Analysis of Factors Influencing Academic Performance in Primary School National Examination in Tanzania: A Case of Kilosa District

Abstract

This paper examined the factors influencing academic performance in primary schools in the Kilosa district, Mrogoro region in Tanzania. The study employed a qualitative research approach through a cross-sectional research design. About 106 participants were involved including five (5) head teachers (from five schools), one (1)district education officer, one (1)ward education officer, 30 primary school teachers, and 69 students from the five selected primary schools. Data were collected through interviews and focus group discussions. The collected data were qualitatively analyzed. The study shows that poor academic performance in primary schools in the Kilosa district was first, contributed by a learning environment characterized by the poor quality of school infrastructures, long distance to schools, few desks, and poor teachers' houses. The second was a lack of motivation and the last one was a lack of parental involvement. The findings of this study add to the body of literature on academic performance and learning environment. It also underlines the importance of creating favourable working conditions for both teachers and students that fosters high morale among workers and students. This study also broadens our understanding of the importance of government intervention as part of the strategies for improving teaching and learning environments to improve academic performance.