UNIVERSITY OF DAR ES SALAAM

COLLEGE OF ARTS AND SOCIAL SCIENCE

(CASS)
DEPARTMENT OF STATISTICS

ST 218: APPLIED STATISTICS 1

RESEARCH
FACTORS AFFECTING ORDINARY LEVEL PUBLIC SECONDARY
SCHOOL IN SHINYANGA REGION;
A CASE STUDY OF KAHAMA DISTRICT

MASSAWE, DEOGRATIUS. B

REG NO: 2008-04-02858

B. A. ECONOMICS AND STATISTICS

SUPERVISOR: JOHN NDEGA

Contents

Acknowledgement ..................................................................................................................................................................... 4
Abstract ........................................................................................................................................................................................... 5
CHAPTER ONE ............................................................................................................................................................................. 6
INTRODUCTION .......................................................................................................................................................................... 6
1.1 Regional profile ................................................................................................................................................................ 6
1.2 Background of the study ............................................................................................................................................... 6
1.3 Problem statement ........................................................................................................................................................... 6
1.4 Purpose of the study ....................................................................................................................................................... 7
1.5 Objectives of the study .................................................................................................................................................. 7
1.5.1 General objective .................................................................................................................................................. 7
1.5.2 Specific objective .................................................................................................................................................. 7
1.6 Research questions .......................................................................................................................................................... 8
1.7 Scope and Limitation of the study ............................................................................................................................ 8
1.8SIGNIFICANCE OF THE STUDY: ........................................................................................................................ 9
1.9Literature review ......................................................................................................................................................... 10
CHAPTER TWO ......................................................................................................................................................................... 12
RESEARCH DESIGN ................................................................................................................................................................ 12
2.1 Introduction ..................................................................................................................................................................... 12
2.2 Participants ...................................................................................................................................................................... 12
2.3 Qualitative and Quantitative methods .................................................................................................................. 12
2.4 Research design ............................................................................................................................................................. 13
2.4.1 Area of Study and Targeted Population ................................................................................................. 13
2.4.2 Sampling technique .......................................................................................................................................... 13
2.4.3 Data collection..................................................................................................................................................... 13
2.4.4 Library data collection .................................................................................................................................... 13
2.4.5 Fieldwork data collection .............................................................................................................................. 13
2.5 Data coding and Analysis ....................................................................................................................................... 14
CHAPTER THREE..................................................................................................................................................................... 15
ANALYSIS, INTERPRETATION, PRESENTATION AND DISCUSSION ............................................................ 15
3.1 Introduction ..................................................................................................................................................................... 15
3.2 Research questions ....................................................................................................................................................... 15

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 3.2.1 Low proportion of teachers to students ................................................................................................ 15
3.2.2 Inadequate teaching and studying facilities ........................................................................................ 16
3.2.3 The distance and transport facilities from school to home ......................................................... 17
3.2.4 Poor attendance of students to school ................................................................................................... 18
CHAPTER FOUR........................................................................................................................................................................ 19
CONCLUSION AND RECOMMENDATION .................................................................................................................... 19
4.1 Conclusion ....................................................................................................................................................................... 19
4.2 Recommendations .............................................................................................................................................. 19
REFERENCES ............................................................................................................................................................................. 21

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Acknowledgement

If I think of research as a journey, conducting this research has been a wonderful and
challenging experience. During my studies, I became interested in the question of why some
schools pass more than others most of the times. I noticed many fellow students saying, and
maybe also thought so myself, that public schools are among the schools which do not do
better.

I owe my deepest gratitude to my supervisor, Mr. John Ndega, the nice supervisor a student
can have. His open-minded and extraordinarily positive attitude has been very important in
my academic development. He has always listened and given an encouraging response and
advice to the particular research idea and problems. I’m glad that I have had the opportunity
to be one of those privileged to work with him.

I would like also to thank the University of Dar es Salaam (UDSM), College of Arts and
Social Science (CASS) and Department of Statistics for enabling this research. Without forget
the coordinator and the teacher of the course (Applied Research I), Mr Elevatus for showing
me the way to achieve a good research when we were in the class and outside as well. His
willingness and strictness made me brave and courageous as a result I complete my research
as I dreamt to.

Not taking this opportunity to appreciate the cooperation shown by teachers and students from
Kishimba secondary school, Nyihogo secondary school, Nyasubi secondary school, Seeke
secondary school and Nyashimbi secondary school will be a big faulty. They made my
research easier than I could think; I wish to conduct another research with them or people like
them.

Finally, I would like to express my special thanks and appreciation to my parents, my family,
Dr. L. Matemba’s family, late Edwin Macha (my best brother), my friends, roommates, and
others who I have not mention them for their fundamental support, piece of advice and being
concerned, before conducting, during and after conduction the research. I love you all; you are
the sunshine of my life!

Deogratius B Massawe

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Abstract

The aim of this research was to analyse factors which lead to poor performance in public
secondary school especially ordinary level in Shinyanga, Tanzania and to study the
difficulties that students and teachers face in educational system. Kahama district was used as
a case study. Five secondary schools were studied with 125 respondents as a sample.

The units of inquiry were students and teachers who were selected randomly (random
sampling technique). The methods of data collection used in this research were interview and
questionnaire.

The data coding and analysis was facilitated by Statistical Package for Social Scientists
(SPSS) and Microsoft excel. The information obtained is presented in tables, graphs and few
narratives notes.

The study findings show that, the poor performance in ordinary level public secondary
schools is caused by number of factors some of which are personal (specific) and others are
general. Among these factors, there are poor teaching methods; small number of teachers
compared to students; there are no enough teaching facilities; poor working conditions;
distant schools with poor transport and too many extracurricular activities at home and school.

So as to improve the quality of education in the Shinyanga, Lake Zone and Tanzania at large,
there are number of suggestions came up from the study. These are;

(i) There is a need to increase the number teachers who are qualified and committed on
their work. Also, creating good working conditions such as improving the level of wages,
provisions of incentives and improvement of teachers and students accommodation.
(ii) The government has to ensure the availability of enough teaching facilities such as
laboratory equipment and books. This will help teachers in their teaching activities and
students in their studies hence improvement in the school performance in general.
(iii) Parents also are required to work hand in hand with teachers and students so as to
improve the performance. This can be done by encouraging students to attend at school and
reduce the unnecessary burden of work at home.
(iv) There is the need to improving transportation to schools as well as improving housing
so as to minimize the time lost from transportation.

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 CHAPTER ONE

INTRODUCTION

1.1 Regional profile

Shinyanga region is largely rural lowland with seven districts. It is densely populated and is
agriculturally very productive. Inhabitants of Shinyanga engage in subsistence and
commercial faming, with rice, maize, sorghum, sweet potatoes, millet, cassava, tobacco,
cotton and animal husbandry as the main economic activities. There is also diamond and gold
mining which contribute largely to National income.

1.2 Background of the study

The quality education is among the major issues all over the world. In Tanzania the quality of
education is not good enough especially among the public ordinary secondary schools though
the government of the United Republic of Tanzania puts more effort so as to improve it. If the
government succeeds to improve it, all sectors in the country will improve as well.

Shinyanga is among the regions which lag behind most of the times in education performance
in Tanzania. Despite the regional efforts and country’s efforts, there is little improvement. In
2001, Mrs. Hawa Mchopa (Kahama District Commissioner at the time) on speech to the
public, she said “…there are number of actions which have been taken to improve
performance in the region, but I wonder…there is no improvement….”

This research aims at finding the main causes of such poor performance in the region and how
the government, teachers, students and parents can interact to change the situation. The
research concentrates on the performance of Ordinary level public secondary schools only.

1.3 Problem statement

In the 2009/2010 budget Education sector received the largest share of the budget after being
allocated Tsh1.7Trillion. This shows that, the government puts more effort in improving the
quality of education in the country. Despite of this effort, Education in Tanzania especially
Shinyanga region still lags behind compared to neighboring countries such as Kenya which
pull back the quality of education in an area. The government of Tanzania is aware of most
these problems. Some of them are; no enough teaching facilities, lack of important studying

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materials, poor transport facilities, low teachers’ salaries and poor teaching conditions in
general, fewer number of teachers compared to students, over-crowding in classes, etc.

So as to improve the quality education, the government of Tanzania must increase the number
of teachers, improve students and teachers transportation facilities, improve studying
materials and teachers’ salaries as well as working conditions in general without forgetting to
control students overcrowding in classes.

1.4 Purpose of the study

The main Objective of this research is to find out the factors affecting the quality of education
in ordinary level public secondary schools in Shinyanga region, and to find out the solutions
of the observed problems through researching. The study took place in Kahama district in
Shinyanga region as the case study.

1.5 Objectives of the study

1.5.1 General objective

The general objective of this study is to examine the main factors which negatively affect the
performance in ordinary level public secondary schools in Shinyanga and the solution to the
problems.

1.5.2 Specific objective

The specific objectives of this study are;

• To assess how the proportion of teachers to students affects the performance in

ordinary level public secondary schools in Shinyanga
• To assess how the availability teaching and studying facilities the performance in
ordinary level public secondary schools in Shinyanga
• To assess how the distance and transport facilities from school to home the
performance in ordinary level public secondary schools in Shinyanga
• To assess how the attendance of students to school the performance in ordinary level
public secondary schools in Shinyanga
• To obtain suggested solutions to problems schools face from teachers and students

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1.6 Research questions
(i) Does the proportion of teachers to students affects the performance in ordinary level
public secondary schools in Shinyanga?
(ii) Does the availability teaching and studying facilities the performance in ordinary level
public secondary schools in Shinyanga?
(iii)Does the distance and transport facilities from school to home the performance in
ordinary level public secondary schools in Shinyanga?
(iv) Does the attendance of students to school the performance in ordinary level public
secondary schools in Shinyanga?

1.7 Scope and Limitation of the study

The research covers only one district in which five schools with a total of 125 respondents
were used to collect data as the representative (sample) of the region. Other districts were
excluded in the sample due to limitation in time and fund.All necessary funds came out from
the researcher’s Pocket, which to the large extent was inadequate.

The secondary schools from which data were collected were Kishimba secondary school,
Nyihogo secondary school, Nyasubi secondary school, Seeke secondary school and
Nyashimbi secondary school, which are all found in Kahama district in Shinyanga region,
Tanzania.

Other limitations (drawbacks) faced by the researcher are:

 Low cooperation; some respondents in the area of study were not cooperative to the
Researcher in accepting to fill or answer the questionnaire especially teachers thinking
that they are wasting their time.
 Wrong information; some respondents in the area of study (especially students) were
intentionally giving out wrong information so as to hide the truth of their schools
without thinking of the effects of doing so.
 Shortage of facilities; there was a high shortage in facilities like: transportation
facilities, a setup CD for SPSS Program and a computer to facilitate data analysis.
 Permission problem; There was a problem in getting the permit paper from the
university which helps in recognition of the researcher and the research done. Though
the paper was given out late, still it had bureaucratic procedures in making it
functional.

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1.8SIGNIFICANCE OF THE STUDY:

This study on the factors affecting the performance of ordinary level public secondary schools
in Shinyanga region will help

• Ministry of education in Policy formulation which will try to solve the problem of
poor performance of ordinary level public secondary schools in the country.

• The parents, teachers and students to know their contribution in the schools
performance and to know their responsibility on improving the quality of education.

• Enlightening teachers with a sense of concern for increasing student’s interest in

studying and by doing so the performance of the student will be higher.

• To remind the Government on improvement on teachers conditions such as

improvement of teachers’ salaries housing and other working conditions.

• Investors to invest more in education by building more schools which are relatively
cheaper to solve the problem of overcrowding in classes and produce more text books
and other learning materials so as to solve the great shortage of teaching and learning
materials.

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1.9Literature review
Public/Community schools are currently an important part of the educational landscape in
sub-Saharan Africa and are frequently held up as successful educational interventions in
developing countries trying to reach universal access to basic education and improve
education quality. Though public schooling has long been a practice in many countries, the
idea of alternative education as a development strategy is relatively new and is often seen as a
response to failing public education systems. However, information on public schools in
Africa especially Tanzania is lacking. A few evaluations and even fewer syntheses of
information on public schools exist.

Miller-Grandvaux Y and K. Yoder (2002) found that

“A large range of rationales exist for community schools in Africa. They increase
access to education where the government does not have the resources to do so and are
often seen as more relevant to local development needs than public schools. Many
models attempt to make programs more attractive to children by supporting interactive
and student-centred teaching methods. Community schools are seen as cost-effective
(comparable or even better instructional services for less money) and community
participation is expected to improve educational quality and increase student
achievement. Another goal of community schools focuses on improving governance,
developing local democratic organizations such as school management committees.
School personnel become accountable to communities when communities manage
schools. Finally, community schools are seen as one way to implement educational
decentralization.”

Mulkeen. A, et al (2007) observed that attention in the literature on secondary teachers

focuses on problems of teacher supply, preparation, performance, and retention but offers a
relatively weak basis for guiding policy and program development for four reasons.

First, much of the literature focuses on clarifying the dimensions of the problem, rather than
formulating and testing alternative solutions.

Second, much of the literature tends to be descriptive of particular country efforts to attract,
deploy, and retain teachers, but often lacks solid evidence of the effectiveness of the
approaches being described. Third, there is a lack of longitudinal research that tracks the long-
term effects and consequences of interventions aimed at improving the teaching force.

Fourth, some of the stronger research has been conducted within projects and is reported only
in project documents that are difficult to retrieve. In addition, there is relatively little literature
that explores the recruitment, retention, and professional preparation of secondary principals,
particularly in relation to the changing roles of principals in response to decentralized
authority and to principals’ expanding role as instructional leaders within their schools.

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The problem of English language as the teaching language has also contributed to poor
performance in secondary schools. Many markers indicated that they face problems in
marking candidates` essays because of frequent mistakes. These include organizational,
spelling, tenses and sentence construction. In addition, some of the sentences are
incomprehensible. Therefore, due to candidates` poor language competence, they fail to grasp
the content knowledge presented in the English language. The language, in which
examinations questions are asked, require the students to predict, to justify or to qualify a
statement. This might invariably be the cause of the candidates` failure. Finally, all the
English markers admitted that the English syllabus (1997) is not well designed to guide the
teacher especially a new teacher in the field.

Kalole S. revealed that while the problem of teachers and students’ incompetence (in English)
requires the overhaul of the whole education system, the problem of students’ overconfidence
(in Kiswahili) can easily be addressed. One possible means of doing this is through the use of
National Examination Council subject panellist evaluation report.

Mlama (1979) observed that poor condition of families deprive children of their basic needs
and others to the extent of (learners) being necessitated to engage them in money earning
activities during free times. Participation in such activities affects learner’s concentration in
school hence poor performance.

Borick (1988) pinpointed motivation and classroom management as factors affecting

performance. He said what is known about the learners’ experience needs and aspirations and
interest must be blended with facts and knowledge found in books to produce a sufficient
level of motivation.

Also, classroom climate is very important for students’ performance. Classroom climate is the
atmosphere or mood in which interactions between teacher and students take place (Borick,
1987)

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 CHAPTER TWO

RESEARCH DESIGN

2.1 Introduction
This chapter shows the research procedures, techniques, area of the study, sampling
technique, data collection, participants and methods involved in the research process. In this
research there was 125 respondents selected randomly in 5 schools in Kahama district. The
combination of qualitative and quantitative methods made the research process successful
because the methods facilitated the exhaustion of required data.

2.2 Participants
There were 125 participants or respondents in this research who are distributed as follows; 15
teachers 3 from each from school, 25 students from Kishimba secondary school, 21 from
Nyihogo secondary school, 20 from Nyasubi secondary school, 24 from Seeke secondary
school and 20 from Nyashimbi secondary school. The respondents are clearly shown on the
table below,

SECONDARY STUDENTS TEACHERS TOTAL

SCHOOL
Kishimba 25 3 28
Nyihogo 21 3 24
Nyasubi 20 3 23
Nyashimbi 20 3 23
Seeke 24 3 27
TOTAL 110 15 125

2.3 Qualitative and Quantitative methods

One of the goals of the present study was to examine the factors affecting the performance of
public secondary school in Shinyanga region. Due to the nature of the problem both
qualitative and quantitative methods were used. For example, in knowing the effect of
teaching methods, the qualitative method was used and when evaluating the ratio of teachers
to students, quantitative method was used.

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2.4 Research design
2.4.1 Area of Study and Targeted Population

The study took place in Kahama district in Shinyanga region, Tanzania. The targeted
population was all Ordinary level public secondary schools in Shinyanga region but due to
time and cost Kahama district was chosen as the case study and only five secondary schools
represented the region.

2.4.2 Sampling technique

There are two sampling techniques which were used in the research process. The first is
purposive sampling technique. This was used to select targeted population that is ordinary
level public secondary schools and excluding other schools.

The second sampling technique is simple random sampling technique. This technique was
firstly used to select one district to represent the whole region. Kahama district was chosen
from this sampling technique. Then, similar method was used in selecting public secondary
schools. So, five schools were chosen as a sample, which are; Kishimba secondary school
Nyihogo secondary school Nyashimbi secondary school Seeke secondary school and Nyasubi
secondary school

2.4.3 Data collection

The data in this study was collected in two stages. The first stage was library data collection
and the second was the fieldwork data collection.

2.4.4 Library data collection

This stage of data collection was done before going to the field. The information concerning
the study to be conducted was extracted from the library and from the internet. The main
libraries visited were the libraries of the University of Dar es salaam and the Shinyanga
regional library.

2.4.5 Fieldwork data collection

In the fieldwork data collection different methods were used. These methods are interview
and questionnaire design.

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2.4.5.1 Questionnaire

A questionnaire is a research instrument consisting of a series of questions and other prompts

for the purpose of gathering information from respondents. A distinction is made between
open-ended and closed-ended questions. An open-ended question asks the respondent to
formulate his own answer, whereas a closed-ended question has the respondent pick an
answer from a given number of options. The response options for a closed-ended question
should be exhaustive and mutually exclusive.

During data collection 16 questions were addressed to 125 respondents including 15 teachers,
110 students to answer them. The questionnaire consisted of both open and closed ended
questions. The questions covered some important issues like; number of teachers and
students, availability of teaching and studying facilities, transport problem, social services and
extracurricular activities.

2.4.5.2 Interview

This is the method of data collection where by an interviewer asks questions to the respondent
and record the answers given out by the respondent. An interview can be structured or
unstructured. In this study both methods were used so as to collect the addition information
which did not questionnaire was not able to capture.

2.5 Data coding and Analysis

At the end of data collection, manual editing, inspection and coding were undertaken. Editing
being a process of examining data and enabled the researcher to detect errors and omission of
and to correct those where it was possible.

The final phase in the data collection process is to convert the observations and measurements
you have made about for a computer to understand.The data collected were coded and
analyzed by using Statistics Package for Social Sciences (SPSS) and Microsoft excel.

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 CHAPTER THREE

ANALYSIS, INTERPRETATION, PRESENTATION AND DISCUSSION

3.1 Introduction
In this chapter, the data collected and coded by SPSS and Microsoft excel are analyzed,
interpreted and presented. The findings are presented in tabular form, figures and graphical
form. The analysis showed that there are some common factors affecting the performance of
ordinary level public secondary schools but also there are specific factors to each school.

3.2 Research questions

(i) Does the proportion of teachers to students affects the performance in ordinary level
public secondary schools in Shinyanga?
(ii) Does the availability teaching and studying facilities the performance in ordinary level
public secondary schools in Shinyanga?
(iii)Does the distance and transport facilities from school to home the performance in
ordinary level public secondary schools in Shinyanga?
(iv) Does the attendance of students to school the performance in ordinary level public
secondary schools in Shinyanga?

3.2.1 Low proportion of teachers to students

The overall results show that public secondary schools in Shinyanga face the problem of low
proportion of teachers to students, which in result leads to poor performance of public
schools.

The study shows that, all schools have one teacher in every science subject who teaches from
form one to form 4. For example, Kishimba secondary school has one teacher mathematics
teacher, one physics teacher, one chemistry teacher and one biology teacher while there are
more than one hundred students in each class.

In the average, one teacher in public schools studied teaches 317 students per day. This is
very small proportion of teachers to students. The teachers are over burdened and as the
result, the students do not perform well.

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 Teachers Teachers

freshers moved
form6 leavers teachers
non form6 non moved
leavers teachers

Figure 1: Teachers (a) (b)

This proportion can be surprising but number of teachers considered in this study is those full
time teachers and those who are employed. The month in which this study were conducted,
41% of the total part time teachers, moved from one school to the other and 93% of them
were form six leavers. This can be well seen from figure 1 above.

3.2.2 Inadequate teaching and studying facilities

Through interviewing the Researcher found that, unavailability of enough teaching and
studying facilities affect the performance in ordinary level public secondary schools in
Shinyanga. The results show unavailability of library, laboratory and other teaching and
studying materials such as books have caused the performance to be very poor.

Is there enough studying

material in your school?
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
Yes No I don’t know

Figure 2: Studying materials

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From figure 2, the study shows that, 78.6% of the students respondent negatively to the
question “is there enough studying material in your school?” This shows that, the school
suffers from the problem inadequate studying materials without forgetting the absence of
laboratory and library. Hence, the good performance is hindered due to these also.

Also, the study shows that, all the teachers who responded to the questions asked, said that,
there is no enough teaching material in their schools. This discourages them from producing
good notes for their students.

3.2.3 The distance and transport facilities from school to home

The study also reveals that, the long distance from school to home and poor transport facilities
have negative impact on the performance of ordinary level public secondary schools in
Shinyanga.
In the study, it has been discovered that, most of the public secondary schools in Kahama
district are day schools and they are cited very far from homes. The students have to walk
more than 9 kilometres in average daily. There are some students who use bicycle to go to
school but majority (69.8%) walk on foot. The figure 3 below shows the percentage of those
who use bicycle, motor cycle, car and those who walk on foot to school.

Means of transportation
from home to school
80.00%

60.00%

40.00%

20.00%

0.00%
car motor bicycle foot
cycle

Figure 3: Means of transportation

The student loose more than four hours just going and returning from school daily. This lost
time could be used for studying purposes if the students could be residing near to school.
Also, the students get tired when they return home and fail to have private studies at home.

17
 3.2.4 Poor attendance of students to school

The researcher found that most of the classes, which have poor students’ attendance, face the
problem of poor performance as well. This means that, the poor attendance to school has the
negative impact on schools’ performance in general.

Table 1: Overall average performance and attendance

2008 2009 2010

Attendance Performance Attendance Performance Attendance Performance
Form 1 90% 72% 96% 80% 91% 75%
Form 2 93% 73% 91% 76% 94% 81%
Form 3 76% 64% 79% 67% 72% 60%
Form 4 69% 60% 65% 56% 66% 59%

In this study, it is shown that, in average, about 82% of the students attend classes in public
schools, and some of those who do not attend classes, attend tuitions. But after taking a simple
investigation within schools (as Table 1 shows), it has been discovered that, the classes with
poor attendance are associate poor performance.

As table 1 show, the higher classes have poor attendance. Among the reasons for this is, the
higher classes believe more in tuition teachers than school teachers. Moreover, this poor
attendance goes with poor performance. So, poor attendance in classes may be one of the
reasons to poor performance of the public schools in Shinyanga.

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 CHAPTER FOUR

CONCLUSION AND RECOMMENDATION

4.1 Conclusion

The overall results show that public secondary schools in Shinyanga face the problem of low
proportion of teachers to students, which in result leads to poor performance of public
schools. The trained teachers who are sent in the region are not enough due to some reasons;
first, they are very few and second, they quit due to poor working conditions, as the results,
the performance goes down.

Through interviewing the Researcher found that, unavailability of enough teaching and
studying facilities affect the performance in ordinary level public secondary schools in
Shinyanga. The results show unavailability of library, laboratory and other teaching and
studying materials such as books have caused the performance to be very poor.

The study also reveals that, the long distance from school to home and poor transport facilities
have negative impact on the performance of ordinary level public secondary schools in
Shinyanga. This is because, the schools are located very far from homes as a result, the
students and some teachers take much time in travelling from home to school. Also, the poor
transportation (no school buses and other school vehicles) has caused the students to walk on
foot for about 9 kilometres daily.

The researcher found that most of the classes, which have poor students’ attendance, face the
problem of poor performance as well. This means that, the poor attendance to school has the
negative impact on schools’ performance in general. This might be cause by family problems,
long distance from home to school, lack of teachers and students going to tuition centers
instead of school. All this causes, have been found in the study.

4.2 Recommendations

(i) There is a need to increase the number teachers who are qualified and committed
to their work. Also, creating good working conditions such as improving the level
of wages, provisions of incentives and improvement of teachers and students
accommodation.
(ii) The government has to ensure the availability of enough teaching facilities such as
laboratory equipment and books. This will help teachers in their teaching activities
and students in their studies hence improvement in the school performance in
general.

19
(iii) Parents also are required to work hand in hand with teachers and students so as to
improve the performance. This can be done by encouraging students to attend at
school and reduce the unnecessary burden of work at home.
(iv) There is the need to improving transportation to schools as well as improving
housing so as to minimize the time lost from transportation.

20
REFERENCES

Kalole S:“Language Problems in Tanzania Secondary Schools; Experience in Answering

Essay and Summary Questions in the Certificate of Secondary Education Examination”
Unpublished paper

Miller-Grandvaux Y and K. Yoder (2002): A Literature Review of Community Schools in

Africa, Washington, D.C. USA

MoEC (Ministry of Education and Culture) 1997a: English Language Syllabus for Secondary
Schools Form 1-6.DaresSalaam: Ministry of Education.

Mulkeen A, et al (2007): Recruiting, Retaining, and Retraining Secondary School Teachers

and Principals in Sub-Saharan Africa, World Bank Working Paper No. 99, Washington, D.C.
U.S.A.

NECTA (National Examinations Council of Tanzania) 1993a: Quantitative and Qualitative

Analyses of Examinations Results and Candidates` Responses to CSEE (1992) Questions.
Report: Daniel M. Ndabi and Albert N. M. Idama. Dar es Salaam: NECTA.

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