Assess the Impacts of Poor Learning Environment Towards Students Academic Performance in Secondary Schools.

 

STELLA MARIS MTWARA UNIVERSITY COLLEGE

(A Constituent College of St. Augustine University of Tanzania)

FACULTY OF EDUCATION

 

Assess the Impacts of Poor Learning Environment Towards Students Academic Performance in Secondary Schools.

A case study Mtwara Mikindani Municipality

A Research proposal Submitted in Partial Fulfillment of Requirements for the Award of Bachelor Degree of Arts with Education of Stella Maris Mtwara University College

SHAMIA A NAHONYO

STE/BAED/164482

 

CHAPTER ONE

INTRODUCTION

1.0 Introduction

 This chapter deals with the background of the study, statement of the problem, general objectives, specific objectives, research questions, significance of the study, scope of the study, and limitation of the study and definition of the key terms.

1.1 Background of the study

Secondary Education is widely believed to provide the optimum setting to prepare especially adolescents, for healthy and productive adult lives. This entails participation in social, political, and economic spheres. In addition, for countries like Tanzania to compete in the global economy, a significant number of their citizens need a secondary education in order to acquire the specific skills and aptitudes necessary for an increasingly technology driven market place (Jacob and Lehner, 2011). Currently, global access to Secondary Education is growing at an increasing pace (UNESCO, 2008, 2010). In the mid-1990s, the Millennium Development Goals (MDGs) and the Education for All (EFA) initiatives had driven an education reform agenda predominantly focused on improving access to Primary Education in developing countries like Tanzania. In more recent years, proponents of post-basic education have gained a voice and wider access to good Secondary Education as being increasingly recognized as a critical element in achieving the goals of human development, political stability, and economic competitiveness (Acedo, 2002; Alvarez et al, 2003; Holsinger and Cowell, 2000; King et al, 2007; Lewin and Caillods, 2001; Lewin 2005, 2007, 2008; 2 UNESCO, 2001, 2008; World Bank, 2005, 2007).

As an intermediary step between Primary and Tertiary Education, Secondary Education serves as a preparatory phase for youth before they enter the workplace, helping to equip a largely adolescent population with the skills, aptitudes, and social values for a productive and healthy adult life (Jacob and Lehner, 2011).

In Tanzania, Secondary Education occupies a pivotal role in the functioning of the economy and the education system itself. Experience shows that, the majority of the people in both the private and public sectors are expected to be secondary education leavers. The whole Primary Education system relies on teachers who are a product of the Secondary Education system. Candidates of higher and Tertiary education and Training are products of the Secondary Education system. This is the essence of being pivotal (URT, 2010).

Since 2001, the Tanzanian Government has taken many initiatives to reform its Primary and Secondary school Education sectors to achieve its pivotal role in education. These reforms include implementation of Primary Education Development Program (PEDP) from 2002 to 2006 and Secondary Education Development Plan (SEDP) starting in 2004 all focusing in the Tanzania development strategies on combating ignorance, disease and poverty in line with the National Vision 2025 (Sumra and Rajani, 2006).

The PEDP 2002-2006 raised the enrolment rate in Primary education from 59 per cent in 2000 to 97 per cent in 2007 (World Bank, 2008). This created a social demand for and even an expectation of transition to secondary education (UNESCO, 2007, Wedgwood, 2007). 

In 2004, the Government of Tanzania launched its Secondary Education Development Plan (SEDP) aiming significantly to reform the Secondary Education system throughout the country. SEDP was formulated in line with the development of ward/Community based Secondary schools. The goal was to ensure more access and equity in participation across geographical, gender, disadvantaged group, and the marginalized among the community. Such a critical plan was to curb the substantial increased number of pupils enrolled in Primary schools, thereby creating an upward demand for increased access to Secondary Education (Kambuga, 2013).

In 2005, nearly124, 884 students were enrolled in Forms 1-6 and 1,602752 in 2012. By any measure, these are large enrolment increases over a short period of time (BEST, 2013).

Despite the Tanzanian government initiatives, since 2001 the status of Secondary School Education has not been stable which has led to low academic achievement in National Form Four Examinations results. For example, the proportion of students passing with Divisions 1, 2 and 3 has been declining since 2008 and reached its critical point in 2012 and those with Division 4 and failures have increased tremendously and reached a critical point in 2012.

In Mtwara Region, Tanzania, with specific focus on staffing status, the use of English as a language of instruction, availability and adequacy of instructional materials, and adequacy of physical facilities contribute to poor academic achievement of the secondary school performance. It is confirmed that many schools established there are insufficient staffing numbers. In some schools, there are no teachers at all, so the problem has worsened day by day particularly in rural area within the region.

However, in Mtwara municipality most of schools are anticipated to have shortage of instructional materials such as textbooks and reference books and physical facilities such as classrooms, desks and chairs. The language of instruction is also a problem. Majority of public Primary School leavers develop little confidence in English and many cannot string together a simple paragraph. Consequently, they may not be able to follow what is taught or written in English in Secondary School, and this may contribute to low academic achievement. Also the enrolment rate to public/government Secondary Schools has increased tremendously with more students expected to join Secondary Schools every year. For example, enrolment of Form 1 to 4 increased from 1,293,691 in 2009 to 1,504,711 in 2013 (BEST, 2013). While acknowledging the government initiatives in increasing access to Secondary School Education, the academic achievement of the students in Secondary Schools are still poor.

Hence, the purpose of this study was to analyze the impact of poor learning environment towards academic performance in secondary schools in Mtwara municipality in Tanzania with specific focus on the adequacy of staffing and adequacy of instructional materials, the use of English as a language of instruction in secondary schools and adequacy of essential physical facilities such as desk, tables and chairs, textbooks and so on.

1.2 Statement of the problem

There is wide evidence that there are various initiatives by the Government of the United Republic of Tanzania to improve the quality of education. The Government’s initiatives are reflected in its ventures to establish several educational programmes since the beginning of 2000; yet there is a poor achievement in the academic achievements of students in secondary schools, (Katabaro & Sumra, 2014).

This prevailing circumstance suffices to say that the quality of education in Tanzania is far reaching destination yet to be reached. Achieving it in true sense needs the provision of the effective learning environment.

Despite the contributions made by many studies no study report exactly the impacts of poor learning environment in secondary schools. The purpose of this research is to assess the impacts of poor learning environment in secondary schools. It looked into the interplay of various factors that contribute to secondary school performance with respect to their learning environment. To give solutions to poor learning environment so as to achieve success in education sector.

1.3 Objectives of the Study

 1.3.1 General Objective

 To assess the impacts of poor learning environment towards students academic performance in secondary schools.

 1.3.2 Specific Objectives

The specific objectives of the study where;

 i. To identify the impacts of poor learning environment in secondary schools.

 ii. To find out the factors that affect performance in secondary schools.

iii. To establish the solutions for the poor learning environment in secondary schools.

1.4 Research Questions

 i. What are the impacts of poor learning environment in secondary schools?

ii. What are the factors that affect performance in secondary schools?

iii. What are the solutions for the poor learning environment in secondary schools?

1.5 Significance of the Study

The main purpose of this study is to find out the impacts of poor learning environment in secondary schools. In order to improve student performance in secondary school in Mtwara municipality .The study provided information to the Ministry of Education and Vocational Training on factors influencing performance in secondary school students in Mtwara municipality, information will be provided to secondary school teachers about impacts of poor learning environment towards secondary school students.

Secondly, findings of this study will be of relevance to students because it will provide insight into the problems whose solutions might help in taking specific actions which will efficiently and effectively address the poor performance of students as a result of poor nature of our secondary schools in Tanzania today.

 Again, findings of this study are of relevant to teachers who are the principal agents of curriculum implementation because it provides recommendations that would help them to make appropriate utilization of learning environment to create conducive atmosphere that would enhance effective teaching and learning. It is a fact that people work better in places where they feel comfortable and it is believed that the results of this work offered recommendations on how to better up poor conditions of schools thereby creating enabling environment for teachers‟ job satisfaction which no doubt will have positive effect on students‟ learning outcome.

1.6 Scope of the Study

This study deals with assessing the impacts of poor learning environment in secondary schools. The study will use Mtwara municipality as small entity in Mtwara Region. Mtwara municipal council located in the southern part of Tanzania. The district is located between 10°17'0" South and 40°7'0" East. The district has a total population of 108,299. It borders with the east is boarded by Indian Ocean and Mtwara district council in all other directions. The district occupies 163 square kilometers.

1.7 Limitation of the Study

During data collection process researcher face various challenges where alternative ways will be used in order to find solution and to make sure that data will be collected as it planned. The following are the challenge with which researcher will encounter during the data collection process. Shortage of enough time, the research will be conducted when classes were continued, the researcher will balance the time and use the time which lesson were not conducted to collect the data.

Shortage of fund, because to conduct research needs fund, the researcher balanced the money for meals and other accommodation to make sure the data were successful collected, analyzed and presented.

Poor cooperation from the respondents, the researcher use polite language and convincing them to get the data from the respondents who were not able to provide the data.

1.8 Definition of the Key Terms

The following key terms are operationally defined for the purpose of this study:

Academic Performance; simply means the outcome of the educational goals that are achieved either by the students or teacher. It is a measurement in terms of specific and desirable results in examination.

 School; is an institution designed for the teaching of students under the direction of teachers.

Learning Environment; this refers to the diverse physical locations, contexts and culture in which students learns. In other words, it is the condition and influence which a learner comes in contact with, resulting in a series of complex interactions and ensuring change in behavior.

Instructional Materials; these are the devices developed or acquired to assist or facilitate teachers in transmitting organized knowledge, skills and attitudes to learners within the instructional situation.

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

2.0 Introduction

This chapter presents the related literature review, research gap from information related to the problem of research in the study and the conceptual frame work.

2.1 Literature review

Learning environment encompasses all resources human and material, programmes and opportunities, for students to use these resources creatively and imaginatively to learn and develop their potentials.

According to Oduwaye (2011), learning environment refers to the context in which learning takes place. It is the surrounding circumstance which effects learning. An environment in which learning occurs can be as wide as particular society and it may be viewed as an educational institution. A learning environment is the condition and influence which a learner comes in contact with, resulting in a series of complex interactions and ensuring a permanent change in behavior. This implies that an individual’s acquisition of skills, knowledge and competencies would occur under certain conditions and influences (Nwadiani, 2000).

According to Armstrong (2006) performance refers to both behaviors and results, and adjusting organizational behaviors and actions of work to achieve results or outcomes. Behaviors are outcomes in their own right and reaction to the product of mental and physical effort applied to tasks. In the school environment therefore, performance should not only be defined in terms of test scores, examination results, students’ ability to socially apply what is learnt, and the rate at which students move on to higher institutions of learning, but should consider the achievements of the school in other areas like equipping the learners with the requisite skills for survival.

School performance in the Tanzania context mainly entails; teaching consistently with diligence, honesty and regularity orchestrated by increased good results from students; setting adequate written and practical exercises, ensuring effective marking, evaluating all exercises promptly and carefully and observing academic regulations and instructions (Tanzania Teaching Service Commission Regulations, 1996). The feeling by many people, including the researcher, is that this is a shallow understanding of school performance. The researcher view is that performance of any school should not be considered from the academic output only, but should also focus on other education outcomes.

According to Thomac and Marshall (1979) performance described as an action of a person or group when given a learning task. In education, performance is often presented as synonymous with achievement or attainment in carrying out of a task, assignment or a course.

Hawes and Hawes (1982) defined achievement as a successful accomplishment or performance in a particular subject, area, and course usually by reasons of skill, hard work inter typically realized in various types of grades and marks. Academic performance in education can be seen as synonymous with a scholastic performance, or a scholastic achievement or attainment.

According to Derek (1981), academic attainment is a measured ability and achievement level of a learner in a school subject or particular skills. Thus academic performance has to do with a learner’s scholastic ability and attainment, as regards his school work. This is often measured through tests, examinations and assignments.

Tshui and Cai (2011) described learning environment as an orderly environment in which the school family feels valued and able to pursue the schools mission free from concern about disruptions and safety. Conducive learning environment has been identified as essential for effective teaching and learning to take place.

Olutola (2008) postulated that school learning environment which includes instructional spaces, administrative spaces, circulation spaces, spaces for conveniences and accessories are essential in facilitating teaching-learning process. Over the last decade, research studies  from a range of historically somewhat fields (e.g., risk prevention, health promotion, character education, marital health, and social-emotional learning) have identified research-based school improvement guidelines that predictably create safe, caring, responsive and participatory schools (Sanoff, 2009).

According to Esan, Obashoro and Osondu (2008) the school as a learning environment comprises physical, academic, social and cultural environments. The physical environment is made up of school location, physical features and structures within and outside the school. For example a school may be located in urban or rural areas, noisy or quiet areas. Buildings, equipment and infrastructures available within a school and its surroundings also constitute its physical environment.

Learning environment is reflected by curricular and co-curricular activities in which teachers and learners engage in classrooms, libraries, laboratories and other places in the school. Social environment is created through interaction among teachers and learners in classrooms and other places in the school.

Poor student performance in secondary education in most students is a major problem in current Tanzanian education. There are several studies which have been conducted in different areas, specifically on student performance in schools. This verifies that student performance in secondary schools still has unknown factors which influences such negative result which in a way need further exploration.

A study done by Irungu and Grace (2011) titled “Determinants of Academic Performance in Kenya Secondary Education in Public Secondary Schools in Kiambu Country, Kenya” revealed the following findings; majority of teachers 72.8 percent did not use apparatus in the teaching of science subjects while 55.6 percent of the students felt that their science laboratories were not well equipped. From the study, 55.7 percent of the schools had no libraries and where they existed, they were poorly equipped. Lecture method was more widely used than any other method of teaching. Again 63.8 percent of the sampled students had scored 201-300 marks out of 500 marks at secondary school level hence poor academic background. Most teachers lived outside schools as indicated by 57.3 percent of the students involved in the study. From the study the majority of students 56.9 percent revealed that, the syllabus was never covered before the end of every year. The recommendations of the study were; the Board of Governors should equip the science laboratories and libraries and put up teachers houses. A variety of teaching methods should be used to create interest in learning and teachers should focus on value addition of the learners’ due to their low Kenya Certificate of Primary Education (KCPE) entry marks to secondary school. Internal supervision of the implementation of the curriculum by the principals needs to be intensified.

According to Mbele and Katabaro (2003), in the study of “School Enrolment, Performance and Access Education in Tanzania” government funding of primary and secondary education was low compared to many sub-Saharan Countries. A high proportion of public spending was on wages leaving little for school materials. However, private funding in primary and secondary schools was higher than public spending. Gender disparity, while not significant at primary level was still wide at secondary level. Performance was more determined by school characteristics than individual student characteristics. Females were disadvantaged at the level of schooling as well as absorption in the economy after completing school. Private tuition depicted ambiguous results just like continuous assessment grade when correlated with examination results. The study called for increased investment in education, especially for females and suggests two areas for further research: further  analysis of private tutoring and the potential impact of recent education reforms such as abolishment of systems which in the past favored girls and raising pass marks for examinations in standards four, seven and form two.

On the other hand, Laddunuri (2012), embarked 0n a study titled “Status of school Education in Present Tanzania and Emerging Issues in Arusha municipal” the study revealed that pass percent of the students had been declining continuously from 82.3% to 50.74 percent during the last five years. Majority of the teachers were unqualified teachers. Certainly, it contributed to poor performance of the students. Many factors were responsible for the student’s failure in their Form four examinations such as lack of trained teachers, poor infrastructural facilities in schools, and insufficient books in the school library. It has been found that the cost of books was very high when compared with their economic situation. Frequent changes in the curriculum were also one of the reasons for the less pass percent of the students in Tanzania. The study revealed that highest percentage of the participants not attended in-service Teacher Training program. It was clear that most of the teachers were untrained teachers in study area. Most of the teachers were not attending in-service Teacher Training program due to many reasons such as high cost of teacher training program, no financial assistance from the government, due to own financial problems . Majority of teachers having good opinion on in-service teacher training program, they believed that it enable them to learn new skills and teaching techniques.

Moreover, King (2013) had a study on investigation of “Factors Hindering Quality Education in Secondary Schools in Mbeya, Tanzania”. The findings of the study revealed some crucial factors that led to poor performance in certificate of secondary education examination. The factors were of three major groups, namely those related to the system of education, which was essentially controlled by the ministry of education or any ministry responsible for the provision of the same. The second groups of factors were those related to quality of teachers that train secondary school students, who were the candidates of secondary education. The third group of factors was those related to resource materials, which the ministry of education mitigates. The study of King (op.cit) had the following recommendations; firstly, in secondary education, research should find out factors leading to poor quality of pupils entering Form one in secondary school. Secondly, there was need to have a tracer study on the quality education right from primary, secondary to the university level.

According to Komba, Hizza and Jonathan (2013) in the study of “Factors Influencing Academic Performance of Ward Secondary Schools: A case of selected Schools in Moshi Municipality and Moshi District”. The study found that there was no impressive performance among ward secondary schools in Moshi Municipal. Some of the challenges that limited their performance were; limited number of teachers per subjects, lack of conducive teaching and learning environment, and shortage of teaching and learning materials. Other factors were associated with the employment of unqualified of teachers, lack of reliable libraries and laboratories, weak communication among teachers and parents and students and poor classroom attendance by teachers. And finally, the study recommended the following: there was a need to collect more information in order to have a good generalization and better understanding of factors affecting academic performance of ward secondary schools in Tanzania. Not only that, but also, there was a need for the government authorities through participatory planning to implement secondary school development programs for the sustainability and bright future of existed wards secondary schools, instead of adding other secondary schools.

There was some argument from Kapinga(2014), on the study of “The Impact of Parental Socioeconomic Status on Students’ Academic Achievement in Secondary Schools in Tanzania”, the study found that majority of the students from selected secondary schools were from low socioeconomic status. The study established that there was a close relationship between socioeconomic status and academic achievement. The study further found that majority of the parents was not involved in the learning of their children as well as in the school improvement programmes. The study recommended that the government should review the policy of cost sharing and make it free to o-level students especially to low socioeconomic status students. In addition, schools should have professional guidance and counselors to help students with problems to reduce the gap between low and high socioeconomic status.

Finally, from the foregoing contributions of different authorities on the relevance of learning environment we can sum up that, positive learning environment promotes student learning, academic achievement, school success and healthy development, as well as effective risk prevention, positive youth development and increase teachers relation While poor learning environment can undermine the learning progress of the students and hence poor performance.

2.2 Research Gap

It is clear that the issue of the poor environment leads to poor performance of the students since the learning environment influence much the academic performance of the students. Learning environment play a powerful role in the academic performance of pupils. This is because the environment has the ability to affect personal development and is capable of sending strong subconscious messages such as “this is where I can learn” and “ I am welcome here’’. It is also clear that individual physical and emotional stability is linked to effective learning. There are several gaps that have emerged from the literature survey that is the basis of the research to mean that lack of significant literature on the subject in the area of study.

However, there is no study that report on the impact of poor learning environment in secondary schools where the research is concentrate on. Therefore, this situation created interests to the researcher to develop this kind of research on the impact of poor learning environment in secondary schools. It is investigated that the current study will contribute significantly in terms of literature and policy recommendations on the subject.

2.3 Conceptual framework

This conceptual framework shows the interaction between independent variables and the dependent variable. The independent variables include insufficient of staffing status, unavailability and adequacy of instructional materials, the use of English as a language of instruction and unavailability of physical facilities which are to be manipulated during the study in order to assess the impacts of poor learning environment in secondary schools. An indicator of poor implementation of Secondary School Curriculum is the poor academic achievement among secondary school students. The researcher therefore, set out to relate to an established body of knowledge in an attempt to seek answers to questions raised and achieve objectives set out in this study.

Figure 2.1: Conceptual framework on the impacts of poor learning environment in secondary schools

STUDENT ACADEMIC PERFORMANCE

POOR LEARNING ENVIRONMENT · Physical facilities e.g.; desks, conditions of classrooms, books ·Unavailability and adequacy of instructional materials ·Insufficient of staffing status ·The use of English as a Language of instruction in teaching and learning in secondary schools

Independentvariable                                                                                                             Dependent variable

 

 

 

 

Source: Research data, (2021)

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with research design, research approach, targeted population, sampling techniques, sample size, area of study, data collection techniques, data analysis and presentation, validity and reliability of the data.

 3.1 Research Design

The researcher will use descriptive design in order to make comparisons among the respondents so as to attain accurate information from the respondents, and to assess the impact poor learning environment in secondary schools

3.2 Research approach

Kothari, (2002) explain that research design as a logical structure in which the research is conducted and carried out during the data collection process, measuring and analysis of data. Research design is regarding what, where, when, and how much, by what means concerning an inquiry or a research study.

Kothari,(2002) use survey design, Survey designs these were procedures which is administer a survey to a small group of people or sample in order to identify trends in attitude, options, behaviors or characteristics of a large group of people or the population.

 Babbie, (1990) Survey research is scientific social research methods involve sampling people to answer some questions. The broad area of survey research encompasses any measurement procedures that involve asking questions of respondents. A "survey" can be any form, a paperand-pencil feedback form or one-on-one in-depth interview (Trochim, 2006).

Standardized questionnaires designed and administered to get information about the research question(s) for analysis. The researcher will use survey research design to assess the impact of poor learning environment in secondary schools because the researcher has no control over the real life situation of the area to be studied in this research. It also helps to collect information such as attitudes, opinions and behaviors that are not available from other sources and the survey help the researcher to explore the exactly data.

3.3 Population of the study

Donald, (2006) population is a summation of all organism of the same group or space, who lives in the some geographical area and have the capability of interbreeding or group of people of an individual from which sample size are will be taken for measurement example army, students and teachers. The populations targeted for this study are the teachers and students in the study areas.

3.4 Area of the Study

Kothari, (2004) explain that area of the study is the area where the research is conducted. The study is conducted in Mtwara municipality as small entity in Mtwara Region. Mtwara municipal council located in the southern part of Tanzania. The district is located between 10°17'0" South and 40°7'0" East. The district has a total population of 108,299. It borders with the east is boarded by Indian Ocean and Mtwara district council in all other directions. The district occupies 163 square kilometers.(URT, 2012).

3.5 Sample Size

Kothari, (2004) sample size refers to the number of items to be selected from the universe to constitute a sample. Sample as a collection of some parts of the population on the basis of which judgment is made small enough to convenient data collection and large enough to be true representative of the population from which it had been selected. Sample size refers to the number of items to be selected from the universe to constitute a sample.

The sample for the study will involve 100 participants, categorically were 2 education officers, 5 heads of school, 10 secondary teachers, 8 parents and 75 secondary students.

3.6. Sampling and sampling techniques

Sampling is a procedure a researcher uses to gather people, places or things to study, it is a process of collecting a number a number of individuals or objects from a population such that the selected group contains elements of representative of the characteristics found in the group Kombo and Tromp, (2006).This study will use purposive sampling techniques.

3.6.1purposive sampling

This involves on picking unity of most relevant or knowledge in the subject matter and study them. This is choosing the particular units of the universe for constituting a sample on the basis that they are selected out of the huge one will  typical or represent the whole (Kothari,2004). This technique will be used by the researcher is to choose teachers basing on their distances to the study area, mobilizing the students for the interview and enumerators. As regards to the procedure of sampling them, those who purposely sampled will be the education offices and heads of school. Those will be sampled because they have key information on secondary school administration.

3.6.2 Simple random sampling

Simple random sampling refers to the technique where by individuals are chosen in a way that each member in a group has equal chance of being selected or chosen from the population (Kothari, 2004).

In this study, the researcher will use simple random technique of sampling which allow each member of the population as specified probability of being chosen. The research carries simple random sampling as an aspect of probability technique so as to provide a room for every member of population to have an equal chance of being selected for the sample. Participants who selected randomly were teachers, students and parents. Students and teachers will be involved in the sample because they were involved in day to day activities in the process of teaching and learning. Also, parents were included in the sample because they were involved in school development plan.

3.7 Data Collection Methods

The study will indicate both primary data and secondary data collection methods during the study. Primary data are those data which are collected a fresh and for the first time and thus happen to be original in character. Also secondary data are those data which have already collected by other researchers, documentary review (Kothari, 2004).

Primary data is involved data from respondents through questionnaires and interview and document analysis in gathering information about the impact poor learning environment in secondary schools.

3.7.1 Interview Method

Horn, (2006) defines Interview as the process of asking somebody questions about their life, opinions and other related matters. There are two types of interview which are structured and unstructured interview. Structured Interview normally interviews done in a face-to-face format or via telephone using a standard set of questions to obtain data that can be aggregated because identical questions have been asked of each participant. Unstructured normally, interviews done in a face-to-face format. The researcher starts from a position of wanting to be sensitive to how participants construct their views and perspectives of things. Therefore, a goal is to allow the participant’s structure to dominate. Structured interview will be employed in gathering information from top respondents. This method will involve obtaining information through face to face conversation between researcher and the targeted respondents. The interview uses this method for the teachers.

 3.7.2 Questionnaires Method

Kothari, (2004), defines questionnaire as the set of questions printed or typed in a definite order on a form or set of forms both closed and open questions used in this research where a closed question are the questions answered with either a single word or a short phrase and open ended questions are the question which are likely to receive a long answer. Although any question can receive a long answer, open questions deliberately seek longer answers, and are the opposite of closed questions used to collect data from the respondents without any language barrier. This is applied since it allows the collection of a lot of information from 50 respondents in a short period of time to be in line with time required by a researcher to accomplish data collection process.

3.7.3 Secondary data collection method

The researcher had to collect data from different documentary sources which had already been collected by other researchers. Researcher has visited library to gather data that are already in existence and from the base for general review to develop and understand the situation. Also information is gathered from published and unpublished document such as past report on research done on similar subject. The main aim of getting secondary data is to compare with, and complement the primary data about the impact poor learning environment in secondary schools.

3.8 Data Analysis and presentation

Kothari, (2004) defines the term analysis as computation of a certain measures along with searching for patterns of relationship that exist data group. The data will be analyzed by using Statistical Package for Social Science (SPSS) through descriptive statistics so as to make data more accurate and consistence for presentation. The analyzed data presented in form of table figures and texts. The rationally of choosing these methods because they are simple and easy to be understood by the reader. The study will use mixed approach method due to the fact that qualitative method involves description and explanation while quantitative method used average, chart and percentages.

3.9 Validity and Reliability of Data

3.9.1 Validity

(Kothari, 2004) Validity is the degree to which results obtained from the analysis of the data actually represents the phenomenon under study; validity measures the accuracy of the instruments in obtaining the anticipated data which meet the objectives of the study. To insure validity, the researcher is collected data from the reliable source.

3.9.2 Reliability

Reliability refers to the degree to which data collection method or methods yields consistent findings, similar observations will be made or conclusions reached by other researchers or there is transparency in how sense is made from the raw data (Saunders et al. 2003)

Reliability is the ability of measuring instrument to provide consistent results. The different responds will be asked the same questions in different times to see if they would produce the same answers when asked several times and questionnaire were divide into parts in order to concentrate more on each question as ways so as to ensure consistency results.