Statistical Modelling of Factors affecting Performance of Students in Secondary Schools in Tanzania

Abstract

Over the last decade, secondary schools in Tanzania have failed to produce enough graduates who are able to join higher level of schooling (Advanced level). Only less than 35% of students were able to score between division one and three. The aim of this study was to develop a factor model with factors affecting the overall performance in secondary schools in certificate of secondary national examinations in Tanzania. Data was collected from 26 secondary schools in Dar es salaam and Arusha using self-administered questionnaire. The questionnaires had 16 Likert type questions in five-point scale ranging from strongly disagree to strongly agree. The findings from factor analysis indicated that three factors namely “school culture”, “supportive learning environment “and “teacher satisfaction with the school” explained 74.8 percent of total variation in overall performance in certificate of secondary education examination. Multiple Linear regression revealed that supportive learning environment had a significant effect on overall performance in terms of school Grade Point Average. It is concluded that in order to improve overall performance, schools and the government should create supportive learning environment by employing more teachers, ensuring availability of books are timely and adequately available and the availability of library and laboratories. Further studies should add the qualitative part   so as to gather more information about schools and other factors which were not considered under this study.