Education Foundation and Teaching Management (FSS)

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Browsing Education Foundation and Teaching Management (FSS) by Subject "Academic performance"

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    An assessment of education stakeholders’ views on the provision of free education in Tanzanian schools: the case of selected ward secondary schools in Morogoro municipality
    (Mzumbe Unversity, 2019) Venance, Agnes
    The study intended to assess the education stakeholders’ views on the provision of free education in Tanzanian schools, specifically in ward secondary schools including Kolla Hill and Sumaye in Morogoro Municipality. It was based mainly on the education stakeholders’ views on motivation of teachers, the quality of education in academic performance, challenges and how to overcome them under the provision of free education. This study worked with 40 participants who include education stakeholders from two selected ward secondary schools known as Kolla Hill and Sumaye ward secondary schools. Questionnaires were used for 32 teachers; interviews were used for two heads of schools, two ward education officers and four parents, documentary review was used in administrative documents like National examinations results of form IV for three years from 2014/2015, 2015/2016 and 2016/2017, teachers’ files. This has shown that there is improvement of the quality of education in academic performance. Also, teacher’s files and school board meeting files showed how the motivation of teachers was provided before free education policy and after from which it has revealed that, teachers are less motivated in free education policy than in cost sharing system. Also, the results show that, under free education policy teachers are less motivated but rather parents and students who were not paying any contribution at school. However, free education policy brought some problems like over-enrolment of students, lower achievers students from primary schools, and misconception of parents about the provision of free education in ward secondary schools Morogoro municipality. Another problem is shortage of government budget in ward secondary schools to accommodate all necessary school requirements. The results of the study further show that there is improvement of performance and quality of education since free education started in 2016. Therefore, more education is needed to parents so as to make them aware of the implementation of free education policy in Morogoro municipality. The government budget is to be increased in schools for running school activities and motivating teachers and management of schools under the free education policy in Tanzania.
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    Factors influencing students’ metacognition ability in relation to academic performance : A case of selected secondary schools in Morogoro district council
    (Mzumbe Unversity, 2019) Mussa, Omari
    The study explored the factors influencing students’ metacognition ability in relation to academic performance. The study was guided by three objectives; to assess awareness of education stakeholders in relation to academic performance; to identify factors contributing to building students’ metacognition abilities in relation to academic performance, and; assessing the usefulness of factors building students’ metacognition ability in relation to academic performance. The study employed a qualitative approach and explorative case study design. A sample of 53 respondents was drawn from 3 secondary schools for data collection. Data was collected using interviews, focus group discussion, open ended questionnaires, and documentary review. The study findings revealed that people were aware with the importance of metacognition ability and its contribution to student’s academic performance. Factors influencing students’ metacognition ability in relation to academic performance include quality of teachers, in-service teachers training programmes, guidance and counseling, good instructional methods and materials, school environment as well as parent cooperation. This study recommends that, the government should establish concrete programmes to strengthen the quality of metacognition abilities of students in schools. Budget should be allocated to carter for trainings that shall help teachers enhance the metacognition abilities of their students. Furthermore, plausible policy engagement approaches should involve education stakeholders from the grass roots level of teachers, parents, and community members. In addition there must be strong public private partners in efforts to improve students’ metacognitive abilities.
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    Hostels and academic performance of girls in community secondary schools in Tanzania: The case of Ikungi district, Tanzania
    (Mzumbe University, 2016) Gabriel, Zakaria
    The purpose of this study was to examine the contribution of girls‟ hostels to the academic performance of girls in community secondary schools in Ikungi district, Tanzania. A case study research design was employed in order to achieve the study objectives. The study was guided by human need and motivation and social climate theory. The study was dominated by social climate theory which states that the learning outcome is affected by the environment where studies take place. The study concluded that hostels have been improving girl students‟ academic performance in community secondary schools in Ikungi District through providing security to girls, reducing the distance to school, providing extra time for private studies, discussion and assignments. There has been significant improvement of girl‟s academic performance after construction of hostels in community secondary schools in Ikungi District. Socio cultural problems, economic problems and difficulty learning environment have been affecting academic performance of girl students in community secondary schools in Ikungi District.The study recommends that first, the government should educate parents and community on the importance of education to girls. All cultural beliefs that hamper girls‟ education should be prohibited by the government and construct girls‟ hostels in all community secondary schools so as to protect them from different risks which affect their academic performance. Also, the government should equip its schools with all facilities such as laboratory apparatuses, water and electricity supply so as to improve girls‟ academic performance. Moreover, the government should establish a scholarship scheme to support girl students from poor families and parents should make a close follow up of their children academic progression. Parents also should support education for their girls, to make sure they have enough time at home for private studies and work on home assignments. Similar studies are suggested to be conducted to explore the contribution of hostels to the academic performance of girls in all public and private secondary schools in other districts, so as to have a wider understanding of the contribution of hostels to the academic performance of girls in Tanzania.