UNIVERSITY OF DAR ES SALAAM

COLLEGE OF ARTS AND SOCIAL SCIENCE

(CASS)

DEPARTMENT OF STATISTICS

ST 218: APPLIED STATISTICS 1

RESEARCH

FACTORS AFFECTING ORDINARY LEVEL PUBLIC SECONDARY SCHOOL IN SHINYANGA REGION;

A CASE STUDY OF KAHAMA DISTRICT

MASSAWE, DEOGRATIUS. B

REG NO: 2008-04-02858

B. A. ECONOMICS AND STATISTICS

SUPERVISOR: JOHN NDEGA

2

Contents

Acknowledgement ..................................................................................................................................................................... 4

Abstract ........................................................................................................................................................................................... 5

CHAPTER ONE ............................................................................................................................................................................. 6

INTRODUCTION .......................................................................................................................................................................... 6

1.1 Regional profile ................................................................................................................................................................ 6

1.2 Background of the study ............................................................................................................................................... 6

1.3 Problem statement ........................................................................................................................................................... 6

1.4 Purpose of the study ....................................................................................................................................................... 7

1.5 Objectives of the study .................................................................................................................................................. 7

1.5.1 General objective .................................................................................................................................................. 7

1.5.2 Specific objective .................................................................................................................................................. 7

1.6 Research questions .......................................................................................................................................................... 8

1.7 Scope and Limitation of the study ............................................................................................................................ 8

1.8SIGNIFICANCE OF THE STUDY: ........................................................................................................................ 9

1.9Literature review ......................................................................................................................................................... 10

CHAPTER TWO ......................................................................................................................................................................... 12

RESEARCH DESIGN ................................................................................................................................................................ 12

2.1 Introduction ..................................................................................................................................................................... 12

2.2 Participants ...................................................................................................................................................................... 12

2.3 Qualitative and Quantitative methods .................................................................................................................. 12

2.4 Research design ............................................................................................................................................................. 13

2.4.1 Area of Study and Targeted Population ................................................................................................. 13

2.4.2 Sampling technique .......................................................................................................................................... 13

2.4.3 Data collection..................................................................................................................................................... 13

2.4.4 Library data collection .................................................................................................................................... 13

2.4.5 Fieldwork data collection .............................................................................................................................. 13

2.5 Data coding and Analysis ....................................................................................................................................... 14

CHAPTER THREE..................................................................................................................................................................... 15

ANALYSIS, INTERPRETATION, PRESENTATION AND DISCUSSION ............................................................ 15

3.1 Introduction ..................................................................................................................................................................... 15

3.2 Research questions ....................................................................................................................................................... 15

3

3.2.1 Low proportion of teachers to students ................................................................................................ 15

3.2.2 Inadequate teaching and studying facilities ........................................................................................ 16

3.2.3 The distance and transport facilities from school to home ......................................................... 17

3.2.4 Poor attendance of students to school ................................................................................................... 18

CHAPTER FOUR........................................................................................................................................................................ 19

CONCLUSION AND RECOMMENDATION .................................................................................................................... 19

4.1 Conclusion ....................................................................................................................................................................... 19

4.2 Recommendations .............................................................................................................................................. 19

REFERENCES ............................................................................................................................................................................. 21

4

Acknowledgement

If I think of research as a journey, conducting this research has been a wonderful and

challenging experience. During my studies, I became interested in the question of why some

schools pass more than others most of the times. I noticed many fellow students saying, and

maybe also thought so myself, that public schools are among the schools which do not do

better.

I owe my deepest gratitude to my supervisor, Mr. John Ndega, the nice supervisor a student

can have. His open-minded and extraordinarily positive attitude has been very important in

my academic development. He has always listened and given an encouraging response and

advice to the particular research idea and problems. I’m glad that I have had the opportunity

to be one of those privileged to work with him.

I would like also to thank the University of Dar es Salaam (UDSM), College of Arts and

Social Science (CASS) and Department of Statistics for enabling this research. Without forget

the coordinator and the teacher of the course (Applied Research I), Mr Elevatus for showing

me the way to achieve a good research when we were in the class and outside as well. His

willingness and strictness made me brave and courageous as a result I complete my research

as I dreamt to.

Not taking this opportunity to appreciate the cooperation shown by teachers and students from

Kishimba secondary school, Nyihogo secondary school, Nyasubi secondary school, Seeke

secondary school and Nyashimbi secondary school will be a big faulty. They made my

research easier than I could think; I wish to conduct another research with them or people like

them.

Finally, I would like to express my special thanks and appreciation to my parents, my family,

Dr. L. Matemba’s family, late Edwin Macha (my best brother), my friends, roommates, and

others who I have not mention them for their fundamental support, piece of advice and being

concerned, before conducting, during and after conduction the research. I love you all; you are

the sunshine of my life!

Deogratius B Massawe

5

Abstract

The aim of this research was to analyse factors which lead to poor performance in public

secondary school especially ordinary level in Shinyanga, Tanzania and to study the

difficulties that students and teachers face in educational system. Kahama district was used as

a case study. Five secondary schools were studied with 125 respondents as a sample.

The units of inquiry were students and teachers who were selected randomly (random

sampling technique). The methods of data collection used in this research were interview and

questionnaire.

The data coding and analysis was facilitated by Statistical Package for Social Scientists

(SPSS) and Microsoft excel. The information obtained is presented in tables, graphs and few

narratives notes.

The study findings show that, the poor performance in ordinary level public secondary

schools is caused by number of factors some of which are personal (specific) and others are

general. Among these factors, there are poor teaching methods; small number of teachers

compared to students; there are no enough teaching facilities; poor working conditions;

distant schools with poor transport and too many extracurricular activities at home and school.

So as to improve the quality of education in the Shinyanga, Lake Zone and Tanzania at large,

there are number of suggestions came up from the study. These are;

(i) There is a need to increase the number teachers who are qualified and committed on

their work. Also, creating good working conditions such as improving the level of wages,

provisions of incentives and improvement of teachers and students accommodation.

(ii) The government has to ensure the availability of enough teaching facilities such as

laboratory equipment and books. This will help teachers in their teaching activities and

students in their studies hence improvement in the school performance in general.

(iii) Parents also are required to work hand in hand with teachers and students so as to

improve the performance. This can be done by encouraging students to attend at school and

reduce the unnecessary burden of work at home.

(iv) There is the need to improving transportation to schools as well as improving housing

so as to minimize the time lost from transportation.

6

CHAPTER ONE

INTRODUCTION

1.1 Regional profile Shinyanga region is largely rural lowland with seven districts. It is densely populated and is

agriculturally very productive. Inhabitants of Shinyanga engage in subsistence and

commercial faming, with rice, maize, sorghum, sweet potatoes, millet, cassava, tobacco,

cotton and animal husbandry as the main economic activities. There is also diamond and gold

mining which contribute largely to National income.

1.2 Background of the study The quality education is among the major issues all over the world. In Tanzania the quality of

education is not good enough especially among the public ordinary secondary schools though

the government of the United Republic of Tanzania puts more effort so as to improve it. If the

government succeeds to improve it, all sectors in the country will improve as well.

Shinyanga is among the regions which lag behind most of the times in education performance

in Tanzania. Despite the regional efforts and country’s efforts, there is little improvement. In

2001, Mrs. Hawa Mchopa (Kahama District Commissioner at the time) on speech to the

public, she said “…there are number of actions which have been taken to improve

performance in the region, but I wonder…there is no improvement….”

This research aims at finding the main causes of such poor performance in the region and how

the government, teachers, students and parents can interact to change the situation. The

research concentrates on the performance of Ordinary level public secondary schools only.

1.3 Problem statement In the 2009/2010 budget Education sector received the largest share of the budget after being

allocated Tsh1.7Trillion. This shows that, the government puts more effort in improving the

quality of education in the country. Despite of this effort, Education in Tanzania especially

Shinyanga region still lags behind compared to neighboring countries such as Kenya which

pull back the quality of education in an area. The government of Tanzania is aware of most

these problems. Some of them are; no enough teaching facilities, lack of important studying

7

materials, poor transport facilities, low teachers’ salaries and poor teaching conditions in

general, fewer number of teachers compared to students, over-crowding in classes, etc.

So as to improve the quality education, the government of Tanzania must increase the number

of teachers, improve students and teachers transportation facilities, improve studying

materials and teachers’ salaries as well as working conditions in general without forgetting to

control students overcrowding in classes.

1.4 Purpose of the study The main Objective of this research is to find out the factors affecting the quality of education

in ordinary level public secondary schools in Shinyanga region, and to find out the solutions

of the observed problems through researching. The study took place in Kahama district in

Shinyanga region as the case study.

1.5 Objectives of the study 1.5.1 General objective

The general objective of this study is to examine the main factors which negatively affect the

performance in ordinary level public secondary schools in Shinyanga and the solution to the

problems.

1.5.2 Specific objective

The specific objectives of this study are;

• To assess how the proportion of teachers to students affects the performance in

ordinary level public secondary schools in Shinyanga

• To assess how the availability teaching and studying facilities the performance in

ordinary level public secondary schools in Shinyanga

• To assess how the distance and transport facilities from school to home the

performance in ordinary level public secondary schools in Shinyanga

• To assess how the attendance of students to school the performance in ordinary level

public secondary schools in Shinyanga

• To obtain suggested solutions to problems schools face from teachers and students

8

1.6 Research questions (i) Does the proportion of teachers to students affects the performance in ordinary level

public secondary schools in Shinyanga?

(ii) Does the availability teaching and studying facilities the performance in ordinary level

public secondary schools in Shinyanga?

(iii)Does the distance and transport facilities from school to home the performance in

ordinary level public secondary schools in Shinyanga?

(iv) Does the attendance of students to school the performance in ordinary level public

secondary schools in Shinyanga?

1.7 Scope and Limitation of the study The research covers only one district in which five schools with a total of 125 respondents

were used to collect data as the representative (sample) of the region. Other districts were

excluded in the sample due to limitation in time and fund.All necessary funds came out from

the researcher’s Pocket, which to the large extent was inadequate.

The secondary schools from which data were collected were Kishimba secondary school,

Nyihogo secondary school, Nyasubi secondary school, Seeke secondary school and

Nyashimbi secondary school, which are all found in Kahama district in Shinyanga region,

Tanzania.

Other limitations (drawbacks) faced by the researcher are:

Low cooperation; some respondents in the area of study were not cooperative to the Researcher in accepting to fill or answer the questionnaire especially teachers thinking that they are wasting their time.

Wrong information; some respondents in the area of study (especially students) were intentionally giving out wrong information so as to hide the truth of their schools without thinking of the effects of doing so.

Shortage of facilities; there was a high shortage in facilities like: transportation facilities, a setup CD for SPSS Program and a computer to facilitate data analysis.

Permission problem; There was a problem in getting the permit paper from the university which helps in recognition of the researcher and the research done. Though the paper was given out late, still it had bureaucratic procedures in making it functional.

9

1.8SIGNIFICANCE OF THE STUDY:

This study on the factors affecting the performance of ordinary level public secondary schools in Shinyanga region will help

• Ministry of education in Policy formulation which will try to solve the problem of poor performance of ordinary level public secondary schools in the country.

• The parents, teachers and students to know their contribution in the schools performance and to know their responsibility on improving the quality of education.

• Enlightening teachers with a sense of concern for increasing student’s interest in studying and by doing so the performance of the student will be higher.

• To remind the Government on improvement on teachers conditions such as improvement of teachers’ salaries housing and other working conditions.

• Investors to invest more in education by building more schools which are relatively cheaper to solve the problem of overcrowding in classes and produce more text books and other learning materials so as to solve the great shortage of teaching and learning materials.

10

1.9Literature review Public/Community schools are currently an important part of the educational landscape in sub-Saharan Africa and are frequently held up as successful educational interventions in developing countries trying to reach universal access to basic education and improve education quality. Though public schooling has long been a practice in many countries, the idea of alternative education as a development strategy is relatively new and is often seen as a response to failing public education systems. However, information on public schools in Africa especially Tanzania is lacking. A few evaluations and even fewer syntheses of information on public schools exist.

Miller-Grandvaux Y and K. Yoder (2002) found that

“A large range of rationales exist for community schools in Africa. They increase access to education where the government does not have the resources to do so and are often seen as more relevant to local development needs than public schools. Many models attempt to make programs more attractive to children by supporting interactive and student-centred teaching methods. Community schools are seen as cost-effective (comparable or even better instructional services for less money) and community participation is expected to improve educational quality and increase student achievement. Another goal of community schools focuses on improving governance, developing local democratic organizations such as school management committees. School personnel become accountable to communities when communities manage schools. Finally, community schools are seen as one way to implement educational decentralization.”

Mulkeen. A, et al (2007) observed that attention in the literature on secondary teachers focuses on problems of teacher supply, preparation, performance, and retention but offers a relatively weak basis for guiding policy and program development for four reasons.

First, much of the literature focuses on clarifying the dimensions of the problem, rather than formulating and testing alternative solutions.

Second, much of the literature tends to be descriptive of particular country efforts to attract, deploy, and retain teachers, but often lacks solid evidence of the effectiveness of the approaches being described. Third, there is a lack of longitudinal research that tracks the long-term effects and consequences of interventions aimed at improving the teaching force.

Fourth, some of the stronger research has been conducted within projects and is reported only in project documents that are difficult to retrieve. In addition, there is relatively little literature that explores the recruitment, retention, and professional preparation of secondary principals, particularly in relation to the changing roles of principals in response to decentralized authority and to principals’ expanding role as instructional leaders within their schools.

11

The problem of English language as the teaching language has also contributed to poor performance in secondary schools. Many markers indicated that they face problems in marking candidates` essays because of frequent mistakes. These include organizational, spelling, tenses and sentence construction. In addition, some of the sentences are incomprehensible. Therefore, due to candidates` poor language competence, they fail to grasp the content knowledge presented in the English language. The language, in which examinations questions are asked, require the students to predict, to justify or to qualify a statement. This might invariably be the cause of the candidates` failure. Finally, all the English markers admitted that the English syllabus (1997) is not well designed to guide the teacher especially a new teacher in the field.

Kalole S. revealed that while the problem of teachers and students’ incompetence (in English) requires the overhaul of the whole education system, the problem of students’ overconfidence (in Kiswahili) can easily be addressed. One possible means of doing this is through the use of National Examination Council subject panellist evaluation report.

Mlama (1979) observed that poor condition of families deprive children of their basic needs and others to the extent of (learners) being necessitated to engage them in money earning activities during free times. Participation in such activities affects learner’s concentration in school hence poor performance.

Borick (1988) pinpointed motivation and classroom management as factors affecting performance. He said what is known about the learners’ experience needs and aspirations and interest must be blended with facts and knowledge found in books to produce a sufficient level of motivation.

Also, classroom climate is very important for students’ performance. Classroom climate is the atmosphere or mood in which interactions between teacher and students take place (Borick, 1987)

12

CHAPTER TWO

RESEARCH DESIGN

2.1 Introduction This chapter shows the research procedures, techniques, area of the study, sampling technique, data collection, participants and methods involved in the research process. In this research there was 125 respondents selected randomly in 5 schools in Kahama district. The combination of qualitative and quantitative methods made the research process successful because the methods facilitated the exhaustion of required data.

2.2 Participants There were 125 participants or respondents in this research who are distributed as follows; 15 teachers 3 from each from school, 25 students from Kishimba secondary school, 21 from Nyihogo secondary school, 20 from Nyasubi secondary school, 24 from Seeke secondary school and 20 from Nyashimbi secondary school. The respondents are clearly shown on the table below,

SECONDARY SCHOOL

STUDENTS TEACHERS TOTAL

Kishimba 25 3 28 Nyihogo 21 3 24 Nyasubi 20 3 23 Nyashimbi 20 3 23 Seeke 24 3 27 TOTAL 110 15 125

2.3 Qualitative and Quantitative methods One of the goals of the present study was to examine the factors affecting the performance of public secondary school in Shinyanga region. Due to the nature of the problem both qualitative and quantitative methods were used. For example, in knowing the effect of teaching methods, the qualitative method was used and when evaluating the ratio of teachers to students, quantitative method was used.

13

2.4 Research design 2.4.1 Area of Study and Targeted Population

The study took place in Kahama district in Shinyanga region, Tanzania. The targeted

population was all Ordinary level public secondary schools in Shinyanga region but due to

time and cost Kahama district was chosen as the case study and only five secondary schools

represented the region.

2.4.2 Sampling technique

There are two sampling techniques which were used in the research process. The first is

purposive sampling technique. This was used to select targeted population that is ordinary

level public secondary schools and excluding other schools.

The second sampling technique is simple random sampling technique. This technique was

firstly used to select one district to represent the whole region. Kahama district was chosen

from this sampling technique. Then, similar method was used in selecting public secondary

schools. So, five schools were chosen as a sample, which are; Kishimba secondary school

Nyihogo secondary school Nyashimbi secondary school Seeke secondary school and Nyasubi

secondary school

2.4.3 Data collection

The data in this study was collected in two stages. The first stage was library data collection

and the second was the fieldwork data collection.

2.4.4 Library data collection

This stage of data collection was done before going to the field. The information concerning

the study to be conducted was extracted from the library and from the internet. The main

libraries visited were the libraries of the University of Dar es salaam and the Shinyanga

regional library.

2.4.5 Fieldwork data collection

In the fieldwork data collection different methods were used. These methods are interview

and questionnaire design.

14

2.4.5.1 Questionnaire

A questionnaire is a research instrument consisting of a series of questions and other prompts

for the purpose of gathering information from respondents. A distinction is made between

open-ended and closed-ended questions. An open-ended question asks the respondent to

formulate his own answer, whereas a closed-ended question has the respondent pick an

answer from a given number of options. The response options for a closed-ended question

should be exhaustive and mutually exclusive.

During data collection 16 questions were addressed to 125 respondents including 15 teachers,

110 students to answer them. The questionnaire consisted of both open and closed ended

questions. The questions covered some important issues like; number of teachers and

students, availability of teaching and studying facilities, transport problem, social services and

extracurricular activities.

2.4.5.2 Interview

This is the method of data collection where by an interviewer asks questions to the respondent

and record the answers given out by the respondent. An interview can be structured or

unstructured. In this study both methods were used so as to collect the addition information

which did not questionnaire was not able to capture.

2.5 Data coding and Analysis At the end of data collection, manual editing, inspection and coding were undertaken. Editing

being a process of examining data and enabled the researcher to detect errors and omission of

and to correct those where it was possible.

The final phase in the data collection process is to convert the observations and measurements

you have made about for a computer to understand.The data collected were coded and

analyzed by using Statistics Package for Social Sciences (SPSS) and Microsoft excel.

15

CHAPTER THREE

ANALYSIS, INTERPRETATION, PRESENTATION AND DISCUSSION

3.1 Introduction In this chapter, the data collected and coded by SPSS and Microsoft excel are analyzed, interpreted and presented. The findings are presented in tabular form, figures and graphical form. The analysis showed that there are some common factors affecting the performance of ordinary level public secondary schools but also there are specific factors to each school.

3.2 Research questions (i) Does the proportion of teachers to students affects the performance in ordinary level

public secondary schools in Shinyanga?

(ii) Does the availability teaching and studying facilities the performance in ordinary level

public secondary schools in Shinyanga?

(iii)Does the distance and transport facilities from school to home the performance in

ordinary level public secondary schools in Shinyanga?

(iv) Does the attendance of students to school the performance in ordinary level public

secondary schools in Shinyanga?

3.2.1 Low proportion of teachers to students

The overall results show that public secondary schools in Shinyanga face the problem of low proportion of teachers to students, which in result leads to poor performance of public schools.

The study shows that, all schools have one teacher in every science subject who teaches from form one to form 4. For example, Kishimba secondary school has one teacher mathematics teacher, one physics teacher, one chemistry teacher and one biology teacher while there are more than one hundred students in each class.

In the average, one teacher in public schools studied teaches 317 students per day. This is very small proportion of teachers to students. The teachers are over burdened and as the result, the students do not perform well.

16

Figure 1: Teachers (a) (b)

This proportion can be surprising but number of teachers considered in this study is those full time teachers and those who are employed. The month in which this study were conducted, 41% of the total part time teachers, moved from one school to the other and 93% of them were form six leavers. This can be well seen from figure 1 above.

3.2.2 Inadequate teaching and studying facilities

Through interviewing the Researcher found that, unavailability of enough teaching and studying facilities affect the performance in ordinary level public secondary schools in Shinyanga. The results show unavailability of library, laboratory and other teaching and studying materials such as books have caused the performance to be very poor.

Figure 2: Studying materials

Teachers

freshers form6 leavers

non form6 leavers

Teachers

moved teachers

non moved teachers

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Yes No I don’t know

Is there enough studying material in your school?

17

From figure 2, the study shows that, 78.6% of the students respondent negatively to the question “is there enough studying material in your school?” This shows that, the school suffers from the problem inadequate studying materials without forgetting the absence of laboratory and library. Hence, the good performance is hindered due to these also.

Also, the study shows that, all the teachers who responded to the questions asked, said that, there is no enough teaching material in their schools. This discourages them from producing good notes for their students.

3.2.3 The distance and transport facilities from school to home

The study also reveals that, the long distance from school to home and poor transport facilities

have negative impact on the performance of ordinary level public secondary schools in

Shinyanga.

In the study, it has been discovered that, most of the public secondary schools in Kahama

district are day schools and they are cited very far from homes. The students have to walk

more than 9 kilometres in average daily. There are some students who use bicycle to go to

school but majority (69.8%) walk on foot. The figure 3 below shows the percentage of those

who use bicycle, motor cycle, car and those who walk on foot to school.

Figure 3: Means of transportation

The student loose more than four hours just going and returning from school daily. This lost

time could be used for studying purposes if the students could be residing near to school.

Also, the students get tired when they return home and fail to have private studies at home.

0.00%

20.00%

40.00%

60.00%

80.00%

car motor cycle

bicycle foot

Means of transportation from home to school

18

3.2.4 Poor attendance of students to school

The researcher found that most of the classes, which have poor students’ attendance, face the

problem of poor performance as well. This means that, the poor attendance to school has the

negative impact on schools’ performance in general.

Table 1: Overall average performance and attendance

In this study, it is shown that, in average, about 82% of the students attend classes in public

schools, and some of those who do not attend classes, attend tuitions. But after taking a simple

investigation within schools (as Table 1 shows), it has been discovered that, the classes with

poor attendance are associate poor performance.

As table 1 show, the higher classes have poor attendance. Among the reasons for this is, the

higher classes believe more in tuition teachers than school teachers. Moreover, this poor

attendance goes with poor performance. So, poor attendance in classes may be one of the

reasons to poor performance of the public schools in Shinyanga.

2008 2009 2010 Attendance Performance Attendance Performance Attendance Performance Form 1 90% 72% 96% 80% 91% 75% Form 2 93% 73% 91% 76% 94% 81% Form 3 76% 64% 79% 67% 72% 60% Form 4 69% 60% 65% 56% 66% 59%

19

CHAPTER FOUR

CONCLUSION AND RECOMMENDATION

4.1 Conclusion

The overall results show that public secondary schools in Shinyanga face the problem of low proportion of teachers to students, which in result leads to poor performance of public schools. The trained teachers who are sent in the region are not enough due to some reasons; first, they are very few and second, they quit due to poor working conditions, as the results, the performance goes down.

Through interviewing the Researcher found that, unavailability of enough teaching and studying facilities affect the performance in ordinary level public secondary schools in Shinyanga. The results show unavailability of library, laboratory and other teaching and studying materials such as books have caused the performance to be very poor.

The study also reveals that, the long distance from school to home and poor transport facilities have negative impact on the performance of ordinary level public secondary schools in Shinyanga. This is because, the schools are located very far from homes as a result, the students and some teachers take much time in travelling from home to school. Also, the poor transportation (no school buses and other school vehicles) has caused the students to walk on foot for about 9 kilometres daily.

The researcher found that most of the classes, which have poor students’ attendance, face the problem of poor performance as well. This means that, the poor attendance to school has the negative impact on schools’ performance in general. This might be cause by family problems, long distance from home to school, lack of teachers and students going to tuition centers instead of school. All this causes, have been found in the study.

4.2 Recommendations

(i) There is a need to increase the number teachers who are qualified and committed

to their work. Also, creating good working conditions such as improving the level

of wages, provisions of incentives and improvement of teachers and students

accommodation.

(ii) The government has to ensure the availability of enough teaching facilities such as

laboratory equipment and books. This will help teachers in their teaching activities

and students in their studies hence improvement in the school performance in

general.

20

(iii) Parents also are required to work hand in hand with teachers and students so as to

improve the performance. This can be done by encouraging students to attend at

school and reduce the unnecessary burden of work at home.

(iv) There is the need to improving transportation to schools as well as improving

housing so as to minimize the time lost from transportation.

21

REFERENCES

Kalole S:“Language Problems in Tanzania Secondary Schools; Experience in Answering Essay and Summary Questions in the Certificate of Secondary Education Examination” Unpublished paper

Miller-Grandvaux Y and K. Yoder (2002): A Literature Review of Community Schools in Africa, Washington, D.C. USA

MoEC (Ministry of Education and Culture) 1997a: English Language Syllabus for Secondary Schools Form 1-6.DaresSalaam: Ministry of Education.

Mulkeen A, et al (2007): Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa, World Bank Working Paper No. 99, Washington, D.C. U.S.A.

NECTA (National Examinations Council of Tanzania) 1993a: Quantitative and Qualitative Analyses of Examinations Results and Candidates` Responses to CSEE (1992) Questions. Report: Daniel M. Ndabi and Albert N. M. Idama. Dar es Salaam: NECTA.