THE STATE UNIVERSITY OF ZANZIBAR

(SUZA)

COURSE CODE:
COURSE TITLE:
COURSE INSTRUCTOR:

RESEARCH PROPOSAL
TITLE:

FACTORS INFLUENCING POOR ACADEMIC PERFORMANCE OF

FEMALE STUDENTS IN SCIENCE SUBJECTS: THE CASE STUDY
LUMUMBA SECONDARY SCHOOL.

STUDENT NAME:
ACADEMIC YEAR:
YEAR OF STUDY:

Table of Contents
LIST OF TABLES......................................................................................................... iv

ABBREVIATIONS......................................................................................................... v
CHAPTER ONE............................................................................................................ 1
Introduction.................................................................................................................. 1

1.1 Background of the Problem...........................................................................................1

1.2 Statement of the Problem...............................................................................................2
1.3 The objective of the study..............................................................................................3
1.3.1 General objective........................................................................................................3
1.3.2 Specific objectives......................................................................................................3
1.3 Question of the study.....................................................................................................3
1.4 Scope and delamination.................................................................................................4
1.6 Significance of the Study...............................................................................................4
CHAPTER TWO........................................................................................................... 5
Literature Review........................................................................................................... 5
2.1 Introduction..............................................................................................................................5
2.2 Definition of Key Concepts......................................................................................................5
2.3 Students Perception and Attitude on Science Subjects.............................................................6
2.4 Factors Influencing Poor Academic Performance of Female Students......................................6
2.5 Research Gap............................................................................................................................9
CHAPTER THREE...................................................................................................... 10
Research Methodology.................................................................................................. 10

3.1 Introduction..................................................................................................................10
3.2 Research design...........................................................................................................10
3.3 Research Approach......................................................................................................10
3.4 The Area of the study...................................................................................................10
3.5 Sample and Sampling Techniques...............................................................................11
3.6 Data Collection Instrument..........................................................................................11
3.7 Validity and Reliability................................................................................................12
3.8 Ethical Considerations.................................................................................................13
3.9 Researcher as an Instrument/Role...............................................................................13
3.10 Data Analyses Plan....................................................................................................14
3.11 Duration and Financial Arrangement of the Study....................................................14
BIBLIOGRAPHY........................................................................................................ 16

LIST OF TABLES
Table

1:

Number

of

females

subjects.2

who

pursued

science

ABBREVIATIONS
ACSEE

Advanced Certificate of Secondary Education Examination

A-level

Advanced level

CSEE

Certificate of Secondary Education Examination

FAWE

Forum for African Women Educationalists

FEMSA

Female Education in Mathematics and Science in Africa

HESLB

Higher Education Students Loan Board

MKUZA

Kiswahili name for ZSGRP

MoE

Ministry of Education

MoEVT

Ministry of Education and Vocational Training

NECTA

National Examinations Council of Tanzania

NGOs

Non-Governmental Organizations

O-level

Ordinary level

CHAPTER ONE
Introduction
This gives the background information about the research topic, it defines research problem and
explains the significance of the study. The objectives of this study, research questions, and the
Scope and delamination of this study.
1.1 Background of the Problem
Closing the gender gap in science is of critical importance for all countries because failure to do
so means the loss of vast human resources that could contribute to national development and
could further entrench gender inequality in society. Adefunke Ekine (1999).
As a result of the gender equality awareness since Beijing Conference in 1995, globalization,
science and technology development, democracy and more importantly hardship of life, women
in Zanzibar found themselves change their status in order to face challenges of the dynamic
world. Employment policy of 1997 put forward the need for protection for all employees and put
forward rules for equal employment between men and women. Women are underrepresented
and almost invisible in all decision-making forums, although they constitute over 51% of the
total population (RGZ, 2004: 57).
Education is a very important factor for the development of women (MYEWCD, 2001).
Education is now regarded as an important factor in the changing world and it is also considered
a necessary tool to combat unemployment facing women in the isles. Education is considered
part of being modern, as it is justified for women by Islam. The modern man should have a
modern, educated wife (Fuglesang, 1992 cited in Vatne, 1999: 31). In 2006, there were 130
literacy centres in Zanzibar with an enrolment of 7,890 of which 77.3% were women (MoEVT,
2007a). Secondary education and above is a pre-requisite for sound and rapid economic growth.
For women, secondary education and above have a positive impact on equality, womens
empowerment, family planning and enhancement of childrens intellectual achievement
(MoEVT/WB, 2007 cited in MoEVT, 2007a: 65). Women in Zanzibar have shown great interest
in pursuing higher education since the establishment of three universities in Zanzibar since 1997.

Mama (2003) notes that it is worth considering whether the tertiary gender stratification, does in
fact arise because the number of women with sufficient secondary qualifications in science
subjects is still too small to allow for equity in higher education institutions, as so much research
seems to show. The A-level is the determinant of who enters university and studies what.
Zanzibar has 15 secondary schools that offer advanced level studies, 12 of which are public and
three are private. Six out of 15 schools offer science subjects.
Despite various efforts undertaken to address the problem of gender inequality in science
subjects and in other sectors in Zanzibar, sensitization seems to base on the lower education
levels. Also in some government documents gender equality issue seems to be overlooked.
Strand (2007) argues that Zanzibar Education Sector Country Status Report (ZESCSR) of 2003
1.2 Statement of the Problem
Poor academic Performance of female students in science subjects in Zanzibar secondary schools
has been a persistent problem. It is generally approved that in the current knowledge economy
society, science, technology and innovation play a major role towards the achievement of the
Millennium Development Goal number 3; achieve universal primary education. (Ameir
2008).Several factors contribute to the low participation and performance of girls and women in
science and technology education and science based activities in Zanzibar and their lack of
motivation for learning science and technology. These include lack of relevant policies,
inadequate curriculum content and delivery, biased teaching materials and negative socio-cultural
attitudes and practices. It is therefore agreed that achievement of gender parity in science and
technology should rely on an appropriate mix of strategies based on lessons learned from best
practices and experiences at national, regional and international levels. (Ameir 2008).
Number of females who pursued science subjects at A-level, 2007

Figures in Table 1 reveal that in all six A-level schools that offer science subjects in Zanzibar,
female students were less represented in those subjects. With an exception of SOS in which
percentage of female students reached 46.4, proportions of female students in other schools
ranged from a low of 21 per cent to a high of 39.7 per cent in 2007.
The main reason for examining factors influencing poor academic performance of female
students in science subjects derives from the fact that, many developing countries blame the
women for not participate effectively in studying science subjects at the same time the
governments and the whole society emphasis the eradication of gender inequality but they fail to
find out the main factor that hinder women from participating from science subjects and their
persistent failure in science subjects. Therefore the further analysis is required to examine factors
influencing poor academic performance of female students in science subjects.
1.3 The objective of the study
1.3.1 General objective
The general objective of the study is to assess factors influencing poor academic performance of
female students in science subjects in a level.
1.3.2 Specific objectives
i.
ii.

To understand female students perception on science subjects in secondary schools

To examine challenges faced by female student in learning science subjects in public

iii.

secondary schools in Zanzibar.

To explore best measures that can be used in order to improve female student
performance in science subjects in public secondary schools in Zanzibar.

1.3 Question of the study

i.

What are the main factors influence poor performance of females in science subjects in

ii.

Zanzibar?
How the female students perceived and understood science subjects in secondary school

iii.

in a level?
What are the challenges faced by female student in learning science subjects in secondary

iv.

school?
What measures that can be used in order to improve female student performance in
science subjects in public secondary schools in Zanzibar
3

1.4 Scope and delamination

The study will focus on factors influencing poor academic performance of female students in
science subjects, the study is confined to the Stone town which specifically Lumumba Secondary
School. However, it is expected the results of this study will fairly reflect the situation of other
secondary schools of Zanzibar which have similar science subjects.
1.6 Significance of the Study
The findings of this study added to the existing body of knowledge about students abilities in
practical aspects of mathematics and science subjects at the Tanzania National Examinations
Council. Using this knowledge, stakeholders and especially teachers of science subjects may
understand better how boys and girls differ in their performance of practical skills. This will
enable them to devise techniques that may maximize the benefits of training in practical skills for
both boys and girls.
School management and other stakeholders should develop mentorship programmes that will
motivate and encourage students and especially girls to take up mathematics and science
subjects. The notion that technology is a male field should be driven out.
Also, National Examination Council examiners, mathematics and science subject teachers will
be able to set examinations that take into account any differences in the abilities of boys and girls
in the performance of practical skills.

CHAPTER TWO
Literature Review
2.1 Introduction
This chapter presents the literature review and Definition of key concepts to be applied in this
study. It explains Female students perception and attitude on science subjects, this chapter also
briefly analyzes Factors Influencing Poor Academic Performance of Female Students the chapter
ends by showing research gap.
2.2 Definition of Key Concepts
Science. It is a subject which embraces all science subjects, namely Biology, Chemistry, Physics
and Mathematics, therefore, is a subject that cuts across the school curriculum and needed in all
branches of science, applied science and social science (Adewumi, 1982).
Attitudes, A state of readiness and tendency to act or react in a certain manner when confronted
with certain stimuli (Bilton, 1987: 105).
Gender differences, these are differences as a result of being either female or male, arising from
social construction of roles associated with sex differences.
Gender mainstreaming the public policy concept of assessing the different implications for
women and men of any planned policy action, including legislation and programmes, in all areas
and levels. Mainstreaming essentially offers a pluralistic approach that values the diversity
among both women and men.
Public Secondary Schools Secondary school is a term used to describe an educational
institution where the final stage of schooling, known as secondary education takes place. It
follows elementary or primary education, and may be followed by university (tertiary) education.
Science Subjects These are subjects that are part of the curriculum and constitute part of the core
and compulsory subjects. The subjects offered are Mathematics, Chemistry, Biology, Physics and
Computer.

2.3 Students Perception and Attitude on Science Subjects

There are few studies that explore the female attitude and their perceptions on science subject
thus this study based on the work of Odunbunmi and Balogun (1985) and Olotu (1992
Considering the attitude of students to Science, it could be observed that very few students have
love for studying the subject and those who study it are mostly those who want to use it as a job
ticket, As Integrated Science is made up of these various science subjects which many students
regard as hard subjects having been miss-informed by senior students who are not interested in
the science subjects. Students also develop a negative attitude towards a certain aspects of
integrated science, that is, those topics that relate to Chemistry and Physics. Many researchers
studied have confirmed that students develop negative attitude to science learning.
This may after all be due to the fact that teachers are unable to satisfy the students aspiration or
goal. Sometimes, some of the things some teachers teach in science have no bearing on the
students practical life or their goal and sometimes do not provide the career incentives and
opportunities for them to appreciate the role of the scientist. This has often led to variations in
goals between learners, teachers, parent and industries.
Odunbunmi and Balogun (1985) examined the attitude of some Students towards Integrated
Science. The sample used comprised of 660 students. The result shows that urban school
students generated favorable attitudes than those from rural schools. Olotu (1992) in his work on
students attitude to Agricultural Science said that negative attitudes are major causes of
students under achievement or poor performance and that the same effect exists in all other
subjects, including Integrated Science. Generally, it could be submitted that students positive
attitude toward a particular subject might be by establishing the potentials inherent in that
subject, that such student will definitely relate to the subject student learning interest and his
academic performance in the subject.
2.4 Factors Influencing Poor Academic Performance of Female Students
Lack of Resource Books
The availability of science books in the school libraries that is among the most requested books
are those dealing with science related topics such as engineering, Mechanic, Rockets and many
6

other advanced sciences. There is a chronic shortage of these books for the average reader that
are closely linked with the kind of topics almost anniversary science courses (Dobson, 1980).
The situation is that the females are not given an equal opportunity to use the library facilities as
compared to the boys.
Lack of Skilled Man Power
Skills of teaching revealed that, bad teaching bring about backwardness. As a result of these bad
teaching skills, a child fails to master basic skills in science and this failure hold back pupils
progress. Teaching does not take place unless the pupils are learning. All what the teacher knows
is what they intend to teach but many are ignorant of what their pupils are learning. This is
because pupils in particular girls, they are unable to answer questions since they could not
understand what the teacher was explaining (Derville, 1990).
Lack of Teaching Materials and apparatus in the Laboratories.
Farrant (1991: 128) observed that, The teaching of science can be affected by the unavailability
of resources in the school laboratories. The design of school and limited resources allocated to
many of them compel teachers to use teaching methods which are much less effective than those
that could be used if resources and materials were available in the laboratories. The implication
is that girls are the ones that are affected in most cases because they cannot easily mix with the
boys.
Science Language
In most cases science lesson fail due to the science language. There is a danger that any specialist
group like scientists may develop their own kind of Maudlin English which acts as a barrier
rather than a means of communication. Most advanced books on science are too difficult to read
because they contain complicated words and ideas expressed in what is known as specialized
vocabulary. Many of these science books written for school children are too difficult for them to
read.
The science teachers are at times at fault, because they communicate to pupils at a high level.
This makes the learning of science too difficult to follow the inherent of the subject matter. The
effect of language on the learning of science observed that the hypothetical mode of language is
7

a simple turning if one is used to it. This is a standard chatter when one thinks about scientific
domain, but it is not the form languages that come easily to children (Lewis, 1972: 43).

Beliefs and Misconceptions

The pupils in particular the females, learning is affected by belief systems. From the earliest days
of its use, a child develops beliefs about the things in the surroundings by the time the child
receives formal education in schools, it has already constructed a set of beliefs about the natural
phenomena. In some cases, these beliefs are strongly held and may differ from the concept
theories which science teaching aims to communicate. In developing science teaching materials
with attention paid to the ideas which children themselves bring to the learning task, yet this may
have a significant influence in what children can and do learn from their science lesson. He
commented on the importance of considering what he called childrens misconceptions,
suggesting that there are amazing tenacious and resistant to any change or extinction and
learning without misconceptions may well prove to be the most determined single factor in the
acquisition and the retention of subject matter (Driver, 1986).
Girls Attitude
Girls have a negative attitude towards science subject in the sense that they think it is difficult
and they regard it a subject for boys. There are instances when pupils dislike learning science
subjects because of lack of skills in teachers which results in teachers using poor teaching
methods. In addition, some teachers especially female teachers have a negative attitude towards
girls and some do not give home work. Girls do not have as much access to schools as boys, as
they are generally confined to household chores. Even the retention of the few girls in school
(when they have access) is limited compared to that of boys. Kelly (1994: 54) states that, the
ideals and almost only role that is envisaged for a girl is that she becomes a wife and mother. She
is expected to devote herself from an easily age, to chores and children so as to prepare herself
for this role.
Traditional Practices

Some cultural norms and beliefs are some of the factors that do contribute to the prevailing poor
performance of girls in science. The work that girls do at home before and after school is
important because the amount of work given to them would have a bearing on their level of
concentration and late coming. According to FAWEZA (1997), there is prevailing cultural
expectations, norms and traditional attitudes that restrict girls achieve mobility and opportunity.
2.5 Research Gap
Different scholars have written about the Factors Influencing Poor Academic Performance of
Female Students in Science Subjects in different parts of the world. (Judith 2002), (Samwel
2004) and (Kamirh 2012) But no rigorous work has been done to evaluate the full range of
Factors Influencing Poor Academic Performance of Female Students in Science Subjects in
Zanzibar. Therefore it is where the research gap was seen. There is a need to research in Zanzibar
so as to come up with the information which could be useful for the comparison and contrast
with the information from other areas and develop very effective recommendations, so that is
why the researcher decide to conduct research in Zanzibar.

CHAPTER THREE
Research Methodology
3.1 Introduction
This chapter outlines the research methodology that is used in the study. It is discussed under the
following sub-topics; research design, target population, sampling procedure, methods of data
collection, reliability and validity of data collection instruments, methods of data analysis, ethical
considerations.
3.2 Research design
The research design is the conceptual structure within which research is conducted; it constitutes
the blueprint for the collection, measurement and analysis of data (Kothari 2004). Meanwhile
Churchill, Gilbert etal (2002), Thus for this study, the descriptive research design is appropriate
because the nature of the problem is well known, the objective are clearly specified.
3.3 Research Approach
The research study used both qualitative and quantitative approach. This is referred to as mixed
design method. The mixed approach is preferred because it provided a systematic means of
collecting and presenting data. Besides, the study involved perceptions, attitudes and behaviors
that needed to be described. In addition, it was less costly and less time consuming considering
the time that was available for this study
3.4 The Area of the study
The study will be conducted in Unguja specifically Lumumba Secondary School which is
located in Stone town. Two criteria are used to select this case. First, it is selected because
Lumumba Secondary School involves both arts and science students in O-level and advance
10

level and second it is public secondary school which take different students from family
regardless their family background.

3.5 Sample and Sampling Techniques

Sample size
Sample size refers to the number of subjects or individuals selected from the study population
(Kothari, 2000). The appropriate sample size for this study will be 75 respondents, which
includes administrates, A-level science students parents and science teachers from the selected
school.
Sample techniques
Sampling is the process of obtaining the information about an entire population by examining
only a part of it. (Kothari 2000:187 ).In this study researcher will use stratified sampling
technique due to the fact that the population from which the sample will be taken is
heterogeneous in term of gender (female and male), status and ages so as to make equal
representation
3.6 Data Collection Instrument
A questionnaire
A questionnaire is a list of carefully structured questions, chosen after considerable testing, with
the view of eliciting reliable responses from a chosen sample. Hussey and Hussey (1997: 161),
To obtain information about the factors influencing poor academic performance of female
students in science subjects, a structured questionnaire is designed to obtain information from the
teachers, students and curriculum planners, the questionnaire will be distributed to the
respondent which will obtain at study area in regard to the objectives of the study.
Interview

11

This is the technique of collecting data through conversation; this is the conversation between
researcher and respondent which will guided by the preparation of questions, in this research,
structured interviews and semi-structured interviews are used to explore the perceptions and
experiences of parents and students in regarding to the science subjects.

Observation
Observation is the collection of data through direct visual or auditory behavior or experience. It
includes video or audio recording of behavior. It means that a researcher looks or listens in order
to see or hear the behaviors or words respectively. These provide the information needed for the
research. Monette, et al (1994). For this study participatory observation will be applied because
the researcher will have a number of informal conversations with the students and their parent
about their attitudes towards science subjects

3.7 Validity and Reliability

Most research studies, either qualitative or quantitative, strive to attain validity and reliability.
Validity concerns the soundness, legitimacy and relevance of a research theory and its
investigation. Reliability refers to repeatability or consistency of a finding (Mikkelsen
1995, 34). Triangulation is the approach taken to ensure that both validity and reliability of the
research findings will be ascertained. Through triangulation different sources of information are
adopted. Triangulation provided a basis to overcome the problems that stem from studies relying
upon a single theory, single methods, single set of data and single investigator (Mikkelsen 1995,
5). Since the methods adopted will have limitations, it is anticipated that through triangulation
the weaknesses that prevail in each method would be addressed. Kvale (1996) points out that the
same phenomena can be investigated from different angles, by including different informants and
methods to determine the precise meaning and validity. The use of multiple methods or different
sources of information allowed the study to address the research questions and cross-check
information exhaustively.
12

Though efforts will be made to ensure that both validity and reliability of the empirical data is
taken into consideration, I cannot dispute the fact that all information collected are not
completely perfect. Challenges encountered in the field are unavoidable and could have to some
extent contributed to the limitations in the generation of credible empirical data.

3.8 Ethical Considerations

Before conducting the study, the researcher search for written permission from the concerned
authorities. The questionnaire will be approved by the supervisor before being used in the
research. The participants will be informed of the purpose of study and assured of confidentiality.
No names will be required on the questionnaire and participation will be voluntary.
Also During the data-collection process and report writing, the researcher ensured that the
following ethical consideration will be strictly adhered to:

Protecting the identities and interests of all respondent by keeping to the norms of
confidentiality. Based on these norms, participants were instructed not to reveal their

names to the researcher,

Explanation of the purpose of the research to the participants beforehand and seeking
permission to use information gathered from them in writing. The researcher also
explained to them that the information obtained was purely for his masters degree and

nothing else,
No form of coercion was used against respondents. The research ensured that their

participation was voluntary,

Acknowledgement of all the sources of data used and quotations in the report,
The researcher also behaved in a respectful manner to all participants/respondents
throughout the research and finally thanked them for accepting being part of the research.

3.9 Researcher as an Instrument/Role

13

3.10 Data Analyses Plan

Data analysis refers to the computation of certain measures along with searching for patterns of
relationship that exist among group of data (Kothari, 2000: 151). In this study, The Statistical
Package for Social Sciences (SPSS) and basic descriptive statistic will be used in order to
establish numerical frequency distribution, percentages and cumulative frequencies as well as
cross tabulations, the data generated will be further summarized in the form of tables which will
be finally converted to pie charts and histograms using Microsoft excel 2013 version. For
qualitative data which will be obtained through closed ended questionnaires will be transcribed
and coded according to themes.
3.11 Duration and Financial Arrangement of the Study
This includes the time of conducting the research and the budget which shows all requirements
to the carried research.
Duration of the study
The research will be conducted under several months from time of starting. The following table
shows the time of the research.

TIME (MONTH)

DURATION

ACTIVITY

January 2015

Three Weeks

Secondary data collection.

14

February 2015

Four Weeks

Primary data collection.

Data interpretations and analysis.

February 2015

One Week

March 2015

Four weeks

Report writing.
Further revision of the research.

April 2015

Four weeks
Submission

the

Research

depending to the date arranged.

2nd Week

June 2015

of

Financial Arrangement of the Study

Also it will include the following necessities and their costs.
NECESSITIES

DETAILED

COST

IN SUB TOTAL COST IN

TSHS.
Transportations fair

i.

TSHS.
Fair from fuoni to =100,00/=
stone town 1000 per
day x 10days

Meals

5,000 per day x 10days

=50,000/=

Stationary

All particulars cost 200,000/=

=200,000/=

Other

expenses

like 150,000/=

=150,000/=

miscellaneous costs.

15

TOTAL COST
= 410,000/=

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Adewumi DO (1982). The effect of lack of qualified teachers on the teaching of mathematics in
Nigeria schools. J. Sci. Teach. Assoc. Niger. (STAN), 20(2): 85-89.
Adefunke Ekine and Negar Ashtari Abay Enhancing Girls Participation in Science in Nigeria; A
Driver for National Development and Social Equality.
Ameir Mohammed Makame (2008).The Gender Gap in Higher Education in Zanzibar,
University of Oslo
Bilton, T. (1987. Introductory Sociology. London: Macmillan Press Ltd.
Bryman, A. (2008). Social Research Methods (3rd Ed.). New York: Oxford University Press.
Cornwell, A. (2008). Unpacking Participation: models, meanings and practices. Community
Development Journal, 43(3), 269-283.
Creswell, J.W. (2003). Research and Design: Quantitative, Qualitative and Mixed Methods
Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods
Approaches (3rd Ed.). Thousand Oaks, CA: Sage Publications.
Driver, R. (1986). Pupils of Scientist. London: Open University Press.
Goodlad JI (1984). A place called school: Prospects for the future. New York: McGraw Hill
Kvale, S. 1996. Interviews: An Introduction to Qualitative Research Interviewing. Sage
Publications. Lund.
Mikkelsen, B. 1995. Methods for Development Work and Research: A Guide for Practitioners.
Sage Publications. New Delhi.

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Odunbunmi EO, Balogun TA (1985). The attitude of some Nigerian students towards Integrated
Science. JORIC, 3(1): 17-23.
Olotu B (1992). The main causes of students underachievement in; agricultural science. J.
STAN, 72(2): 76-80.
Mama, Amina. (2003). Restore, Reform but do not transform: The Gender Politics of Higher
Education in Africa. Journal of Higher Education in Africa 1 (1): 101-125.
Ministry of Education. (1999). Prospective, Stock-Taking Review of Education in Africa: The
Zanzibar Case Study. A Study Report, November 1999. Government Printer, Zanzibar.
Ministry of Education and Vocational Training. (2006). Education Policy 2006. Government
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Ministry of Education and Vocational Training. (2007a). Education Situation Analysis 2007.
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