TUMAINI UNIVERSITY MAKUMIRA

INFLUENCE OF INFRASTRUCTURE ON THE PERFORMANCE OF SCIENCE

STUDENTS IN THEIR STUDIES IN SECONDARY SCHOOLS

A Case Study of Poli and Tengeru boys’ secondary schools in Meru district in

Arusha Region

BY

SIMON S. FUZU

ARESEARCH PAPER SUBMITTED TO THE FACULTY OF EDUCATION IN

PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF

BACHELOR OF ARTS WITH EDUCATION OF

TUMAINI UNIVERSITY MAKUMIRA

USARIVER, ARUSHA TANZANIA

JUNE, 2014

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DECLARATION

I, Simon S. Fuzu, declare that this research paper is my own original work for Tumaini

University Makumira and it has not been presented to any other University or College for a

similar award.

Candidate’s signature ………..….Candidate’s Registration number ………………………..

Date…………………………………………………

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ACKNOWLEDGEMENTS

First, I express my great gratitude to the Almighty GOD for enabling me accomplish

writing this report. Second, I warmly and sincerely thank and appreciate all people who

supported me morally and materially, including my supervisor Mr.Masatu, for his constructive

criticisms and never ending positive encouragement and guidance throughout the different stages

of doing this research, the education officer of Meru district, heads of school and science

teachers who cooperated with and allowed me to conduct this research in their places despite

their busy schedules.

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TABLE OF CONTENTS Page

DECLARATION............................................................................................................................ i

ACKNOWLEDGEMENTS ......................................................................................................... ii

LIST OF TABLES ....................................................................................................................... iii

LIST OF ABBREVIATIONS .................................................................................................... vii

ABSTRACT……………………………………………………................................................ viii

CHAPTER ONE ................................................................................................................1

1.0 Introduction................................................................................................................................1

1.1 Background of the Study ...........................................................................................................1

1.2 Statement of the Problem...........................................................................................................4

1.3General Objective of the Study...................................................................................................4

1.4Specific Objectives of the Study.................................................................................................4

1.5 Research Questions…………………………………………………………..………………..5

1.6 Significance of the Study…………………………………………………………………..….5

1.7 Scope/Delimitation of the Study……………………………….………………………..……5

1.8 Limitation of the Study…………………………..……………………………………..…….6

CHAPTER TWO………………………………………………………………………..7

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2.0 Literature Review………………………….…………………………………………………..7

2.1 Introduction…………………………………………………………………………………....7

2.2 Shortage of science teachers and resource materials……………...………………………..…7

2.3 Changes of curriculum………………………………………………………………….……..8

2.4 Teaching and learning is more theoretical………………………..………………………..….8

2.5 Access and equity………………………………………………………………………….….9

2.6 Lack of qualified science teachers…………………………………………………………….9

2.7 Learning environment…………………………………………………………………….….10

2.8 Presence of Teacher-Centered approach…………………………………………………..…10

2.9 Literature review and research gap……………………………………………...…….……..10

CHAPTER THREE………………………………………………………………….…11

3.0 Research Methodology....………………………………………………………………........11

3.1 Introduction………………………………………………………………….………….……11

3.2 Research Approach/design………………………………………………………………..….11

3.3 Area of the study……………………………………………………………………………..11

3.4 Population of the Study and Sampling Techniques……………………………...…………..12

3.4.1 Population of the study……………………………………………………….……12

v

3.4.2 Sample size……………………………………………………………………...…12

3.4.3 Sampling techniques……………………………………………………………….12

3.5 Methods of Data collection……………………….………………………………………….13

3.5.1 Questionnaire……………………………………………………………….……...13

3.5.2 Interview…………………………………………………………………..……….14

3.5.3 Observation…………………………………………………………………..…….14

3.6 Data analysis Procedures………………………………………………………………….....15

CHAPTER FOUR…………………………….………………………………………..17

4.0 DATA ANALYSIS, INTERPRETATION AND DISCUSSION.………………….….....…17

4.1 Introduction……………………………………………………………………………….….17

4.1.1 Data analysis procedure……………………….………………………………...…17

4.1.2 Data interpretation…………………………………………………………………17

4.2 Challenge facing students in the process of learning science subjects…………………...….19

4.3 How infrastructure influences students’ participation and performance in science

subjects…………………………………………………………………………………………...22

4.4 Ways which can be used to improve the performance of students in science

subjects………………………………………………………………………………………...…23

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CHAPTER FIVE……………….…………………………………………………...….24

5.0 SUMMARY, CONLUSION AND RECOMMENDATIONS…………….….…………..…24

5.1 Introduction…………………………………………………………………………………..24

5.2 SUMMARY……………………………………………………………………...…………..24

5.3 CONLUSION……………………………………………………..….…………………...…24

5.4 RECOMMENDATIONS………………………………………………………………….....25

5.4.1 To Ministry of Education and Vocational Training………………………………..25

5.4.2 To parents…………………………………………………………………………..25

5.4.3 To teachers…………………………………………………………………………26

REFERENCES…………………………………………………….……………………….....…27

APPENDICES…………………………………………………………………………………...29

Appendix A: Questionnaire for students………………………………………………………...29

Appendix B: Questionnaire for teachers…………………………………..……………….……32

Appendix C: Interview guide for students………………………...…………………………….34

Appendix D: Interview guide for teachers………………………………………………………35

Appendix E: Interview guide for heads of school………………………………...…………….36

Appendix F: Interview guide for education officer………………………………...……..…….37

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LIST OF TABLES Page

Table 1: Students performance in biology subject in NECTA form 4 examinations

between 2006 and 2010……………………………..……………………………3

Table 2: Annual requirements for teachers at different levels……………………….....9

Table 3: Total number of respondents involved in the study……………….................18

Table 4: Challenges students face in learning science subjects……….…..…………...19

Table 5: Responses on influence of infrastructure ……………………..………..……22

Table 6 Responses on the participation of government and educational

stakeholders…………………………………………………………………..…23

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LIST OF ABBREVIATIONS

NECTA……………………………………..…..National Examination Council of Tanzania

PEDP……………………………...………..…..Primary Education Development Plan

SEDP…………………………………………...Secondary Education Development Plan

URT………………………………………....….United Republic of Tanzania

UNESCO.............................................................United Nations Educational, Scientific and

Cultural Organization

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ABSTRACT

The research was conducted in Meru district. The researcher sought to investigate the influence

of infrastructure on the performance of science students in their studies in secondary schools.

The main objective of the study was to investigate the problems facing science students in

secondary schools and how infrastructure influences performance of science students in their

studies. The researcher used questionnaire, interview and observation to obtain information. The

population of the study was 50 respondents who included science students, science teachers,

heads of school and education officer. Two schools were randomly selected, which were

Tengeru boys’ secondary school and Poli secondary school, also the methods used to select the

population were simple random and quota sampling and in the process of data analysis

quantitative and qualitative procedures were used. The study found out that shortage of science

teachers, poor competence of science teachers, poor ideology of parents, shortage of learning

facilities and poor correlation between subjects, students and number of teachers are

infrastructural factors which affected the academic performance of students in secondary school.

The study recommends that, Ministry of Education and Vocational Training, parents and science

teachers should play their role in improving academic performance especially in science subjects

and to provide enough facilities of teaching and learning, also the government should train

enough science teachers.

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CHAPTER ONE

1.0 Introduction

1.1 Background of the Study

Education is the process of initiating and preparing man through training in his environment, in

order to play active role in society. It provides desirable and worth while broad and in depth

modes of thought, skills, attitudes and understanding for the full development of human thinking

and action. Education makes man aware of his own condition and that of his society. It is embod-

ied within its science and technology (Tanzania Education and Training Policy 1995).

Science covers the broad field of human knowledge concerned with facts held together by prin-

ciples (rules).Scientists discover and test these facts and principles by the scientific method, an

orderly system of solving problems. Scientists feel that any subject which man can study by us-

ing the scientific method and other special rules of thinking may be called a science. The scienc-

es include mathematics and logic, the physical sciences such as physics and chemistry, the biolo-

gy sciences such as botany and zoology and the social sciences such as sociology and anthropol-

ogy (The world Book Encyclopedia 1972:162).

Science is a body of knowledge about the world, especially based on examining, testing and

proving facts (Longman dictionary of Contemporary English 2003).

In 2004-2009 Tanzania introduced Secondary Education Development Plan (SEDP) which in-

creased the number of secondary schools such as ward secondary schools without laboratories,

teaching and learning materials and with inadequate number of science teachers. The plan most

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affected science subjects’ students. So this made it difficult for the development of education and

good performance especially in science subjects.

Also in Tanzania, the need for educational reform to meet the demands of the 21ST century

workplace, particularly in science and technology, cannot be over emphasized. Schools must

help students to become skilful manipulators and synthesizers of knowledge. Since we are now

entering an era of global communication and collaboration, Tanzania must produce professionals

who can work to solve complex problems. The educational system can no longer afford to pro-

duce graduates with no employable skills. The system is therefore in need of significant reform

to develop student’s skills of lifelong learning, critical thinking, problem solving and collabora-

tion with others in order to meet national development goals (UNESCO 2004).

Poor performance in secondary education examinations with most students getting a marginal

pass of division IV or failing completely is said to be caused by acute shortage of teachers, espe-

cially in the science subjects. Also poor learning environment among the different schools result-

ed into poor learning outcomes in both participation rates and pass rates, especially in science

subjects. Insufficient infrastructure including many construction projects that started under SEDP

I were not completed. Also lack of laboratories in most schools caused students taking science

subjects to do them theoretically and most of them performing poorly (SEDP 2004-2009).

The percentage of failure in Physics, Chemistry and Biology in the year 2003 were 43,

35,45%,respectively;the failure rate for those same subjects in 2004 stood at

45,35,43%(URT,2008).

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According to data collected from the National examinations results in Tanzania the pass rate for

Chemistry and Biology fell from 62% and 46% in 2008 to 57% and 43% in 2009(NECTA 2008

&2009).

Table 1: for example, the students’ performance in biology subject in NECTA form 4 examina-

tions between 2006 and 2010 was as shown in the table 1 below:

YEAR NO.OFSTUDENT PASSED % FAILED %

2006 83,253 42,795 51.40 40,273 48.6

2007 122,532 70,415 57.47 52,117 42.53

2008 161,947 71,566 46.28 83,065 53.72

2009 236,326 102,982 43.43 134,157 56.50

2010 350,601 103,393 30.49 244,208 69.51

Source: National Examination Council of Tanzania (NECTA, 2011)

The data in the table shows that as the number of candidates increased yearly, the number of

candidates who failed in biology increased. This situation is similar for subjects such as physics

and chemistry.

The Government of Tanzania views science subjects as the first priority for the National Devel-

opment. This is due to the high demand of new innovation of science and technology in the

world. But it seems that students do not have interest in science subjects something which causes

the decrease in number of scientists and other professionals.

Therefore, a researcher found that there was a need to conduct a research to prove if infrastruc-

ture has an influence on science subjects students performance in secondary schools in Tanzania.

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1.2 Statement of the Problem

It is common for students in many schools to find little interest in their studies of science and to

quite often express a dislike of it. In comparison with other subjects, too many students experi-

ence science subjects as involving content of little relevance and as more difficult than other

school subjects. It is said that, the current nature of learning environment is such that there are

inadequate teaching facilities and poor science teachers’ professional development in Tanzania.

So, this influences poor performance in science subjects. This study investigated on how learners

cope and perform in Science in their learning in secondary school. In other words, the study at-

tempted to find out the kind of classroom interaction and discourse which occurs between teach-

ers and learners. It also looked at the role played by stakeholders, government and school in re-

sponse to the performance of science students in secondary schools.

1.3 General Objective of the Study

The general objective of this study was to investigate the problems facing science students in

secondary schools and to prove how infrastructure influences performance of science students in

their studies.

1.4 Specific Objectives of the Study

i) To examine the challenges facing students in the process of learning of science subjects.

ii) To find out how infrastructure influences students participation and performance in sci-

ence subjects.

iii) To assess the ways which can be used to improve the performance of students in science

subjects.

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1.5 Research Questions

i) What are the problems facing students in the process of learning science subjects?

ii) How does infrastructure influence students participation and performance in science sub-

jects?

iii) What are the measures to be taken to overcome the problems facing science students in

their academic performance?

1.6 Significance of the Study

The study will enable the government and other educational stakeholders to overcome various

problems facing science students in the teaching and learning process. Also the study will help

educational managers and administrators, teachers, Ministry of Education and Vocational Train-

ing and politicians see, recognize and appreciate the need for motivation and motivate their sub-

ordinates and students for an improvement of performance.

1.7 Scope and Delimitation of the Study

The researcher collected data from Meru District particularly in Poli secondary school and Ten-

geru-Boys’ secondary school because they were located closely and had good infrastructure for

transportation.

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1.8 Limitation of the Study

The researcher expected to encounter the following setbacks during the process of data collec-

tion.

Lack of cooperation from respondents threatened to affect the whole process of data collection,

some respondents were not willing to cooperate in answering the questions or to be interviewed

and even neglected to submit information which is relevant. Language barrier on the part of stu-

dents hindered smooth communication. Also the financial constraints made the researcher fail to

meet all the requirements such as printing and transportation to and from the area of study. The

researcher tried to overcome these constraints by rearranging his time table and using simple

language which enabled him to be understood by the students.

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CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This chapter is addressing the different findings that have been put forward by researchers relat-

ed to the infrastructure and the performance of science students in their studies in secondary

schools.

Science is the study focusing on delivering basic principles and general laws from daily life, ob-

servations and experiences. Scientists work as a community and share findings and results. The

evidence of this can be found in the existence of scientific journals where the evidence and solu-

tion of some problems can be written.

The reasons for the failure in the number of students taking science subjects in developed coun-

tries vary from the reasons for students taking these subjects in developing country that is why

this study focused to investigate the influence of infrastructure of science subjects in secondary

schools in Tanzania. Lyon (2005) acknowledges that, the decline of interest among learners in

science subjects in Tanzania is a result of how science is taught and learnt.

2.2 Shortage of science teachers and resource materials

UNESCO (2009) reveals acute shortage of science teachers and other resources such as text

books and teaching aids in secondary schools across the country. Chonjo et al (1995), say that

few teachers did experiments in class because students are so many.

Also in the conference of science and technology (2010), the president of United Republic of

Tanzania emphasized that, “dealing with shortage of science teachers alone is not enough for

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quality science education. There is need of providing teaching aids and text books. The existing

shortage of 9,484 science laboratories and 35,840 housing units for teachers, demands a stagger-

ing (USD) $ 1.2 Billion budget over the next five years. To this cost, adds the requirement of

13.5 million additional science text books.

2.3 Changes of curriculum

Tanzania has been reviewing its education curriculum on various occasions in order to bring

meaningful learning at different levels. The changes took place in different years and in various

phrases. For example in 1976,1995,1997,2005 and lately in 2007(URT 2009).In an effort to im-

prove science teaching and learning in secondary schools the government of Tanzania introduced

several projects including school science project. The focus of this project was to improve the

teaching strategies and adequate use of available teaching materials in the school and students

learning environment. The programme was also focused on laboratories activities (Osaki, 2007).

2.4 Teaching and learning is more theoretical

Studies reveal that the teaching and learning of science is more theoretical than observational,

experimental based, this situation affects the interest of students to take these subjects in their

higher studies (Speering&Rennie 1996). According to Minister of Education and Vocational

Training (2008), there was drop in science subject choice for students in secondary schools espe-

cially for those going for advanced secondary education in Tanzania. This was especially in

mathematics, biology, physics and chemistry where by the decrease was said to range from 30%

in 2005; to 25% in the year 2009(NECTA, 2005; 2009).

Also, to rectify the drop in number of students taking science subjects, the science teaching

should focus on the contemporary need and experiences of the learners and that it should be a

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constantly changing and developing discipline so as to localize the content to the learners con-

text(Speering&Rennie 1996).

2.5 Access and equity

The ministry planned to train teachers to cope with increasing enrolment in secondary schools.

According to PEDP II 2007-2010,updated SEDP 2004-2009 and TDMS 2008-2013 data ,the

number of teachers needed for secondary school was 21,168,so the demand for teachers remains

high at all levels and across all regions.

Table 2: Annual requirements for teachers at different levels

ANNUAL REQUIREMENTS TOTAL

YEARS 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13

SECONDARY

LEVEL

21,168 26,115 28,460 25,183 23,695 13,256 137,877

SOURCE: Updated SEDP 2004-2009 and TDM 2008-2013

2.6 Lack of qualified science teachers

According to the Ministry of Science, Technology and Higher Education (2003), the lack of well

qualified science teachers is a wide spread problem. Due to this many schools employ teachers

who are under qualified, unqualified or untrained in science. The education of Tanzania needs

further enhancing the issue of quality of science teachers.

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2.7 Learning environment

Galabawa, J.C.J et al (2000), say, the learning environment when compared to other students

elsewhere, is such that our students are trained in a poorly facilitated environment. A number of

public schools have no libraries and there is an acute shortage of text books to the extent that,

you can find one book being shared among 20 students. So this might result in producing stu-

dents of a limited scope.

2.8 Presence of Teacher-Centered approach

Teacher-Centered is the predominant teaching format in Tanzania secondary schools as well as

in the schools of most sub-Saharan countries. It is the traditional Teacher-Centered lecture which

emphasizes the transfer of knowledge and skills and which rewards rote learning, drill and mem-

orization. Such mode of teaching allows very little interaction between the teacher and the stu-

dents or among the students themselves in the classrooms (Tilya 2003).

2.9 Literature review and research gap

Therefore, drop out from science subjects and the lack of teachers as well as teaching facilities

and unqualified science teachers in secondary schools are the most sited reasons for poor aca-

demic performance. The researcher’s aim was to investigate the ratio in science subjects between

teacher-students.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

Research is the use of the systematic methods to evaluate ideas or to discover new knowledge. It

usually means an organized scientific investigation (World Book Encyclopedia 1972).

Methodology is the set of methods and principles that you use when studying a particular subject

or doing a particular kind of work (Longman Dictionary 1978).

This chapter presents the study design, area of the study, study population, sample and sampling

techniques, and instruments of data collection.

3.2 Research Approach/Design

In this study the researcher used case study, According to Krishnaswami O.R and Ranganatham

M.(2005), Case study is an in-depth comprehensive study of a person, social group, an episode, a

process, a situation, a programme, a community, an institution or other social unit. In this ap-

proach a sample of population was studied to determine its characteristics and it’s inferred that

the population has the same characteristics.

3.3 Area of the Study

The study was carried out in Meru district in Arusha Region. However, only two secondary

schools, that is, Poli secondary school, and Tengeru secondary school were studied. The district

is located in Northern part of Tanzania. Also the major economic activity in this area is tourism

because there are attractive features and National parks, and Mount Meru. Also other economic

activities which are carried out are cultivation of fruits, maize, beans, coffee and bananas and

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trading activities which are taking place in Tengeru market, Kikatiti, Ngarananyuki and Usa-

River per week.

The area was chosen due to its easy accessibility for the researcher. Another criterion for select-

ing these schools was due to the time constraints.

3.4 Population of the Study and Sampling Techniques

3.4.1 Population of the Study

The researcher included students, science teachers, heads of school and education officer for

providing information in order to achieve intended goals. Also this study included the respond-

ents from two secondary schools which were Poli secondary school and Tengeru boys’ second-

ary school.

3.4.2 Sample size

The study involved 40 students from the two schools, 20 male and 20 female. Also from each

school the study included science teachers and heads of school. Also the education officer of

Meru district was involved. This made the total number of the respondents to be fifty (50).

3.4.3 Sampling techniques

Sampling is critical in determining the generality of survey results, the manner in which the in-

vestigator selectively observes behavior can limit the usefulness of the data collected. Thus re-

searchers should specify in advance, the timing and number of observations within a specified

context. If sampling is sufficiently precise, it can approximate the control obtained from experi-

mental research (Altmann, 1973).So, this has the ability to provide information concerning im-

portant events that would be missed by time sampling.

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Additionally, since these events are frequent, the observer can engage in other activities while

waiting for the critical event to occur. Another advantage of sampling is that, the event chosen to

observe is seen in its entirety and thus the continuity of an event is preserved and this technique

has the advantage of providing a more representative sample (Stuart 1959).

Kothari (2004) says a sample is the population which is less than a total population of a certain

phenomena, hence sampling is the process of obtaining information about an entire population

by examining only a part of it.

The study used simple random sampling whereby numbers were written on sheets of paper and

thrown into box. The respondents who were students and teachers were selected after picking up

the pieces of paper from the box which had the numbers ear marked by the researcher. Heads of

school and education officer were selected through quota sampling. Also it is considered as a fair

way of selecting a sample from given population since every member is given equal opportunity

of being selected.

3.5 Methods of data collection

To gather information about the views of students, science teachers, heads of school and educa-

tion officer, a variety of tools were used in qualitative research (Cohen, Manion and Marrison,

2007). Observation, interview and questionnaire are the instruments which were used in data

collection. The instruments were used to assess competence, what teachers know about perfor-

mance, what teachers do and teacher effectiveness, and what education officers do.

3.5.1 Questionnaire

Is the written set of questions which you give to a large number of people in order to collect in-

formation (Longman Dictionary, 1978).

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The researcher used open-ended and closed -ended questionnaires to collect data; the respond-

ents of this method were teachers and students. Also The importance of this tool is where the

respondents may have greater confidence in their anonymity and thus free to express views they

fear might be disapproved or might get them into trouble, but if a questionnaire is presented as

anonymous and there is no apparent identifying of information, the respondents may feel greater

confidence that their replies will not be identified as coming from them (Stuart 1959).

3.5.2 Interview

Is a formal meeting at which someone is asked questions in order to find out whether they are

suitable for a job, course of the study (Longman Dictionary 1978).

The researcher used this tool to the science teachers, students, heads of school and education

officer. Also this method is useful for collecting primary data, but in this research there were

structured interview and unstructured interview. Interviews can be used with almost all segments

of the population, in fact, in contrast with the questionnaire; a frequent problem in interviewing

is that of limiting the responses of the verbose individual. Another advantage of interview is

greater sensitivity to misunderstanding by respondents, in an interview there is the possibility of

making sure that questions are understood before the responses to them are recorded. The inter-

view is the appropriate technique for revealing information about complex, emotionally laden

subjects or for probing the sentiments that may underlie an expressed opinion (Stuart 1959).

3.5.3 Observation

Observational method is the selection, provocation, recording and encoding of that set of behav-

iors and setting concerning organisms which are consistent with empirical aims (Karl weick

1968p.360).

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The researcher observed the exercise books in each secondary school and assessed students’ per-

formance in daily class work, availability of necessary materials in the library for science stu-

dents, presence of laboratories, in order to obtain more information on students’ performance.

One of the major reasons for using observational method is that, it can tell the researcher a great

deal about behavior which has been neglected by most social sciences (Baker 1968; Willems and

Raush 1969).In contrast the physical sciences have descriptive handbooks of the phenomena they

study. Chemistry has descriptive data concerning the properties of the chemical; biology devotes

considerable resources to providing descriptions of fauna and flora. Barker’s conclusion was that

researchers can often be led to investigate a phenomenon that may not exist or may be of little

importance outside the laboratory. Another advantage to observational method is that, an indi-

vidual using this method records ongoing behavior as it occurs in certain situations.

3.6 Data Analysis Procedure

Kothari (1990) spelt that data analysis is the general way in which a number of closely related

operations are performed with the purpose of summarizing the data collected

Mwamwenda S.S (2004), says, the process of data analysis involves making sense out of text and

image data. It involves preparing the data for analysis, conducting different analysis, moving

deeper into understanding of the data, representing the data and making an interpretation of the

larger meaning of the data

In the study, the data analyses were both quantitative and qualitative procedures. This process

used content analysis, recording, classifying data, and grouping. The descriptions were made

through the tables, and percentage, which enabled the researcher to draw the inferences. Also

Statistical package for science subjects was used for data analysis.

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The reason of selecting qualitative procedure was, at first the data appeared to be mass confus-

ing, unrelated accounts but through this procedure by studying and coding, the research began to

create order. Also it helps the data to look deeper than analyzing ranks and counts by recording

attitudes, feelings and behavior, it creates the openness that encourages the people to expand on

their responses to open up new topic areas not initially considered, stimulates the individual ex-

periences.

Quantitative procedure was used in collecting the data to make sense of the responses. It enabled

the researcher to make sense of data by organizing, summarizing them, doing exploratory analy-

sis and communicating the meaning to others by presenting data as tables and summary statistics.

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CHAPTER FOUR

4.0 DATA ANALYSIS, INTERPRETATION AND DISCUSSION

4.1 Introduction

The purpose of this study was to assess the influence of infrastructure on the performance of sci-

ence students in their studies in secondary schools. The findings were obtained from different

respondents categorized as 40 students, 7 science subject teachers, 2 heads of school and 1 dis-

trict education officer which made a total number of 50 respondents.

Data were collected accordingly by using Questionnaires, open ended interviews, then were ana-

lyzed regarding the objectives of the study. Also the data were quantitatively and qualitatively

processed. The researcher tabulated the quantifiable data in order to see how the collected infor-

mation varied numerically. Therefore qualitative data were analyzed regarding the objectives of

the study. Those data were collected from two different schools within different geographical

locations, namely Poli secondary school and Tengeru Boys’ secondary school.

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Table 3 Total number of respondents involved in the study

LEVEL POLI SECONDARY SCHOOL TENGERU BOYS’ SECONDARY SCHOOL

BOYS GIRLS SCIENCE

TEACHERS

HEAD

OF

SCHOOL

BOYS GIRLS SCIENCE

TEACHERS

HEAD

OF

SCHOOL

DISTRICT

EDUCA-

TION OF-

FICER

FORM

II

4 1 1 1 8 - 6 1 1

FORM

III

1 5 6 -

FORM

IV

5 4 6 -

TOTAL 10 10 1 1 20 - 6 1 1

GRAND TOTAL: 50

SOURCE: Field data 2014

The table above (Table 3) shows the total number of respondents. The selection of number of

respondents considered the total number of science students and science teachers in the schools.

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4.2 Challenges facing students in the process of learning science subjects

The research objective sought to find out various challenges which students face in learning sci-

ence subjects. The table below shows the responses.

Table 4.Challenges students face in learning science subjects.

RESPONCES TOTAL YES % NO %

Shortage of learning materials 49 36 74 13 26.5

Poor ideology from parents 40 5 12.5 35 87.5

Shortage of science teachers 50 50 100 0 0

Absence of laboratories 50 45 90 5 10

Overloading of periods per teacher 10 10 100 0 0

poor competence of science teachers 42 37 88 5 12

poor correlation between science sub 10 7 100 0 0ejects,students and number of science-teachers

Table 4 above shows various challenges students face in learning science subjects as pointed out

by respondents. Most of the respondents commented that there is big shortage of learning mate-

rials of science subjects in most of the schools such as text books and reference books, according

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to the data 73% commented on shortage of science materials which results to poor academic per-

formance.

Poor ideology from parents, according to the data collected 12% of respondents identified this

point. One student from Tengeru boys’ secondary school commented that “Negative ideologies

from our elders is the problem which discourages science and that, science subjects are difficult”.

Shortage of science teachers, 100% of respondents commented that shortage of science teachers

in their schools is the big problem, through interview District Education Officer commented that

“We borrow science teachers from other schools also sometimes we take form six science stu-

dents to teach the ordinary level science students”. One of form four students from Poli second-

ary school commented that “There is only one teacher of science in our school and when we

were in form three (2013) we weren’t taught physics subject”. Therefore, shortage of science

teachers was revealed to be a big problem in most of the schools.

Lack of laboratories, 90% of respondents commented that, there is lack of laboratories in their

schools which results in poor academic performance in science subjects.

Overloading of science periods per one science teacher,100% of the respondents commended

that, most of science periods are not proportional with the available number of science teachers,

as a result one teacher can take 30 periods and above per week, which is not allowed, so this in-

fluences poor academic performance in science subjects in most of the schools because some-

times science teachers fail to plan lessons and use proper scheme of work, even the students fail

to understand the lessons well due to poor preparation of teachers which is caused by the short-

age of time for preparation of lessons and lager number of periods.

P a g e | 21

Competence of science teachers, 88% of respondents said competence of science teachers is poor

especially in physics and mathematics subjects, the head of school of Poli secondary school

commented that “Most teachers are not competent in Mathematics and physics but teachers who

teach chemistry and biology have good experience in teaching”.

Poor correlation between science students, science subjects, and number of science teachers,

100% of the respondents argued that most of science subjects have one teacher who teaches in all

classes which does not correlate with the number of science students, as a result there is over-

loading of science periods per teacher in secondary schools.

The researcher also observed some of the problems as stipulated by district education officer,

heads of school, and students including shortage of teaching and learning materials, lack of pro-

fessional science teachers, absence of laboratories, poor environmental condition of teachers as

well as students. All these hinder the effectiveness of science development in Tanzania.

4.3 How infrastructure influences students’ participation and performance in science

subjects

Table 5: Responses on influence of infrastructure

ITEARM TOTAL RESPONDENTS YES % NO %

Presence of laboratories 49 - - 49 100Presence of libraries 49 10 20 39 80Presence of hostels 49 20 41 29 59

Source: Field data 2014

80% of the respondents affirmed that, absence of library leads to poor performance of the science

students due to lack of books for teaching and learning and good place for students to do prepa-

ration. Also 100% of the respondents through interviews suggested that, laboratories should be

constructed in order to ensure theoretical and practical learning. This will enhance good memori-

P a g e | 22

zation to students leading to better performance. 59% of the respondents commented that,

schools have shortage of hostels, so most of the students stay with their parents where the envi-

ronment is not condusive for studying, which finally leads to poor academic performance espe-

cially in science subjects.

Therefore, the researcher confirmed that, good infrastructure influences good academic perfor-

mance, such as presence of laboratories and library if managed and used effectively. This were

the reasons and arguments from respondents like heads of school, science students, education

officer and science teachers

Table 6: Responses on participation of government and educational stakeholders

STUDENTS RESPONSES

YES % NO %

Support of education facilities 0 0 40 100

TEACHERS

Meetings for improvement of performance 1 14.3 6 85.7

EDUCATION OFFICER

Facilitation of science workshops and seminars 1 100 0 0

Source: Field data 2014

According to the data shown above 100% of students commented that, government and educa-

tional stakeholders do not provide any support for purchasing educational facilities, 85.7% the

government and educational stakeholders do not conduct meetings with science teachers for im-

proving performance but 100% said that the government and educational stakeholders facilitate

science workshops and seminars. Therefore, researcher conformed that the government and edu-

P a g e | 23

cational stakeholders do not participate in attempts for academic improvement through support-

ing provision of educational facilities and conducting meetings for science teachers for im-

provement of performance of science subjects in secondary schools.

4.4 Ways which can be used to improve the performance of students in science subjects

In this study the development of science subjects was the targeted aspect, District Education Of-

ficer, heads of school, science teachers and science students suggested that, in order to develop

science subjects the following ways should be used:

The government should train more science teachers, the communities and government should

construct enough laboratories in secondary schools, Ministry of Education and Vocational Train-

ing should encourage students to specialize in science subjects from ordinary level up to higher

level of education, the government should provide good salaries to influence more teachers to

take science subjects when they are in colleges, provide enough science teaching and learning

materials in secondary schools. Science teachers should be provided allowances and other fringe

benefits like good houses and refreshing seminars so as to motivate them to teach effectively and

encourage others to study science subjects, good cooperation among teachers, students, and par-

ents so as to help students to develop positive attitude about science subjects.

Generally, according to the data shown in literature review and the data collected among the se-

lected schools, infrastructure influence includes shortage of science teachers, lack of qualified

science teachers, shortage of teaching and learning materials and poor learning environments.

P a g e | 24

CHAPTER FIVE

5.0 SUMMARY, COCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter gives a summary, conclusion and recommendations for improvement.

5.2 SUMMARY

This study was about “influence of infrastructure on the performance of science students in their

studies. The findings obtained correlated with the objectives of the study, showing that poor in-

frastructure in schools affects students academic performance. This includes shortage of learning

materials, poor ideology from parents, lack of laboratories, overloading of science periods, poor

competence of science teachers and poor correlation between science students, science subjects

and number of science teachers. Also the researcher observed poor environmental condition of

teachers as well as students and absence of professional science teachers.

5.3 CONCLUSION

The findings show that, there is shortage of science teachers in secondary schools, shortage of

teaching and learning facilities, poor ratio between science teachers and students per each sci-

ence subject. This shows that there is less training of science teachers in colleges and universities

which needs rectification. This affects the academic performance of students.

The government also is the main cause that influences poor academic performance in science

subjects because there are many schools which have been established in every ward and have

many students without enough teachers, laboratories, teaching and learning materials. Therefore,

in order to develop science subjects in Tanzania the government and educational stakeholders

P a g e | 25

should have good policies especially in science subjects for the future achievement of the socie-

ty.

5.4 RECOMMENDATIONS

Having seen the nature of the problem and how it affects science students’ academic perfor-

mance and their future life, the researcher advances several suggestions which should be consid-

ered and observed by the educationists and stakeholders. The recommendations could be useful

to different groups including Ministry of Education and Vocational Training, teachers and par-

ents.

5.4.1 To Ministry of Education and Vocational Training

The government through Ministry of Education and Vocational Training should ensure that, bet-

ter and satisfactory teaching and learning materials are available so as to motivate students, also

ensure that all teachers who are posted to teach in secondary schools are well trained and are

morally good so as to be role models to their students.

Moreover, the government should be serious on the issues pertaining to school text books avail-

ability especially science books and other science materials because this is one of the priorities of

the Educational and Training Policy (1995).Also the government should advise the owners of

private schools to introduce science subjects’ combinations in their schools.

5.4.2 To parents

Parents should cooperate with teachers in advising their children to learn science subjects, also

should provide basic needs to their children like school fees, learning materials which will help

to improve the learning environment for better academic performance.

P a g e | 26

5.4.3 To teachers

Teachers should always prepare well prior to teaching so as to motivate their learners in order to

perform well in their examinations.

P a g e | 27

REFERENCES

Barker, R. G. (1968).Ecological psychology: concepts and methods for studying the environment

of human behavior, Stanford, Calif: Stanford University Press.

Chonjo, P. N. (1995). Science Education In Secondary Schools. Dares salaam Press.

Cohen, L. Manion, L. & Morrison, K. (2007).Research Methods in Education, 6thEdition.Rout

ledge, Abingdon.

Galabawa, J. C. (2000). The Quality of Education in Tanzania. University of

Dare salaam.

Kothari, C. R. (1990). Research Methodology, New Age International (P) Limited, New Delhi.

Kirishnaswami, O. & Ranganatham, M. (2005).Methodology of Research In Social Sciences,

Publishing house, Himalaya Press.

Longman Dictionary of contemporary English. (1978). Press China.

Lyons, T. (2005).Different countries, same science classes: International Journal of Science

Education. Retried from http://Research.acer.edu.au.aer/3

Mark, H. (2004). (UNESCO), Need Assessment study of Tanzania’s science Education.

.

P a g e | 28

Ministry of Science, Technology and Higher Education. (2003). Science sub master plan (2003-

2018).Dares salaam University Press.

Mwamwenda, S.S. (2004). Education Psychology, South Africa, Heinemann Higher and Further

Education Publishers Ltd.

NECTA, (2011).National Examination Council of Tanzania.

Osaki, K. M. (2007). The Challenge of science and mathematics Education in Tanzania. Dar es

Salaam Press.

Speering, W. & Rennie, L. (1996).Students Perceptions about Science. The impact of transition

from primary to secondary schools. Retrieved from http:/ Research.Acer.Edu. Au. Aer/3.

Stuart, W. Cook. (1959). Research Methods In Social Relations. U.S.A Press.

The world Book Encyclopedia. (1972). Volume 16.Press U.S.A.

UNESCO.(2009). Need Assessment study of Tanzania’s science Education. Retrieved from

http:/www.esrftz.Org.

United Republic of Tanzania.(2010). Basic Education Statistics In Tanzania. Best

National data. Ministry of Education and Vocational Training, Dares salaam.

Willems & Raush, H. (1969). Naturalistic View Point In Psychological Research. New York.

P a g e | 29

APPENDICES

APPENDIX A

QUESTIONNAIRE FOR STUDENTS

Dear student,

My name is SIMON S. FUZU, from Tumaini University Makumira. I am studying

Bachelor of Arts with Education. The purpose of this questionnaire is to find out the INFLU-

ENCE OF INFRASTRUCTURE ON THE PERFORMANCE OF SCIENCE STUDENTS

IN THEIR STUDIES INSECONDARY SCHOOLS. This is an education study and it has

nothing to do with your private matters. I request you to participate in this study because you will

be contributing much valuable information that will help in solving the problems, which affect

the academic performance of science students. All information will be confidentially kept and

used for academic purpose only.

INSTRUCTIONS

i) I kindly request you to put a tick (√) against the appropriate responses

ii) Write short statements in the space provided

iii) Do not write your name.

Name of school -----------------------------------------------------------------------------------------------

Ward-------------------------District--------------------------Region ------------------------------------

Sex -------------------------------------------Class/Form--------------------------------------------------

Date ----------------------------------------------------------------------

P a g e | 30

1. What are the challenges facing you in the process of learning science subjects at your school?

i)----------------------------------------------------------------------------------------------------------------

ii)---------------------------------------------------------------------------------------------------------------

2. Do you have enough materials for learning science subjects in your school?

Yes ( ) No ( )

3. Do you have your own science text books?

Yes ( ) No ( )

4. Do you think students who study other subjects have better performance compared to science

students?

Yes ( ) No ( )

If no, why--------------------------------------------------------------------------------------------------------

5. What effects does poor academic performance in science subjects in secondary schools have?

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------

6. Which factors do you think are the major causes of the poor performance in science subjects in

secondary schools?

i) Community ( )

ii) Students ( )

P a g e | 31

iii) Government ( )

iv) School/teachers ( )

7. Do the stakeholders and government support you with learning materials and other needs?

Yes ( ) No ( )

8. What, if any, are the greatest obstacles that hinder you from very well in science subjects?

---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------

9. Suggest the strategies which you think should be taken to solve the problem of poor perfor-

mance in the science subjects in secondary schools.-------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------------------------

Thank you for your cooperation.

P a g e | 32

APPENDIX B

QUESTIONNAIRE FOR TEACHERS

Dear teacher,

My name is SIMON S. FUZU, from Tumaini University Makumira. I am studying Bach-

elor of Arts with Education. The purpose of this questionnaire is to find out the INFLUENCE

OF INFRASTRUCTURE ON THE PERFORMANCE OF SCIENCE STUDENTS IN

THEIR STUDIES IN SECONDARY SCHOOLS. This is an education study and it has noth-

ing to do with your private matters. I request you to participate in this study because you will be

contributing much valuable information that will help in solving the problems, which affect the

academic performance of science students. All information will be confidentially kept and used

for academic purpose only.

INSTRUCTIONS

i) I kindly request you to put a tick (√) against the appropriate responses

ii) Write short statements in the space provided

1. What are the academic performances of science students?

Good ( ) poor ( )

2. What factors might be causing poor performance of science students in science subjects in

schools?----------------------------------------------------------------------------------------------------------

3. Do teachers who teach other subjects have better performance academically compared to those

who teach science subjects in the class?

P a g e | 33

Yes ( ) No ( )

If yes, why?------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

If no, why?-------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

3. Do you have meetings with education stakeholders to discuss various matters concerning sci-

ence students and teachers who teach science subjects in schools?

Yes ( ) No ( )

If yes, how often?-----------------------------------------------------------------------------------------------

If no, what do you do to solve the problems?---------------------------------------------------------------

4. Suggest the ways that education stakeholders should take to reduce the problem of science

teachers and to increase the good performance of science students in schools.

i) School------------------------------------------------------------------------------------------------------

ii) Community-----------------------------------------------------------------------------------------------

iii) Students-------------------------------------------------------------------------------------------------

iv) Government----------------------------------------------------------------------------------------------

v) Parents---------------------------------------------------------------------------------------------

Thank you for your cooperation

P a g e | 34

APPENDIX C

INTERVIEW GUIDE QUESTIONS FOR THE STUDENTS

Students’ information

Class; form----------------------------------

Sex; -------------------------------------

1. What do you think are the reasons for students to fail in their science subjects in secondary

schools?

2. What are the problems facing science students in your school?

3. As a student, what do you need the government to do in order to influence good performance

of science students in your school?

4. What is your advice to your fellow students, teachers, parents and community in general con-

cerning poor performance of science students and improvement of academic performance in your

school?

Thank you for your cooperation.

P a g e | 35

APPENDIX D

INTERVIEW GUIDE QUESTIONS FOR TEACHERS

Interview guide for teachers that will guide the researcher are;

1. What do you think can be the reasons for shortage of science teachers in secondary schools?

2. What problems are facing science students in their academic development?

3. Do you think the shortage of materials for science subjects has an impact on students’ academ-

ic performance? How?

4. Do you have good ratio between science teachers and science students in the school?

5. As a teacher, what do you think can be done to solve the problem of shortage of science teach-

ers and science materials in schools?

6. What is the academic performance of science students in your school?

Thank you for your cooperation

P a g e | 36

APPENDIX E

INTERVEIW FOR HEADS OF SCHOOL

1. Do you have enough facilities for science subjects in your school?

2. Do you have enough science teachers in your school?

3. What problems do you experience from your science teachers in your school?

4. Suggest the ways that should be taken to reduce the problem of scarcity of science teachers

and to increase the good performance of science students in your school.

Thank you for your cooperation

P a g e | 37

APPENDIX F

INTERVIEW FOR EDUCATION OFFICER

1. Do you facilitate science workshops and seminars to your science teachers in your district?

If NO, why?

2. Do you motivate science students who are doing well in their examinations?

3. What problems do you experience from the shortage of science teachers in your district?

4. What steps have you taken to reduce the problem of shortage of science teachers and failure of

science students in your district?

If NO, Why?

5. What solutions can be used to solve the problem?

Thank you for your cooperation