The academic performance of co-educational and single-sex agricultural secondary schools in Tanzania

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dc.contributor.authorChali, Harry Mbonea Sechome
dc.date.accessioned2025-10-03T12:00:49Z
dc.date.available2025-10-03T12:00:49Z
dc.date.issued1996
dc.descriptionMaster's Theses
dc.description.abstractThe co-education system in Tanzania has been criticized as being ineffective in up­ bringing students at secondary school level. The criticisms have centered on poor academic performance of co-educational schools in Certificate of Secondary Education Examination (CSEE) when compared to single-sex secondary schools. This study, therefore, sought to determine the differences in the academic performance between single-sex and co-educational secondary schools and subsequently suggesting ways of improving their academic performance. Data were collected firstly from documents of National Form Four Examination results between 1989 to 1993 from the Ministry of Education and Culture, National Examination Council of Tanzania and sampled schools. Secondly, interviews were conducted to 120 students, 60 teachers and 12 heads in twelve agricultural boarding secondary schools. Thirdly, a checklist was used to observe activities done in those schools. Data from each source were analysed by using Personal Computer facilities at Sokoine University of Agriculture. The study found that there were differences in the academic performance between seminaries, girls’ and co-educational secondary schools. Similar differences were found between boys’ only, girls’ only and co-educational secondary schools. The study,however, failed to establish significant differences in the academic performance between seminaries and boys’ only secondary schools at national level, and between girls’ only and co-educational secondary schools at sample level. Both boys and girls were found to be more committed to academic work when in single­ sex secondary schools. However, when mixed together in co-educational secondary schools, girls were found to be more affected academically and socially than boys. Adolescence problems, differential social and disciplinary control, sub-standard composition of teaching staff, inadequate recreational and out-of-school activities, lack of trained student counsellors and weak administration in schools were found to affect the academic performance of students in the schools. The study recommended that: (1) although co-education should be encouraged to foster education equalities in the country, single-sex secondary schools should continue in order to provide a base for academic comparisons; (2) well trained student counsellors be provided to handle adolescent problems in secondary schools; (3) guidance and counselling programmes should be introduced in schools to enhance gender-positive attitudes; (4) differential treatment between sexes in schools should be discouraged; and (5) parents and the society at large should cooperate in the maintenance of proper school discipline.
dc.description.sponsorshipThe Ministry of Education and Culture
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/7081
dc.language.isoen
dc.publisherSokoine University of Agriculture
dc.subjectCo-educational
dc.subjectsingle-sex agricultural secondary schools-Tanzania
dc.subjectacademic performance-Tanzania
dc.subjectTanzania
dc.titleThe academic performance of co-educational and single-sex agricultural secondary schools in Tanzania
dc.typeThesis

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