Assessment for the Factors Affecting Girls Students in Science Subjects: A Case of Mtwara Mikindani Municipality
STELLA MARIS MTWARA UNIVERSITY
COLLEGE
(A Constituent College of St.
Augustine University of Tanzania)
FACULTY OF EDUCATION AND SCIENCE
Assessment
for the Factors Affecting Girls Students in Science Subjects: A Case of Mtwara
Mikindani Municipality
By
June,
2021
CERTIFICATION
The undersigned certifies that he has
read and here by recommends for acceptance by Stella Maris Mtwara University
College a dissertation title" Assessment for the factor affecting girls
students in science subjects". A case study of Mtwara Mikindani Municipal
in partial Fulfillment of the requirement for the award of the Bachelor Degree
of Arts with Education of Stella Maris Mtwara University College.
.............................................................
Lwenge Ndushi
(Supervisor)
....................................................
Date
DECLARATION
This
research report is my original work and had not been presented to any of other
examination board. No part of this report should be reproduced without
researcher consent or Stella Maris Mtwara University College.
.............................................................
Selina
K. Petro
....................................................
Date
COPYRIGHT
No part
of this dissertation
may be reproduced,
stored in any
retrieval system, or transmitted in
any form by
any electronics, mechanical,
photocopying, recording or otherwise
without permission of the author
or Stella Maris Mtwara University
College
ACKNOWLEDGMENT
It is not unusual for someone to be
proud and blissful for making a certain success. This is very realistic on my
side. The period takes this study makes me to realize this joy has come to an
end. However, the accomplishment of this thesis is a result of collective
efforts of many people whom my joy has no meaning if I fail to accord my
heartfelt appreciation for their support.
Glory is to Almighty God for giving
me a chance and enabling me to perform this work. I also convey special
gratitude to my supervisor Mr. Lwenge Ndushi for his outstanding guidance,
advice, assistance, encouragement and constructive criticism throughout the
study, may God bless you. The heartfelt thanks go also to my precious family
members especially my parents Mr. and Mrs. Kaspar and my friends Maro, Melania,
Regina,Polikapu and Janety for their prayers, moral support and encouragement
not to give up from this opportunity, may God bless you all abundantly. I would
also like to thank leadership and all members of Shangani and Mtwara sisters’
secondary school for permitting and assisting me to carry out my study in areas
under their jurisdiction comfortably. Thanks also go to all the respondents who
accepted my request of interviewing them. Their cordial cooperation rendered to
me during data collection is highly appreciated, my God bless you all.
DEDICATION
This
study is dedicated to my lovely Aunt Melania P. Amlima for her prayers,
patience, devotion and encouragements which facilitated the completion of my
study.
ABSTRACT
The
focus of this study is to identify factors affecting school attendance and
academic performance in science subjects among girls in secondary school,
especially on Form Four national examinations, together with factors that lead
to improved school attendance and academic performance among girls in science
subjects.
The
study sample two school those are government school (Shangani secondary school)
and non-government school (Mtwara sister secondary School)from the selecting
school, students are selecting from all classes in each school totaling 40
respondents, 8 teachers in both schools and 2 educational officer, total respondent
are 50.
The
four main objectives of the study were to determine: how do attendance and
performance compare between girls and boys, the factors affecting girls’ school
attendance and academic performance; what can be done to improve school
attendance and academic performance among girls; and which stakeholders can
play a role in order to improve school attendance and academic performance? .
The data were collected from school by questionnaires method. The respondents
mentioned many factors that affect school academic performance among girls,
such as lack of space for practical’s, late syllabus coverage, poor government
policy of free educational and lack of enough science subjects teachers. They
also mention factors that can support better attendance and academic
performance, such as building a laboratory with enough apparatus as well as
cooperation and education among between teachers, students and government.
Stakeholders highlighted as key to overcome the challenges the complementary
roles of students, teachers, and the government
TABLE OF CONTENTS
1.3.1 General Objective of the Study
1.8. Definition of
the Key Terms
2.1 Empirical Literature Review
2.1.2 Lack of Science Subject
Teachers
2.1.4 Absence of laboratory and apparatus for practical
3.5 Sample and Sampling Procedures
3.6 Methods of Collecting Data
CHAPTER FOUR DATA
PRESENTATION
4.3 The Study
Participants According to Education level
4.4 Reason for
factors influence girls poor performance in science subjects
4.4.2 Poor government policy of free free education
4.4.3 Level of
difficult of science subject
4.4.4 Lack of enough
science subjects teachers
SUMMARY, CONCLUSION
AND RECOMMENDATIONS
APPENDIX I:
Questionnaire for Teachers
APPENDIX II:
Questionnaire for Students
LIST OF FIGURES
Figure 4.1: Late
Syllabus Coverage
Figure 4.2: Poor
Government Policy of Free Fee Education
Figure 4.3: Level of
Difficult of Science Subject
Figure 4.4: Lack
Enough Science Subject Teachers
Figure 4.5: Lack of
Laboratory
LIST OF TABLES
Table 1.1: Shows examination
results at Mtwara Sister Secondary School from 2016 up to 2020
Table 1.2: Shows
examination Results at Shangani secondary school from 2016 up to 2020.
Table 1.3: Shows
examination Result for science subjects at Mtwara sister from 2016 to 2020
Table 4.1 the
participants by sex
Table 4.4: Factors
affecting girls in science subjects
Table 4.5 Late
syllabus coverage
Table 4.6 poor
government policy of free free education
Table 4.7 level of
difficult of science subject
Table 4.8 lack of
enough science subjects teachers
CHAPTER ONE
GENERAL
INTRODUCTION
1.0 Introduction
This
chapter constitutes background of the study, statement of the problem, general
objective of the study, specific objective, research questions, and
significance of the Study, scope of the study, limitation of the study and
definition of the key terms.
1.1 Background of
the Study
Poor
performance in science subject with most of girl’s students getting a marginal
pass of Division IV or failing completely is a major problem in current
Tanzania education. There are several studies which have been conducted in
different areas, specifically on student performance in public/national
examinations. This verifies that student performance in secondary schools still
has unknown factors which influences such negative result which needs further
exploration.
A study
done by Irungu and Grace (2011) titled “Determinants of Academic Performance in
Kenya Certificate of 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.
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 Jalira
Namugaya &Isaac Habumugisha(2017) current cause of girls low performance in
physics science from hard to reach secondary school 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-serviceTeacher 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.
According
to Mokami
M.Chacha (2018).view on the contribution of policy shift on performance of
secondary girls students in science subjects.Master of arts in education
(MAED)of Mzumbe University. And Joseph Kirwa Ng'etich(2014).factors influence
girls low enrolment and poor performance in physics.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
(Ibid).
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. 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 counsellors to help students with problems to
reduce the gap between low and high socioeconomic status.
This study
was aimed to explore further on factors influencing student performance in the
CSEE in Mtwara Mikindani.
Table 1.1: Shows examination results at Mtwara Sister Secondary School from 2016 up to
2020
|
Year |
Sat |
Division |
||||
|
|
|
i |
ii |
iii |
iv |
0 |
|
2016 |
40 |
1 |
8 |
19 |
12 |
0 |
|
2017 |
33 |
1 |
5 |
11 |
16 |
0 |
|
2018 |
45 |
0 |
4 |
18 |
22 |
1 |
|
2019 |
37 |
8 |
10 |
12 |
7 |
0 |
|
2020 |
41 |
14 |
22 |
2 |
3 |
0 |
Source: (NECTA
2016 up to 2020)
Table 1.2: Shows examination
Results at Shangani
secondary school from 2016 up to 2020.
|
Year |
Sat |
Division |
||||
|
|
|
i |
ii. |
iii |
iv. |
0 |
|
2016 |
51 |
0 |
0. |
6. |
20. |
25 |
|
2017 |
81 |
0 |
11 |
17 |
43. |
10 |
|
2018 |
122 |
6 |
15. |
26. |
58. |
17 |
|
2019 |
116 |
0 |
2. |
18. |
56. |
40 |
|
2020 |
59 |
9. |
9. |
13. |
27. |
1 |
Source: (NECTA 2016 up to 2020)
From table 1.1 and 1.2 it show in how non-government
school can pass well due to present of laboratory with apparatus and present of
science subjects but in government school due to poor support from government
they lack good laboratory and enough science subjects teachers which led most
of students to fail science subjects
Table 1.3: Shows examination Result for science subjects at Mtwara sister
from 2016 to
2020
|
Years |
Subject |
||||
|
2016 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
22 |
22 |
8 |
4.1364 |
|
|
Chemistry |
38 |
38 |
36 |
3.4737 |
|
|
Biology |
40 |
40 |
38 |
3.4000 |
|
|
2017 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
21 |
21 |
11 |
4.4286 |
|
|
Chemistry |
39 |
39 |
22 |
4.3333 |
|
|
Biology |
39 |
39 |
39 |
3.2051 |
|
|
2018 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
19 |
19 |
12 |
4.1579 |
|
|
Chemistry |
37 |
37 |
25 |
4.1892 |
|
|
Biology |
41 |
41 |
37 |
3.4879 |
|
|
2019 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
13 |
13 |
10 |
4.0769 |
|
|
Chemistry |
15 |
15 |
15 |
3.0000 |
|
|
Biology |
37 |
37 |
35 |
3.1351 |
|
|
2020 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
13 |
13 |
10 |
4.0769 |
|
|
Chemistry |
16 |
16 |
16 |
2.6250 |
|
|
Biology |
41 |
41 |
40 |
2.8093 |
|
Source: (NECTA 2016 up to 2020)
Table 1.4: Shows examination result for science
subjects at Shangani Secondary school
from 2016 to 2020
|
Years |
Subject |
||||
|
2016 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
26 |
25 |
8 |
4.6400 |
|
|
Chemistry |
41 |
39 |
20 |
4.4359 |
|
|
Biology |
118 |
116 |
57 |
4.2931 |
|
|
2017 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
13 |
13 |
10 |
4.2308 |
|
|
Chemistry |
35 |
35 |
21 |
4.1429 |
|
|
Biology |
81 |
81 |
47 |
4.222 |
|
|
2018 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
25 |
24 |
22 |
3.6250 |
|
|
Chemistry |
37 |
36 |
31 |
3.5278 |
|
|
Biology |
123 |
122 |
81 |
3.5278 |
|
|
2019 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
26 |
25 |
8 |
4.6400 |
|
|
Chemistry |
41 |
39 |
20 |
4.4359 |
|
|
Biology |
118 |
116 |
57 |
4.2931 |
|
|
2020 |
|
Reg |
Sat |
Pass |
GPA |
|
Physics |
20 |
18 |
17 |
3.9444 |
|
|
Chemistry |
27 |
27 |
27 |
3.0370 |
|
|
Biology |
89 |
88 |
52 |
3.9205 |
|
Source: (NECTA 2016 up to 2020)
From table 1.3 and 1.4show that small number
students can performed much better than large number students.
1.2 Statement of the Problem
The study focus on problems that
facing girls in science subjects for case study in Mtwara Mikindani Municipality.
Therefore, the aim is to investigate on the root causes and factors influence
students’ academic performance in science subjects and how to eradicate the
problem.
1.3 Objectives of the Study
1.3.1 General Objective of the Study
The
general objectives of this study is determine on the factors that influence
girls academic issues in science subjects such chemistry, biology and physics.
1.3.2 Specific Objectives
i.
To identify school factors that influence
girl’s poor performance in secondary schools in Mtwara Mikindani Municipality.
ii. To
show effect for girls fail in science subjects in Mtwara Mikindani
Municipality.
iii. To
find ways that can help girl’s students to improve academic performance in
Mtwara Mikindani Municipality.
1.4 Research Questions
i.
What are causes that led most of girls to
fail science subject’s examination?
ii. What
are the effects that can occur in society and their self if they fail science
subjects examination?
iii. What
are the ways that we can use to solve the problem of most of girls to fail
science subject’s examination?
1.5 Significance of the Study
The
results of the study will benefit girls can pass well in science subjects
examination help to get girls doctor, nurses and science teachers. Also,
benefit different education stakeholders such as decision makers at various
levels of governments, policy makers, researcher, parents and school bodies.
Regarding education reforms particularly the ones covered in this study in
policy review this study will create the knowledge based to education
stakeholders like government, teachers, parents in respective and other
community, about the measures which supposed to be taken in improving academic
performance in science subjects so that to prepare a nation which has a lot
scientist in our generation especial for women.
Though
the policies intervention revealed the academic performance of girl students
studying science subjects in Tanzania context specifically in Mtwara Mikindani
Municipality
Also
in the other side of science teachers will empower them necessary facilities
which will enhance teaching and learning so that to bring positive outcomes in
academic performance of girl students in science subjects such as physics,
chemistry and biology. The educational stakeholders will use this information
so that to make evaluation about contribution of policy intervention on
academic performance and address some of constraints facing academic issues in
science subjects including physics, chemistry and biology and
make amendments.
1.6 Scope of the study
This
study deal with examining the factors that causes most of girls to fail in
science subjects examination. The selecting this scope because of variation
performance between government and non-government schools.
1.7 Limitation of the study
In any field work the investigator or
researcher face problems during conduct their work. Simon (2011) pointed out
that limitation is some kind of likely restrictions that appeared in the field
study out of the research plan this may happen before or during the exercise of
conducting the research. The following are same limitations that were face
during data collection.
Time management is another limitation
encounter the researcher in the field work, sometime researcher have an
appointment to meet with some participant in a particular respective community
or school but on that time when the reach at place found that no one already
come and the research decide to wait them until they come.
Climatic condition was
another limitation faced the researcher that research activities occurred
during in raining seasonal in which restricted the researcher to predict and
plan specific time and day started for research especial in two selected
schools allocated.
1.8. Definition of the Key Terms
Science subjects
These
are core and compulsory subjects that are part of the curriculum and
constitute. These science subjects in secondary include chemistry, Biology,
physics and Mathematics
Is a person who is
enrolled in a given school for the purpose of learning something.
Girls
Are a young female
Secondary
school
Is a school for students
above elementary school level and below college level or a school for children
between the age of 14 and 18
Poor
performance
Is
as a consistent failure to meet specified standard and levels of performance
following a period of sustained support, development and investigation
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter present related review,
conceptual Framework and research gap based Theoretical Framework
2.1 Empirical Literature Review
2.1.1 School Related Factors
In this study school related factors that
influencing student performance includes school administration, the role of
teachers and students, and government.
2.1.2 Lack of Science Subject
Teachers
They examined how school and teacher
characteristics affect student academic performance. Results show that school
effects matter for the test scores on the High School Entrance Exam. They
identified the role of teacher quality, showing that an upgrading of 10 percent
of the teachers to higher rank would increase by 5 percent to 14 percent the
students’ probability of successfully reaching the minimum required for
admission in high school. By contrast, informal degree training was not
effective and teachers’ number of years on the job lowers the overall test
score, expectedly due to job burnout under considerable parent pressures to
perform. They also found that students with weaker academic achievements or
socioeconomic backgrounds were more sensitive to the quality of their teacher
2.1.3 Poor Government Policy
Evidenced that various strategies focused on
altering education policies have been advocated to raise student achievement.
Some recommended strategies were based on menus of elements or functions within
the education system to be improved (see Blankstein, 2004, for instance). New
practices were often mandated by issuing laws and regulations that coerce
schools and teachers to change their behaviors. The Finnish approach to
improving learning and achievement of all students, by contrast, was based on a
long-term vision and a set of basic values that have been accepted by Finnish
society.
2.1.4 Absence of laboratory and
apparatus for practical
Naz (2013) et al, evidenced that; Physical
infrastructure facilities (including school buildings, class rooms etc.) were
the compulsory components of any educational institution and research have
proved that student’s performance and academic achievements in tests scores
etc. were correlated with better building quality, newer school buildings,
proper lighting and thermal comfort and air quality along-with advanced
laboratories and libraries (McGuffey's, 1982, Earthman and Lemasters, 1998).
Plumley (1978) have assessed students studying in modernized or new buildings
and concluded that the students of modern schools scored consistently higher
grade across a range of standardized tests as compared to students of non-modernized
schools. New and facilitated buildings provide greater opportunity to students
in their academic progress, grade up-gradation and other personality traits.
2.2. Conceptual Framework
The theoretical and empirical review
underpinned the conceptual design of this study. The independent variable is
policy shift which is indicated by the Secondary Educational Development
Program. The measurement indicators of this independent variable include
addressed innovations by the given policies such as improved school
environment, Laboratories buildings, Supply of Apparatus/Equipment, presence of
qualified science Teachers, Sufficient teaching and learning Materials and the
intelligible curriculum for science subjects. On the other hand, the dependent
variable is academic performance of secondary school girls in science subjects.
The performance in school is evaluated in terms of good examination results in
science subjects of student girls. The conceptual connection entails that, the
areas (innovations) addressed by the Secondary Education Development Program
include Negative perception of student in science subjects, good learning
environment, competent teachers, well equipped laboratories, availability of
science subjects in a group ratio, motivation and encouragement to girls,
curriculum for science subjects are expected to influence positively
performance of girls‟ science subjects.
2.3 Research Gap
Mokami (2018) focused on gender perspective in education
especially girls‟ performance in mathematics and science but in this study
entail on science subjects only and the study never consider contribution of
government policy and performance of
student girls in science subjects. In relation to the prospective study there are
two researchers who have established the relation between policy programmer and
performance of students.
Jalira & Habumugisha(2017) focused
on Secondary Educational Development Program .The findings from two studies
point a failure of the policy programmer to impact on performance of students
in primary and secondary education. In spite of the fact that these related
findings, the studies have not treated academic performance from the
perspective of gender categories of male and female. Moreover, all the reviewed
studies have not based itself in science subjects for secondary education. It
is from this juncture that the prospect researcher finds necessity to conduct a
study
The reviewed literature so far had in common
noted that critical issues which influenced performance among students in schools
were shortage or lacking of apparatus in the teaching of science subjects,
absence of libraries, teaching methodologies, absence of teacher, poor coverage
of the syllabus, shortage of fund from the government, school characteristics,
unqualified teachers, poor infrastructural facilities, insufficient books,
frequent changes in the curriculum, resource materials, lack of conducive
teaching and learning environment, weak communication among teachers and
parents. Apart from those factors, this study intended to explore further on
factors affected student performance in Mtwara Mikindani.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
Research methodology is a way to
systematically solve the research problem and can also be understood as a
science of studying how research is done scientifically (Kothari2004). Research
methodology is made up of the research approach, research design, area of the
study, population of the study, sampling techniques and sample size, method of
data collection, data analysis, reliability and validity and ethical
considerations. The components of the research methodology are presented and
discussed hereunder.
3.1 Research Approach
This study intended to follow qualitative
and quantitative approach. Qualitative approach is the approach which uses
number in presenting data, and Quantitative approach used words in data
presentation. The study is made of mixed approach to study the relationship
between phenomena under investigation. The mixed approach describes the
orientation of the study in terms of data to be collected and methods to be
used for data collection and analysis. In fact, more data was qualitative with
some extent of numerical data expressing the rate of performance of girl’s
students in secondary science subjects.
Creswell (2003) defined mixed method as an
approach whereby the researcher base the knowledge claims on empirical grounds
to explain about the problem-centered perspective by employing multiple
strategies of data collection. The mixed method in this study takes the form of
concurrency where data from quantitative data was handmaid of the qualitative
information. The mixed method is associated with the need to transform the
trend or the practice and advocate for the new orientation.
3.2 Research Design
The study use descriptive survey design as
to examine the factors that cause poor performance for girls in science
subject’s examination. For each question researcher combine answer of responder
and find percentage for question that Researcher get above 50% my reason is
true to cause poor performance for girls in science subject and percentage that
Researcher get below 50% my factor is not true to cause poor performance for
girls in science subject. My motives for teachers questionnaire are questions
number 1 and 2 Researcher want to know if large number of students in class can
cause they teach well ,questions number 3,4 and 5 researcher want to know if absence of laboratory led
absence of practical Which cause students to perform poor, questions number 6,
and 7 researcher want to Know if government policy of free education help for
support their school in science subject, questions 8 and 9 researcher want to Know if science subject syllabus
cause poor performance for being big syllabus. Also my motives for students
questionnaire are questions number 1,2,
and 7 researcher would like to know if
science subject is difficult that led most of girls to perform poor, questions number 3,5,and 6 Researcher want to Know if
lack of science subjects teachers led poor performance for girls.
3.3 The
area of the Study
This study conduct
in Mtwara Mikindani Municipality. Mtwara is one of southern region of Tanzania,
Mtwara region, exist between
longitudes 380 and 40030" East of Greenwich. It is
also situated between latitudes 100 05" and 110
25" South of the equator. It borders Lindi region to the north, the Indian
Ocean to the east and separated by the Ruvuma River from Mozambique in the
south. To the west it borders Ruvuma region. According to general report
of 2012 census Mtwara
MtwaraMikindaniMunicipalconsistsof108,299
human population where by females were57,237 while males were51,062.And comprised of 3.9 households who depend much in trade and
fishing, the main tribe in the region is Makonde while Makua, Yao and Mwera
form the minority but not underestimated.
3.4 Targeted
Population
The target population is teacher, students
from Shangani secondary school and Mtwara sister’s secondary school and
education officers of Mtwara Mikindani Municipality so as to find factors that
cause most of girls to fail in science subject’s examination in Mtwara
Mikindani municipality.
3.5
Sample and Sampling Procedures
The techniques which used in selecting the
items for the sample (Kothari, 2004) the study used probability and
non-probability sampling techniques. The probability sampling is simple random
sampling technique mainly used to select students to participate in the study.
The purposive sampling are used to select schools and other respondents for the
sake of attaining data from representative sample of population holding viable
information about the study. According to Yin (2011) the purposive sampling
technique involves selection of participants or sources of data to use in the
study basing on either the richness or relevance of information the research
participants possess. With purposive sampling technique the study selected
district education officer, secondary headmasters/mistresses, Academic teachers
and experienced secondary science teachers.
Researcher use random sampling for select
sample for give them small paper that written true and false, for those who
choose piece of paper that written false they be my sample.
3.5.1
Sample Size
In my study total sample is 50 respondents,
select 40 students, Shangani secondary School consists 20 students and Mtwara
sisters secondary School consists 20 students and 8 teachers from both
secondary School, from Shangani secondary School 4 teachers and Mtwara sisters
secondary School 4 teachers and 2 education officers.
3.6 Methods
of Collecting Data
The researcher use questionnaire method in
order to get data about the factors that cause poor performance for girls in
science subject’s examination.
Questionnaire
Questionnaire as an instrument for
collecting data which almost always involves asking a given subject to respond
to set of oral or written question. Researcher choose questionnaire because are
inexpensive, easily analysis and visualization and offer a quick way to get
results.
3.7 Data
analysis
The study will apply both
quantitative and qualitative data analysis. Quantitative data analysis will be
used to describe types of information that can be counted or expressed
numerically. Qualitative data analysis is used to describe types of information
in form of explanation, understanding or interpretation of the people and
situation that a researcher is investigated. Qualitative data analysis is based
on interpretation of the information. In this method the
facts were classified into graphs, tables, pie chart, frequency and percentage depended on the
total number of study participants as well as the three specific objectives of
the study. The Statistical Package for Software System (SPSS) supported all
procedures to be accomplished and Microsoft excel. Researcher analysis my data
in form of percentage and table. My data I analysis by use Statistical Package
for Software System (SPSS).
DATA PRESENTATION
This
chapter presents the findings of the study. The data collected were based
on the objective of the study. The chapter starts with an introduction,
presentation of respondent’s demographic information and study findings on the
research objective.
Table 4.1: The participants by sex
|
Gender Female |
Male |
Total |
Percentage Female |
Male |
Total |
|
35 |
15 |
50 |
70 |
30 |
100 |
Source:
Researcher, (2021)
Research
participants were basing on their sex. The reason for presentation of research
participants by their sex is the desire of the researcher to establish a
balanced source of data from including both sex (Male and Female). Although it
was the researchers intention to have equal numbers of participants to be
involved in this study, it was difficult to get equal numbers of male and
female due to differences in willingness between male and female participants.
In this study, female participants dominated
the study informant side who were 70% and male participants were 30%. Despite
the gap on number of men and women participants, adequate data to suit the
study objectives were collected.
4.2
Study Participants by Age
Table 4.2: Study Participants by Age
|
Age |
Gender Female |
Male |
Total |
Percentage Female |
Male |
Total |
|
15
– 24 |
35 |
5 |
40 |
70 |
10 |
80 |
|
35
– 34 |
2 |
2 |
4 |
4 |
4 |
8 |
|
35
– 44 |
_ |
2 |
2 |
_ |
4 |
4 |
|
45
– 54 |
2 |
_ |
2 |
4 |
_ |
4 |
|
55
and Above |
1 |
1 |
2 |
2 |
2 |
4 |
|
Total |
40 |
10 |
50 |
80 |
20 |
100 |
Source: Researcher, (2021)
Study
participants based on age, this was done due to the researcher's desire to
define the age groups of participants. The varied age groups of research
participants enabled the collection of research data from varied perspectives.
The study findings show that from the presented data, many participants had the
age ranged between 25 to 45 years. This is a justification that more matured
people who were assumed to have critical minds played a big role on providing
information to suit the study.
4.3
The Study Participants According to Education level
Table
4.3: Level of Education
|
Level of education |
Gender Female |
Male |
Total |
Percentage Female |
Male |
Total |
|
Primary
level |
35 |
5 |
40 |
70 |
10 |
80 |
|
Diploma
level |
4 |
1 |
5 |
8 |
2 |
10 |
|
Degree
level |
2 |
1 |
3 |
4 |
2 |
6 |
|
Masters
level |
_ |
2 |
2 |
_ |
4 |
4 |
|
Total |
41 |
9 |
50 |
82 |
18 |
100 |
Source: Researcher, (2021)
The
study participants were categorized basing on education level this was done so
as to establish trust on the data collected where by the participants have
different education qualifications which determined their level of
understanding on the research topic. From this study 80% were primary school
leavers, 10% were diploma holders, 6%
were bachelor degree holders, and 4% were Master’s degree holders. From the
presented data of participants on education level, it is revealed that many
participants had secondary education level.
4.4 Reason for factors influence girls poor performance in science
subjects
Under
this specific objective the researcher wanted to know the reasons for the
factors affecting girl's academic performance in science subjects at Mtwara
Mikindani Municipality .Response on this question included reasons like
Table 4.4: Factors affecting girls in science subjects
|
Factors |
Respondent |
Frequency (f) |
Percentages (%) |
|
Late
syllabus coverage |
8 |
3 |
37.5 |
|
Poor
government policy of free free education. |
50. |
42 |
84 |
|
difficult
of science subject |
20 |
18 |
90 |
|
Lack
of enough science subjects teachers |
20 |
9 |
45 |
|
Lack
of laboratory |
50 |
39 |
78 |
Source:
Researcher, (2021)
From
the factors above it show that there are some factors that led poor performance
of girls in science subjects like poor government policy, difficult of science
subjects and lack of laboratory, but there are some factors can not be source
of pool performance of girls in science subjects like late syllabus coverage
and lack of enough science subjects teachers.
4.4.1
Late syllabus coverage
Table 4.5: Late syllabus coverage
|
Factor |
Total respondents |
Respondents answer yes |
Percentage |
Respondents answer no |
Percentage |
|
Late
syllabus coverage |
8 |
3 |
37.5 |
5 |
62.5 |
Source:
Researcher, (2021)
Figure 4.1: Late Syllabus Coverage
Source: Researcher,
(2021)
From
table 4.4 above indicate that 37.5% they agree that late syllabus coverage led
poor performance in science subjects. And 62.5% they not agree that late
syllabus coverage can be cause poor performance in science subjects.
4.4.2
Poor government policy of free free education
Table 4.6: Poor government policy of free free education
|
Factor |
Total
respondents |
Respondents
answer yes |
Percentage |
Respondents
answer no |
Percentage |
|
Poor
government policy of free free education |
50 |
42 |
84% |
8 |
16% |
Figure 4.2: Poor Government Policy of Free Fee Education
Source: Researcher,
(2021)
The
finding from the table 4.5: above indicate that 84% they agree that poor
government policy of free free education led poor performance in science
subjects. And 16%they not agree that
poor government policy of free free education can be cause poor performance in
science subjects.
4.4.3
Difficult of science subject
Table 4.7: Difficult of science subject
|
Factor |
Total respondents |
Respondents answer yes |
Percentage |
Respondents answer no |
Percentage |
|
Difficult of science subject |
20 |
18 |
90 |
2 |
10 |
Figure
4.3: Difficult of Science Subject
Source:
Researcher, (2021)
The
finding from thetable4.6 above indicate that
90% there agree that level of
difficult of science subjects led poor performance in science subjects.
And 10%they not agree that level of difficult of science subjects can because
of poor performance in science subjects.
4.4.4
Lack of enough science subjects teachers
Table 4.8: Lack of science subjects teachers
|
Factor |
Total respondents |
Respondents answer yes |
Percentage |
Respondents answer no |
Percentage |
|
Lack of enough science subjects teachers |
20 |
9 |
45% |
11 |
55% |
Source:
Researcher, (2021)
Figure 4.4: Lack Enough Science Subject Teachers
Source:
Researcher, (2021)
Fromtable4.7
above indicate that 45% they agree that lack of enough science subjects
teachers led poor performance in science subjects. And 55% they do not agree
that lack of enough science subjects’ teachers can cause poor performance in
science subjects.
Table 4.9: Lack of laboratory
|
Factor |
Total respondents |
Respondents answer yes |
Percentage |
Respondents answer no |
Percentage |
|
Lack of laboratory |
50 |
39 |
78 |
11 |
22 |
Figure 4.5:
Lack of Laboratory
Source:
Researcher, (2021)
The
finding from the table 4.8 above indicate that 78% they agree that lack of laboratory led poor performance in
science subjects. And 16% they do not agree that lack of laboratory can because
poor performance in science subjects.
Figure 4.6:
Show example of laboratory room
Source: Researcher,
(2021)
Figure 4.7:
Show Example of laboratory apparatus
Source: Researcher,
(2021)
Source: Researcher, (2021)
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This
chapter presents summary, conclusion, recommendation and area for further
study.
5.1 Summary of
the Findings
The
study is conduct to explore the factors affecting girl’s performance in science
subjects in Tanzania. The general objective of this study is to explore factors
that affect performance of girls in science subjects and specifically the study
aim to educate different stakeholders including teachers on what should be done
to improve performance of girls in science subjects and to highlight on the
steps that should be taken to eliminate negative factors influencing girls
performance in science subjects. The study had the following findings; Factors
such as
Poor
government policy (free free education) in this factor 84% of respondent agree
as a one of the factor that course girls to fail in science subject, therefore
poor government policy it led poor performance of girls in science subject lack
of science subject teachers from respondent 45% agree that lack of enough
science subject teachers Lead poor performance of girls in science subject so
this factor is not big source that led poor performance of girls in science
subjects.
Coverage
of syllabus about 38% of respondent agree that late syllabus coverage led to
poor performance of girls in science subjects ,so the factor coverage of
syllabus is not source for girls students to perform poor in science subjects.
Difficult
of science subject, 90% of the respondents agree that difficult of science
subject as are source of poor performance of girls in science subjects,
therefore one of the factors for girls to fail in science subjects is difficult
of science subject.
Lack
of laboratory, about 78% of respondent agree that lack of laboratory course
poor performance of girls in science subjects, therefore lack of laboratory
course poor performance of girls in science subjects.
Basing
on the findings of the study the following conclusions were made; shortage of
teaching and learning materials and physical facilities are problems. Enable
them to perform better not only in science but also in all subjects.
Based
on the find of the study the researcher makes the following recommendation
Firstly
school environment, government should provide schools with reliable financial
support to ensure availability of required physical facilities, teaching and
learning material. The ministry of Education and Vocational Training should
ensure presence of good education policy specifically on recommended textbooks,
instructional language, and grading system
Secondly
science subject teachers must give their students motivation to like science
subjects for give them reward for the students who done well in science
subjects. So it give good motivation for most students to like to study science
subjects.
Last to students them self must have good
cooperation between students who have ability to understand well science
subjects must have time to help their friends, through this it help them to
pass well in science subjects.
This
study recommends for the further study in the following research areas.
The
study are require to find out the factors which enhancing boys to perform
better in science subjects compared to girls students.
The
study need to examine on the role played by government in implementing Free Fee
Education policy in Tanzania.
Basing
on the reality that there are multiples of factors affecting student
performance, there is need to explore further issues influencing readiness of
student in the learning process. This is due to the fact that, among other
factors that affected student performance in science subjects, lack of
readiness of student in learning was highly supported by participants.
APPENDICIES
APPENDIX I: Questionnaire for Teachers
My name
SELINA K PETRO a third year student pursuing Bachelor of Art with Education (BAED) at
Stella Maris Mtwara University College (STEMMUCO).
Kindly, I request you to participate in this
research, please fill the questionnaire as sincerely as you can accord
instructions given on a particular question
Instructions
-
Do not write
your name anywhere on this paper
-
Choose one
latter in each question
1. How many students do you have in your class?
a) 45 students and bellow
b) Above 45 students. ( )
2. Do you able to manage your class?
a) Yes
b) No. ( )
3. In your school compass is there enough sufficient
laboratory facilities/equipment?
a. Yes
b. No. ( )
4. Can you use practical method in teaching?
a. Yes
b. No ( )
5. Do you teach your students practical each week?
a) Yes
b) No ( )
6. If government support your school by building
laboratory and provide enough equipment for practical, your students can
perform well?
a. Yes
b. No ( )
7. Is the science subject syllabus wide compared to
other subjects?
a. Yes
b. No ( )
8. If this syllabus will improve, can you have enough time to teach both
theory and practical?
a) Yes
b) No ( )
Thank you
for your Cooperation
APPENDIX II: Questionnaire
for Students
My name SELINA K PETRO a third year student
pursuing Bachelor of Art with Education
(BAED)at Stella Maris Mtwara University College (STEMMUCO)
Kindly, I request you to participate in this
research please fill the questionnaire as sincerely as you can according to
instructions given on a particular question
Instructions
-
Do not write
your name anywhere on this paper
-
Choose one
latter in each question
1. How can you perform your science subjects?
a. Grade B up to A
b. Grade D up to C
( )
c. Grade F up to E
2. Is Science subjects simple than art subjects?
a) Yes
b) No ( )
3. In your school
is there enough laboratory and
equipments?
a) Yes
b) No ( )
4. Do you have teachers in science subjects?
a. Yes
b. No ( )
5. Can you understand science subjects?
a. Yes
b. No ( )
6. Have you understand practical teaching?
a. Yes
b. No ( )
7. More practical exercise helps you to perform
science subjects?
a. Yes
b. No ( )
8. Good laboratory and enough equipment help you to
perform science subjects?
a. Yes
b. No ( )
Thank you
for your Cooperation
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