Assessment of the Effect of Educational Infrastructure to Students’ Academic Performance in Secondary Schools in Tanzania. A Case of Bukoba Municipality, Kagera Region

Josephat, Matungwa Mwemezi (2019) Assessment of the Effect of Educational Infrastructure to Students’ Academic Performance in Secondary Schools in Tanzania. A Case of Bukoba Municipality, Kagera Region. Masters thesis, The Open University of Tanzania.

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Abstract

The study focused on the assessment of the effect of educational infrastructure to Students’ Academic Performance in secondary schools in Tanzania: A case of Bukoba Municipality, Kagera region. It was motivated by the fact that despite the necessity of infrastructure it effect has not paid much attention. The study relied on the theory of Maslow’s Hierarch of Needs, employed mixed research approach and descriptive research design, a sample population of ten schools, offices purposively and simple. The study sought to respond to three research objectives namely:-to assess the availability and condition of educational infrastructure in secondary schools; to assess the contributions of school educational infrastructure and to establish recommendations to the educational stakeholders. Data were collected using questionnaires, interview and observation. The data analysis was done qualitatively and quantitatively. Information obtained from the questionnaire was analysed through Microsoft Excel and SPSS version 24, and presented quantitatively in percentages, information obtained from observation was presented in pictures and interview was analysed using narrative method presented qualitatively. The findings revealed that infrastructure available in schools are insufficient and available are not in good condition. Public owned schools are leading. The study revealed the great relationship between infrastructure and academic performance, self-worthiness, confidence and sense of belongingness. No proper rehabilitation due to shortage of fund and monitoring and evaluation system. Recommendations to educational key actors to allocate reasonable and reliable fund, invest in monitoring and evaluation of infrastructure, make sure land is enough for expansion prior to enrolment, preview school demands, and culminate the culture of care and maintenance.

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