Views on the contribution of policy shift on performance of secondary school girl students in science subjects: A case of Ileje District council
| dc.contributor.author | Chacha, Mokami M. | |
| dc.date.accessioned | 2024-05-27T12:00:30Z | |
| dc.date.available | 2024-05-27T12:00:30Z | |
| dc.date.issued | 2018 | |
| dc.description | A dissertation submitted in partial fulfillment of the requirements for award of the Masters of Arts in Education (MAED) of Mzumbe University | |
| dc.description.abstract | The study examined the contribution of SEDP, BRNEd and FFE on performance of secondary school girls in science subjects at Ileje District from 2011 to 2017.The study focused on descriptive case study design. The study involved 87 respondents sampled by simple random and purposive sampling techniques. Data were collected using questionnaire and interview methods. The study findings revealed that in the period of implementing SEDP education stakeholders like policy planners, government, policy makers did not initiate the strategies direct specifically on academic performance of girl students in science subjects but its SEDP has slightly contributed indirectly in laboratory construction, classroom building though not in good standard. Also, findings indicate that BRNEd go some extent contributed in improving academic performance even if this policy was not directed specifically for improving performance of girl students who studied science subjects like physics, chemistry and biology but its initiatives and strategies of improving performance affect girls indirect way. This evidenced by looking performance of girl students from NECTA result indicated that from the period of implementing BRNEd girl students at least in specific subjects few of them scored grade B, C and D allow them to continue with further studies contrary to previous policy which is SEDP. Fee Free Education also aimed at increasing enrolment rate of girls in community secondary schools but its contribution in academic performance especially for girls who studied science has not yet seen this is reveled from NECTA result in which performance of girls in specific science subjects was very poor at selected four secondary schools particularly in Ileje district council. It recommended that government of United Republic of Tanzania should make sure to involve science teachers in short term course programme that aimed at providing knowledge about what, how and when to implement policy intervations immediately before the process of implementing started. Also the government should conduct different seminar which focused on providing knowledge to educational stakeholders including science teacher, students and parents and others to ensure effective contribution of SEDP, BRNEd and Free Fee Education on improving academic performance of secondary schools girls students in science subjects including physics, chemistry and biology. Government should realocated some of percentage that could used to motivate girls students who pass well in science subjects including physics, biology and chemistry. Inadquate of learning facilities compared to the number of students, it recommended government should increase Capitation Grants (CG) with regarding specific school demands so that to fulfil its requirements and the government should formulate a policy which could support girls students in studying science subjects. | |
| dc.description.sponsorship | Private | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/834 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Education Policy | |
| dc.subject | Academic Performance - Ileje District | |
| dc.subject | Education -Policy Change | |
| dc.title | Views on the contribution of policy shift on performance of secondary school girl students in science subjects: A case of Ileje District council | |
| dc.type | Thesis |