FACTORS AFFECTING PROVISION OF QUALITY EDUCATION IN

PUBLIC PRIMARY SCHOOLS IN MSALALA COUNCIL SHINYANGA

REGION

GLADNESS KAMPA

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MONITORING AND

EVALUATION OF THE OPEN UNIVERSITY OF TANZANIA

2017

CERTIFICATION

The undersigned certifies that he has read and hereby recommends for acceptance by

the Open University of Tanzania, a dissertation titled: “Factors Affecting Provision

of Quality Education in Public Primary Schools in Msalala Council Shinyanga

Region” area in partial fulfilment of the requirements for the Master’s Degree of

Monitoring and Evaluation.

……………………........................

Dr. Harieth Mtae

(Supervisor)

………………………….

Date

ii

COPYRIGHT

No part of this dissertation may be reproduced, stored in any retrieval system or

transmitted in any form by means, electronic, mechanical photocopying, recording or

otherwise without prior written permission of the author or the Open University of

Tanzania in that behalf.

iii

DECLARATION

I, Gladness Kampa, do hereby declare that this research is my original work and has

never been presented to any institution or University for the award of Degree or

Diploma. In addition, all sources that I have used and quoted have been indicated

and acknowledged by means of full references.

...............................……………..

Signature

…………………………

Date

iv

DEDICATION

I dedicate this work to my Mother, because of her countless support made possible

for my education.

v

ACKNOWLEDGEMENT

I am taking this opportunity to thanks God for giving me this opportunity of studying

it’s because of his Mercies that am not consumed because of his compassion fail

not, they are new every morning great is thy faithfulness I was able to complete the

work. Preparing this research was not something easy, different people play a greater

role to make sure that I did, am taking this opportunity to extend my sincere

appreciation to my family especially my brother and aunt for being with me,

encourage me and pray for me in deed you’re the great people in my life.

My heart fully appreciations goes to my supervisor Dr. Harrieth Mtae, she did a

better Job to make sure this work is completed, thank you for being there for advice

and everything you did, to make sure that I finished the report. Also I knowledge

the assistance from all students especially Daniel Muzanye, Ayubu Nnko, Juliana

Ringo and Arusha centre people thank you for advice, your time and encouragement

I owe you for this. My sincere appreciation goes to all monitoring and evaluation

student from them I learn different things, like being a confident woman who can

stand by herself. I extend Appreciation to all the lecturers and the non-academic staff

at the Open University of Tanzania, especially monitoring and evaluation course for

their daily support during my course of study.

Finally I acknowledge the everybody who participate in this research especially

student, teachers, and DEO and all people who did something to make sure that I

finished this thank you so much for being there to help me to accomplish this work.

vi

ABSTRACT

A significant factor for development and basic human right for children,

communities and countries is education. Good education is a key factor in improving

the economic factors of a country. The Government of Tanzania made different

progress to make sure universal enrolment in primary school is achieved. In 2016 the

government started to implement the circular issued in 2015 about free education

from primary to secondary school level. The study focused on the Factors affecting

the provision of quality education in public primary school in Msalala Council,

Shinyanga region. The study involved both qualitative and quantitative methods.

Information was gathered from students, teachers, the District Education Officer and

head teachers from government primary school in Msalala Council. It involved a

total 120 respondents. Analysis was done by using Excel and statistical package for

social science statistics to get descriptive results as well as a certain association

between free education and quality of educations. According to the findings, public

primary schools in Msalala Council face different challenges like overcrowding in

classes, high enrolment especially in standard one due to an introduction of free

education, lack of enough teachers to teach student, lack of good physical resources

and lack of enough learning and teaching materials. In conclusion, implementing

free education in public primary schools with limited resources will never provide

quality education. It is recommended that the Government should make sure that

investment in education is well organised since quality education need all education

materials to be available in place ready for implementation. The government may

work closely with other education stakeholders, NGOs and international agencies so

that they can fill the gap that government failed to fill.

vii

TABLE OF CONTENTS

CERTIFICATION.....................................................................................................ii

COPYRIGHT............................................................................................................iii

DECLARATION.......................................................................................................iv

DEDICATION............................................................................................................v

ACKNOWLEDGEMENT........................................................................................vi

ABSTRACT..............................................................................................................vii

TABLE OF CONTENTS.......................................................................................viii

LIST OF TABLES..................................................................................................xiii

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

LIST OF ABBREVIATIONS..................................................................................xv

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

1.0 INTRODUCTION.......................................................................................1

1.1 Background Information................................................................................1

1.2 Statement of the Problem..............................................................................3

1.3 Research Objectives......................................................................................4

1.3.1 General Objective..........................................................................................4

1.3.2 Specific Objectives........................................................................................4

1.4 Research Questions........................................................................................4

1.5 Significance of the Study...............................................................................5

CHAPTER TWO........................................................................................................6

2.0 LITERATURE REVIEW....................................................................................6

2.1 Introduction...................................................................................................6

2.2 Definition of the Key Terms.........................................................................6

viii

2.2.1 Education.......................................................................................................6

2.2.2 Quality Education..........................................................................................6

2.2.3 Primary Education.........................................................................................8

2.3 History of Primary Education in Tanzania....................................................8

2.4 Theoretical Literature Review.....................................................................10

2.4.1 Behaviorism Theory....................................................................................10

2.5 Empirical Literature Review of the Study...................................................12

2.6 The Role Played by Teachers in Provision of Quality Education...............14

2.6.1 Headteachers Supervision...........................................................................14

2.6.2 Teachers with Good Qualification..............................................................16

2.7 Contribution of Physical Resources in Provision of Quality Education.....16

2.8 Challenges Facing Teachers and Student in Attainment of Quality

Education in Public Primary School...........................................................18

2.8.1 Challenges Facing Student..........................................................................18

2.8.2 Challenges Facing Teachers........................................................................18

2.9 Quality Education........................................................................................19

2.10 Conceptual Framework...............................................................................20

2.11 Summary.....................................................................................................21

CHAPTER THREE.................................................................................................23

3.0 RESEARCH METHODOLOGY......................................................................23

3.1 Overview of the Chapter.............................................................................23

3.2 Research Strategy........................................................................................23

3.2.1 Research Design..........................................................................................23

3.2.2 Research Population....................................................................................23

ix

3.2.3 Research Area.............................................................................................24

3.3 Research Approach.....................................................................................24

3.4 Sample and Sampling Method....................................................................24

3.4.1 Sample.........................................................................................................24

3.4.2 Sampling Method........................................................................................25

3.5 Data Collection Method and Instrument.....................................................26

3.5.1 Secondary Data...........................................................................................26

3.5.2 Primary Data...............................................................................................26

3.6 Validity and Reliability of the Study...........................................................27

3.6.1 Validity of the Study...................................................................................27

3.6.2 Reliability of the Study...............................................................................27

3.7 Data Analysis..............................................................................................28

3.8 Limitation of the Study...............................................................................28

CHAPTER FOUR....................................................................................................30

4.0 RESULTS AND DISCUSSIONS......................................................................30

4.1 Introduction.................................................................................................30

4.2 Demographic Information of the Respondent.............................................30

4.2.1 Age of Student.............................................................................................30

4.1.2 Respondents Gender....................................................................................31

4.1.3 Means of Getting to School.........................................................................31

4.1.4 Teacher’s Qualifications and Experience....................................................32

4.2 Contribution of Teaching and Learning Materials to Better

Learning of the Student...............................................................................33

4.2.1 Uses of Teaching and Learning Materials..................................................33

x

4.2.2 Access to Teaching Resources....................................................................34

4.2.3 Teaching and Learning Resources Availability..........................................35

4.3 The Role Played by Teachers in Provision Of Quality Education..............36

4.3.1 Head Teachers Supervision.........................................................................36

4.3.2 Teachers......................................................................................................38

4.3.2.1 Availability of Teachers..............................................................................38

4.3 Contribution of Physical Resources Towards Quality Education

Provision......................................................................................................39

4.3.1 Schools Infrastructures in Msalala Councils...............................................39

4.5 Challenges Faced by Students and Teachers in Attainment of

Quality Education in Public Primary School..............................................40

4.5.1 Challenges Faced by Student......................................................................40

4.5.2 School Curriculum......................................................................................41

4.5.3 Too Much Responsibilities to Girls............................................................42

4.5.4 Challenges Faced by Teachers....................................................................42

CHAPTER FIVE......................................................................................................44

5.0 CONCLUSION AND RECOMMENDATION...............................................44

5.1 Conclusion...................................................................................................44

5.1.1 Teaching and Learning Materials to Better Learning of the

Student.........................................................................................................44

5.1.2 Role Played by Teachers in Provision of Quality Education to

Pupils...........................................................................................................44

5.1.3 Physical Infrastructure and Facilities Contribution to Quality

Education Provision....................................................................................45

xi

5.1.4 The Challenges Faced by Teachers and Students.......................................45

5.3 Conclusion...................................................................................................46

5.2 Recommendation.........................................................................................46

REFERENCES.........................................................................................................48

APPENDICES..........................................................................................................52

xii

LIST OF TABLES

Table 1.1: Quality Education.......................................................................................7

Table 3.1: Sample Size Determination Table.............................................................25

Table 4.1: Age of Student..........................................................................................30

Table 4.2: Respondents Gender.................................................................................31

Table 4.3: Means of Getting to School......................................................................32

Table 4.4: Support Provided by Teachers..................................................................39

Table 4.5: Schools Infrastructures in Msalala Councils.............................................39

Table 4.6: Challenges Facing Teachers......................................................................43

xiii

LIST OF FIGURES

Figure 2.1: Conceptual Framework............................................................................21

Figure 4.1: Teachers Teaching Experience................................................................32

Figure 4.2: Teaching and Learning Resources Availability.......................................36

Figure 4.3: Class Supervision.....................................................................................37

Figure 4.4: Distance from Home to School...............................................................41

xiv

LIST OF ABBREVIATIONS

BEST Basic Education Statistics in Tanzania

BRN Big Results Now

DEO District Education Officer

ESDP Educational Sector Development Program

ESR Educational Self Reliance

MoEST Ministry of Education, Science and Technology

NECTA National Examination Council of Tanzania

NGOs Non- Governmental Organizations

PEDP Primary Education Development Plan

SDGs Sustainable Development Goals

TEA Tanzania Education Authority

TLM Teaching and Learning Materials

UNICEF United Nations Children Funds

UNESCO United Nations Scientific and Cultural Organization

UPE Universal Primary Education

URT United Republic of Tanzania

xv

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background Information

Tanzania is part of many international conventions and agreement regarding

improving the access, equity and quality of education. The country envisages to be a

nation whose his people are embedded with developmental mind set and

competitive spirit. Development Vision (2025) Developmental mind set and

competitive spirit will be developed through knowledge and education. Education in

Tanzania was prioritized since independence; The country uses 7-4-2 system which

means seven years in primary school, four years ordinary level and the 2 years for

advanced level. According to Education Policy of 1995 made enrolment and

attendance compulsory for children ages 7 to 13 years.

Tanzania government in Development Vision 2025 aim to provide quality education

and knowledge that will produce a nation with elevated level of education at all

levels, a nation which produce a quantity and quality of educated people sufficiently

equipped with the requisite knowledge to solve the society problem and meet the

challenges of development. Educational planners and economists have established a

positive link between primary school education and the learner’s ability to

participate effectively in nation building Manasi et al. (2014).

To develop a well and skilled society that can solve development challenges the

government make sure that all children get primary education, and in 2001 the

government abolish fees in primary school so that every child will be able to get

primary education and the elimination of school tuition fees is a strategy supported

1

by the World Bank and UNICEF to increase school enrolment and achieve

Universal Primary Education (UPE) Caroline and Katie (2012). According to

UNICEF 94 percent of children aged 7 to 13 years were enrolled in primary school

in 2011, compared with only 59 percent in 2000.

The objective of improving educational quality will be met by strengthening three

areas in Human Resources, the primary focus is on the in-service professional

development of the teacher, with complementary efforts focused on head teachers,

school committees, and training college tutors. With regards to Teaching and

Learning Resources, the emphasis is on textbooks and materials, the quality and

relevance of the curriculum, and the school environment (URT 2001). In November

27, 2015, the Tanzania government issued the Circular 5 which implement

Education and Training Policy of 2014 as well as implementation of directs public

bodies to ensure that primary education is free for all children. This includes the

removal of all forms of fees and contributions. The Circular reads:

“Provision of free education means pupils or students will not pay any fee or other contributions that were being provided by parents or guardians before the release of new circular”. However, whilst most fees are covered, including examination fees, some indirect costs will still remain. A Circular Number 3 of 2016 issued on 25th May 2016 by the Ministry of Education, Science and Technology (MoEST)states that the government shall offer free basic education from pre-primary to secondary education as part of the implementation of the Education and Training Policy 2014 (MoEST, 2016; Kapinga 2016).

However, study done by Otieno (2010) explain that the introduction of free

education the teachers are struggling to face today public primary school and how to

teach large class without adequate resources. Komba and Nkumbi (2008) found that

teachers in primary schools face several challenges while teaching. Overcrowded

2

classrooms, lack of relevant textbooks, lack of skills to handle certain topics in the

revised curricula and inability to handle pupils with special needs stand out as the

biggest challenges, while Salam (2015) study indicate that Teaching-learning

process requires appropriate approaches of teaching. Instructional resources which

are educational inputs are of vital importance to the teaching of any subject in the

school curriculum Likoko et al.(2013). Among the measures to improve the quality

of primary education, there is strong evidence that increasing the provision of

instructional materials, especially textbooks is among the most effective ways of

raising the quality of primary education Sifuna and Sawamura (2010).

1.2 Statement of the Problem

Education is a significant factor for economic development as well as basic human

right for children in any country or community. However, very few children in

developing countries have access to this fundamental and universal right. This has

resulted to the high illiteracy rate in developing countries and the poor development

conditions. It is a fact that good education is a key factor in improving the

economics of a country. Noting this the government of Tanzania adopted the new

Policy on Education in 2014, that emphasis on every child has right to get quality

primary education.

In 2001 Tanzania start to implement the system of free education in public primary

schools but parents pay amount of money for other operations activities in schools.

In 2016 Tanzania started to implement free Education Policy which means removal

of all forms of fees and contributions from Primary to Secondary education. This

aim at providing learning opportunities for all as addressed in Sustainable

3

Development Goals (SDGs) goal number 4. The introduction of this policy lead to

an increase of enrolment of standard one by 54.8% in 2016, BEST (2016).

The provision of fee free basic education responds to international and local policy

obligation, this motivate the researcher to do investigation if this system introduced

is capable in providing quality education and if no, what are the factors affecting the

provision of quality education in public primary school since Primary education is

the fundamental element of the educational pyramid (Zeb, 2004: Suleiman 2015)

1.3 Research Objectives

1.3.1 General Objective

The main objectives of this research is to assess the factors affecting the provision

of quality education in public primary education in Msalala council.

1.3.2 Specific Objectives

i. To analyse how teaching and learning materials contribute to better learning of

the student

ii. To assess the role played by teachers in provision of quality education to pupils

iii. To analyse how physical infrastructure and facilities contribute to quality

education provision.

iv. To identify the challenges faced by teachers and student in public primary

schools towards quality education attainment

1.4 Research Questions

i. How do the teaching and learning materials contribute to better learning of the

student?

4

ii. What are roles played by teachers in quality education provision?

iii. Does good physical infrastructure and facilities contribute to quality

education provision?

iv. What are the challenges facing student and teachers towards attainment of

quality education?

1.5 Significance of the Study

This study will provide valuable information to different stakeholders, as it will

provide more information, about the factor affecting the provision of quality

education in public primary schools therefore the study will be used to get the

insight about that sector. Moreover, the findings will help the government,

education stakeholders, international agencies and NGOs to know how they can

improve provision of quality education in public primary schools. Not only that the

study will be an additional materials in empirical literature review especially in

primary schools.

5

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

The overview of this chapter is providing more information of the literatures cited

from various sources. Chapter consist of definitions of the key terms, theoretical

literature used, empirical literature review means vivid example from different

writers and conceptual framework of the research.

2.2 Definition of the Key Terms

2.2.1 Education

Education policy of 1995, define education as a process in which an individual

acquires knowledge and skills necessary for appreciating and adapting the

environment and ever changing social, political and economic condition of society

has means by which one can realize full potential. It provides desirable and

worthwhile broad and in the depth modes of thought, skills, attitude and

understanding needed for the full development of the human thinking and actions.

Education according to (Coombs, 1970; Likoko et al. 2013) consist of two

components, these two components are input and output, inputs consist of materials

resources and human and output are goals and outcome of educational process.

Education is a critical need, since via education revolution advancement of the

nation may happen.

2.2.2 Quality Education

Quality education is a volatile terminology that changes over time; it is impossible

to define for it has no fixed definition. (Leu and Price-Rom 2005;Modi 2015)

6

remarked that despite the prominence of “quality” as the motivating factor for

educational planning and success, “quality” is used in a detached way, leaving the

vision of quality in education embedded within country policies and interests.

Achieving the quality education has become crucial strategic development in

developing countries, while the concept of quality and its priorities indicators may

differ from country to country Oduro (2008) In order to raise the quality of

education, its efficiency and productivity, better learning materials and resources are

needed. (Knezewich 1975; Likokoet al. 2013). UNICEF recognizes five dimensions

of quality: the learners, the environments, content, processes and outcomes, founded

on the rights of the whole child, and all children, to survival, protection,

development and participation (UNICEF, 2000; UNESCO, 2005; Oduro et al. 2008)

Underpinning UNESCO quality education framework is a fourfold principle of

learning (Delors 1996; Oduro et al. 2008) as illustrated in Table 1.1.

Table 1.1: Quality Education

Type Principle Learning to know Acknowledging that quality learning provides

opportunities for learners to build their ownknowledge daily combining indigenous andexternal elements

Learning to do Opportunities for learners to apply what theylearn

Learning to live together Developing in learner’s attitudes free fromdiscrimination, where all have equal opportunities to develop themselves, theirfamilies and their communities

Learning to develop skills Emphasis on skills required for developingindividuals’ full potential

Source: Adapted from Delors 1996; Oduro et al. 2008.

7

2.2.3 Primary Education

Education especially primary education is considered most important stage on

which the entire structure of future social, cultural and economic development is

raised (Govt. of Pakistan, 2002; Suleiman 2015). It is a main delivery for the basic

education of the children outside the family. The language of instruction in primary

school is Kiswahili and the primary education last seven years and end up with

primary leaving examination.

2.3 History of Primary Education in Tanzania

Tanzania was under colonialism until she gets her independence in 1961 from

British, the country before were called Tanganyika and not Tanzania, the name

come from the combination of two countries Zanzibar and Tanganyika in 26 th April

1964., after independence the country commit herself to provide basic education for

all. The main aim of giving education for all is to provide the Tanzanians with

concrete and reliable basis for self-reliant life. According to education policy of

1995 the government passed the education Act in 1962 to regulate the provision of

education the Act intends to abolish racial discrimination in education, promote the

uses of Kiswahili and English as a media of instructions and to make community

members to be responsible for the construction of primary schools and provision of

primary education since primary education was regarded as a guaranteed to all

Tanzanians.

Despite of these changes there is no significant changes in goals and objectives of

education until 1967 when the philosophy of education for self-reliance (ESR) was

introduced to guide and the planning and practice of education. The philosophy

8

emphasized of the need of the new curriculum in order to integrate theory with

acquisition of practical life skills. Between 1967- 1978 the government took several

activities and enacted several laws in order to legalize action taken as a result of

Arusha Declaration and ESR. One of the actions is introduction of Universal

primary education (UPE) in 1974 and this is where primary education was made

terminal reflect the need of the country.

The education Act no 25 of 1978 was passed to legalized the education changes that

was introduced between 1967 and 1978 the legal changes include the making

primary education enrolment and attendance as compulsory for children aged 7 to

13 years. According to Chonjo (1994) there were 9947 primary schools in 1981

compare to 4133 primary schools in 1973 which is double figure the of primary

school in 10 years, this rapid expansion occurs because of the initiatives introduced

like UPE and the Musoma Declaration. In 1981 a Presidential Commission on

Education was appointed to review the existing system of education and propose the

necessary to be realized by the country towards the year 2000.

In 2001 the country establish education fund act were the main purpose is to

improve the education quality in Part 1 section 4 subsection 3 the monies deposited

in the Fund shall be used for the purposes of improvement of the quality, access to

and equality of education at all educational levels. The act also establish the

Tanzania education authority (TEA) which has the functions, amongst others, to:

secure adequate and stable financing of education; advise the Government on new

sources of revenue; raise the quality of education and increase access and equality;

and promote education and training according to needs within the framework of

9

overall national socio-economic development plans and policies right to education

project (2015).

Moreover, in 2001 Tanzania implemented the Primary Education Development

Program (PEDP) phase one and eliminated public school fees in order to increase

access to primary education Caroline and Katie (2012). And second phase started in

2007 ended in 2011 It was launched in order to address the key challenges that

remained after PEDP in realizing universal free and compulsory education. Its

targets included: expand and improve early childhood care and education; to ensure

that everyone, including marginalized groups such as girls, persons with disabilities,

and ethnic minorities, have access to free and compulsory education by 2015;

improve adult literacy; and ensure that the school environment is free from violence

and gender discrimination RTE (2015) different program have introduce to help the

improvement of primary education like big result now (BRN) and in 2015 President

Kikwete launch new education policy that support the remove of every contribution

in primary schools to make sure all student get primary education and government

Circular No.5 specified that “provision of free education means pupils or students

will not pay any fee or other contributions that were being provided by parents or

guardians before the release of new circular Taylor (2016)

2.4 Theoretical Literature Review

2.4.1 Behaviorism Theory

The ultimate role of a theory is to allow for reliable prediction (Richey, 1986;

Ertmer and Newby 2013) behaviourism theory refer to a psychological approach

which emphasises scientific and objective methods of investigations. The theory is

10

primarily concerned with observable and measurable aspect of human behaviour

Brown (2014).

Behaviour is forming through positive reinforcement or negative reinforcement.

Behaviourist have long been employed in education to promote behaviour that

desirable and discourage, in education they effectively adopted this system of

rewards and punishments in their classrooms by rewarding desired behaviours and

punishing inappropriate ones. Behaviourism equates learning with changes in either

the form or frequency of observable performance. Learning is accomplished when a

proper response is demonstrated following the presentation of a specific

environmental stimulus. For example, when presented with a math flashcard

showing the equation “2 + 4 =?” the learner replies with the answer of “6.” Ermet

and Newby (2013). Behaviourism is based on three assumptions common to most of

the theorists (Pavlov, Thorndike, Skinner, Bandura and others). The three

assumptions central to explaining the learning process hold that (1) learning is a

change in behaviour; (2) the environment (stimulus) shapes behaviour; and (3) the

closeness in time for occurrence of event creates a firm bond. Behaviourism focuses

mainly on the objectively observable aspects of learning Nsamenang and Nchombe

(2011)

2.4.1.1 Factor Influence Learning

In learning the behaviourist consider learner and environmental factors important,

but environment received great emphasis, Behaviourists assess the learners to

determine at what point to begin instruction as well as to determine which reinforces

are most effective for a particular student. The most critical factor, however, is the

11

arrangement of stimuli and consequences within the environment Ertmer and

Newby (2013).

2.4.1.2 Importance of Behaviourist Theory in Classroom

Using behaviourist theory in classroom can be rewarded to teachers and students.

Behavioural change occurs for a reason; students work for things that bring them

positive feelings, and for approval from people they admire. They change

behaviours to satisfy the desires they have learned to value. They generally avoid

behaviours they associate with unpleasantness and develop habitual behaviours

from those that are repeated often (Parkay and Hass 2000; Brown 2014).

Behaviourist learning theory is not only important in achieving desired behaviour in

mainstream education; special education teachers have classroom behaviour

modification plans to implement for their students. These plans assure success for

these students in and out of school Brown (2014).

2.5 Empirical Literature Review of the Study

Contribution of teaching and learning materials in better learning of the students;

Different things lead to good quality education one of the input to quality education

is to have high quality learning and teaching materials available to students and

teachers Kihuria (2015). Teaching and learning are both complementary to each

other (Ibid) where quality teaching is essential for quality learning Salam (2015).

The teaching and learning process require good approach of teaching, the teachers

should know exactly which strategy is better for a student in learning process Salam

(2015). Material resources include textbooks, charts, and maps, audio visual and

electronic instructional materials such as radio, tape recorder, television and video

12

tape recorder, other category of material resources consist of paper supplies and

writing materials such as pens, eraser, exercise books, crayon, chalk, drawing

books, notebooks, pencil, ruler, slate, workbooks and so on (Atkinson 2000; Likoko

et al.2013).

The availability of teaching aids/resources in schools is ranked among factors that

influence performance in national exams, Muriira et al. (2014). The scarcity of

learning materials in the classroom is the most serious impediment to educational

effectiveness in most African countries Sifuna and Sawamura (2010) most of the

public school in Kenya are critically shortage of text books and other reading

materials, most of public primary schools shares text books sometimes in ratio to

one to three and in extreme cases only teacher has a text book where he copy the

notice from the book to the blackboard Kihuria (2015).

According to the study done by Muriira et al. (2014) on the impact of teaching/

learning resources on student performance, explained performance in school is

actually affected by lack of adequate physical facilities and teaching aids which

many schools lack. In Kenya, a study done by Oketch, et al. (2008) to explore

pupils’ school mobility in Urban Kenya showed that availability of teaching-

learning materials in schools influenced the decisions of most parents to transfer

their children from public to private primary schools while primary schools of

Rwanda in general, it is very clear that public primary schools do not have enough

means in terms of money to buy the required instructional materials Nzabihimana

(2010).

13

Otieno (2014) has indicated that for effective teaching and learning, textbook and

resource materials are basic tools, their absence or inadequacy makes teachers

handle subjects in an abstract manner, portraying it a dry and non-exciting. The

availability or non-availability of facilities and their adequacy in schools have an

effect on the academic performance of pupils in primary schools, this is in

agreement with some educationalists who believe that teaching materials facilitate

teaching and learning activities, which result in effective teaching and improve

academic performance Nzabihimana (2010).

2.6 The Role Played by Teachers in Provision of Quality Education

Teachers are human resources in schools, According to Otieno (2014), human

resource refers to personnel or a workforce of an institution that Implements a

school program so as to meet set goals. In schools human resources are teachers

with good qualification, administrators and supervisor. Everybody has a role to play

to make sure that everything works to meet the goal, since the school need

appropriate personnel to plan for adequate instructional materials and physical

facilities to support educational effort Otieno (2014).

2.6.1 Headteachers Supervision

Head teacher is accountable for all that happens in the school. The head teacher has

a charge over a community of teachers and students and it is to him or her that

teachers and student look for guidance and direction Gladys (2013). The role of

supervision most of the time is done by head of the school, good supervision helps

in provision of quality education. The supervisor seeks to prevent the development

14

of potentially stressful situations, removes the worker from stress, reduces stress

impinging on the worker, and helps her adjust to stress Nzambi (2012). According

to Modi (2013) supervision ensure the educational policies and program are

implemented accordingly, the same as the head of the schools encourage and ensure

the teachers play their roles well in providing good and quality education.

Classrooms visit done by head teachers as a supervision strategy help the head to

understand what teachers are doing and to assess whether sound instruction has

been delivered and interact with teachers Nzambi (2012) According to the research

done in Taiwan by Wu et al(2013) study to find out the factor affecting quality

service in schools explain, Good supervision style within the school, cultivates a

spirit of cooperation and trust with clear system of rewards and penalties (Tong

2005; Wu et al. 2013). The way school governed influence the achievement of

quality education in school, according to Modi 2013 the school head organizes how

to carry out all the system (school) activities, especially curriculum implementation

and instructions to achieve the educational goal, a good school leadership involves

teachers to execute educational programs according to laid down guidelines.

Moreover Gladys (2013) shown that The Head teacher plays an important role in

assisting the school staff to understand and appreciate the community. Successful

schools are characterized by head teacher who support and stimulate initiatives

taking by others, who set up cross-hierarchical steering group consisting of teachers,

and sometimes students and who delegate authority and resources to the steering

group Wanjiku (2012)

15

2.6.2 Teachers with Good Qualification

Education is seen as an instrument for change in most of the developing countries,

therefore teachers with knowledge and qualification plays a vital role towards

change in developing countries. Hakielimu (2011) have indicate that teachers are

key ingredient in determining quality education since the quality education is direct

related to the quality of teaching and learning, the quality of an education system

cannot exceed the quality of its teacher’s European agency (2010), and quality

teachers contribute more on learner achievement than any other factor. All student

deserves the teachers who can help him/her to be independent learners (Rigelman

and Reuben 2012; Salam 2015).

Teachers have been an effective instrument towards achieving effective teaching.

The success of free primary education initiative and the achievement of Quality

Education for All largely depend on having well trained, adequate and highly

motivated teaching staff. Teachers should be committed to continuous professional

development and lifelong learning to face the challengesof new information

technologies and emerging issues (MOEST, 2005; Kalunda and Otanga 2015).

Indeed, quality teachers know how to create successful learning environment in

classroom Salam (2015) teacher’s qualification is the factor that determine the

quality of teaching Hakielimu (2011).

2.7 Contribution of Physical Resources in Provision of Quality Education

Physical facilities include classrooms, lecture theatres, auditoriums, administrative

block, libraries, laboratories, workshops, play grounds, assembly halls, and special

rooms like clinics, staff quarters, students’ hostels, kitchen, cafeteria, and toilet

16

amongst others Otieno (2014) are ingredients for effective teaching and learning.

Nzabihimana (2010) having good and well improvement environment attract

learning. It is generally agreed that the facilities have a direct bearing on good

performance among students in developing countries (Ayoo, 2000; Kalunda and

Otanga 2015).

Availability of enough classes help the pupils study well since large amount of time

of a pupil is spent sitting in classroom, this is where learn various skills deemed

necessary and proper for them to achieve success in global society, the classroom is

where they will improve an understanding of their place in the world and the gifts

that they have to offer it. It is where the student advance what they want their future

to look like, as well as knowledge of the skills needed to reach that goal Hanna et al.

2013) availability of enough classrooms are critical in making teaching and learning

more effective.

Learning experiences are fruitful when there are adequate quantity and quality of

physical resources, unattractive school buildings, crowded classrooms, non-

availability of playing ground and surroundings that have no visual attractiveness

can contribute to poor academic performance Fonseca and Conboy 2006 and Otieno

(2014). If schools really do play a great role in teaching the next generation how to

be successful members of society then every precaution should be taken to make

sure that the learning environment is one that supports students flourish Hanna et al

(2013). Physical resources should be provided in quality and quantity for effective

teaching and learning.

17

2.8 Challenges Facing Teachers and Student in Attainment of Quality

Education in Public Primary School

2.8.1 Challenges Facing Student

According to Kithokoo (2008) explain that most of the student who are in day arose

from a lot of work also (Demie et al 2007; Kithokoo 2008) said that lack of parent

among the pupils contribute to their deficient performance. And the study by

(Coady and Parker 2002; Kithokoo 2008) had shown that the distance has negative

effect in enrolling the students, long distance from home to school likely causing

under participation among rural community in Africa Malenya (2008).

2.8.2 Challenges Facing Teachers

According to Bennel and Akyeampong (2007) it shows that very sizable proportions

of primary school’s teachers particularly in Sub Saharan have low level of job

satisfaction and their poorly motivated, low wages demotivating the teachers and

had harmfully effect in quality education provision Lauwerier and Akkari

(2015).Have been reported by Hakielimu (2011) that it is important to rise teachers

motivation as one of the measure to address the problem of deteriorating quality of

education, While Its commonly argued that working in rural schools consider more

difficult and more demotivating than urban school due to mainly to poor living and

working condition.

Bennel and Akyeampong (2007) Most of the teachers don’t have the tools needed in

their practical activity to cope with the lack of textbooks or their obsolete content.

Lauwerier and Akkari (2015) not only that but also Kalunda and Otanga (2015)

shows that Teachers working in situations where teacher-student ratio is high are

18

likely to be overworked and lack enough time to prepare their work.

2.9 Quality Education

Concept of quality education depending on learning and teaching process, quality

education is an acquisition of basic learning competencies, life skills, literacy and

numeracy, is directly related to the standard of instructional process in the

classroom Suleiman and Gul (2015). Education is a fundamental key human right

and its aim to provide knowledge that will integrate individual and move them into

more meaningful life that he or she will be able to solve different problem. The

world has been on emphasis of education, which has made it possible for the

resolution that requires countries to increase budgets to 6% by the year (UNDP,

2006; Norman (2013).

East African countries, for instance have been on increase on education budgets to

about 1 %,( Norman 2013). A World Bank survey indicated that in some developing

countries, families allocate up to 47% of their household expenditures to education

Caroline and Katie (2012). Every country need quality education that means

education that provide answer to the problem that we face in our environment and

every country try introduce strategies to make sure that every children get Universal

primary, like abolishing school fees in primary school, under this policies countries

that eliminate primary school user fees, like Malawi, Uganda, Cameroon, Kenya,

and Tanzania have seen dramatic increases in enrolment rates Caroline and Katie

(2012). Good quality education is seen as important means of achieving many other

development goals Kihuria (2015) Quality education requires going beyond inputs

and focusing on actual measures of achievement such as equity, promotion,

19

completion rates, and the kinds and quantity of facts and skills that students have

learned, Quality education measures the whole process of inputs and outputs of

learners, i.e. internal and external process of education outcomes, Quality education

needs strong inputs or investments to produce competitive outputs, Modi (2013).

According to Otieno; in order to raise the quality of education, its efficiency and

productivity, better Teaching and learning materials (TLM), physical facilities and

human resources are needed Otieno (2014) According to study done by Oduro and

Dutch (2008) achieving quality in education goes beyond quantitative expansion in

the number of pupils in a classroom, increase in the number of school buildings and

changes in the structure of our school system, therefore quality education means

improving all aspects of education and ensuring excellence of all so that recognized

and measurable learning outcomes are achieved by all especially in literacy,

numeracy, and essential life skills.

2.10 Conceptual Framework

The independent variable is the factor that is manipulated or controlled by the

researcher. The dependent variable is a measure of the effect (if any) of the

independent variable.The independent variable is called “independent” because it is

independent of the outcome being measured and dependent variable is called

“dependent” because it is influenced by the independent variable. In attempting to

understand the factor affecting provision of quality education in public primary

schools was looking on the how independent variables supply side influence the

demand side. This is to say how teachers, availability of infrastructures, good

teaching and learning materials influence provision of good education which help

20

the student to get answers around their community not only that but also education

that help an individual to have a meaningful life that he/she provide solution to

different situation within a community.

Independent variables Dependent variables

dependent variable

Figure 2.1: Conceptual Framework

Source: Adapted from Modi (2015) thesis

2.11 Summary

Different literatures show how the provision of quality education is very important

to every nations, having quality education within the nations it means the pupil and

student who get quality education they can be able to solve different problems

within the country, but the provisions of quality education accompanied by good

Contribution of teachers in quality education

Head teachers supervision

Availability of teachers with qualification

Availability of Teaching and learning materials like textbooks, necessary resources for teaching

Availability of physical infrastructure and

Quality education and student performance

Challenges student and teachers faced in attainment quality education

Obstacles that student and teachers faced

21

teaching and learning materials and most of the sub Saharan countries it’s a

problems. The school system needs both human and material resources to function

effectively. Textbooks, teaching and learning materials, equipment as well as

facilities, good and adequate physical structures, are necessary for realization of

quality education. From January 2016 Tanzania start to implement free education

system this means parents they don’t have to pay fees or any other contribution.

Therefore, the researcher decided to find out if primary schools in Msalala have any

problem in implementing the teaching process in a quality way since most

literatures show that the countries implement free education enrolment increase.

22

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Overview of the Chapter

This chapter provide more information on how the study was carried out, the

population and area where the researcher collected the data, the kind of approach

that used, sampling strategy, data collection methods and data analysis.

3.2 Research Strategy

3.2.1 Research Design

In conducting research there should be a research design, the research design

according to Kothari (2004) is the arrangement of conditions for collection and

analysis of data in a manner that aims to combine relevance to the research purpose

with economy in procedure, it constitutes the blueprint for the collection,

measurement and analysis of data. He also argues that, research design is needed

because it facilitates the smooth sailing of the various research operations thereby

making a research as efficiency as possible. The researcher used descriptive type of

research since most of social science research come under this category and it

provide the room for researcher to know exactly the challenges that face public

primary schools in Msalala council especially in Free education policy

implementation era. Since the descriptive study describe what is prevalent with

respect to the issue.

3.2.2 Research Population

The research population are people living in Msalala council, who are direct or

indirect beneficiaries of primary education this means primary students (100),

23

teachers (18) council education leaders especially District education officer

(primary) (2).

3.2.3 Research Area

Msalala council is located in Shinyanga Region in Kahama Municipal. Msalala

council is one of the three council which form Kahama Municipal, another two

councils are Kahama town and Ushetu. In this research, the researcher conducts her

study in Msalala council. People who are living in Msalala Council involve

themselves in agriculture, mining and Business.

3.3 Research Approach

In this research the researcher used mixed approach. The term mixed refers to an

emergent methodology of research that advances the systematic integration, or

“mixing,” of quantitative and qualitative data within a single investigation Wisdom

and Creswell (2013). Both qualitative the combination has helped the research to be

comprehensive, since quantitative dealing with measurement and counting while

qualitative tells how people feel about the situation or how things are done and how

people feel. Moreover, the integration permits a more complete and synergistic

utilization of data than do separate quantitative and qualitative data collection and

analysis.

3.4 Sample and Sampling Method

3.4.1 Sample

Sample is a subset of population used to represent the whole population. The sample

size of this research has consist different groups of people, primary students,

24

teachers, council education leaders especially District Primary Education Officer.

The study involved these groups of people because of their key roles that they

played in primary educations, the total sample for this research were 120 people.

The selection of the sample size for the study done by using a sample size

determination table developed (Morgan and Krejcie 1970 and Edmond 2011). This

table was scientifically designed such that the bigger the population size, the bigger

the corresponding sample size as shown in table below.

Table 3.1: Sample Size Determination Table

Category Population Sample size Technique

Primary students 1200 100 Simple random sampling

Teachers 100 18 Purposive sampling

District education officer (primary) 2 2 purposive sampling

Total 2301 120

Source: (Morgan and Krejcie 1970 and Edmond 2011)

3.4.2 Sampling Method

Sampling is the process of selecting units (e.g. people, organizations, and time

periods) from a population of interest, studying these in greater detail, and then

drawing conclusions about the larger population. There are two types of sampling

techniques. (Probability and non-probability sampling). The researcher used both

Non-probability and probability sampling techniques in choosing people. Simple

random sampling, and type of Probability sampling was used in selecting students

and purposive type of non-probability sampling was used in selecting council

coordinator of primary education and teachers.

25

3.5 Data Collection Method and Instrument

Collecting data means putting your design for collecting information into operation

(Rabinowitz and Fawcett 2015). In this research, the researcher collected

information from primary and secondary source of data.

3.5.1 Secondary Data

Secondary data are those which have already been collected by someone else and

which have already been passed through the statistical process Kothari (2014).

Secondary data is a main source of literature review. Documentary review

concerning Primary education in Tanzania and world in general has been done to

get the information and idea from other people.

3.5.2 Primary Data

The primary data are those which are collected afresh and for the first time, and thus

happen to be original in character Kothari (2014).

3.5.2.1 Observation

Kothari (2014) define observation method is the most commonly used method

especially in studies relating to behaviour sciences. This technique implies the

collection of information by way of investigator’s own observation, without

interviewing the respondents. The information obtained relates to what is currently

happening and is not complicated by either the past behaviour or future intentions or

attitudes of respondents. The researcher used observation to collect extra

information of the primary students and learning environment in different schools in

Msalala council.

26

3.5.2.2 Questionnaires

A questionnaire is simply a ‘tool’ for collecting and recording information about a

particular issue of interest. The researcher used questionnaire to get information

from students and normal teachers. The researcher decide to use questionnaire to

collect information to let the student and teachers since it is an easy way to get

information since it is free from bias due to answers are in respondents own words.

3.5.2.3 Key Informant Interview

Key informant interviews are qualitative in-depth interviews with people who know

what is going on in the community. Researcher used this technique to get

information from head teachers and council primary education coordinator since

they have noteworthy information about primary education in Msalala Council.

3.6 Validity and Reliability of the Study

3.6.1 Validity of the Study

According to Kothari (2004) “Validity refers to the extent to which a test measures

what we actually wish to measure.The instrument was subjected to two different

angles, judgement from expert like research supervisor , the researcher used pre-test

technique which involved administering the same instruments in primary schools

which are not in research area. The results from expert and primary schools test act

a road map to a researcher towards improvement and changes that needed.

3.6.2 Reliability of the Study

Reliability has to do with the accuracy and precision of a measurement procedure

Kothari (2004). In this research the tool used where consistent and stable hence

27

predictable and stable. According to Moses and Kalton 1989, a scale or test is

reliable to the extent that repeat measurement made by under constant conditions

will give the same results. This research used Primary and secondary data so as to

investigate the challenges that facing public primary school towards provision of

quality education. However in checking reliability of the study test-retest technique

used in testing the reliability of the instruments by administering the same identical

respondent not included in the study. The results helped the researcher to know if

the same instruments will be administered to respondents will provide the same

results. Therefore the study considered to be high reliable.

3.7 Data Analysis

Analysing information involves examining it in ways that reveal the relationships,

patterns, trends, etc. that can be found within it Rabinowitz and Fawcett (2015).

Data were classified into different categories so that they may bring meaningful

purpose. Quantitative data were classified into categories, edited, summarized and

then coded by using SPSS (statistical packages for social science) as it has extensive

analytical capacity, excel and then data summarized into charts, figures and tables

for easy demonstration and for good understanding. In qualitative analysis, content

analysis was used to edit the data and reorganise it into meaningful shorter

sentences. This was presented as a quotation to supplement the quantitative data in

order to have a clearly interpretation. Through data analysis it’s where the

researcher to draw conclusion of the findings.

3.8 Limitation of the Study

Although this research was carefully prepared, but there were some avoidable

28

limitations. Because of the time and distance between schools limit the researcher to

reach interior schools. Moreover, the researcher was not able to collect information

to the same standard as planned instead of getting all standard five and six, in other

school researcher get on standard due to some activities that continue in schools.

29

CHAPTER FOUR

4.0 RESULTS AND DISCUSSIONS

4.1 Introduction

This chapter provide information about the findings of the study on, factor affecting

provision of quality education in Public Primary Schools. The information provided

in this chapter are data presentation, analysis and interpretation of the researcher

findings in general and specifics objectives described in chapter one. The

conclusion and recommendation of this research were drafted from this analysis.

4.2 Demographic Information of the Respondent

4.2.1 Age of Student

The distribution of the respondents and selected characteristics was organized from

different variable selected by the researcher.

Table 4.1: Age of Student

Age Frequency Percentage 9-12 57 57.013-15 35 35.016-18 8 8.0Total 100 100.0Source: Research findings (2016)

The researcher got information from standard five and six, according to Tanzania

government the students they should start standard one when they have 7 years this

means if the student start standard one with 7 years they will have eleven years in

standard five and twelve years in standard six, in this research about 57%of the

respondent they start with 7 years in standard one , while 35% they have 13 to 15

30

years and 8%of the respondent they are between 16 and 18 years. This means that

the parents failed to take their children to school within the range that Government

propose.

4.1.2 Respondents Gender

The researcher collects information from both female and male pupil, this help the

researcher to get information from both genders, since they have different ideas and

experience.

Table 4.2: Respondents Gender

Gender Frequency Percent

Female 52 52.0

Male 48 48.0

Total 100 100.0

Source: (research findings 2016)

According to this research 52% of the respondent were female and 48% of the

respondent were boys, there are different schools were girls were so many compare

to boys this happen sometimes because of absenteeism due to long distance or

helping the parents in different activities.

4.1.3 Means of Getting to School

The researcher also wants to know how the pupil gets to school from their home.

The table below explain kind of transport pupil use to go to school.

31

Table 4.3: Means of Getting to School

Means Frequency Percentfeet 96 96.0Bus 4 4.0Total 100 100.0

Source: research findings (2016)

About 96% of the pupil went to school by foot while only 4%use buses. This is

because most of the student they can walk from their home to school and also public

transport from one places to another most of them are motorcycle (Bodaboda)

where by most of the student they cannot afford. For those who said they use buses

they have to wait the bus that took mining employee and get help from those buses.

4.1.4 Teacher’s Qualifications and Experience

According to the findings most of the teachers they have certificate in teaching

grade three, and small numbers of teachers with diploma. Most of the head of the

schools that interviewed by the researcher they have good experience in teaching

and also, they have a certificate and diploma in education.

Figure 4.1: Teachers Teaching Experience

Source: research findings 2016

32

In this research, the researcher establishes teacher’s experience from the first year of

appointment until the day of the research. The figure 4.1 provides the information

on the number of years that the teachers have been a teacher in that school.

According to the figure above most of the teachers they have a valuable experience

in teaching, teacher with low experience in teaching are 24% which they have two

years in teaching work, while the high experience is ten years. The experience of the

teachers means their capable of teaching student academically, according to class

observation done by researcher, teachers have confident in teaching and there is a

good cooperation between teachers and student. This makes the student to say their

schools provide quality education because the teachers encourage them to study

hard and their teachers work hard to make sure that they do well in their exams.

Most of the teachers know their student and how to teach them even if the classes

are overcrowded with no text book and poor learning environment.

4.2 Contribution of Teaching and Learning Materials to Better Learning of the

Student

4.2.1 Uses of Teaching and Learning Materials

According to class observation done by researcher most of the student they don’t

have learning materials, teachers copying from the paper or book to the black board

and then student copied from blackboard to their exercise book. The condition of

the books in public primary school is not good, other school they have books but

they’re not in good condition and other school they miss some books since the

governments are one who provide books in different schools and the government do

33

not provide them in time therefore this makes the learning to be hard for student and

teachers. About 60% percentage of the student said their teachers don’t have

teaching and learning materials and 40%of the student they said they are teachers

have teaching and learning materials.

Teaching and learning materials contribute towards provision of quality education,

according to literature it shown one of the input to quality education is to have high

quality learning and teaching materials available to students and teachers (Kihuria

2015). Teaching and learning both are complementary to each other (Ibid) where

quality teaching is essential for quality learning Salam 2015. According to DEO

(District Education Officer) said teaching and learning material are so limited in

different schools within the council.

According to this information it shows that primary schools need learning and

teaching materials to study well, student who said their teachers used teaching and

learning materials during classroom they explain the availability of those materials

used by teachers but they are in bad condition. For example books they are not

enough for all students, blackboard used by teachers to copy notice they are not

friendly in using since painting has not been done for a while as demonstrated in

appendix six.

4.2.2 Access to Teaching Resources

Access for teaching resources make the work of the teacher to be easier when they

teach, planning and prepare lessons help the teacher to know what to do in class but

in this research the researcher found that in planning the teachers they don’t have

34

necessary resources for planning their lessons. The figure below shows that

teaching materials is also an issues in this council, about 72% of the teachers said

they can’t access the resources needed when they plan their lessons and 28% said

that yes they can access the resources needed for planning their lessons which of is

very low compare to those who said they can access the resources needed for when

they plan their lesson.

Public primary schools in Msalala council teachers they don’t have enough learning

and teaching materials to support their daily activities. As Sifuna and Sawamura in

2010 explain the scarcity of learning materials in the classroom is the most serious

impediment to educational effectiveness in most African countries. According to

head teachers from different schools in answering the questions if their teachers

they have enough learning materials said their teachers don’t have enough teaching

materials and currently the school don’t have things like books because they are

waiting for Government to supply for them since it is Government duty to do that.

4.2.3 Teaching and Learning Resources Availability

Availability of teaching and learning resources in school help the provision of

quality education to be smooth. As the figure below illustrate the issue of teaching

and learning resources from different teachers ideas according to them teaching and

learning resources is an issue to be addressed despite that 50% of teachers said it’s a

small issue but 39% of teachers said it is a big issue, it means this problem should

be addressed so that it can help the provision of good and quality education in

public primary school.

35

Figure 4.2: Teaching and Learning Resources AvailabilitySource: research data 2016

Addressing the problem of teaching and learning materials will help the parents to

be happy with education provided in school since different literatures shows

availability of teaching and learning materials influence decision of parents like

transfer of their children from public school to private primary school Nzabihimana

(2010) this is because non-availability of teaching and learning resources affect the

student performance.

4.3 The Role Played by Teachers in Provision Of Quality Education

Teachers are very important resource in quality education provision. The

availability of Teachers makes sure that schools activities are well implemented.

Therefore having the Teachers in school and other staff support the goal of quality

education provision in schools to be attained.

4.3.1 Head Teachers Supervision

According to the literatures most of the time school supervision is done by head of

the school, the way school managed attracts the achievement of the school toward

36

quality education provision. School management have much more influence in

promoting the better teaching and learning environment and ending into acquisition

of the quality education. Good relation between teachers and head of the school

motivate teachers to work very hard in school. In public primary schools school

management most of the time supervisor is head of the school and according to head

of the schools they said that they at least get the time to discuss how to improve

education with their teachers even once per month and sometimes they supervise the

teachers in their classes to find out how teachers teach the student.

The Figure 4.3 provides information how many time does the head of the school

supervise by doing observation in classrooms and provide individual feedback to the

teachers.

Figure 4.3: Class Supervision

Source: Research data 2016

Despite that they head of the school get different challenges from the parents since

most of the parents they don’t have good awareness on the important of education

they think government are the one who responsible for everything in school. The

37

findings show that there is a good relation between Head teachers, teachers and

student.

4.3.2 Teachers

4.3.2.1 Availability of Teachers

Many school don’t have insufficient of other supporting staff compare to teachers,

Teachers are very important human resources in schools since children need

qualifies teachers who will help them to learn well. According to the findings from

the field it shows that government schools have qualified teachers from different

colleges but they’re insufficient. When the researcher ask them if they have enough

teachers in their school, about 82% of the student said that they don’t have enough

teachers, and 18% of the students said yes they have enough teacher.

According to findings Msalala council need total of 1256 teachers for the entire

council but they have 1041 Teachers, with insufficient of 250 teachers, despite that

student said that in case they need help in their studies, since all student deserve the

teachers who can help them be independent learners (Rigelman and Reuben 2012

and Salam 2015) according to them theysaid they get from their teachers but still

the problem of teachers is big to government school in Msalala Council. The table

below explain and show how the student gets support from their teachers in case

they need it. About 81% they said all teachers provide support to them in case they

need help and 19% they said that not all teachers provide support, since some

teachers they have many sessions to teach therefore sometimes is not enough to help

the pupils.

38

Table 4.4: Support Provided by Teachers

Frequency PercentAll teacher provide support 81 81.0most of teachers 19 19.0Total 100 100.0Source: (research findings 2016)

4.3. Contribution of Physical Resources Towards Quality Education Provision

4.3.1 Schools Infrastructures in Msalala Councils

Good physical resources contribute to good and quality education provision this is

because the student and school staff have a good place to teach and learn. According

to behaviourist theory environment influence learning, in research finding Msalala

does not have attractive environment for learning the appendix 6 shows the

environment of the school and Table seven below provide more information about

the school infrastructure available in Msalala, the Council has deficiency in

classrooms about 52%, of insufficient the availability of enough classes helps the

pupils study well since most of time of a pupil is spent sitting in classroom (Hanna

et al 2013), the Council does not have enough latrines to save the pupil about 66%

insufficient and they have like 74% insufficient of desks sometimes you can find 4

student in one desks,

Table 4.5: Schools Infrastructures in Msalala Councils

Type Need What they have Deficiency Percentage

Classrooms 1303 680 623 52%

Latrines 2278 761 1517 66%

Desks 17640 12979 4601 74%

Source: research findings 2016

39

Apart from that the council does not have enough primary schools to save the

population around in one class you can find 105 to 125 pupils and most of this

schools are the school which are in centres for example Kakola A and B, this is

because they don’t have enough classrooms to save the children and some of the

children they have to walk for 30 minutes to school and others more than 30mins

this is because some of the village has one primary school that’s why children they

have to walk for a long distance. Moreover, the council has insufficient number of

teacher’s offices, good latrine, teacher’s houses, table and chairs for teachers and

other school they don’t have a library. Most of the schools they don’t have safe and

clean water especially in Council this is because the place water is a big problem,

this is lead to school environment not to be attractive. According to literatures

unattractive school buildings, crowded classrooms, non-availability

of playing ground and surroundings that have no visual

attractiveness can contribute to poor academic performance

(Fonseca and Conboy 2006 and Otieno 2014).

The lack of good infrastructure like lack of enough classes led to some schools to

conduct shifting system for student so that they can learn since the school has many

pupil compare to her capability to save those children and other places they have to

study in classes where there is no roof.

4.5 Challenges Faced by Students and Teachers in Attainment of Quality

Education in Public Primary School

4.5.1 Challenges Faced by Student

40

long distance is one of the thing impeding the student from learning well, many

student they have to walk for long distance for more than 5 Km to go to school and

sometimes in their home they did not take the breakfast and hence when they come

to school no food available for them therefore they have to stay until the end of the

classes therefore this is a big challenges they cannot study well due to tiredness and

hungry, when a child hungry he/she will not understand well. The figure below

illustrate how many hours students has to work from home to school, about 50%

they work to school not more than 30 minutes, while 35%they work more than 30

minutes to one hour and 15% they work more than one hour from home to school.

Figure 4.4: Distance from Home to School

Source: research 2016.

41

4.5.2 School Curriculum

Moreover the school curriculum used in school are not prepare student for current

science and technology world. Student are not able to go on with the world of

science and technology because the curriculum used in schools is not up to date.

4.5.3 Too Much Responsibilities to Girls

Girls face a lot face of problems since they have too many responsibilities compared

to boys, according to DEO;

“girls may miss the school because of caring his sibling at home in case the mother is not around, sometimes parents encourage girls not to do well in school so that they can get marriage and last most of the girls they may not attend the school frequently especially when they are in period since they don’t have good sanitary towel to cover themselves.

4.5.4 Challenges Faced by Teachers

public primary schools many teachers they face different challenges in provision of

quality education because in public primary school, most of teachers in answering

the question of staying motivated as a teacher in their school is a problem 83% they

say yes it’s a problem and 17% say no. Moreover, the researcher find that in

government primary schools government they don’t have in service training for

teachers, according to one teachers said a teacher he or she may take even five

years without any training from the Government. Apart from that the table 8 below

clarify in percentage other problems or challenges teachers facing in provision of

quality education.

Table 4.6: Challenges Facing Teachers

Not an

issues

A small

issue

Big

issue

42

Not enough teachers for the number of student 6% 23% 71%

Low commitment of learning by student 18 35% 47%

Not enough help from the local community 0 72% 28%

Source Research (2016)

Source: researcher, 2017

Table 4.6 shows the challenges teachers facing in provide quality education the big

challenges this teachers face is the teachers are few in number compare to student

who are enrolled in schools.

43

CHAPTER FIVE

5.0 CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The main objective of this study was to assess the factors affecting the provision of

quality education in public primary schools. The researcher found that there is a

factors that hinder the provision of quality educations as explain below.

5.1.1 Teaching and Learning Materials to Better Learning of the Student

According to the research objectives, the researcher found that there is in adequacies

of teaching and learning materials in public schools, students have to share books

and others they have to copy notice from the blackboard. This is a big challenge that

hinders the problem of quality education provision since availability of enough

teaching and learning resources help the student to learn by doing and sometimes

they can teach one another.

5.1.2 Role Played by Teachers in Provision of Quality Education to Pupils

Moreover there is a problem of lack of enough teachers to teach the student there

are many student compare to teachers available. Lack of enough teachers in public

primary school lead to some of the student to lack good connection with teachers

hence the level of understanding is very because the ration between students is very

high hence the teacher will not be able to attend every student in one time.

Therefore to make sure we are in good place to help the pupil to get the quality

education the government should play they are part to provide the quality education

needed by increase the number of teachers in schools to save the pupils.

44

5.1.3 Physical Infrastructure and Facilities Contribution to Quality Education

Provision

Not only that but also public primary student in Msalala face problem of lack or

poor school physical resources, this makes the learning environment not be

attractive since one of the thing that attract the student to stay in school is school

environment. Quality education need the school to have a good environment that

attract learning, the environment that help the student to study well and good but in

our primary school is different, there is a need to solve the problem of school

physical resources repairing in our school is something which is very important to

attract the quality education learning environment.

5.1.4 The Challenges Faced by Teachers and Students

Apart from schools problems also student face problem that hinder them to learn

well like long distance, lack of food in school and also lack of parent support.

Teachers also apart from other problem they face problem of teaching many student

in one time and while they are not getting any motivation or teachers training to

make them be to date with current technology they remain with their knowledge

they get from universities or colleges.

This challenges sometimes lead to occurrence of other problem like long distance

create drop out among the student while lack of motivation lead to low morale of

teacher in teaching well. Addressing these challenges like food provision in schools,

introduction of teacher’s motivation strategy will help the creation of quality

education provision in our schools.

45

5.3 Conclusion

Generally, quality education is something if we want to achieve as a nation we must

try to invest in education, good investment will help the nation to get good fruits.

Lack of enough teaching and learning materials, lack of teachers, and lack of

physical infrastructure in our public primary school will never give the children the

quality education since the quality education need things which are in place ready to

provide what needed by student. Therefore in Msalala the Government should work

closely with education stakeholder to improve the situation since the free education

lead to many students to be enrolled in standard one and the schools are not able to

handle them due to few infrastructure.

5.2 Recommendation

To address the problem found in this research the Government have much more

influence in promoting the better teaching and learning environment and ending

into acquisition of the quality education, they should consider both demand

factor and supply factor, according to the findings the schools are only

implementer of what government address therefore the government they should

do the followings

1. the government as a supplier should find the good mechanism of employing

teachers in schools and find the good means to retain them in their centres

because most of the teachers if they find the environment are not friendly

they transfer to good places.

2. The government school introduce new system of training the teachers so that

they will be in a good position to understand new things introduced in

46

education, and this training may develop their education towards uses of

science and technology resources.

3. Moreover the government should find a way of providing teaching and

learning materials to supplier who will be able to supply text books in

schools on time or decentralise the system to every council in every council

to avoid Government bureaucracy.

4. The introduction of new declaration should adhere every school environment

since not all school are capable of things Government introduced for

example introduction of new system of not paying school fees led to an

increase of enrolment therefore the Government they should prepare

environment for good and quality learning provision before introduction of

any new policy.

5. Government they should work closely with NGOs to help them to conduct

awareness campaign to the parents in Msalala council about the important of

education to their children since most of the parents they don’t value

education.

47

REFERENCES

Bennel, P. and Kwame, A. (2007). Teachers motivations in Sub-Saharan Africa and

South Asia, London: department for international development.

Boboya, J. E. (2011). The contribution of non-governmental organizations in

delivery of basic health services in partnership with local government a case

study of Yei Civil Hospital and Martha primary health care centre in Yei

River country, unpublished masters dissertation, Martyrs University,

Makelele, Uganda.

Caroline, D. and Katie, S. (2012). Universal primary education in Tanzania: the role

of school expenses and opportunity cost. Evans school review, 2(1), 46-58.

Chonjo, P. N. (1994). The quality of education in Tanzania primary schools: An

assessment of physical facilities and teaching learning materials, Utafiti

Journal, 1(1), 1-8.

David, B. and Molly, Z. (2014). Education learning theories, licenced by Creative

Commons Attribution 4.0 International License, Dolton state college.

European Agency for Development in Special Needs Education, (2010). Teacher

Education for Inclusion, Denmark: European Agency for Development in

Special Needs Education.

Hakielimu, (2011). A research report on teachers’ qualifications, motivation and

commitment to teach and their implications on quality education. Dar es

Salaam, Tanzania.

Kalunda, M. L. and Otanga, H. (2015). Challenges in Provision of Free Primary

Education in Public Primary Schools in Mombasa County, unpublished PhD

thesis, Kenyatta University, Nairobi, Kenya.

48

Kithokoo, A. M. (2008). School factor affecting performance in Kenya certificate of

primary education in public primary school in Yatta division, unpublished

masters dissertation, the school of education, Kenyatta University. Nairobi,

Kenya.

Komba, W. L and Nkumbi, E. (2008). Teachers professional development:

perception and practice, Journal of International Cooperation, 11(1), 67-83.

Kothari, C. R. (2004). Research methodology, methods and technique, 2nd edition,

New-Delhi: New Age international publishers.

Kumar, R. (2011). Research Methodology, 3rd Edition, New Delhi: SAGE

Publication Ltd.

Likoko, S. (2013). The Adequacy of Instructional Materials and Physical Facilities

and their Effects on Quality of Teacher Preparation in Emerging Private

Primary Teacher Training Colleges in Bungoma County Kenya,

International Journal of Science and Research (IJSR). 2(1), 23-38.

Modi, M. L. (2013). Factors affecting the provision of quality education in public

and private secondary schools in central equatorial state, unpublished

masters dissertation, University of Eastern Africa Nairobi Kenya. Nairobi,

Kenya.

Muriri, S. M. (2014). Education and practice; The impact of History teaching/

learning resources on student performance in KCSE History examinations,

Tigania and Igembe districts Meru County, Kenya.

Ngithi, G. N. (2013). Administrative challenges faced by school head teachers in

management of pupils in Embasaki District, unpublished masters

dissertation, Kenyatta University. Nairobi, Kenya.

49

Norman, A. S. (2013). Investigation of Factors Hindering Quality Education in

Secondary Schools in Mbeya, Tanzania. International Journal of Science

and Technology, 3(6), 52-56.

Nzabihimana, D. (2010). The nature of schools and academic performance of pupils

in primary schools in gasabo district, Kigali city, unpublished masters

dissertation, Martyrs University, Makelele, Uganda.

Oduro, G. K. T. (2008). Educational leadership and quality education in

Disadvantage communities in Ghana and Tanzania, paper presented at the

common wealth council for educational administration and management,

Durban, South Africa.

Peggy, A. E. and Newby, T. J. (2013). “Behaviorism, Cognitivist, Constructivism:

Comparing Critical Features From an Instructional Design Perspective,

Wiley Online Library.

Robbi, A. (2016). free education – a noble initiatives, daily news Dar es salaam,

27January 2007 newspaper http://allafrica.com/stories/201601270691.html.

Ryan, H. (2013). The effect of classrooms environment on student learning, Oxford:

Western Michigan University.

Salam, M. A (2015). Quality of teaching and learning in primary public and private

schools in Bangaladesh, unpublished masters dissertation, Universities of

Oslo, Norway.

Sifuna, D. and Sawamura, N. (2010). Challenges of quality education in Sub-

Saharan Africa. International Journal of Educational Development, 30(4),

396–404.

Suleiman, Q, and Gul, R. (2015). A research in humanities and social science:

50

factors affecting the quality of Primary education in Kohat Division

Pakistan, ISSTE journal, International Journal of Economy, Management

and Social Sciences, 2(6), 342-348.

Taylor, B. (2016). Free basic education, Tanzania Affairs issue, Science Education,

11(12), 5438-5452.

Thibaut, L. and Abdeljalil, A. (2015). Education and research foresight working

papers: teachers and quality of basic education in sub-Saharan Africa

published by UNESCO.

UNICEF, (2009). Tanzania Evaluation of the Current Status and Future: Utility of

Cobet as a Strategic Intervention to Ensure Access to Quality Education for

all Primary School-Ages Children in Tanzania.

United Nation, ( ). Monitoring and evaluation framework part three, Planning,

Monitoring and Evaluation. 37. PART 6: RBM IN REPORTING. 39.

URT, (2001). Education Fund Act, Dar es Salaam: The Government printers.

Wanjiku, G. W. (2012). the role of head teachers in curriculum and instructional

management: a case of secondary schools, in Gatundu district, A dissertation

award for master’s degree of education in Kenyatta University

Wisdom, J. and Creswell, J. W. (2013). Mixed methods, integrating quantitative and

qualitative data collection and analysis While Studying Patient-Centered

Medical Home Models. Rockville, MD: Agency for Healthcare Research and

Quality.

51

APPENDICES

Appendix 1: Questionnaire for student

Dear student

My name is Gladness Kampa a student from Open University of Tanzania pursuing

master’s degree in Monitoring and evaluation, as a part of academic requirement,

am conducting the research on factors affecting provision of quality education in

public primary schools, please fill out the questions below according to your

experience to help me in this study. Your answers will remain anonymous and will

be treated in confidence, so please endeavour to answer honestly.

BACKGROUND INFORMATION

1. Gender _______________

2. Age ______________

3. Standard______________

4. District __________

5. School _____________

6. How do you get school?

1. Feet

2. Bike

3. Car

4. Bus ( )

7. How long does it take you to be in school

1. Half an hour 2. One hour 3. More than one hour ( )

8. Who is paying your school fees

52

1. Parents/ Guardian

2. Other relatives

3. Scholarship ( )

Availability of Human resources in school

9. Do you have enough teachers?

1. Yes

2. No ( )

10. In case you need help in any subject do your teachers provide support

1. Yes all teachers

2. Most of the teachers

3. No ( )

11. Does your parents assist you in homework?

1. Yes

2. No ( )

Access to physical Infrastructure

12. Do you think this is a good school?

1. Yes

2. No ( )

13. Do you think your school provide quality education

1. Yes

2. No ( )

If yes how and if no why _______________________________________

Access to physical infrastructure

53

Do you have the following in your school please indicate

Physical infrastructure Available Available but their poor Unavailable

Enough Desks

Enough Classrooms

Latrine

Teaching and learning materials

14. Does your teacher uses teaching and learning resources in classes?

1. Yes

2. No ( )

15. Do you have enough teaching and learning materials

a. Yes

b. No ( )

16. Does you teacher teach you practically

a. Yes

b. No ( )

17. Do you have any suggestion about how to improve the education around

your District?

_____________________________________________________________

Best wishes

54

Appendix 2: Teacher’s Questionnaire

Dear teachers,

My name is Gladness Kampa a student from Open University of Tanzania pursuing

master’s degree in Monitoring and evaluation, as a part of academic requirement,

am conducting the research on the impact of inadequate teaching and learning

materials on provision of quality education in primary schools, please fill out the

questions below according to your experience to help me in this study. Your

answers will remain anonymous and will be treated in confidence, so please

endeavour to answer honestly.

Background information

1. Name

2. Age

3. Gender

4. Education

5. School name

6. Title

7. How many years have worked as a teachers

Access to teaching materials

8. Do you access all resources for teaching

a. yes

b. no

9. Do you have access to all resources you need for lesson plan?

a. Yes

55

b. No

10. do you think uses of teaching and learning resources lead to provision of

quality education

a. yes

b. no .

if yes please mentions them _____________________________

11. since you start your work as a teachers have you ever received in service

training from government

a. Yes

b. No

12. Do you have any problem in Drop out?

a. Yes

b. No.

If yes what are the major causes_________________________________________

13. Do you think education provided in this school is quality education

a. Yes

b. No.

If no what are the main challenges________________________________________

Access to physical resources

14. Do you have enough numbers of chairs and table in staff room

a. Yes

b. No ( )

56

15. Do you have enough numbers of latrine in your school

a. Yes

b. No ( )

How can you explain?

16. Do you have good relationship between you and pupils parents

a. Yes

b. No

If yes how/ if no why _______________________________

17. How do you explain the relationship between teachers and the head of the

school

a. Very good

b. Good

c. Not good

18. How many times did you discuss school matters with head teacher

a. Everyday

b. Every week

c. Every month

19. Below are the list of the challenges different school facing, please mark what

kind of challenges you face by putting a tick.

Not an issues

A small issue

Big issue

Not enough teachers for the number of student Lack of basic infrastructure for teaching and learning Lack of basic teaching and learning resources Low commitment of learning by student Not enough help from the local community

57

20. What are the main challenges do student face so that their not learning well

_____________________________________

21. Do you have any suggestion on factors affecting quality education in public

primary provision _____________________________________

Thank you.

58

Appendix 3: Head Teachers interview guide

1. Name _____________________________________

2. Age_________________________

3. Gender _________________________

4. Education ________________________________

5. School name _______________________________

6. how do you explain quality education _______________________

7. Do you think your school provide quality education?

____________________

8. Do all student have access to textbooks and adequate learning resources

_______________________________

9. What kind of teaching materials used by teachers during class

hours__________

10. How do you supervise the teachers and students in general?

_____________________

11. Do you have enough teachers in your school _____________________

12. Are you get the good cooperation from pupils’ parent?

___________________

13. Does drop out is a big problem into your school?_________________

14. What challenges do you face as a head teacher

________________________

15. What is the big challenges that facing student in performing better?

_____________

16. Do have any suggestion about the improvement of education?_______

59

Appendix 4: Government officer interview guide

1. Name _________________

2. Age _______________

3. Job title ___________________

4. District __________________________

5. How many primary school do you currently have

6. Do you think there is enough school to serve the population

7. Are the classes overcrowding,

8. Do you think primary school have enough teaching learning materials

9. How do you define quality education

10. Do you think primary student gets quality education? If yes how and if no

why, Please explain

11. Do you have enough teachers in your District?

12. Do parent cooperate well in school development plan if yes how?

13. What do you judge the biggest challenges impeding better student learning

in a school around Districts.

60

Appendix 6: Field pictures to show school environment

The classroom are available but they’re not in good quality

Teacher teaching by copying from the paper to the black board

61