An Investigation into the Causes of Low Pass Rate at Grade Seven Final Examinations in Mudzi District in Mashonaland East Province | Zano Muranda | Nova Journal of Humanities and Social Sciences

An Investigation into the Causes of Low Pass Rate at Grade Seven Final Examinations in Mudzi District in Mashonaland East Province

Augustine Zano Muranda, Thembinkosi Tshabalala, Alfred Champion Ncube, Philip Gazimbe

Abstract


The aim of the present study was to investigate the causes of low pass rates at Grade seven final examinations in Mudzi District primary schools.  The sample comprised all the primary school teachers in the district.  The sample was made up of 120 teachers selected from the 24 randomly selected schools.  The study adopted the descriptive survey design.  All the data was collected through a questionnaire which was largely made up of close-ended questions and one open-ended one.  The study revealed that the quality of the teaching staff has a huge bearing on the performance of pupils at Grade seven final examinations.  Large class sizes also negatively impacted upon the performance of pupils.  The study also revealed that heads of schools were paying little attention to the supervision of teachers in order to provide instructional guidance for effective teaching by teachers.  The study recommends that the District Education Office should priorities the deployment of qualified teachers to disadvantaged districts so that pupils from these areas cannot also benefit from the expertise of qualified teachers.

KeyWords: Causes, primary schools, grade seven, pass rate, final examinations, district                             


Full Text:

PDF

References


Adeyewo, T. (1998). Student achievement. London: Longman.

Anderson, C. (2012). Research in education. London: D. P. Publications.

Chevedza, E., Wadesango, N. amd Kurebwa, M. (2012). Factors that militate against the provision of quality education at Grade seven level in Gokwe South Central Cluster in Zimbabwe. International Journal of Science Education, 4(3): 223-229.

Chikowore, T. (2012). Teacher incentives and their influence on pupil performance. Harare: Zimbabwe Teachers’ Association Press.

Cohen, L. and Manion, L. (2011). Research methods in education. London: Groom Helm.

Etsey, K. (2005). Causes of low academic performance of primary school pupils in the Shama Sub-metro of Shama Ahanta East Metropolitan. Cape Coast: University of Cape Coast.

Ezewu, E. (2003). Sociology of education. London: Longman.

Fuller, J. D. (2006). Performance in the modern classroom. New York: MacMillan.

Hoskin, R. (2012). The dangers of self-report. London: British Science Association.

Jansen, H. (1995). Performance of schools and parental attitudes. New York: Routledge.

Jones, T. (1998). Student achievement via excellence accountability. London: Longman.

Katanda, T. (2010). Challenges of education in 21st century. Harare: Zimpapers.

Kumar, S. T. (2008). Fundamentals of research. London: Longman.

Leedy, P. D. (2005). Practical research: Planning and design. Washington DC: MacMillan

Lipton, D. (2007). Staff development and teacher performance. Journal of Educational Administration, 27(3): 410-440.

Maketa, B. (2005). Rural schools’ performance at public exams. Harare: Zimbabwe Open University.

Mangena, W. (2006). Quality of education in rural primary schools. Harare: Longman.

Marave, C. (2011). Let’s teach them: Challenges faced by disadvantaged children. Harare: Longman.

Mbugua, K. Z., Kibet, K. Muthaa, M. G. and Nkonke, R. G. (2012). Factors contributing to student’s poor performance in mathematics at Kenya Certificate of Secondary Education. American International Journal of Contemporary Research, 2(6): 87-91.

Mufanechiya, A., Mandiudza, L., Mufanechiya, T. and Jinga, N. (2012). Challenges faced by Zimbabwean primary schools that perform poorly at Grade seven Level: A case of Chivi bottom ten primary schools in Masvingo Province. Education Research Journal, 2(10): 327-333.

Muranda, R. (2012). Poor performance by rural schools. Harare: Zimbabwe Open University.

Nkosana, T. (2010). Pupils’ characteristics and school performance. Gweru: mambo Press.

Nyagura, L. M. (1991). A comparative analysis of the quality of primary education: The case for Manicaland. Journal of African Studies and Development, 3(5): 96 – 104.

Nyagura, L. M. and Reece, J. C. (1990). A comparative analysis of students achievement by school type in Zimbabwean schools. Harare: University of Zimbabwe.

Phillips, G. and Pugh, C. (2011). Research methods. London: Routledge.

Publishing Company.

Stiggins, R. J. (1999). Evaluating classroom assessment training in teaching education and learning: Theories contexts and validation arguments. Educational Measurement Issues and Practice, 18(1): 3 - 6.

Verspoor, A. (2006). Schools at the centre of quality. Association for the Development of Africa, 18(1): 3 – 6.

Wayne, A. J. and Youngs, P. (2003). Teachers’ characteristics and pupils’ achievement. A Review of Educational research, 2(3): 14 – 23.

Yara, P. O. (2009). Relationship between teacher’s attitude and student’s academic achievement in mathematics in some selected senior secondary schools in South Western Nigeria. European Journal of Social Sciences, 11(3): 364 – 369.




DOI: http://dx.doi.org/10.20286/jhss.v3i4.25

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Nova Journal of Humanities and Social Sciences ISSN 2292-7913 (Online)Published by Nova Pub inc.

Nova Explore Publications
is a member of CrossRef.
DOI Prefix: 10.20286