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All Journal PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum JOAPE
M. Mwila, Prospery
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Education

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Enhancing Learning Through Athletics in Tanzanian Public Primary Schools: A Case of Kinondoni Municipality L. Mhina, Evelina; M. Mwila, Prospery
Journal of Asian Primary Education (JoAPE) Vol. 2 No. 1 (2025): Journal of Asian Primary Education (JOAPE)
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/joape.v2i1.1643

Abstract

This study aims to examine the effect of participation in athletic activities on the learning effectiveness of Primary School students in Kinondoni Municipality, Dar es Salaam, Tanzania. This study uses a mixed-method approach with data collection techniques through questionnaires and interviews. A total of 150 participants were involved, consisting of students, teachers, principals, parents, Athletic Club leaders, as well as local education and sports officials. The results of the analysis showed that involvement in athletic activities contributes positively to the improvement of physical fitness, cognitive function, as well as social skills of students, which ultimately increases the effectiveness of learning. However, constraints such as limited resources and cultural barriers are still challenges in the implementation of athletic programs in schools
IMPACT OF FEE-FREE EDUCATION POLICY ON STUDENT ENROLLMENT AND QUALITY OF SECONDARY EDUCATION IN NYAMAGANA DISTRICT, TANZANIA Rodrick, Kazinduki; M. Mwila, Prospery
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 3 No 1 (2025): FEBRUARI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v3i1.1641

Abstract

This study investigates the impact of the fee-free education (FFE) policy on the quality of education in secondary schools within Nyamagana District. Specifically, it examines how the surge in student enrollment due to the FFE policy affects educational quality. A convergent parallel design within a mixed-methods approach was employed, combining both quantitative and qualitative methods to leverage the strengths of each and mitigate their respective weaknesses.The sample consisted of 104 respondents: 93 teachers, 5 headteachers, 5 ward educational officers, and 1 district quality assurance officer. Both probability and non-probability sampling techniques were used due to the study population's characteristics. Data were gathered through interviews and questionnaires.The findings revealed that 80% of headteachers were aware of the FFE policy, with all headteachers able to explain it correctly. However, 81% of teachers were aware of the policy. Those with limited understanding attributed this to factors such as lack of involvement in the policy's initiation, confusion from other financial contributions within schools, insufficient funding, and negative attitudes from parents towards the teaching profession.Additionally, the study identified significant changes following FFE implementation, including increased student enrollment and attendance. However, these changes have presented challenges to maintaining educational quality.In conclusion, while the FFE policy has boosted enrollment, it has created challenges for delivering quality education. The study recommends that the government allocate more resources and improve funding mechanisms to support the effective implementation of the FFE policy.
FACTORS AFFECTING GIRLS’ ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SECONDARY SCHOOLS IN BUKOMBE DISTRICT, GEITA REGION - TANZANIA T. Rachel, Maphie; M. Mwila, Prospery
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 3 No 1 (2025): FEBRUARI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v3i1.1642

Abstract

Some African cultures, customs and traditions have time immemorial hindered girls from attaining quality education similar to their counterparts. Some cultures go further to regard girls and women as second-class citizens and thus are not given opportunities to go beyond basic primary education. In light of this background, this study was conducted to assess factors affecting girls’ academic performance in public secondary schools in Bukombe District. The major objective of this study was to determine the home-, school- and teacher-based factors that affected girls’ academic performance in Form Four National Examinations in public secondary schools. The study was anchored in human capital theory and human needs theory. The study adopted a convergent parallel design under a mixed method approach. Simple random and purposive sampling techniques were used to obtain a sample size of 209 respondents, which included students, teachers and school board members. Questionnaires were used to collect data from students and teachers, while interview schedules were used to collect data from school board members. The reliability of the research instruments was computed through Cronbach’s alpha coefficient, while the content validity was achieved through peer briefing and expert checking. Descriptive analysis with the help of SPSS version 20 was used to analyse quantitative data, while thematic analysis was used to analyse qualitative data. The major findings of the study showed that girls’ academic performance was affected by excessive domestic activities, parental level of education, family size, teenage sexual relationships, distance from home to school, sanitary facilities, teachers’ attitudes and motivation. The study recommended that the identified factors be addressed through social sensitization of the entire community on the importance of educating and empowering the girl child. The study concluded that if the factors affecting girls’ education negatively are dealt with decisively, then girls’ academic performance will improve, thus empowering with equal chance in society.
Co-Authors L. Mhina, Evelina Rodrick, Kazinduki T. Rachel, Maphie