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THE OPEN UNIVERSITY OF TANZANIA
STUDENTS’ PERFORMANCE IN MATHEMATICS IN FORM FOUR EXAMINATIONS: THE CASE OF SELECTED SECONDARY SCHOOLS IN KINONDONI DISTRICT, TANZANIA
EMMANUEL J. KILEO
A DISSERTATION SUBMITTED TO THE OPEN UNIVERSITY OF TANZANIA IN PARTIAL FULFILMENT FOR THE AWARD OF MASTERS OF EDUCATION IN ADMINISTRATION PLANNING AND POLICY STUDIES,
2015
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CERTIFICATION
The undersigned certifies that she has read and hereby recommends for acceptance by the Open University of Tanzania a dissertation entitled Students’ Performance in Mathematics in form Four Examinations at selected secondary schools in Kinondoni District, Tanzania in partial fulfillment of the requirement for the degree of Master of Education in Administration, Planning and Policy Studies of the Open University of Tanzania.
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Prof. Honoratha M. K. Mushi
(Supervisor)
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Date
COPYRIGHT
No part of this dissertation may be reproduced, stored in a retrieval system or transcribed in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher.
DECLARATION
I, Emmanuel Kileo, do hereby declare that this dissertation is my own original work, and that it has not, by any means in whatsoever, been presented to any university for award of a similar degree.
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Signature
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Date
DEDICATION
I dedicate this dissertation to my lovely wife –Sarah Lyimo for prayers and financial support.
ACKNOWLEDGEMENTS
I am primarily grateful to a number of people who have participated in one way or another in making my masters programme a reality through their financial contribution, professional advice, encouragement, motivation and academic support. I am particularly indebted to my supervisor, Prof. Honoratha Michael Kisenge Mushi, for the guidance she offered me during the entire period of carrying out this study. I have learnt a lot from her guidance. She is strong, polite, supportive, motherly, committed and straight forward in her advice. May almighty God bless her. Secondly, I thank, Mrs Kileo of Tegeta for typesetting this work.
Thirdly, I sincerely thank the administration and lecturers of The Open University of Tanzania for their support throughout the programme. Almighty God bless them. Fourthly, I extend my appreciation to my relatives and close friends for their moral and financial support. Whoever provided his/her contribution for my programme I pray that the Almighty GOD double his/her blessings.
Finally I thank my lovely wife, Sarah Lyimo, our beloved children, Aika and Edson, for their support and prayers as well as my colleagues at Kisauke secondary school, officials of the Ministry of Education and Vocational Training and Kinondoni Municipal, and students in Kinondoni District for their contribution especially in assisting during my study.
ABSTRACT
This research aimed at finding out factors affecting performance in mathematics for Tanzanian students so that communities, the government, nongovernmental organizations, researchers; academician may use the information to find out ways to address this challenge. Specifically, this study intended to investigate factors behind poor secondary school students’ performance in mathematics in Tanzania. Five objectives guided this study. The study was deemed significant in that it informs secondary school stakeholders about the factors inhibiting high performance in Mathematics. The study will also assist stakeholders to understand Mathematics fundamental opens up opportunities for the stakeholders to address the problem that are applicable in human beings day to day life. The study was conducted in Kinondoni District, Dar es Salaam Region from where nine (9) secondary schools were purposively selected. From these nine schools, seven (7) heads of schools, forty six (46) teachers, forty two (42) students and six (6) senior education officers participated in the study. Interview and questionnaires were used to collect qualitative data based on the study objectives. Findings revealed that performance in Mathematics in some private secondary schools was good due to adequate Mathematics teachers, on-job teachers training programmes, high teachers’ motivation to the teachers and satisfactory working conditions. Contrarily, in government secondary schools performed poorly due to scarcity of Mathematics teachers, low teacher motivation and poor working conditions. The researcher recommends that the government should motivate Mathematics teachers, increase the number of Mathematics teachers, provide on job training for teachers and improve the quality of teaching and learning environment.
TABLE OF CONTENTS
CERTIFICATION ii
COPYRIGHT iii
DECLARATION iv
DEDICATION v
ACKNOWLEDGEMENTS vi
ABSTRACT vii
LIST OF FIGURES xii
LIST OF TABLES xiii
LIST OF ABREVIATIONS AND ACRONOMYS xiv
CHAPTER ONE 1
INTRODUCTION 1
1.0 Background to the Study 1
1.1.Statement of the Problem 7
1.2 Aim of the Study 8
1.3 Main Objective of the Study 8
1.4 The Specific Objectives of this Study 8
1.4.1 Research Questions 9
1.4.2 Significance of the Study 9
1.4.3 Scope of the Study 10
1.5 Aims and Objective of Secondary Education 12
1.6 Contextual Definition of terms 12
1.6:1 Academic performance 13
1.6.2 School infrastructure 13
1.6.3 Work teams 13
1.6.4 Job satisfaction 13
1.6.5 Influence 13
1.6.6 Horizontal structure 13
1.6.7 Examination 13
1:7 Conceptual Frame Work 13
CHAPTER TWO 16
LITERATURE REVIEW 16
2.1 Introduction 16
2.1.0 Theoretical Framework 17
2.3 Challenges that Secondary School Students encounter in Mathematics 18
2.3.1 Perceptions of Students on Mathematics 18
2.3.4 Student- teacher ratio and academic performance 20
2.3.5 Cultural factors 21
2.3.6 Personal factors 22
2.3.7 Competence of Mathematics Teachers, teaching methodology and their perception towards Students 22
2.3.8 Curriculum 24
2.3.9 Inadequate Funding in Education 25
2.4 Reasons for Community Members’ Participation in Support of Education 26
2.4.1 Research Synthesis and the Knowledge-Gap 28
CHAPTER THREE 30
RESEARCH METHODOLOGY 30
3.0 Introduction 30
3.1 Research Design and Approach 30
3.2 Area of study 31
3.3 Pilot Study 32
3.3.1 Population of the Study 33
3.4 Sampling Procedures and Techniques 33
3.4.1 Purposive sampling 33
3.4.2 Random Sampling 34
3.5 Data Collection Instruments 34
3.5.1 Questionnaires 34
3.5.2 Interview 34
3.5.3 Documentary Review 35
3.6 Data Analysis Plan 35
3.7 Data Analysis 36
3. 8 Validity and Reliability of the Study 36
3.9 Ethical Considerations 37
CHAPTER FOUR 38
PRESENTATION, ANALYSIS AND DISCUSSIONS ON THE FINDINGS 38
4.1 Introduction 38
4.2 Overall Students Mathematics Performance 38
4.3 Academic challenges that Mathematics teachers and students encountered 39
4.4 Level of Education for Mathematics Teachers 43
4.5 Evaluation of Performance in Mathematics in Secondary schools in Tanzania 46
4.5.1 Heavy Work Load of Mathematics Teachers 49
4.5.2 Lack of Motivation 50
4.5.3 Mathematics Books: How they relate to the syllabus 50
4.5.4 Students’ Perceptions towards Mathematics 50
4.6 Comparing of Mathematics Performance between Private and Government Secondary Schools in Kinondoni Municipal 53
4.7 Qualifications of Mathematics teachers 62
CHAPTER FIVE 64
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 64
5. 1 Introduction 64
5.2 Summary 64
5.3 Conclusions 66
5.4 Recommendations 67
5.4.2 Recommendations to Mathematics teachers 68
5.4.3 Recommendations for Further Studies 69
REFERENCES 71
APPENDICES 75
LIST OF FIGURES
Figure 1:1 Teacher – Student Interaction in Mathematics Instructions 11
Figure 4:1 Maslow Hierarchy of needs 52
LIST OF TABLES
Table Pages
1.1 Form Four Students’ Mathematics Performance in Selected Government Secondary Schools, in Dar es Salaam Region-Kinondoni District 2011-2014 3
1.2Teacher-student Ratio for Selected Community Secondary Schools in Dar es Salaam……………………………………………………………………4
2.1: Community Participation for Education Planning and Development 28
4.1 Level of Education of Mathematics Teachers 46
4.2 Evaluation of Mathematics Performance at CSEE level in Kinondoni Municipality…………………………………………………………………...... 49
4.3 Teacher-student Ratio for Selected Community Secondary Schools in Dar es Salaam……………………………………………………...…………...49
4.4 Form Four Students’ Mathematics Performance in Selected Government secondary schools (2011-2014) in Kinondoni Municipality 55
4.5 Mathematics performance in ordinary secondary school in selected Private secondary schools in Kinondoni Municipality 57
4.6 Respondents’ Evaluation of Mathematics Performance at Secondary Schools in Kinondoni Municipality 60
4:7 Mathematics Teachers and Senior Officers Participating in Research 63
LIST OF ABREVIATIONS AND ACRONOMYS
BEST Basic Education Statistics in Tanzania
CSEE Certificate of Secondary Education Examination
EFA Education for all
ETP Education Training Program
NGO Non governmental Organization
O-level Ordinary level
SEDP Secondary Education Development Plan
SSLE Secondary School Leaving Examination
UNESCO United Nations Education Scientific and Cultural Organizations
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CHAPTER ONE
INTRODUCTION
1.0 Background to the Study
Mathematics is perceived by the society as an instrument for political, social-economic, scientific and technological developments (Githua and Mwangi (2003). This perception reflects the actual situation of mathematics in the society since people’s clear understanding of Mathematics increases their creativity and efficiency in their daily performances. Knowledge of mathematics enables individuals to solve major life challenges on measuring and weighing. For example, using mathematic instruments such as spring balance, measuring cylinder and beam balance people can do a lot of things such as measurement the volume of liquid using a measuring cylinder. Further, one can weigh different objects using beam balance. Generally, knowledge of Mathematics minimizes unnecessary risks. A critical understanding of calculating distances may save someone from falling while working on high buildings. Most mistakes that cause high building to collapse results from poor calculations made by engineers as well as users of such buildings (Haki Elimu 2010).
The assertions above show that limited knowledge in Mathematics may cost peoples’ lives and destruction of properties. Transport and communication network which is the heart of development in all nations depend on knowledge of mathematics. Engineers should measure actual distances of roads, calculate proper ratio of materials which are used during road construction, find out total cost of both labor and materials in order to attain end up with quality and profitable results. Knowledge of Mathematics supports medical personnel in laboratory activities such as when measuring patients’ body temperature, heart beats, and blood checkups. It also assists pharmacists as they provide pharmaceutical services since the ratio of chemicals given should be appropriate to the weight and age of specific patient. Liquid chemicals are measured in centimeter cube (cc). Failure on provision of proper medicinal instruction may result into patients’ death. Hence knowledge of mathematics increases efficiency, reduces risks at work, improves quality of products and effectiveness in life performances in general.
Despite the necessity of knowledge in Mathematics, for a number of years Tanzanian secondary school students have not been performing well in their Mathematics courses as reflected in a pilot study conducted on the national form iv examinations. For example, in 2011 in Kisauke secondary school 60 students sat for Mathematics but only six (6) passed, while the remaining 54 failed. In 2012 only five (5) out of 48 candidates passed, 43 failed. Again, in 2013 only four (4) from among 52 candidates passed while 48 failed. In 2014 at the same school of 56 students who sat mathematics form four examinations, only five (5) passed. In 2010, at Tegeta secondary school, of the 104 candidates who sat for the form four examinations, 99 failed and only five (5) passed. At the same school there were 80 form four candidates and all 80 failed mathematics while in 2013, 84 candidates out of 93 failed and only nine (9) passed. In 2010 at Maendeleo secondary school forty three (43) sat for Mathematics CSEE and only three (3) students passed Mathematics; the rest forty (40) failed. In 2011 fifty four (54) students were registered for Mathematics, only two (2) students passed Mathematics the rest fifty two (52) failed and in 2012 there were forty seven (47) students who did national examination but only three (3) passed, the rest forty four (44) failed. In Mbopo secondary school in 2008 among 56 students who did national examinations only five (5) passed mathematics, the remaining fifty one (51) failed. In 2009 forty six (46) students who sat for national examinations at the same school only four (4) passed mathematics, the rest 42 students failed, 2010 fifty two (52) students did national examination, only seven (7) passed mathematics the rest forty five (45) failed. In 2011 forty six (46) sat for national examinations only five (5) passed mathematics but forty one (41) failed and 2012 sixty two (62) students did national examination, eight (8) passed mathematics but fifty four (54) failed1.
The above performance in mathematics has been figuratively illustrated in Table 1.1
Table 1.1 Form Four Students’ Mathematics Performance in Selected Government Secondary Schools, in Dar es Salaam Region-Kinondoni District 2011-2014
Name of secondary school / Year / Students who sat for Mathematics examination / Performance in mathematicsPassed / Failed
Makumbusho / 2011
2012
2013 / 90
120
133 / 05
09
11 / 85
111
122
Kisauke / 2011
2012
2013
2014 / 60
48
52
56 / 06
05
04
05 / 54
43
48
51
Tegeta / 2010
2011
2012
2013 / 104
80
93
87 / 05
00
09
08 / 99
80
84
79
Maendeleo / 2010
2011
2012
2013 / 43
54
47
53 / 03
02
03
04 / 40
52
44
49
Mbopo / 2009
2010
2011
2013 / 56
46
52
62 / 05
04
07
08 / 51
42
45
54
Data from researcher’s personal visit to these secondary schools May 2015.
The statistical data in Table 1.1 above show that students’ performance in mathematics subject is not satisfactory. More than 75% of the students failed as clearly depicted during the pilot study conducted by the researcher. Many reasons have been attributed to the low performance in mathematics examinations. Such reasons include, among others, lack of library provisions; presence of incompetent mathematic teachers, scarcity of Mathematic books in schools and scarcity of other teaching and learning materials (Mabala et al, 1999).
The study have been conducted in order to find out the main source of poor performance in Mathematics because it has impact to the future life of individual.
In order to meet demand of students on provision of quality knowledge of Mathematics teacher-student ratio should also be considered. The researcher’s visit to the five (5) pilot government secondary schools showed that teacher-student ratio in mathematics is extremely low. The number of Mathematics teachers did not correlate with the number of students as shown in table 1.2. Scarcity of mathematics teachers has had a negative impact in students’ performance of mathematics as portrayed in table 1.2.
Table 1.2 Teacher-student Ratio for Selected Community Secondary Schools in Dar es Salaam