The Contributions of School Quality Assurance Practices on Pupils’ Achievement in Kibaha's Public Primary Schools.

Simbeye, Benard Dick (2025) The Contributions of School Quality Assurance Practices on Pupils’ Achievement in Kibaha's Public Primary Schools. Masters thesis, The Open University of Tanzania.

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Abstract

This study assessed of the contributions of school quality assurance practices on students’ achievement in Kibaha's public primary schools. The objectives were to: determine the effectiveness of QA practices in enhancing learning achievement in Kibaha primary schools and to determine the correlation between specific Quality Assurance (QA) practices and students’ academic achievement in Kibaha primary schools. The third objective aimed to identify and analyse the specific school-level factors that facilitate or hinder the effective implementation of Quality Assurance (QA) practices in Kibaha primary schools. The study used mixed approach and concurrent research design. On the side of data collection, questionnaire and semi structured interview were used as data collection tools from the respondents. Thematic analysis techniques were applied for qualitative data analysis. The findings showed that QA inspections in Kibaha primary schools were frequent and focused on curriculum implementation. These inspections were positively associated with learning achievements, although pupils’ performance assessment required more attention. The study also revealed a significant baseline of pupil achievement linked to factors beyond QA. QA practices were strongly and positively correlated with overall academic outcomes and pupil motivation. At the same time, QA practices showed a negative association with learning outcomes. Pupil recognition was positively related to academic performance, but this relationship was not statistically significant. Supportive leadership and adequate teacher training were positively associated with QA implementation in Kibaha primary schools. However, resource limitations and socioeconomic disparities were linked to reduced effectiveness, especially in low-income areas. QA practices were strongly correlated with academic outcomes and pupils’ motivation, but learning outcomes and recognition strategies required improvement due to inconsistencies. A holistic, collaborative approach, addressing resource gaps and engaging stakeholders, is essential to maximise QA benefits and create a more equitable learning environment. It is concluded that QA in Kibaha, the primary schools showed a positive influence with supportive leadership and training, but gaps in assessment, engagement, and resources, exacerbated by socioeconomic factors, require attention

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