possessing intermediary
teacher or professional training for 2-4 years. Diploma teachers undergo a two year course
in teachers’ training colleges after form VI and attaining status of ordinary diploma in
teaching (Malasusa, 2000).
2.5 Empirical literature
2.5.1 Studies undertaken in Tanzania.
A study conducted by Sasi (2011) in Tanzania reveals a reason for better performance in
secondary schools – that, the schools should be staffed with better qualified and
committed teachers. Mashaka (2005) in Sasi (2011) conducted a study on academic
performance between Islamic and Christian secondary schools in Tanzania, and revealed
that Christian secondary schools perform better in the form four final examinations
compared to Islamic secondary schools because Islamic schools have many unqualified
who have completed form VI, IV and failed to qualify for further education and training
and very few qualified teachers.
Sasi (2011) revealed that qualification of teachers have greater impact on academic of
students because teachers play central role in the formidable endeavour through imparting
the needed knowledge and skills in the minds of students. In Tanzania in order to get
familiarization of the real working environment, fresh teachers from colleges have to work
in schools and be paid a salary for a period of two year. At the end of the period, the
employer would make a decision as to whether to recommend a teacher as qualified
teacher. This system helps new teachers to get experience from the experienced teachers.
2.5.2 Studies conducted in other countries
The differences in students’ academic performance in different schools exist not only in
Tanzania but also in different countries worldwide where by some students perform far
26
better than others. In Texas, Alexander (2005) in Sasi (2011) conducted a study on the
effects of teacher qualification on students’ achievement in middle school mathematics
and revealed that students who were taught by well qualified teachers performed better in
mathematics tests than students who were taught by under qualified teachers. Teachers’
characteristics such as certification, content knowledge, pedagogical knowledge, years of
teaching experience and assignment in fields have effects on standard outcomes.
Study conducted in USA by Battersbay (2006) indicated that experienced teachers are
clearly more experienced and have honed their teaching skills to a greater extent than one
have been able to do at early stage of career. They have usually developed well-
established relationships with the pupils who know and understand the expectations that
the teacher has of them when being taught in their lessons. One of the paradoxes of life as
a teacher is that over the medium and long-term, it is a job that offers a large degree of
professional autonomy, scope for originality and creativity, the chance to develop one’s
own ‘style’ of teaching, and approaches to particular topics.
In the study by Lambert and Morgan (2010) conducted in the England, geography teachers
in schools are argued to be engaged with the subject in a way that extends and refines their
synoptic capacity .Educational thinkers and writers have variously emphasized different
aspects of the teaching role that the teacher as expert in their subject; the teacher as
facilitator of learning; the teacher as a motivator and source of inspiration; the teacher as
upholder of moral standards. Quality of Geography Education is of great concern for
stakeholders in education including politicians, educators, teachers, parents, students and
the Uganda community at large and was concluded that the declining performance of
students at both “O” and “A” levels in external examinations has necessitated a series of
workshops for geography secondary school teachers (Kagoda, 2009).
27
2.6 Chapter summary and research gap
In this chapter the literature has been reviewed on the contributions of subject teachers
towards the performance of students examinations. The empirical studies by Kyoshaba
(2005), Amukowa (2013), Akinsolu (2010), Olaleye (2011), Cheyo (2011), Darling-
Hammond (1998), Obasi (2010), Ruthland and Bremer (2002) and Sabitu and Nuradeen
(2010) have given the general picture of factors affecting students' academic performance.
Most of the Literature has indicated that there are general poor performances in secondary
education examinations. However, subjects are unique and their demands are also too
unique to provide general conclusion on their contributions.
Unfortunately, little has been done to include geography as a unique subject. Geography
subject is both science and art, thus linking both science subjects’ combinations and art
subjects’ combinations. Furthermore, few studies that involved geography subjects have
concentrated on the general causes and effects of poor performance without concentrating
on the contributions of teachers' characteristics to students' academic performance in their
examinations.
28
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter illustrates the methodology used in the study of the contribution of subject
teachers to the performance of students in national examinations in Tanzania that were
employed in generating and collecting information relevant for research objectives. It
focused on the research design, target population, sample and sampling procedures,
research tools, research ethical considerations and data analysis plan.
3.2 Research Approach and Design
Research design can be defined as a process of creating an empirical test to support or
refute a knowledge claim (Merterns and McLaughlin, 2004). The function of research
design is to provide framework for the collection of relevant information within minimal
expenditure of effort, time and money. The research design is the conceptual structure
within which research is conducted and it constitutes the blue print for the collection,
measurement and analysis of data (Kothari, 2008). The study employed quantitative
research approach based on causal-comparative research design. Quantitative research
approach were used because it involves the generation of quantitative data in form which
was subjected to rigorous quantitative analysis in the course of testing hypothesizes. Also
qualitative approach was used to supplement quantitative techniques. Merterns and
McLaughlin (2004) defined quantitative research as the systematic collection of data that
results in the quantification of characteristics of participants in the study. Therefore
causal-research design were used to investigate possible cause-and-effect relationships
between variables by observing some existing consequences, and searching back through
29
the data for plausible causal variables, factors as explanations. In this study the purpose
was to examine the causal-effect relationship between contribution of subject teachers'
characteristics and students’ academic performance in their examinations. Therefore
independent variables (subject teachers' characteristics) involved work experience,
professional qualification, work environment and teachers’ perception on their choice of
teaching profession while the dependent variable were the students’ academic
performance. The design was useful because the researcher was interested to collect
numerical information and test hypotheses based on contribution of subject teachers’
professional qualification, working environment and work experience on students’
academic performance.
The researcher collected qualitative data in order to provide qualitative description on
teachers’ perceptions on their work and students’ academic performance. The researcher
was interested to reveal how teachers’ perceptions influence their work and students
academic achievement in secondary schools.
3.3 Study Area
The study was conducted in Dar es salaam Ilala Municipality which was chosen because
of the fact that the data from the Municipality is exhaustive and representative as it houses
schools of different categories both good performing and poor performing ordinary level
secondary schools. With that diversified nature of the population, the sample drawn gives
the real image and conclusion drawn, gives actual picture hence arrive at desired solutions.
3.4 Target population
Omari (2011) defines a population as the totality of any group of units which have one or
more characteristics in common that are of interest to the research. The target population
30
of the study included all secondary school geography teachers and form four students in
Ilala. Teachers were involved in the study because they are classroom subject teachers
who have daily experience in teaching subjects; therefore they have provided information
on how their professional qualification, working environment, perception and experience
affect their teaching (challenges and opportunities). Form four students are the finalists in
the ordinary level sub-system; therefore they have adequate experience of schooling,
teaching and learning process. Thus, they have provided information on challenges
associated with subject teachers.
3.5 Sample and sampling methods
3.5.1 Sample study
A sample is a small proportion of a population selected for observations and analysis
(Omari, 2011). The sample size used in the study consisted of 31subject teacher
respondents from ten (10) government secondary schools, among which 5 are being good
performing and other 5 from poor performing secondary schools in Ilala Municipality.
And 260 students were sampled from the same schools.
3.5.2 Sampling techniques
This refers to the technique or procedure the researcher would adopt in selecting items for
the sample (Kothari, 2008). Three methods of sampling - simple random sampling,
purposive sampling and stratified sampling techniques were employed for this study.
Secondary school sample was obtained through stratified sampling while students sample
were obtained through random sampling technique and subject teachers sample were
obtained through purposive sampling technique.
31
3.5.2.1 School sample
The secondary school sample was obtained through stratified sampling technique.
Stratified sampling is a method of sampling that involves the division of a population into
smaller groups known as strata, which are formed based on members' shared attributes or
characteristics (Cohen et al 2007). In this study good performance and poor performance
of students in examinations are variety of attributes. One advantage of stratified random
sampling is that this technique which attempts to restrict the possible samples to those
which are ``less extreme'' by ensuring that all parts of the population are represented in the
sample in order to increase the efficiency.
Stratified sampling technique was used to sample a total of ten (10) secondary schools
based on school academic performance in 2013 form four national examinations. With the
help from the Ilala District Education Officer, the researcher was given a list of school
names arranged in descending order of the academic performance of the above named
year. The schools were categorised into three groups of green, yellow, and red. Green is
the category of good performing schools, yellow is the category of medium performing
school while red is the category of the poor performing schools. The researcher selected
the first five schools from green category and the last five schools from red category for
the school sample refer table 4.1.
3.5.2.2 Students sample
The students sample was obtained through random sampling technique. Simple random
sampling refers to a sampling method in which selection of sample members provide
equal chance and independence of being selected from its population (Cohen et al., 2007).
An important benefit of simple random sampling is that it avoids researchers from
sampling bias to affect study results. There are many ways to obtain a simple random
32
sample. One way is the lottery method in which numbers are placed in a bowl and
thoroughly mixed. Then, a blind-folded researcher selects n numbers. Population members
having the selected numbers are included in the sample.
In this study 260 secondary school students were randomly selected from ten schools to
form a student’s sample group. Researcher asked a list of form four students and their
names were labelled with numbers on pieces of paper, after mixed and students were
randomly selected from the container by a person other than researcher herself. Form four
students were involved in the students sample because they have long experience with
schools environment to give them enough experiences about school life and they were
expected to sit for examinations in the near future. For that reason, they were expected to
provide relevant information on how subject teachers’ characteristics affect the students’
academic achievement. The sampling framework for the names of students was sought
from the heads of schools offices. Random sampling is preferred because researcher wants
to avoid bias in the selection of students and maintains representativeness of the students’
sample. Form four students are involved in the study because they are in a final grade thus
they were expected to sit for their final examinations.
3.5.2.3 Subject teachers’ sample.
The subject teachers sample was obtained through purposive sampling technique. A
purposive sampling is a type of non-probability sampling technique whose selection is
based on the knowledge of a population and the purpose of the study (Cohen et al., 2007).
In this study the purpose of study focused on teachers who teach geography subject.
Purposive sampling technique was employed to select subject teachers’ sample of teachers
from each school. Purposive sampling was preferred because researcher intended to
involve secondary school geography teachers to provide information specifically on the
33
contribution geography teachers’ experience, working environment, professional
qualification and teachers’ perception on the teaching career on students’ academic
performance relevantly to the purpose of this study. The researcher asked support from the
heads of schools for the names of geography teachers in each school. The number of
geography teachers did not exceed 4, instead in most schools were less than 4 hence all
teachers were involved. For this reason the number of teachers obtained from school A, B,
C, D, E, F, G, H,I and J were 2, 2, 2,3, 2, 4, 4, 4, 4 and 4 respectively making a total of 31
subject teachers respondents. See Table 4.1.
3.6 Research techniques
This section provides a description of research techniques in the quantitative and
qualitative data collection process which includes questionnaire and documentary analysis.
Primary data on personal characteristics of the geography teachers, the teachers’ working
environment, work experience, qualification and perception were collected from the
selected secondary schools in Ilala municipality in Dar es Salaam. Also information about
students’ interest and perception in learning of geography, learning environment, teaching
and learning materials and their general perception of their understanding of the subject
were collected.
3.6.1 Questionnaires
A questionnaire consists of number of questions printed or typed in a definite order on a
form or set of forms (Kothari, 2008). The questionnaires were administered to 31 subject
teachers and 260 form four students because of its ability to cover large population and
collect data at a single moment. Questionnaires included both open-ended and close-ended
questions. Close-ended questions were used because the researcher intended to quantify
the data but open-ended were also used to allow the qualitative information to be captured
34
based on teachers perceptions on their work and on the students’ academic performance.
The questionnaires were personally administered by the researcher to avoid problems
relating to low return of responses. In each school, however, a teacher was assigned to
ensure that a conducive atmosphere was created for the completion of the questionnaires.
Students were asked not to identify themselves in an attempt to encourage anonymity and
truthfulness in the completion of the questionnaire. For those student failed for one reason
or another to answer a certain question, the individual’s total data set was rejected to
prevent bias through selectivity. For this reason 300 questionnaires were administered but
only 260 questionnaires were found suitable for the analysis.
3.6.2 Documentary analysis
According to Ary, Jacobs, and Sorensen (2010) documentary analysis focuses on
analyzing and interpreting recorded material such as public records, textbooks, letters,
films, tapes, diaries, themes, reports, or other documents to learn about human behaviour.
This study examined the students' academic achievements in geography subject. The
researcher sought formal documents from National Examination Council of Tanzania
(NECTA) for that purpose for five years (2008-2012). The data of form four geography
national examinations for the aforementioned five years of the selected secondary schools
in Ilala municipality were given to the researcher. The data helped the researcher to
identify, analyze and describe the nature and trends in the students' performance in
geography subject.
3.7 Reliability and Validity of the instruments
The instrument is said to be reliable if it tends to give the researcher consistent results
across time, places, similar instruments irrespective of who is using it (Omari, 2011).
Omari further defines validity of instrument as instrument is capable of measuring what it
35
is supposed to measure accurately, effectively and efficiently. Various measures were
taken to ensure reliability and validity. The reliability and validity of instruments were
determined by the results of the pilot study conducted at one of the Kinondoni district
secondary school where sources of errors in the instrument were identified, corrected and
making the meaning of the questionnaires used very clear and easily understood by
respondents. Also in the administering questionnaire, respondents were not allowed to
communicate with each other while completing the questionnaires to make sure the views
of every respondent is independent and free of the others. Also probability sampling
technique was used in the selection of student sample to avoid bias. To ensure accuracy,
triangulation method was used to do cross checking. Researcher sought expert advice from
lecturers, research supervisor and fellow students in order to correct all inconsistencies
and ambiguities. Furthermore, the use of questionnaires also encouraged honesty and
freedom to respondents to express their views because they were anonymous.
3.8 Research Ethical consideration
Ethical issues for the research study include informed consent, confidentiality, and
psychological risk (Brown et al, 1999). Researcher sought permission letter (research
clearance letter, see appendix 3) from The Open University of Tanzania to be presented to
Regional Administrative Secretary (RAS) of Dar es Salaam region. Regional
Administrative Secretary issued a permission letter to the Director of the Ilala Municipal,
the Director issued research permit letter to the District Education Officer who then issued
a research permit letters to the respective schools where data were collected. At school
level the researcher got permission from the head of the school before data collection. All
geography teachers and form four students were briefed about the purpose of the study and
also about the voluntary nature of informants in the study.
36
In data collection process, ethical issues were taken into consideration so as to ensure that
there was high level of confidentiality between the researcher and the respondents.
According to Omari (2011) ethical dilemma should be resolved in favour of participants
including privacy of individuals greatly respected, the participants should remain
absolutely anonymous, information supplied should remain confidential to the researcher,
researcher should never betray those who supplied information, and deception should be
done only when necessary. Names of schools were substituted by alphabetical letters A, B,
C, D, E, F, G, H, I and J which by no means matched the initials of their true names. The
ethical issues were taken into consideration in disseminating the research findings and be
free from biased languages against persons because of gender, sexual orientation, racial or
ethnic group, disability, or age. Furthermore, the study avoided potential suppressing,
falsifying, or inventing findings to meet research ethical standards.
3.9 Data analysis
Data analysis refers to the computation of certain measures along with searching for
pattern of relationship that exist among data-group (Kothari, 2008). Further explains that,
in the process of analysis relationships or differences supporting or conflicting with
original or new hypothesis should be subjected to statistical tests of significance to
determine with what validity data can be said to indicate any conclusions. As long as the
study collected quantitative data, the quantitative methods were used for analysis. The
study used Analysis of Variance (ANOVA) for data analysis. ANOVA is a statistical
method used to test for differences among the means of the population by examining the
amount of variation within each of these samples, relative to the amount of variation
between the samples (Kothari, 2008). It is statistical method used for testing differences
between two or more group means or standard deviations. The purpose of using ANOVA
in analysis was to see if there was any difference between groups of the same variables.
37
Finally researcher used statistical analysis methods to determine the frequency counts and
percentages from the quantitative data. Chi-square test was used to test hypotheses based
on the teachers’ characteristics. Statistical Package for Social Sciences (SPSS 20 version)
was used for summarizing, analysing and presenting data in tables for description. In this
study ANOVA determined whether there were differences in students’ academic
performance between better performing and poorly performing government secondary
schools.
Qualitative data were analysed through thematic analysis method. The data were coded
and develop categories based on its theme-teachers perceptions. The data were finally
presented in narrative format with some voices.
38
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
In this chapter, findings, analysis as well as discussion are presented according to research
objectives. The chapter is arranged into five main sections, namely: demographic
characteristics of the respondents, the contribution of subject teachers’ work experience,
professional qualification, working environment and perceptions on their choice of
teaching profession on students’ academic performance in their examinations. The main
objective of this study was to investigate the contribution of subject teachers towards the
performance of secondary school students in their examinations.
4.2 Demographic characteristics of Respondents
4.2.1 Demographic characteristics of teachers
A total of 31 subject teachers were sampled from 10 secondary schools which were
labelled with letters A, B, C, D, E, F, G, H, I and J, with 5 (A, B, C, D and E) secondary
schools being from the poor performing secondary school category and the remaining 5
(F, G, H, I and J) secondary schools were from good performing secondary school
category. 11 (35.7% of respondents) subject teachers were sampled from poor performing
secondary school category and the remaining 20 (64.3% of respondents) teachers were
from good performing secondary schools category. The scale range used for the age
characteristics was 18-35, 36-60 and 60+. The demographic characteristics of these
respondents sampled are presented in Table 4.1. Results indicate that on average 58.1%
(18 respondents) of respondents were male, of which 25.8% (8 respondents) were from
poor performing schools and 32.3% (10 respondents) were from good performing schools
39
while 41.9% (13) of respondents were female, of which 32.3% (10 respondents) were
from good performing schools and 9.6% (3 respondents) were from poor performing
schools. At School A, E, G, H and J the number of female and male were equal to A, B
and E having one male and female geography teachers each and G, H and J both having 2
male and female each. School C and D had only female geography teachers while school F
had male 3 and female 1 geography teachers. As for age, the majority, 64.5% (20
respondents) had the age group of 18-35 years with both groups having 32.25% of the
total respondents. For example in School A, B, C and E all respondents had the age group
36-35 while school F, G and H have 50% of respondents with age 18-35 and 50% with
age ranged 36-60.
Regarding the level of education the majority 77.4% (24 respondents) had the degree
academic qualification. Others had 19.4% (6 respondents) and 3.2% (1 respondent) with
diploma and masters qualification respectively. The comparisons within individual group
indicate that out of 11 respondents from poor performing schools, 54.5% (6 respondents)
have degree academic qualification, 36.4% (4 respondents) have diploma education
qualification and 9.1% (1 respondent) had master degree education qualification. In good
performing secondary schools 90% (18 out of 20) and 10% (2out 20) respondents had
degree and diploma academic qualification respectively with no respondent with masters
degree. According to the Tanzanian Education Policy (1995), geography teachers should
hold either diploma or a University degree to teach in ordinary level secondary school.
This implies that secondary school teachers should be qualified teachers. According to
Duncan (2010), education is important in the development process. It helps society look at
the social and ethical questions raised by new development policies and projects, ensuring
that conservation long-term interests are given priority over short-term gains.
40
Table 4. 1: Demographic characteristics of teachers
Grou
p
Scho
ol N
Sex Age Education
male femal
e
18-
35
36-
60
Diploma Degre
e
Master
s
1 A 2 1 1 2 0 1 1 0
5.6 7.7 10.0 0.0 16.7 4.2 0.0
B 2 1 1 2 0 1 1 0
5.6 7.7 10.0 0.0 16.7 4.2 0.0
C 2 2 0 2 0 1 1 0
11.1 0.0 10.0 0.0 16.7 4.2 0.0
D 3 3 0 2 1 0 2 1
16.7 0.0 10.0 9.1 0.0 8.3 100.0
E 2 1 1 2 0 1 1 0
5.6 7.7 10.0 0.0 16.7 4.2 0.0
Group 1 total
11 8 3 10 1 4 6 1
72.7 26.3 90.9 9.1 36.4 54.5 9.1
2 F 4 3 1 2 2 0 4 0
16.7 7.7 10.0 18.2 0.0 16.7 0.0
G 4 2 2 2 2 1 3 0
11.1 15.4 10.0 18.2 16.7 12.5 0.0
H 4 2 2 2 2 0 4 0
11.1 15.4 10.0 18.2 0.0 16.7 0.0
I 4 1 3 1 3 0 4 0
5.6 23.1 5.0 27.3 0.0 16.7 0.0
J 4 2 2 3 1 1 3 0
11.1 15.4 15.0 9.1 16.7 12.5 0.0
Group 2 total
20 10 10 10 10 2 18 0
50 50 50 50 10 90 0.0
Total 31 18 13 20 11 6 24 1
58.1 41.9 64.5 35.5 19.4 77.4 3.2
Source: Field data 2014.
41
4.2.2 Demographic characteristics of students
Table 4. 2: Demographic characteristics of students (N=260)
Group School N Sex
Male Female Total
Group
1
A 26 14 12 26
5.4 4.6 10.0
B 27 16 11 27
6.2 4.2 10.4
C 23 12 11 23
4.6 4.2 8.8
D 24 12 12 24
4.6 4.6 9.2
E 22 10 12 22
3.8 4.6 8.5
Group 1 Total
122 64 58 122
52.5 47.5 100
Group 2 F 28 0 28 28
0.0 10.8 10.8
G 30 0 30 30
0.0 11.5 11.5
H 26 17 9 26
6.5 3.5 10.0
I 28 28 0 28
10.8 0.0 10.8
J 26 26 0 26
10.0 0.0 10.0
Group 2 Total
138 71 67 138
51.4 48.6 100
Total
260 135 125 260
51.9 48.1 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
42
Group 2 - good performing schools
This research sampled 260 student respondents from selected ten secondary schools
labelled A, B, C, D, E, F, G, H, I and J among 48 public secondary schools in Ilala
Municipal. 122 (46.9%) respondents were sampled from the category of poor performing
schools and 138 (53.1%) respondents were sampled from the category of good performing
secondary schools. In terms of sex characteristics, 51.9% (135) of the respondents were
male, of whom 27.3% (71) were from good performing while 24.6% (64) were from poor
performing secondary schools. On other hand, 48.1% (125) were female teachers
comprising 25.8% (67) sampled from good performing and 22.3% (58) of the respondents
were from poor performing secondary schools. See table 4.2.
4.3 Analysis of Secondary data
Form four national examination results of the good performing and poor performing
secondary schools in Ilala Municipality for five consecutive years from 2008 – 2012 were
analysed. Analysis of Variance was used to compare mean of credit pass (A – C) of
geography subject between the poor performing and good performing secondary schools.
The resulst of the analysis revealed that p values for the fore mentioned years was less
than 0.05 level of significance used. The obtained p values were 0.002, 0.012, 0.001,
0.002 and 0.001 for 2008, 2009, 2010, 2011 and 2012 respectively. The implication of
this finding was that the difference in mean between the two groups was statistically
significant for the five consecutive years. This means that the results of the two groups
were different and this was supported by URT (2010) that inequalities in learning
environments amond different schools resulting in inequalities of their learning outcomes.
43
Table 4. 3 ANOVA Analysis of data on students’ academic performance from
2008-2012
Years Group 1 and
2
Sum of
Squares
df Mean
Square
F Sig.
2008 Between
Groups
127,449 1 127.449 21.252 .002
2009 Between
Groups
112,896 1 112.896 10.635 .012
2010 Between
Groups
281,961 1 281.961 24.046 .001
2011 Between
Groups
110,889 1 110.889 20.211 .002
2012 Between
Groups
104,976 1 104..976 26.671 .001
Source: NECTA
4.4 Contribution of Subject Teachers’ Work Experience on Students' Academic
Performance in their Examinations
Hypothesis one states that “the subject teachers work experience does not contribute to
students' academic performance in their examinations in government secondary schools”.
Chi-square test was used to test this hypothesis to see if work experience of the teachers
from sampled schools were different. The sampled teachers were asked for how long they
had been teaching geography. The teaching experience of geography teachers in terms of
years of the good performing secondary schools was compared with those of their
counterparts of the poor performing secondary schools. The results displayed in Tables
4.4 shows that 32.3% (10 respondents) had experience in teaching geography for more
than 10 years, (29%) (9 respondents) who were from good performing secondary schools
and 3.2% (1 respondent) from poor performing secondary schools. 38.7% (12
respondents) of who 19.4% (6 respondents) were both from good performing and poor
44
performing secondary schools each had experience of 6 to 10 years in teaching geography,
22.6% (7 respondents) while 12.9% (4 respondents) and 9.7% (3 respondents) from good
and poor performing secondary schools respectively had experience ranging from 1 to 5
years of teaching geography. The results further revealed that 6.5% (2 respondents) - all
from good performing secondary schools category - had experience of less than one year
in teaching geography. From the results, teachers from good performing secondary
schools were more experienced than those from poor performing secondary schools.
Therefore, there is significant difference in teachers’ work experience between the two
groups - hence the variation in their students’ academic performance. The null hypothesis
is rejected and was concluded that teachers’ work experience contribute on students'
academic performance in their examinations.
Table 4. 4 Comparison on data of teachers’ years of teaching geography. (N=31)
Question Years of teaching Group Total
Group 1 Group 2
For how
long have
you being
teaching
geograph
y?
less than 1 year 0 2 2
0.0% 10.0% 6.5%
1-5 years 4 3 7
36.4% 15.0% 22.6%
6-10 years 6 6 12
54.5% 30.0% 38.7%
more than 10 years 1 9 10
9.1% 45.0% 32.3%
Total 11 20 31
Source: Field data 2014.
Key: Group 1 - poor performing schools, Group 2 - good performing schools.
45
Also when teachers were asked on their perceptions whether teaching experience have
effect on students’ academic performance, they were requested to indicate if they strongly
agree, agree, uncertain, disagree or strongly disagree and chi-square test was used to test
data. The results shown in Table 4.5 indicate that the p value (0.002) is < 0.05, therefore
the null hypothesis was rejected in favor of the alternative hypothesis and it was concluded
that teachers’ experience in classroom teaching increases students’ academic performance
which suggests that as teachers years of teaching geography increases, the students’
academic performances also increases.
Table 4. 5: Chi-square test of data of teachers' experience in classroom teaching
(N=31)
Question Responses Group Total
betwee
n
group
Chi-
square
test
Group
1
Group
2
Teachers'
experience in
classroom teaching
increases students'
academic
performance
Strongly
Agree
0 4 4
X2
17.41
df 4
p .002
0.0 20.0 12.9
Agree 4 14 18
36.4 70.0 58.1
Uncertain 0 2 2
0.0 10.0 6.5
Disagree 2 0 2
18.2 0.0 6.5
Strongly
Disagree
5 0 5
45.5 0.0 16.1
Total 11 20 31
100.0 100.0 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
46
As shown in Table 4.5, the majority of the respondents 71% (22) strongly agreed or
agreed that tteachers’ experience in classroom teaching increases students' academic
performance. Out of 71%, 58.1% (18 respondents) were from good performing schools
while 12.9% (4 respondents) were from poor performing schools. On other hand 22.6%
(7) of the respondents all from the poor performing schools category disagreed or strongly
disagreed. Only 6.5% (2) of respondents from good performing school were uncertain or
had no opinion with regard to teachers' experience in classroom teaching increases
students' academic performance.
The findings of the study were in line with previous studies by Ilugbusi, Falola and
Daramola (2007) that showed that teaching experience in schools count significantly in the
determination of students’ achievement in external examinations. According to Falola and
Daramola (2007), inexperienced teachers are easily upset and destabilized by unfamiliar
situations. This may imply that inexperienced teachers could get confused, mix up the
content of the topics taught to the students and hence the students would receive wrong
information which would definitely lead to poor achievement among the students, while
the experienced teachers are already used to classroom provocative situations and have
developed resistance and several solutions against classroom confusion inducing agents.
In the same vein, Gibbons, Kimmel and O’shea (1997) reported that there was a
significant relationship between teachers’ experience and students’ academic achievement
since students taught by more experienced teachers achieved at a higher level due to the
fact that the experienced teachers have mastered the subject content and acquired
cumulated classroom management skills and strategies to handle and cope with different
classroom problems. This was also supported by Rice (2010) who revealed that on
average, brand new teachers are less effective than those with some experience under their
belts. Early-career experience has a clear payoff in teacher effectiveness and the impact is
47
stronger than the effect of most other observable teacher-related variables. From this
study, it be concluded that there is a significant positive relationship between teachers’
classroom teaching experience and students’ academic performance. On the average there
was a difference in experience between the good performing and poor performing
secondary schools teachers with previous having more teaching experience than the later.
This shows that teachers’ experience is more important in academic performance of the
students and this is due to the fact that experienced teachers contribute to good academic
performance because they are able to teach effectively, compose standard examinations,
mastered the subject content and is more practical in teaching with higher concentration
than the less experienced teacher.
4.5 Influence of Subject Teachers' Professional Qualifications on Students'
Academic Performance in their Examinations
In this objective the hypothesis states that “the subject teachers' professional qualifications
do not contribute on students' academic performance in their examinations in government
secondary schools”. To test this null hypothesis chi-square test was used to test the
professional qualification of the teachers of the two groups to find out if they were
significantly different and the results are shown in Table 4.6. Teachers were requested to
assert whether professional qualification of subject teachers contributes on student’s
academic performance; the researcher used the scale of strongly agree, agree, uncertain,
disagree and strongly disagree. The result of the test shows that the P value is 0.558
(p>0.05) considered not significant statistically. There is no significant difference in the
subject teachers’ professional qualification between the good and poor performing
secondary schools therefore the null hypothesis was retained. It is concluded that subject
teachers’ professional academic qualification do not contribute on the differences in
48
students’ academic performance between the two groups as there is no significant
differences in their academic qualifications.
Table 4. 6: Chi-square test on professional academic qualification of teachers
(N=31)
Question Responses Group Total
between
group
Chi-
square
test
Group
1
Group
2
Do you think
professional
academic
qualification of
teachers has
impact on
students' academic
performance?
Strongly Agree 0 2 2
X2
2.999
df 4
p .558
0.0 10.0 6.5
Agree 1 5 6
9.1 25.0 19.4
Uncertain 3 3 6
27.3 15.0 19.4
Disagree 5 8 13
45.5 40.0 41.9
Strongly
Disagree
2 2 4
18.2 10.0 12.9
Total 11 20 31
100.0 100.0 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
In addition to the statistical test, Table 4.4 reveals that 54.8% (17) of the respondents
strongly disagreed or disagreed that professional academic qualification of teachers has
impact on students' academic performance, of which 32.3% (10) of the respondents were
from good performing schools and 22.6% (7) were from poor performing secondary
schools. However the comparisons within groups indicate that out of 11 respondents from
poor performing schools, 63.7% (7) strongly disagreed or disagreed while out of 20
49
respondents from good performing schools, 50% (10) strongly disagreed or disagreed that
professional academic qualification of teachers has impact on students' academic
performance. In the contrary 9.1% (1) and 35% (7) respondents from poor performing
schools and good performing schools strongly agree or agree that professional academic
qualification of teachers has impact on students' academic performance respectively.
Unlike the two stands, 27.5% (3) and 15.0% (3) of the respondents from poor performing
and good performing schools respectively were uncertain whether professional academic
qualification of teachers has impact on students' academic performance or not. On average
50% and above of the respondents in both groups have view that professional academic
qualification has impact on students’ academic performance. Therefore null hypothesis
was retained and concluded that teachers’ academic qualification has no contribution in
the variation of the students’ academic performance of the two groups. This finding is
contrary to the finding of Darling-Hammond (1999) who concluded that the most
consistent highly significant predictor of student achievement in reading and mathematics
in each year tested is the proportion of well-qualified teachers in a state. In all cases, the
proportion of well-qualified teachers is by far the most important determinant of student
achievement as it is highly significant in all equations for both subject areas in all years
and at all grade levels. Also the finding contrasted with the study by Kasiisa and Tamale
(2013) conducted in Uganda which revealed that teacher’s quality in terms of qualification
is a universal remedy for attainment of sustainable educational goals and objectives. The
study also shows a positive and significant relationship between teachers’ qualification
(SST) and students’ academic performance in eastern Uganda.
The qualification of subject teacher for ordinary level is required to be either diploma or
degree in a particular subject where only degree holders are supposed to teach forms three
and four. According to the research, all teachers who were sampled qualified for both
50
groups. Due to this fact it may be the differences in students’ academic performance in
their final examination for the two category attributed to the function of the quality of
students and the environment of learning in public secondary schools than teachers’
academic qualification. Therefore, the student individual factors like quality of the
students selected to join secondary schools for a particular category and the learning
environment such that classrooms overcrowdings, the infrastructure and facilities in these
schools may be the factor for the variation. Practically, the selection criteria for the
students who join secondary schools after primary level is not uniform. Students are
selected depending on their performance. Where students with highest marks join special
schools; those with median performance join regional schools, while those with least
passes/marks are selected to join community secondary schools. From the sampled
schools, the good performing schools were the regional and the poor performing were the
community secondary schools - which means that the difference in the two groups
performance may be attributed to this factor.
4.6 Effects of Subject Teachers' Working Environment on Performance of
Students in their Examination
The null hypothesis for this objective states that “subject teachers' working environment
has no impact on the students' academic performance in their examinations”. This
hypothesis is tested in four aspects of the working environment namely working load, tests
and assignments, text books, joining teaching profession and job satisfaction.
4.6.1 Teachers’ work load
As regards the aspect of teaching load and the working environment, teachers were
requested to indicate their teaching load in terms of number of periods they teach per
week. The scale used was below 24 periods per week, 24 periods per week and above 24
51
periods per week. To test this hypothesis chi-square test was used and the results shown in
the Table 4.5 indicate that the two-tailed P value is 0. 067 which is greater than the critical
value 0.05 thus considered not significant. The null hypothesis is retained and concluded
that teaching load has no impact on the differences in students’ performance of the two
secondary school groups. This implies that there is no significant difference in teaching
load between geography teachers teaching in good performing and those teaching in poor
performing secondary schools. With this reason subject teachers’ working environment in
the aspect of teaching load has no contribution on the variations on students’ academic
performance of the two groups.
Table 4. 7: Chi-square test on data of teachers’ teaching load (N=31)
Questio
n
Periods per
week
Group Total
between
groups
Chi-
square
test
Group
1
Grou
p 2
What is
your
teachin
g load?
below 24 periods
per week
1 7 8
X2
5.406
df 2
p .067
3.2% 22.6% 25.8%
24 periods per
week
2 7 9
6.5% 22.6% 29.0%
above 24 periods
per week
8 6 14
25.8% 19.4% 45.2%
Total
11 20 31
35.5% 64.5
%
100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
52
The majority of the respondents 45.2% (14 respondents) among which is 25.8% (8
respondents) a 19.4% (6 respondents) from poor and good performing schools
respectively asserted that they teach more than 24 periods per week. Out of the sampled
teachers 29.0% (9 respondents) with 22.6% (7 respondents) and 6.4% (2 respondents)
from good performing and poor performing respectively responded that they teach 24
periods per week while 25.8% (8 respondents) with 22.6% (7 respondents) and 3.2% (1
respondents) from good performing and poor performing respectively responded that they
teach less than 24 periods per week.
The finding of this study were upported by study of Ajayi (1999) who revealed that there
was no significant relationship between teachers’ workload and students’ academic
achievement. On other hand the finding was contrary to the study conducted by Kimani,
Kara and Njagi (2013) who concluded that teachers’ weekly teaching load has significant
effect on academic achievement in secondary schools. Furthermore, this finding disagreed
with the finding of Kirimi, Gikunda, Obara, and Kibett (2013) who concluded that despite
the fact that the teachers viewed the high load as a manageable challenge, it is clear from
the results that high teaching load negatively affects the performance of an agriculture
teacher. It can be concluded that both good performing and poor performing secondary
schools located in Ilala Municipality with proportionally unvarying teaching staff hence
no significant differences in the teaching load of the both groups which in turn has no
contribution in the variation of their respective students’ academic performance.
4.6.2 Availability of Books
Considering the importance of availability of books as an aspect of the teachers’ working
environment, the chi-square test was performed on this aspect of the working environment
and the results are shown in Table 4.8. In this aspect the teachers were asked to indicate if
53
they have enough geography course book, the researcher used scale of yes for those with
enough books and no for those lacking. Table 4.6 reveal that P value is 0.235 (p>0.05) at
95% confidence interval, considered not significant and null hypothesis is retained. The
results show that there is no significant difference in the availability of books between the
two groups of schools. According to this finding it implies that there is no significant
difference in the availability of books between the schools of the two groups hence the
differences in students’ academic performance between the groups cannot be attributed to
this factor.
Table 4. 8: Chi-square test on data of availability of geography course and
reference books (N=31)
Question Responses Group Total
between
groups
Chi-
square
test
Group 1 Group 2
X2
1.411
df 1
p .235
4.3 Are there
enough
geography
course and
reference
books?
yes 2 1 3
18.2 5.0 9.7
no 9 19 28
81.8 95.0 90.3
Total 11 20 31
100.0 100.0 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
54
From the Table 4.8 it has been shown that 90.3% (28 respondents) among which 61.3%
(19 respondents)is from good performing secondary schools and 29.0% (9 respondents)
from poor performing secondary schools revealed that there was no enough geography
course books in their respective schools. On the other hand only 9.7% (3 respondents)
agreed that they had enough geography course books in their school(s). The finding of this
study contrasted with finding of the Chonjo (1994) conducted in Tanzania students'
performance on primary school leaving examination (PSLE) tended to be better in schools
experiencing less frequent shortage of exercise books, students who had the requisite
textbooks in all the subjects taught tended to have better performance than students in
schools with relatively high incidence of text-book shortages. Availability of required
learning facilities in schools enhances student's academic performance. When learning
materials are provided, learning activities proceed at a very fast speed. In a situation where
the learning environment is not conducive, academic activities proceed at a low rate which
then results in poor academic performance of students.
4.6.3 Tests, assignments and feedbacks
Also the hypothesis was tested in the aspect of tests, assignment and feedbacks. ‘Yes’ and
‘no’ scale was used where teachers were requested to indicate if they give assignments,
tests and give feedbacks on right time. In this aspect chi-square test was performed and the
results indicate that the P value is 0.320 (P>0.005), considered not significant and the null
hypothesis is retained that giving test, assignments, marking them timely and giving
feedback has no impact on variation of the students’ academic performance in the sampled
schools. This implies that teachers of both groups gave tests and assignments and gave
feedback timely hence this has no impact on the result variation of the two groups. The
Table 4.9 summarizes these findings as; out of 31 sampled subject teachers 51.6% (16
55
respondents) agreed that they provide test and assignments and give feedbacks timely.
29.0% (9 respondents) of those agreed were from good performing secondary schools and
22.6% (7 respondents) were from poor performing secondary schools. Contrary, 48.4%
(15 respondents) said ‘no’ meaning that they either do not give tests and assignments or
they do not give feedbacks to their students timely.
Table 4. 9: Chi-square test of data on provision of tests/assignments and feedback
(N=31)
Question Respon
ses
Group Total Chi-square
Group
1
Group
2
Do you have
enough time to
give students
home
works/exercises
and mark them
timely?
yes 7 9 16
X2 .987
df 1
p .320
63.6% 45.0% 51.6%
no 4 11 15
36.4% 55.0% 48.4%
Total 11 20 31
100.0
%
100.0
%
100.0
%
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
Also students were asked whether teachers provide tests and assignments, mark them and
provide feedback timely by using the scale of yes and no. The results summarized in the
Table 4.7 show that 82.3% (214 out of 260 respondents) agreed that their teachers provide
tests, assignments and return feedbacks. The finding further supports the previous findings
56
on teachers’ data that teachers of both schools have almost identical characteristics hence
difference in their respective students’ academic performance cannot be attributed to this
factor. See Table 4.10.
Table 4. 10: Analysis of students’ data on tests, assignments and feedback
Question Responses Group Total
Group 1 -
Poor
performing
schools
Group 2 -
Good
performing
schools
Do teachers provide,
mark tests, assignments
and provide feedback
timely?
yes 95 119 214
36.5% 45.8% 82.3%
no 27 19 46
10.4% 7.3% 17.7%
Total 122 138 260
46.9% 53.1% 100.0%
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
The study was contrary to the previous study by Kimani, Kara and Njagi (2013) who
concluded that continuous assessment tests is a powerful diagnostic tool that enable
students to understand the difficult areas and concentrate their efforts in those areas. It
allow teachers to monitor the impact of their lessons on students’ understanding and use
the results to modify their pedagogical strategies to include the construction of remedial
activities for students who are not working at the expected grade level and the creation of
57
enrichment activities for students who are working at or above the expected grade level.
The result from the research indicates that teachers of both school groups provide tests,
mark them and give feedbacks to their students. This implying that their attributes in this
aspect of teachers’ working environment are equal hence cannot be the factor for the
variation in students’ academic performance of the two groups.
4.6.4 Teachers’ Job Satisfaction
Further, the job satisfaction was tested as an aspect of teachers’ working environment to
see if it impacted on students’ academic performance. In this aspect, the scale range used
was ‘I agree’ for those who were satisfied with their jobs and ‘I disagree’ for those who
were not satisfied with their jobs. Chi-square test was used and the results obtained are
depicted in the table 4.11. The P value is 0.138 (P>0.05) considered not significant hence
null hypothesis is retained and concluded that teachers’ job satisfaction between teachers
of the two groups was not different. Also students were asked if teachers seem to be
enjoying teaching by use the scale of ‘yes’ and ‘no’. The results indicated in Table 4.12
reveal that 83.1% (216 out of 260 respondents) greed their teachers enjoy teaching while
16% (44 respondents) disagreed. This implies that teachers’ job satisfaction as aspect of
teachers’ working environment was not significantly different for both groups hence the
differences on students’ academic performance between the two groups cannot be
explained by this aspect.
58
Table 4. 11: Chi-square test on data of teachers’ job satisfaction (N=31)
Question Responses Group Total
between
groups
Chi-square
testGroup
1
Group 2
All in all, am
satisfied with my
job
I agree 8 9 17
X2 2.203
df 1
p .138
72.7 45.0 54.8
I disagree 3 11 14
27.3 55.0 45.2
Total
11 20 31
100.0 100.0 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
Table 4. 11: Analysis of students’ data on teachers’ teaching.
Question Responses Group Total
Group 1 - Poor
performing
schools
Group 2 -
Good
performing
schools
Do teachers appear to
be enjoying
teaching?
yes 97 119 216
37.3% 45.8% 83.1%
no 25 19 44
9.6% 7.3% 16.9%
Total 122 138 260
46.9% 53.1% 100.0%
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
59
4.6.5 Class Size
Class size as an ingredient of working environment has impact on the teaching and
learning process. Chi-square test was used to test the hypothesis for this aspect and the
scale which was used is ‘strongly agree and agree’ for those considering class size to have
impact on students’ academic performance, ‘uncertain’ for those teachers who had no
opinion, ‘disagree and strongly disagree’ for those who consider class size to be of no
impact on students’ performance. From the table 4.13, p (0.392) value is greater than the
critical value (0.05). Therefore the null hypothesis was retained and concluded that class
has no impact on difference in students’ academic performance from the selected schools.
The results summarized in the table 4.13.
Table 4. 12: Chi-square test of class size on students' academic performance (N=31)
Question Responses Group Total
between
groups
Chi-square
test
Group
1
Group
2
4.6 Class size has
no impact on
students' academic
performance
Strongly
Agree
1 4 5
X2 4.104
df 4
p .392
9.1 20 16.1
Agree 1 6 7
9.1 30 22.6
Uncertain 2 1 3
18.2 3.2 9.7
Disagree 5 5 10
45.5 25 32.3
Strongly
Disagree
2 4 6
18.2 21.1 19.4
Total 11 20 31
100.0 100.0 100.0
Source: Field data 2014.
60
Key: Group 1 - poor performing schools
Group 2 - good performing schools
The results indicate that the sampled schools on average had no differences in class size.
This similarity in characteristics make the class size as an aspect of the working
environment to have no direct impact on the difference in students’ academic performance
between the two schools.
According to the previous studies by Ehrenberg et al. (2001), changes in class size have
potential impact on how much students learn. Not only is class size potentially one of the
key variables in the “production” of learning or knowledge, it is also one of the simplest
variables for policymakers to manipulate. Postulate further that the amount of student
learning is dependent on many different factors, some are related to the classroom and
school environment in which the class takes place, but others are related to the student’s
own background and motivation and broader community influences. It is truism that class
size matters because it affects mechanisms through which the differences in students’
academic performance are produced – such as teachers’ instructional practices. In the
field, majority the sampled schools had class size of more than 35 students which
discourage teaching participatory methodology and instead encourage lecture
methodology which may limit some students to catch up the subject content.
This was further indicated on the data on students who were asked to indicate their class
size by using the scale of less than 35, 35 and more than 35 students per class. Most of the
students 89.6% (233 out of 260 respondents) indicated class size of more than 35 students
per class. The remaining 4.2% (11 respondents) and 5.8% (15 respondents) indicated 35
students per class and less than 35 students per class respectively (See Table 4.14).
61
Table 4. 13: Analysis of the data on student class size (N=260).
Question Number of
students per
class
Group Total
Group 1 - Poor
performing
schools
Group 2 -
Good
performing
schools
What is your
class size?
less than 35 15 0 15
5.8% 0.0% 5.8%
35 7 4 11
2.7% 1.5% 4.2%
more than 35 100 134 233
38.5% 51.5% 90%
Total 122 138 260
46.9% 53.1% 100.0%
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
The finding of the study in this aspect disagreed to the study conducted by Resnick (2003)
who revealed that smaller classes benefited student achievement suggesting that teachers
in small classes paid greater attention to each pupil. Pupils in these classes experienced
continuing pressure to participate in learning activities and became better, more involved
students; attention to learning went up and disruptive and off-task behaviour went down.
In situation large classes, work might become cumbersome for the teachers in terms of
attending to individual student’s needs, marking students’ class work, home-works /
assignments, hence, the teacher may decide to continually reduce the amount of work that
should be given to the students to avoid been stressed. The over loading of teachers with
congested classes would invariably end up in high reduction of efficiency while students’
performance bears the consequences.
62
The implication of this finding is that despite the fact that class size is important, good
performing and poor performing secondary schools have unvarying class sizes which
statistically lack credibility to explain the variation on students’ academic performance.
Instead the socio-cultural variables like student’s individual abilities, family background,
school location and facilities can be studied to explain the variation. The tests were
performed to investigate the impact of teachers’ working environment on students’
academic performance. This was done in three aspects of teachers working environment;
teachers’ teaching load, and it has been concluded that there is no significant difference in
teaching load between the teachers of the two secondary school category. Also the test
was performed to assess the contribution of text books as aspect of teachers’ working
environment. The results have shown that there is no significant difference in the
availability of books between schools in the two categories. As the matter of fact, the
government gives proportional text books capitation to its secondary schools proportional
to the number of students. Furthermore, the study tested the impact of tests and assignment
feedbacks on students’ academic performance. The test results indicated that there is no
significant difference in the working environment between teachers of poor and good
performing secondary schools hence the null hypothesis is retained and the variation in
academic performance may be attributed to other factors. In practical, teachers’ working
environment go beyond teaching load, availability of text books and administering of tests,
assignments and the feedbacks.
According to Learning First Alliance (2005), report identified a set of key factors that
must be addressed to narrow gaps in educator quality. Specifically, the report targeted
improved teacher working conditions by ensuring adequate resource staff; manageable
class sizes; and a safe, supportive environment.
63
4.7 Contribution of Subject Teachers' Perceptions on their Choice of Teaching
Profession and Students’ Academic Performance in their Examinations
Table 4. 14: The analysis on the reasons made teachers to join the teaching
profession (N=31)
Question Response Group Total
between
group
Group 1 Group 2
What reason made you
to join the teaching
profession?
I liked it 4 11 15
36.4 55.0 48.4
Was only
option available
7 9 16
63.6 45.0 51.6
Total
11 20 31
100.0 100.0 100.0
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
The research had the task of investigating the subject teachers' perceptions on their choice
for teaching profession and on students’ academic performance in their examinations. To
achieve this goal, two questions were raised: “What are the subject teachers' perceptions
on their choice for teaching profession?” and “What are the subject teachers' perceptions
on students’ academic performance in their examinations?” The first question aimed to
capture the motive behind teachers’ choice of teaching profession and the second question
was raised to capture teachers’ perception on the students’ academic performance. In
question one, the scale range used was ‘I like it’ and ‘was the only option available’.
According to research data in Table 4.15, it can be noted that 48.4% (15 respondents) of
subject teachers shows a positive perception towards teaching profession. Out of those
64
joined the profession because they liked it, 35.5% (11 respondents) were from good
performing schools and 12.9% (4 respondents) were from poor performing secondary
schools. On other hand 51.6% (16 respondents) of the teachers were found to be not happy
with their profession as they joined the profession because it was the option of the last
resort. Out of these, 29.0% (9 respondents) were from good performing secondary schools
and 22.6% (7 respondents) were from poor performing schools.
Respondents were also asked whether their perception had affected their teaching and
delivery practices, they were required to assert ‘yes’ if they agreed and ‘no’ if they did not
agree. 64.5% with which 38.7% (12 respondents) from good performing secondary
schools and 25.8% (8 respondents) from poor performing secondary schools rejected that
their perception has affected their teaching. This means that regardless of the reason one
had during the joining of the teaching profession, the majority from both group have
positive attitude towards their profession. Only 35% (11 respondents out 31) agreed that
their perception had affected their teaching. With this revelation it can be concluded that
there is no significant difference on teachers’ perception on both groups hence the
variation in their students’ academic performance cannot be attributed to this factor. See
Table 4.16.
Table 4. 15: Analysis of data on teachers’ perception (N=31)
Question Response Group Total
Group 1 Group 2
Do you think your
perception has
affected your
teaching?
yes 3 8 11
9.7% 25.8% 35.5%
no 8 12 20
25.8% 38.7% 64.5%
Total 11 20 31
35.5% 64.5% 100.0%
Source: Field data 2014.
65
Key: Group 1 - poor performing schools
Group 2 - good performing schools
When respondents were asked whether they believe there should be extra support need to
make students perform well in their examinations, results shows that there is no significant
difference in views between the teachers of the two groups as 25 out of 31 respondents
equivalent to 80.6% agreed of which 18 respondents equivalent to 58.1% were from good
performing and 7 equivalent to 22.6% were from poor performing secondary schools
while 19.4% (6 respondents), 4 and 2 respondents from poor performing and good
performing secondary schools equivalents to 12.9% and 6.5% respectively disagreed. This
means that the differences in students’ academic performance cannot be attributed to this
factor.
Further explanation on teachers’ perception on students’ academic performance is
highlighted with the responses on the question of whether teachers believe they can make
progress with even the most unmotivated students. Total of 58.1% (18 respondents),
38.7% (12 respondents) and 19.4% (6 respondents) from good and poor performing
secondary schools respectively agreed while 41.9% (13 respondents) out of which 25.8%
from good performing and 16.1% from poor performing secondary schools disagreed.
This result is depicted in
Table 4.17. The implication of this finding is that on average there is no significant
difference in the views that teachers hold on their students in both categories of the
secondary schools. Therefore this similarity in views cannot contribute to the differences
in academic performance of the students of the two categories. The study finding was
contra to the finding
66
of Ajayi (1986) that teachers’ perception of teaching either good or bad will significantly
affect their students.
Table 4. 16: Analysis of teachers’ support on students (N=31)
Question Responses Group Total
Group 1 Group 2
If I try real hard, I can
make progress with even
the most difficult and
unmotivated students
I agree 6 12 18
19.4% 38.7% 58.1%
I disagree 5 8 13
16.1% 25.8% 41.9%
Total 11 20 31
35.5% 64.5% 100.0%
Source: Field data 2014.
Key: Group 1 - poor performing schools
Group 2 - good performing schools
Traditionally, teaching profession has been seen as the bridge between theory and practice.
This bridge enables prospective teachers to transfer the necessary knowledge and skills
gained to their students. The initial and evolving beliefs and perceptions subject teachers
hold about teaching as a profession play an important role during this transmission
process. Teachers’ beliefs have a powerful impact on their willingness to adopt new
teaching strategies, which in turn has a direct effect to the students’ performance. By
implication, positive perception on teaching profession and on students’ academic
performance results into positive and effective relationship between the teacher and the
students which eventually show positive interrelationship with students’ educational
performance in their final examinations. It is appealing that the future professionals
choose their professions while they are not well informed especially when come to the
teaching. Many don’t realize how responsible and demanding the teaching profession is.
67
According to the study there is no significant difference in teachers’ perception of the two
groups, with this fact the difference in the performance of the students may better be
explained by other predictor variables.
Despite teachers’ views on their teaching profession and views they hold on their students,
teachers have always tried to adjust their teaching to the backgrounds, abilities, styles and
interests of the learners. This is evident from the comment of one respondent from poor
performing schools replying on the question ‘what is your perception about your students’
academic performance in the subject you are teaching’? That;
Most of students are very poor in mathematical aspects of geography,
are too busy with other issues like face book, twitter, music and have
little time for private study, most students are not hard working and weak
so they cannot perform well.
Another respondent from the same group replying on the same question asserted that:
Most of students selected to join community secondary schools are those
with low marks so how can you make progress with such students? Some
even do not know how to read and write their names.
Although perception of teachers – as shown in the preceding comments, the poor
performing group seems to have no statistical significant difference with those of the good
performing schools, their beliefs and perceived attitudes of their students’ abilities may
have impact on their teaching and delivery practices which in turn will have profound
direct impact to students’ academic performance. If teacher views his/her students as
weak, not hard working or unmotivated, this will automatically affect his/her efforts and
68
devotions towards teaching particular students hence if this is long held by the teaching
community, it will likely contribute to the poor performance of their students in addition
to their down view of their students’ abilities. On other hand, teachers who see particular
students as highly motivated and highly capable would often make eye contact, smile and
lean toward them, and praise and call on them more frequently which will create
confidence to the particular students. Unlike the views of the teachers from poor
performing schools, their counterparts had different views. For example one respondent
asserted that:
Some students complain they don’t understand and teachers are so
speedy, but the problem is periods indicated in the syllabus do not match
with the periods allocated to teach students which make it hard to teach
in deep, it make teacher to teach partially in order to cover the syllabus.
Another respondent cited that:
There should be retraining of teachers to cope with frequent changes in
syllabus to make teachers updates their working knowledge.
A close analysis of the teachers’ views – based on these views, indicate that teachers of
the good performing secondary schools have positive attitude towards their students hence
although at first glance seemed to have no difference to those of the poor performing
schools. This positive attitude can have indirect influence on their teaching and delivery
practices. It is unanimously agreed that teachers’ perception and attitude have remarkable
effect on students’ achievement. According to Oruç (2011), the teacher does not only
teach, but also personally influences the students. That is why - besides professional
education, a teacher’s human qualities are also important. Teaching, in a word, is
inevitably based on notions about the nature of the learners’ mind. Beliefs and
69
assumptions about teaching whether in a school or in any other context, are a direct
reflection of the beliefs and assumptions the teachers hold about the learner and
themselves.
70
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presents a brief description of how the study was conducted, the summary of
main findings, conclusion and recommendation emanating from these findings. The
chapter also identifies areas for future research.
5.2 Summary
The study was conducted in Ilala district in Dar es salaam, Tanzania. The purpose of the
study was to investigate the influence of subject teachers to the performance of secondary
school students in their final examinations. Thirty one geography subject teachers and two
hundred and sixty students from ten schools participated in the study. The questionnaire
and documentary analysis research techniques were employed. Three null hypotheses of
subject teachers attributes namely teachers' working experience, qualification and working
environment were tested by using chi-square test at 0.05 level of significance to determine
their contributions on students' academic performance. The results on teachers' working
experience indicated the p value (0.002) is < 0.05 the level of significance used. It follows
therefore that, the null hypothesis was rejected and concluded that teachers’ experience in
classroom teaching contributed on the variation in students’ academic performance
between the two groups. Further tests on teachers' qualification indicated P value is 0.558
(p>0.05) and the hypothesis was retained. On teachers' working environment the test was
performed on teaching load, availability of books, tests, assignments and feedbacks,
teachers' job satisfaction and class size. The hypothesis was retained in all aspects at P
value of 0.067, 0.235, 0.320, 0.138 and 0.392 greater than the significance level used
71
(0.05) respectively. Also in the aspect of teachers' perception teachers from both groups
had positive perception towards their profession by 64.5%.
5.3 Conclusion
The findings from the study have shown that the predictor variables in predicting the
differences in students’ academic performance of good performing and poor performing
ordinary level secondary schools can be attributed only to subject teachers’ years of
working experience. On other hand teachers’ academic professional qualification, working
environment and teachers’ professional perception and perception on students’ academic
performance was not significantly different between the two groups, hence, cannot be
attributed to differences in students’ academic performance of the secondary school
groups. But this may be due to the fact that both groups are within the same municipality
that is at the heart of the city proportionally staffed with teachers and text books as the
budget allow. Statistically, students’ academic performance and subject teachers’
characteristics like, working experience and professional qualifications have correlation
tending to move towards the same direction or inversely. Sometimes positive subject
teachers’ attributes like high professional qualifications, positive perceptions may not
signify high students’ academic performance due to the truism that students’ performance
is the result of interplay of many socio-cultural and economic factors.
It is a known fact that the quality of a teacher, working atmosphere and his/her level of
commitment affect the standard of his/her work. The standard of his/her work determines
the quality of the performance of the students that he/she teaches. If the good standard of
education of students must be maintained, teachers’ quality must be improved by
improving - not only their academic and professional competence, but also their work
environment which has impact on their perception towards the profession as a teacher and
72
perception towards his/her students. Motivation is a major factor for promoting
productivity. Improving the work environment of school teachers will improve their
productivity and educational quality.
5.3 Recommendations
In light of study findings, the following recommendations are made in order to guarantee
students’ academic performance in secondary schools:
The government through the Ministry of Education and Vocational Training
should make sure that there is a well stipulated retention strategy that will
encourage teachers to remain in their teaching profession and excell in their
teaching carrier. Also there should be equal distribution and redistribution of
teachers especially to the newly built schools.
The retraining of teachers should be part and parcel of their working conditions.
They should be exposed to special training programmes that will increase their
earning power and also update their working knowledge and skills especially when
there is changes in the syllubus.
The Ministry of Education and Vocational Training should set equal criteria for
students selected to join secondary schools in all secondary schools category.
Also Ministry of Education and Vocational Training should increase periods for
ordinary level geography subject to allow teachers to teach the content in depth in
order to make students understand the subject well.
5.4 Areas for future research
This study investigated the contribution of subject teachers towards students
academic performance, future research should seek to enhance our understanding
on the contribution of socio-cultural and economic factors on education attainment.
73
As the study concentrated in the Ilala Municipality, there is a need for further
research to include the whole country.
The study covered only ordinary level secondary schools. The researcher suggests
that similar studies to be done on advanced level secondary schools in Tanzania.
74
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83
APPENDICES
APPENDIX A: TEACHERS’ QUESTIONNAIRE
This research is being conducted to find out the contributions of subject teachers in
students’ academic performance in the form four national examinations; the case study of
geography teachers. The following questionnaire contains items which request your views
on this subject. The information given in this questionnaire will be confidential,
anonymity and will not be shared beyond the purpose of this research.
1.1 What is your sex?
...............................................................
1.2 What is your age?
In responding to the questions, please tick the appropriate choice whenever necessary.
2: Professional academic qualification of teachers
2.1 What is your highest professional academic qualification?
a) Diploma in education
b) Bachelor degree in education
c) Masters degree in education
d) Others [ ] specify ......................................................
2.2 If diploma, for how long was the course taken?
Six months [ ] one year [ ] two years [ ]
2.3 Which classes have you ever taught?
Form one and form two [ ] form three and form four [ ]
2.4 Have you attained degree after diploma?
Yes [ ] no [ ]
2.5 If yes, which classes have you taught before attaining a degree?
Yes [ ] no [ ]
2.6 If yes in iii above, have you done geography at degree level as teaching subject?
84
Yes [ ] no [ ]
2.7 Do you think professional academic qualification of teachers has impact on students'
academic performance?
Yes [ ] no [ ]
3: Teachers’ working experience
3.1 What is your work experience?
[ ] 0 – 5 [ ] 6 – 10 [ ] 11 – 15
[ ] 16 – 20 [ ] more than 20
3.2 For how long have you being teaching geography?
[ ] less than a year [ ] 1 – 5 years
[ ] 6 – 10 [ ] more than 10 years
3.3 Teachers' experience in classroom teaching increases students' academic performance
Yes [ ] no [ ]
3.4 Have you ever encountered problems in teaching geography?
Yes [ ] no [ ]
If yes, specify ..............................................................................................
3: Teachers’ working environment
4.1 Is there geography room at your school?
Yes [ ] no [ ]
4.2 If yes, does it have enough teaching and learning materials like survey equipment,
globe, maps etc
Yes [ ] no [ ]
4.3 Are there enough geography course and reference books?
Yes [ ] no [ ]
4.4 If yes, what is the student-book ratio?
85
[ ] 1: 1 [ ] 2:1 [ ] 3:1 [ ]
others, specify ...................................
4.5 What is your teaching load?
[ ] below 24 periods per week [ ] 24 periods per week
[ ] above 24 periods per week.
4.6 Class size has impact on students' academic performance
Yes [ ] no [ ]
4.7 Do you prepare yourself for teaching in each period?
Yes [ ] no [ ]
4.8 Do you have enough time to give students home works/exercises and mark them
timely?
Yes [ ] no [ ]
4: Subject teachers' perceptions, beliefs and attitudes.
4.1 Is there geography room at your school?
Yes [ ] no [ ]
4.2 If yes, does it have enough teaching and learning materials like survey equipment,
globe, maps etc
Yes [ ] no [ ]
4.3 Are there enough geography course and reference books?
Yes [ ] no [ ]
4.4 If yes, what is the student-book ratio?
[ ] 1: 1 [ ] 2:1 [ ] 3:1 [ ]
others, specify ...................................
4.5 What is your teaching load?
86
[ ] below 24 periods per week [ ] 24 periods per week
[ ] above 24 periods per week.
4.6 Class size has impact on students' academic performance
Yes [ ] no [ ]
4.7 Do you prepare yourself for teaching in each period?
Yes [ ] no [ ]
4.8 Do you have enough time to give students home works/exercises and mark them
timely?
Yes [ ] no [ ]
5.1 What reason made you to join the teaching profession?
[ ] I like it [ ] was the only option available
5.2 All in all, am satisfied with my job
I agree [ ] I disagree [ ]
5.3 Do you think your perception has affected your teaching?
Yes [ ] no [ ]
5.4 Do you think your perception of becoming a professional teacher has affected your
academic relation with your students?
Yes [ ] no [ ]
5.5 What is your perception about your students’ academic performance in the subject you
are teaching?
.................................................................................................................................................
.................................................................................................................................................
.............................................................................................................................
5.6 Is there any extra support you think you need to give your students for their academic
profile?
87
Yes [ ] no [ ]
5.7 I feel that I am making a significant education difference in the lives of my students
I agree [ ] I disagree [ ]
5.8 If I try real hard, i can make progress with even the most difficult and unmotivated
students
I agree [ ] I disagree [ ]
5.9 I am successful with the students in my class
I agree [ ] I disagree [ ]
5.10 I usually know how to get through to students
I agree [ ] I disagree [ ]
5.11 With your opinion, what should be done so as to improve students’ academic
performance?
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................
Thank you very much for your cooperation
88
APPENDIX B STUDENTS’ QUESTIONNAIRE
This research is being conducted to find out the contributions of subject teachers in
students’ academic performance in the form four national examinations; the case study of
geography teachers. The following questionnaire contains items which request your views
on this subject. The information given in this questionnaire will be confidential,
anonymity and will not be shared beyond the purpose of this research. Your cooperation is
highly needed.
What is your sex?
Male [ ] Female [ ]
1 do you have problem in understanding geography?
Yes [ ] no [ ]
2 if yes in (1) above, specify them
.................................................................................................................................................
...............................................................................................................................................
3 do you acquire the geography text books?
Yes [ ] no [ ]
4 if yes in (3) above, what is the ratio of books to students?
[ ] 1:1 [ ] 1:2 [ ] 1:3 [ ] 1:4
[ ] others, specify ...........................................................................
5 what is your class size?
Less than 35 students [ ] 35 students [ ]
More than 35 students [ ]
6.1 do teachers ask questions during the lesson?
Yes [ ] no [ ]
6.2 do students ask questions during the lesson?
Yes [ ] no [ ]
89
6.3 do teachers respond to students' questions?
Yes [ ] no [ ]
6.4 do students answer questions?
Yes [ ] no [ ]
6.5 do teachers provide enough tests, assignments and other exercises?
Yes [ ] no [ ]
6.6 do teachers mark tests, assignments and other exercises and provide feedbacks timely?
Yes [ ] no [ ]
6.7 are teachers present and open for consultation?
Yes [ ] no [ ]
7.1 do you think that the way teachers teach help you to learn well and hence perform
better in your examinations?
Yes [ ] no [ ]
7.2 If no what is your opinion?
.......................................................................................................................
8 do teachers appear to be enjoying teaching?
Yes [ ] no [ ]
9 during the teaching, is there any sign that teachers prepare their lessons?
Yes [ ] no [ ]
10 do teachers provide learning objectives during the lesson?
Yes [ ] no [ ]
11.1 do teachers make use of teaching and learning material?
Yes [ ] no [ ]
11.2 do they give you opportunity to use learning material?
Yes [ ] no [ ]
11.3 do you participate in the learning and teaching process?
90
Yes [ ] no [ ]
12 do the lesson activities arouse and sustain your interest to learn?
Yes [ ] no [ ]
13 do you get the feedbacks of the assignments from teachers?
Yes [ ] no [ ]
14 do teachers assist you in correcting the mistakes from your assignments?
Yes [ ] no [ ]
15 In your opinions, what recommendations would you like to make on teachers and
teaching process as a whole so that they help you answer your examination questions and
hence pass well in the examinations?
.................................................................................................................................................
..................................................................................................................................
Thank you very much for cooperation
91
APPENDIX C
Table 2. 3 Summary of Credit passé (A-C) in percents of selected secondary
schools’ Candidates in Geography Subjects ,CSEE 2008-2012 in Ilala
Municipality.
SCHOOL 2008 2009 2010 2011 2012
A 2.1 0.8 0.9 0.4 1.2
B 0.0 3.0 1.2 2.2 0.0
C 0.0 4.2 4.1 0.3 1
D 2.6 0.0 0.7 1.0 1.6
E 0.3 3.0 0.0 0.0 0.8
F 3.5 4.6 16 6.8 7.0
G 8.6 13 16.5 9.0 6.0
H 12.1 11.6 12.8 5.4 12.0
I 9.7 11.4 8.7 12.1 7.2
J 6.7 4.0 6.0 4.0 4.8
Source: NECTA
