Author: Manfred Mjengwa
Saint Augustine University of Tanzania (SAUT)
P.O.Box 307, Mwanza, Tanzania
mamjengwa@gmail.com
Abstract
The socioeconomic status of students has previously been studied as a factor that affects their academic performance. The present study gives focus to how the socioeconomic status of the school impacts the academic performance of secondary school students in Dar es Salam, Tanzania. The study adopted a descriptive study design. The study targets secondary school students and teachers within Dar es Salam. It involved administering questionnaires to 210 teachers and students who were selected randomly from 15 schools within Dar es Salam City, Tanzania. Two hypotheses were tested in the study, and data obtained were analyzed using the chi-square statistical method. For the first hypothesis, the researcher concluded that students’ academic performance is directly related to the school’s socioeconomic status. The second hypothesis found that the teacher-student relationship is an intervening factor between the school’s socioeconomic status and the student’s academic achievement.
Keywords: schools’ socioeconomic status, academic achievement, secondary school, high school, teacher-student relationship.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Suggested Citation
Mjengwa, M. (2020). The impact of school’s socio–economic status on the academic performance of secondary school students in Dar es Salam, Tanzania. African Research Journal of Education and Social Sciences, 7(2), 111-118. Available online at http://arjess.org/education-research/the-impact-of-schools-socioeconomic-status-on-the-academic-performance-of-secondary-school-students-in-dar-es-salam-tanzania.pdf
