College of Social Sciences and Humanities
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Browsing College of Social Sciences and Humanities by Subject "academic performance"
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Item Do students’ backgrounds in the language of instruction influence secondary school academic performance?(2015) Komba, S. C.; Bosco, S.In Tanzania, two types of primary schools exist, based on the language of instruction used. These are English medium schools and Swahili medium schools. Students who complete their studies from both types of schools join secondary schools where the language of instruction is solely English. This study investigated the influence of students’ backgrounds in the language of instruction on secondary school academic performance. The specific objectives of the study were two: First, to compare form one annual examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level and, secondly, to compare the form two national examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level. The study involved 524 students from eight secondary schools in Mbeya region. The data were collected through review of documents containing students’ admission lists and examinations results. The analysis of the collected data was done using computer software, Statistical Package for Social Sciences, version 18, in which an independent samples t-test was conducted to test the hypotheses advanced for this study. The findings were as follows: First, students whose medium of instruction at primary school level was English, performed better in form one annual examinations than their counterparts who had used Swahili and the difference was statistically significant at p<0.05, in a twotailed test. Secondly, students who had used English as the medium of instruction at primary school level, performed better in form two national examinations than those who had used Swahili and the difference was also statistically significant at p<0.05, in a two-tailed test. It was thus, concluded that the language of instruction used by students at primary school level influenced significantly students’ academic performance at secondary school level.Item Does student Empowerment improve their Academic Performance? Evidence from Sokoine University of Agriculture, Morogoro(TANZANIA INSTITUTE OF ACCOUNTANCY (TIA), 2019-06-01) Jeckoniah, JohnThere is a growing interest in understanding the relationship between student empowerment and their academic performance. This paper examined this relationship in the context of university students learning environments. The study adopted a cross-sectional research design using a combination of simple random and systematic sampling techniques involving 200 undergraduate students. The constructs of Psychological Empowerment Instrument (PEI) and the Learner Empowerment Scale (LES) were used to construct Likert scale questions in estimating the students’ empowerment. Descriptive statistical analysis was employed, and a summated scale approach was used to analyse Likert scale questions in estimating the level of empowerment. Correlation analysis was employed to gauge the relationship of the construct of empowerment and academic performance. The results show that the majority of students (82%) had moderate academic performance (GPA 3.0-3.9) out of a maximum of 5.0; the rest 9 and 9 percent had GPAs of below3.0 and above 3.9, respectively. The majority of the respondents (62%) were categorized into low levels of empowerment. Female respondents were more likely to be categorized into higher levels of empowerment than were their male counterparts at 40.7 and 35.8 percent respectively. All paired linear relationships between the constructs of student empowerment were positive. The strength of the linear relationship different construct of empowerment varied from moderate to strong but all had a significant relationship (p <0.05). The linear relationship between the constructs of empowerment and academic performance (GPA) was weak and none of them had any significant relationship. Therefore, overall, there was no linear relationship and association between the level of academic performance and the construct of empowerment. It is recommended to the Ministry of Education and university management to focus on the strategies that would improve student empowerment and academic performance such as student cantered and participatory approaches.