Association between some socio-cultural factors and academic perfomance in primary education in Namtumbo district, Tanzania
Sokoine University of Agriculture
In spite of measures taken by key stakeholders including the government, NGOs, and CBOs in Tanzania to improve primary education, the problem of poor academic performance is persistent in Namtumbo District. Almost all districts of Ruvuma Region are facing this problem, but the problem is much bigger in Namtumbo. Therefore, a cross-sectional study to determine associations between some socio-cultural factors and academic performance in primary schools was conducted in Namtumbo District in April 2010. The specific objectives were to: record marks scored by individual pupils in June and December, 2009 examinations; find socio-cultural factors associated with academic performance;find pupils‟ attitudes towards the socio-cultural factors associated with academic performance; and determine associations between some cultural factors and marks scored in terminal and annual examinations. A total of 160 respondents were included in the survey. The data were analyzed by using the Statistical Package for Social Sciences (SPSS) Version 12.0 computer software programme. The results showed that information on socio-cultural factors and community awareness were the factors mostly associated with poor academic performance in Namtumbo District. Based on the findings, it is concluded that parents and other community members have to be provided with education/information through training or seminars. Seminars and education to parents or community is needed in order to eliminate all malpractices that affect academic performance in the area so that the magnitude of the existing problem can be removed or at least minimized.
Association factors, Socio-cultural factors, Perfomance in primary education, Namtumbo district, Tanzania