The Interplay of Key Factors Influencing Academic Performance in Community Secondary Schools in Arusha District, Tanzania

Abstract

This study investigated the factors influencing academic performance among students in community secondary schools in Arusha District, Tanzania. The research aimed to explore home-based, teacher-based and student-based factors affecting academic success. A descriptive survey design was adopted, utilizing both quantitative and qualitative data collection methods. The sample included 9 secondary schools, 104 teachers, and 402 students, selected using stratified and simple random sampling techniques. Data were collected through structured questionnaires and interviews with school heads and the District Education Officer. Descriptive statistics, including frequencies and percentages, were used to analyze quantitative data, while thematic analysis was employed for qualitative data. Key findings revealed that home-based factors such as parental education and income, teacher-based factors such as teacher availability and teaching materials, and student-based factors like discipline and study habits all played significant roles in enhancing academic performance. The study also identified challenges such as truancy and insufficient study time as barriers to academic success. The results highlight the need for a comprehensive approach involving both home and school environments to improve academic outcomes in the district. The study recommends enhanced parental involvement, better teacher training, and the provision of adequate learning materials to support student achievement.

Keywords: Academic performance, community secondary schools, home-based factors, teacher-based factors, student-based factors, ordinal regression analysis, Tanzania.