Factors Affecting Students Academic Performance in Mathematics: A Comparative Study between Boarding and Non-Boarding Secondary Schools in Monduli District, Tanzania
DOI:
https://doi.org/10.55662/Keywords:
Academic Performance in Mathematics, Comparative StudyAbstract
The aim of this research was to investigate the factors impacting Mathematics achievement in secondary schools within Monduli District. The study focused on four secondary schools: Moringe, Orkeeswa, Engutoto, and Irkisongo. It tested three hypotheses: first, whether there's a notable link between teachers' qualifications and academic performance in Mathematics across boarding and day secondary schools in Monduli District (H1); second, whether socio-economic factors significantly affect academic performance in Mathematics in these schools (H2); and third, whether there's a significant relationship between the school environment and academic performance in Mathematics in both boarding and day secondary schools in Monduli District (H3). The research employed a correlational research design and gathered data through a self-administered questionnaire. Statistical analysis was conducted using the Statistical Package for Social Scientists (SPSS), employing techniques like independent t-tests to explore demographic variations in students' math performance. Additionally, Karl Pearson's Linear Correlation Coefficient and Multiple Regression Analysis were used to assess correlations between teachers' qualifications, socio-economic factors, school environment, and students' academic performance. The findings supported hypothesis one (H1) but did not support hypotheses two (H2) and three (H3). Furthermore, the study revealed no significant performance difference between boarding and non-boarding students. Consequently, it concluded that socio-economic factors and the school environment didn't notably correlate with students' academic performance, suggesting they shouldn't receive significant emphasis. Instead, the study emphasized the importance of teachers' qualifications, which were identified as the sole predictor significantly influencing students' math performance in the surveyed secondary schools in Monduli District
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