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Factors Influencing Poor Examination Performance In Commercial Subjects In Tanzania Ordinary Level Secondary Schools: A Case Of Ilala Municipality

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10 Causes of Poor Academic Performance in School

ABSTRACT

 

This study explored the factors that influenced poor examination performance in commercial subjects in secondary schools in Ilala Municipality, Dar-es-Salaam, Tanzania. It examined teacher’s qualities in teaching commercial subjects, availability of teaching and learning resources in relation to commercial subjects, students’ interest in commercial subjects and the extent to which commercial subjects are inspected, and how these affect performance in ordinary level examinations. The study used qualitative approach, using interviews, focus group discussion, observation and documentary data. Thematic approach was used in data analysis. The major findings were related mostly to teachers’ qualities, as some of the teachers were not conversant with English language, as well as subject matter. One of the teachers was a diploma failure, and another did not study commercial subjects at A- Level. English language was also an obstacle for students and some of the teachers, as they could not communicate well with their students in class. Hence, they used mostly Kiswahili instead of English as the medium of instruction. Apart from these factors, also teaching and learning resources were a problem; commercial subject textbooks were not readily available for students use. On top of these, old syllabus was used; there was no recent knowledge on the subject. Teachers lacked seminars and in-service training. These added to lack of intrinsic motivation among government teachers. The study recommended several remedies for that situation. Also the study recommended further research on the topic based on a large sample by using a survey research approach in order to generalize the obtained data to a large sample.

TABLE OF CONTENTS

 

CERTIFICATION………………………………………………………………………………………… ii

COPYRIGHT………………………………………………………………………………………………. iii

DECLARATION………………………………………………………………………………………….. iv

DEDICATION………………………………………………………………………………………………. v

ABSTRACT…………………………………………………………………………………………………. vi

ACKNOWLEDGEMENTS………………………………………………………………………….. vii

LIST OF TABLES……………………………………………………………………………………… xiii

LIST OF FIGURES……………………………………………………………………………………. xiv

LIST OF ABBREVIATIONS AND ACRONYMS………………………………………….. xv

CHAPTER ONE…………………………………………………………………………………………… 1

CHAPTER TWO………………………………………………………………………………………… 14

2.0    LITERATURE REVIEW…………………………………………………………………….. 14

2..1    Introduction……………………………………………………………………………………….. 14

2.1.1 Academic Performance…………………………………………………………………………. 14

Performance………………………………………………………………………………………… 24

  • School Inspection Studies with Direct Bearing on Commercial Subjects

in Tanzania…………………………………………………………………………………………. 28

2.6    Conclusion………………………………………………………………………………………….. 31

CHAPTER THREE…………………………………………………………………………………….. 33

CHAPTER FOUR……………………………………………………………………………………….. 46

4.2    The Availability of Teaching and Learning Resources in Commercial Secondary Schools                                                                                                                           67

CHAPTER FIVE…………………………………………………………………………………………. 88

REFERENCES……………………………………………………………………………………………. 99

APPENDICES…………………………………………………………………………………………… 109

CHAPTER ONE

 

            INTRODUCTION

 

 

 

                    Introduction

 

This chapter provides an overview of the research background, the statement of the problem, purpose, general and specific objectives of the research as well as research tasks and questions. It lastly gives the significance of the study, organization of the dissertation and the theoretical framework.

 

 

                    Background to the Problem

 

In the 1970s a program of vocationalizing ordinary level secondary school curriculum was introduced in Tanzania. This was in line with the implementation of Education for Self-reliance Policy of 1967 under the Arusha Declaration. The aim of the policy was to prepare individuals who would be self-reliant and ready to take up self-employment once they left this level of education (Nyerere, 1967). Following the Arusha Declaration, it was obligatory according to the Ministry of Education Circular No. 2 of 1972 that secondary schools should offer commercial subjects (Commerce and Book-keeping or Accounts) -which were among the practical subjects (referred to as bias subjects) In 1974 the Ministry of Education introduced another circular known as National Education Circular No. 3 of 1974 which elaborated further on the practical (bias) subjects. This circular directed every school to prepare students in one of the four designated bias subjects; Commerce, Agriculture, Home Economics and Technical

 

 

 

biases. It was recommended that one third of class time should be used for the bias subjects.

 

 

Further elaboration of the implementation of the biases was made through Education Circular No. 4 of 1979 in Pendaeli (1983) which directed that all students in form one and two should study all basic subjects irrespective of the biases they were in. Basic subjects included Political Education, Kiswahili, English, Mathematics, Biology, Geography, History, Physics, Chemistry and Religion. However, as they were promoted to form three, they had to study one bias subject and basic subjects.

 

 

Self-reliance Policy of 1967 in Nyerere (1967), Ministry of Education Circular No. 2 of 1973 and circular No. 3 of 1974 in Pendaeli (1983) aimed at preparing students through practical bias who would be self- reliant after school as we have seen above. Though there were four biases: Commercial, Agricultural, Home Economics and Technical subjects, this study dwelt only on Commercial bias. Apart from the above policy and circulars, in 1995 another policy namely Education and Training Policy –ETP-(URT(a),1995) was introduced. This was to keep education in perspective with the socio-cultural, economic and technological demands of the 21st Century. In this light commercial subjects were among important subjects in the development of the country’s economy. Therefore the Commercial subjects’ objectives were:

  • To describe the basic principles of commerce which are necessary in modern business environment;

 

 

 

  • To apply modern commercial methods for example import and export formalities and procedures and distribution methods;
  • To differentiate marketing and procurement techniques that is pricing, discounting, promotion and ordering
  • To discuss and analyse contracts which are cornerstone of exchange and distribution;
  • To distinguish the various Book-keeping systems concerning financial matters and records;
  • To use the terminology of accounts with clarity for the purpose of effective communication in and control of business;
  • To audit books of accounts;

 

  • To explain reasons and importance of keeping books of accounts for the individuals, companies and state as a whole; and
  • To prepare the learner for future (URT( b),1997)

 

 

 

The efforts made by the Ministry of Education and Culture by then to implement secondary education curriculum, met some challenges including that of having a curriculum with too many subjects for ordinary level secondary education assessment. In addition, the Ministry had an opinion that, bias subjects were facing a number of challenges particularly shortage of resources for example, teaching and learning materials and teachers. Therefore, commercial subjects were excluded in the nine basic subjects which included Civics, History, Geography, Basic Mathematics, Chemistry, Physics, Biology, Kiswahili, and English which were used for assessing students’ performance in Form Two national examinations. This was to conform

 

 

 

with the Ministry of Education and Culture’s Directive of 2003. The move was clearly explained in the Minister for Education’s budget speech of 2004/05 (URT(c), 2004). In that speech the Minister addressed several measures for improving quality of education which included improving secondary school curriculum by removing biases; commercial subjects being one of them. Others excluded were technical and agricultural subjects . That was effected in by the Ministry of Education and Culture Circular No. 9 of 2004 which directed commercial subjects to be deleted from a list of subjects taught in ordinary level secondary schools. However, this directive contradicted with Education for Self-reliance Policy of 1967, Education and Training Policy of 1995 as well as commercial subject’s objectives which aimed at preparing a self-reliant person.

 

 

The decision of deleting commercial subjects in ordinary level secondary schools was unpopular among stakeholders. Hence it was short-lived. In April, 2006 through the Ministry’s Educational Circular No. 1 of 2006 and the Minister for Education Budget Speech of 2006/2007 (URT(d) 2006), commercial subjects were re- introduced by using 1997 syllabus. Though commercial subjects were re-introduced in secondary schools, the National Form Four Examinations performance since 2009 to 2011 was not encouraging. The reason for this poor performance is not yet known, hence the need for investigation.

 

 

                    Statement of the Problem

 

The expectations of Education and Training Policy (ETP) of 1995 were to keep education perspective with the socio-cultural, economic and technological demands

 

 

 

of the 21st century; this was a good outlook. Commercial subjects are among the subjects which can play that role. Unfortunately, examination performance in those subjects in ordinary level secondary schools is discouraging. This can be proved by Form Four national examination results as shown in Table 1.4.

 

Table 1.1: Students’ Performance in Commercial Subjects in Ordinary Level Secondary School National form Four Examinations Since 2004-2011

Year Subject Total no. of

candidates sat for examination

 No. of school

candidates passed

 Total number of

candidate who failed

 % Failure
2004 Commerce 11,648 8,107 3541 35.90
Bookkeeping 11568 6373 5195 44.92
2005 Commerce 13,387 8917 4470 33.39
Bookkeeping 11757 7091 4666 39.69
2006 Commerce 10,557 7,297 3260 30.88
Bookkeeping 9,316 5663 3653 39.21
2007 Commerce 10,288 6,256 4,032 39.19
Bookkeeping 9149 5388 3,761 41.11
2009 Commerce 18,008 7,095 10,913 59.27
Bookkeeping 17,017 7,802 9,215 52.71
2010 Commerce 24,239 7,715 16,524 67.88
Bookkeeping 23,001 11,421 11,580 49.90
2011 Commerce 24,915 4,816 20,099 80.44
Bookkeeping 23,854 3,983 19,871 83.11

Source: National Examination Council of Tanzania (NECTA), Examination Results, Statistics, 2004-2011

 

 

It can be seen from Table 1.1 that, most commercial subjects’ students in ordinary level national examinations performed poorly. The situation was worse in year 2011 whereby 80.44 percent of commercial students failed and 83.11 percent of book keeping students also failed. The failures in percentages were generally higher for both subjects between 2009 and 2011. A disturbing trend is noted between 2009 and 2011 in the failure percentages which ranged from about 50 to 83 percents for bookkeeping and 59 to 80 percents for commerce. It is further noted that, in 2010

 

 

 

and 2011, the number of students who sat for the national examinations failed dramatically to over 20,000 students for each subject. This tremendous failure may have been attributed, in part, by the Ministry’s Education Circular No. 9 of 2004 which deleted commercial subjects in Ordinary Level secondary schools. In contrast, there was a sharp increase in the number of candidates who sat for the national examinations from around 18,000 in 2009 to 24,000 in 2011.

 

 

Nevertheless, the performance of commercial subjects’ students in the national picture is not encouraging even after the re-introduction of commercial subjects in ordinary level secondary schools. The reason for this continuous tremendous failure in commercial subjects is not yet known. Tables 1.2-4, present students’ performance in Form Four national examinations for three secondary schools: Azania, Dar es Salaam and Kisutu, purposely selected in llala Municipality.

 

Table 1.2: Students’ Performance in Form Four National Examinations at Azania Secondary School, 2004-2011

Year Subject Total no. of

candidates sat for examination

 No. of school

candidates passed

 Total number

of candidate who failed

 %

Failure
2004 Commerce 139 115 24 17
Bookkeeping 121 93 28 23
2005 Commerce 109 89 20 18
Bookkeeping 96 73 23 24
2006 Commerce 78 58 20 26
Bookkeeping 74 62 12 16
2007 Commerce 75 56 19 25
Bookkeeping 72 54 18 25
2009 Commerce 123 95 28 23
Bookkeeping 123 96 27 22
2010 Commerce 93 59 34 37
Bookkeeping 93 75 18 20
2011 Commerce 56 35 21 38
Bookkeeping 56 26 30 54

Source: Azania Boys Secondary school National Examination Results, Year, 2004- 2011

 

 

 

Table 1.3: Students’ Performance in form Four National Examinations at Dar es Salaam Secondary School, 2004-2011

Year Subject Total no. of candidates sat for examination No. of school candidates passed Total number of candidate who failed % Failure
2004 Commerce 43 41 02 5
Bookkeeping 43 38 05 12
2005 Commerce 28 26 02 7
Bookkeeping 28 22 06 21
2006 Commerce 29 28 01 3
Bookkeeping 29 28 01 3
2007 Commerce 32 30 02 6
Bookkeeping 32 29 03 9
2009 Commerce 36 31 05 14
Bookkeeping 36 35 01 3
2010 Commerce 40 34 06 15
Bookkeeping 40 26 14 35
2011 Commerce 47 27 20 43
Bookkeeping 47 27 20 43

Source: Dar-es-salaam Secondary School Examination Results, Year 2004-2011

 

 

Table 1.4: Students’ Performance in form Four National Examinations at Kisutu Girls Secondary, 2004-2011

Year Subject Total no. of candidates sat for examination No. of school candidates passed Total number of candidate who failed % Failure
2004 Commerce 98 58 40 41
Bookkeeping 98 54 44 45
2005 Commerce 56 42 14 25
Bookkeeping 56 42 14 25
2006 Commerce 66 51 15 23
Bookkeeping 66 56 10 15
2007 Commerce 37 26 11 30
Bookkeeping 37 26 11 30
2009 Commerce 81 51 30 37
Bookkeeping 81 58 23 28
2010 Commerce 80 33 47 59
Bookkeeping 80 61 19 24
2011 Commerce 77 42 35 45
Bookkeeping 77 38 39 51

Source: Kisutu Girls Secondary School National Examination Results, Year 2004- 2011

 

The results as presented in the Tables 2- 4 above indicate three features: Generally, failure rates continued in the post curricula reform period (2009 – 2011) with no

 

 

 

particular trend emerging. However, Dar es Salaam, Azania and Kisutu secondary schools had high failure percentages during years (2010 – 2011) than the previous years. Like in the national statistics reflected in Table 1.1, the examination failures percentages for years 2010 and 2011 tended to be relatively higher than in the previous years covering the post curriculum reform.

 

 

The results reflect that even individual schools are not doing well in the ordinary level commercial subjects’ examinations. Since the secondary school curriculum was reformed in 2006-2011, there is no research done on the factors influencing poor examination performance in commercial subjects in Ilala Municipal ordinary level secondary schools, in order to identify the factors affecting that poor performance in those subjects with a view of suggesting ways for improving the situation.

 

 

            Research Objectives

 

The general objective of this study was to investigate the factors that influence students’ poor examination performance in commercial subjects in Tanzanian Ordinary Level Secondary Schools, a case study of Ilala Municipality. It seeks to explain from the data collected, the factors that lead to students’ poor performance in examination at that level and making recommendations for improving performance.

 

 

In the light of this wide aim, the specific objectives of this research are therefore:

 

  1. To examine teachers’ qualities in teaching commercial subjects;

 

  1. To assess the availability of teaching and learning resources in relation to commercial subjects;

 

 

 

  • To examine students’ interest in learning commercial subjects and how this affects their performance;
  1. To find out the extent to which commercial subjects are inspected and how recommendations given by school inspectors are adhered to.

 

            Research Tasks and Questions

 

The following research tasks and accompanying research questions guided the study.

 

 

Task 1: To examine teachers’ qualities in teaching commercial subjects. Questions:

  1. What academic and professional qualifications of commercial subject teachers?

 

  1. How long have commercial subject teachers been teaching commercial subjects?

 

  • Are teachers conversant with the  use of medium of  instruction (English)  in teaching commercial subjects?

 

Task 2: To assess the availability of teaching and learning resources in relation to commercial subjects.

Question:

 

  1. i) What are the available resources for teaching and learning commercial subjects at the school?

 

Task 3: To examine students’ interest in commercial subjects and how this affects their performance:

Questions:

 

  1. i) Are students interested in commercial subjects?

 

 

 

  • Are students eager to find out commercial subjects materials which are not available at their schools?
  • Are commercial subjects teachers conversant with the medium of instructions (English) in teaching commercial subjects?

 

 

Task 4: To find out the extent to which commercial subjects are inspected and how recommendations given by school inspectors are adhered to.

Questions:

 

  • Are commercial subjects inspected? If yes, what was the last inspection in selected schools in Ilala Municipal?
  • Were  school   inspectors’   report   recommendations  effected by school management?

 

 

                    Significance of the Study

 

One of the objectives of establishing commercial subjects in Tanzania education curriculum was to implement education for self–reliance among students, especially after completion of their studies. This objective has not been realized as most students performed poorly in national Form Four examinations especially after the curriculum reforms. Most Commercial subjects’ students are not acquiring business skills as anticipated to enable them to employ themselves in various commercial activities.

 

 

Therefore it is expected that findings from this study will familiarize the stakeholders in the Ministry of Education and Vocational Training as well as policy makers and

 

 

 

planners on the challenges facing commercial subjects in order to take necessary measures for commercial students’ performance improvement in ordinary level secondary school examinations.

 

 

On the other hand, the research findings contribute to the existing literature on poor examination performance in commercial subjects in ordinary level secondary schools in Tanzania. Also, the study will act as a catalyst for further studies since no studies have been conducted since 2006 to date.

 

 

In addition, the Ministry is advised to observe consequences she creates among teachers and students resulting from changing education circulars from time to time, hence to improve students’ performance in commercial subjects and others in general.

 

 

                    Organization of the Dissertation

 

The dissertation is divided into five chapters. Chapter one has given the background of the study, statement of the problem, research purpose, research objectives, significance of the study and a theoretical framework. Chapter two presents a review of relevant literature, synthesis of literature and the knowledge gap. Chapter three consists of research methodology; arguments for adopting largely qualitative approach, data collection methods and data analysis procedures. Chapter four presents data presentation, analysis and discussion; whereas chapter five (the final chapter) deals with summary of the study, conclusion and recommendations. It also presents areas of further research.

 

 

 

                    The Theoretical Framework for Examination Performance

 

In this study, the researcher has adapted the system theory input output model advanced by Ludwig Bertalanfly in the mid 1950s. The theory according to Koonzt and Weirich (1988), postulates that an organized enterprise does not exist in vacuum but is dependent on its external environment. Therefore the enterprise receives inputs, transforms them to outputs and exports the outputs to the environment.

 

 

The model in relation to my study is like a vicious circle. The school does not exist in a vacuum. It depends on the external environment like a company. The school receives students from the community. When they enter school the process of teaching and learning starts. Teaching process needs teachers with good teaching qualities, teaching and learning resources, students’ interests in the subjects and school inspectors to monitor the whole process of teaching and learning. The aim is to get good output after the whole process that means to have good examination results/performance. Hence, if they succeed well at ordinary level national examination that means they will be expected after schooling in colleges and institutions they will go back to the community as teachers, economists, bankers, accountants, and others might be self-employed.

 

 

In this study, the input focused on form four students studying commercial subjects whereas the process was characterized by commercial subjects’ teachers qualities, availability of teaching and learning resources including: school library, computer laboratory, textbooks and syllabus. Additional focus was in students’ interest in learning commercial subjects, teaching strategies and school inspection. The

 

 

 

outcome was academic achievement as characterized by students’ academic performance in national Form Four examinations. Academic performance, according to Cambridge University reporter (2003) is defined in terms of examination performance. In this study these two words were used interchangeably to mean the same.

Input       from external

environment

 Process     in     schools needs Output expected
 

 

students,

  

 

 

 

 

 –            Teachers qualities,

–            teaching and learning resources:

–            student interests in the subjects

–            school inspection

  

 

 

 

 

 good examination performance in commercial subjects

Figure 1.1: Input-Output Model

 

Source: Input output model adapted from Koonzt and Weirich (1988)

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