Randa, Andrew Caleb
(2018)
Differential Impact of Primary Education Development Programmes on Improving Access, Retention and Performance of Pupils from Economically Different Communities in Morogoro, Tanzania.
["eprint_fieldopt_thesis_type_phd" not defined] thesis, The Open University of Tanzania.
Abstract
The purpose of this research was to determine the differential impact of Primary Education Development Programmes (PEDPs) on improving access, retention and performance of pupils from economically different communities in Morogoro, Tanzania. The researcher used survey research design. Purposive sampling procedure was used to select 12 primary schools from rural and urban settings. The objectives of study were to examine the differential enrolment rates, retention rates, dropout rates, and the academic performance of pupils. Data analysis was done with assistance of Statistical Package for Social Sciences (SPSS) for windows 22 Version. The t-test at 0.05 significance level was used to establish the relationship between pupils‟ academic performances across time and place. Findings were presented by using frequency tables, graphs, and percentages. The study revealed that these programmes led to differential impacts on pupils‟ enrolment such that between years 2002 and 2006, it increased by 18.4 percent for boys and 16.8 percent for girls, dropout rate throughout the programmes was low as 1.17 percent for Morogoro Rural and Urban Districts, retention rates of girls were higher in Morogoro Urban District (95.7) than Morogoro Rural District (80.4), and the same trend was observed among boys, where retention in Morogoro Urban District was 93.9 and Morogoro Rural District was 78.5. There was no significant difference in boys‟ academic performance between the PEDP 1 and II as p Value = 0.240 > 0.05, while in girls‟ performance, there was significant difference as P Value = 0.002 < 0.05. The study concluded that Primary Education Development Programmes, through capitation grants, had direct and significant impact on pupils‟ enrolment, retention and performance in schools. However, equity and quality issues need to be addressed between rural and urban schools, boys as well as girls.
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