THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

STUDENTS’ ITEM RESPONSE ANALYSIS REPORT

ON THE FORM TWO NATIONAL ASSESSMENT
(FTNA) 2021

CIVICS
 THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
THE NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

STUDENTS’ ITEM RESPONSE ANALYSIS REPORT

ON THE FORM TWO NATIONAL ASSESSMENT
(FTNA) 2021

011 CIVICS
Published by
National Examinations Council of Tanzania,
P.O. Box 2624,
Dar es Salaam, Tanzania.

© The National Examinations Council of Tanzania, 2022

All rights reserved

ii
 Table of Contents

FOREWORD ........................................................................................................... iv
1.0 INTRODUCTION ......................................................................................... 1
2.0 ANALYSIS OF THE STUDENTS' PERFORMANCE PER QUESTION... 2
2.1 Question 1: Multiple Choice Items ............................................................ 2
2.2 Question 2: Matching Items ..................................................................... 14
2.3 Question 3: True and False Items ............................................................ 17
2.4 Question 4: Comprehension ..................................................................... 22
2.5 Question 5: Definition of Concepts and their Importance ....................... 27
2.6 Question 6: Proper Behaviour and Responsible Decision Making .......... 44
2.7 Question 7: Human Rights ....................................................................... 51
3.0 ANALYSIS OF STUDENTS‟ PERFORMANCE IN EACH TOPIC ........ 56
4.0 CONCLUSION............................................................................................ 57
5.0 RECOMMENDATIONS ............................................................................. 57
APPENDIX............................................................................................................. 59

iii
 FOREWORD
Students Item Response Analysis Report (SIRA) for Civics subject provides
feedback to students, teachers, policy makers, curriculum developers and other
education stakeholders on the 2021 Form Two National Assessment (FTNA). It
gives an analysis on how students responded on the assessment items in this
subject. This is because the students‟ responses help to discover what they have
achieved in Forms One and Two while they are still in the process of learning. It
also shapes them on what comes next if they are ready to move on the right path.

Student‟s performance in Civics subject in FTNA 2021 was good as 428,023

(71.13%) students passed the assessment. When compared with that of FTNA
2020, the results show a declining trend by 14.44 per cent as a total of 514,217
(85.57%) students passed. The students who passed demonstrated adequate
knowledge of the topics from which the questions were set. They identified the
demands of the questions, had skills in answering questions related to
comprehension and above all, they had adequate English language skills.

Nevertheless, the weak scores were due to students lack of adequate knowledge on
the sub topics from which the questions were set. Likewise, some of them failed to
identify the demands of the questions while others lacked specific skills in
answering essays and comprehension questions. Also, poor proficiency in English
language compounded this problem to some of the students. Finally, failure to
adhere to specific question instructions, especially on how to respond to questions
1, 2 and 3 accounts to some students‟ weak performance.

The National Examinations Council of Tanzania expects that appropriate measures

to enhance the performance of the students in Civics subject will be taken by
various stakeholders given the feedback on students‟ performance analysis and the
recommendations provided in this report.

Finally, the Council would like to thank the examination officers, subject
examiners and all individuals who participated in the preparation and processing of
data used in this report.

Dr. Charles E. Msonde

EXECUTIVE SECRETARY
iv
1.0 INTRODUCTION
This report analyses the performance of students in 011 Civics for Form Two
National Assessment (FTNA) in 2021. The paper assessed students'
competences (knowledge, skills and attitudes) according to the Form I and II
Civics syllabus.

There were seven (7) questions in three sections; A, B and C whereby

students were instructed to answer all questions in sections A and B and only
one question from section C. Section A comprised of questions 1, 2 and 3
that carried 35 marks; Section B comprised of two questions 4 and 5 that
carried 50 marks; Section C consisted of two questions, 6 and 7, each
carrying 15 marks.

A total of 602,582 students sat for 011 Civics Form Two National
Assessment in 2021. Out of these, 428,023 (71.13 %) students passed. In
2020, students who sat for Civics Form Two National Assessment were
601,389 out of which 514,217 (85.57%) passed. This indicates that the
performance in 2021 has decreased by 14.44 per cent compared to the 2020
performance. The students' performance in FTNA 2021 is illustrated in Table
1.

Table 1: Students' Performance in Civics Subject in the FTNA-2021

GRADES PASSED
SEX
A B C D F Number Percentage
M 15,983 16,522 66,124 107,459 69,512 206,088 74.78
F 11,456 12,139 59,942 138,398 104,205 221,935 68.05
Total 27,439 28,661 126,066 245,857 173,717 428,023 71.13

The analysis of performance in each question has been presented in this

report. The analysis highlights the requirements of each question as well as
the strengths and weaknesses of students' responses. The percentage of scores
for each question is presented in graphs and charts. Furthermore, samples of
good and poor responses extracted from the students' scripts are presented to
illustrate some of the cases.

The standard grading system used in FTNA assessment is in five categories;

namely, A, B, C, D and F whereas, grade A – D are pass grade. Grade A is
awarded to a student whose scores are within the range marks of (75-100)

1
 signifying “excellent” performance, B (65-74) “very good”, C (45-64)
“good”, D (30-44) “satisfactory” and F (0-29) “Fail”.

In this report three categories of scores have been used to analyse students'
performance in each question. Scores ranging from 0 - 29 marks illustrate
weak performance, 30 - 64 marks is average performance and 65 - 100 marks
show good performance. Students' performance in each question is presented
in graphs and charts using colours. The green colour shows good
performance, yellow colour shows average performance and red colour
shows weak performance. A summary of students‟ performance in each topic
and question in the FTNA 2021 is shown in the appendix.

Finally, the report provides a conclusion and recommendations which are

useful to students, teachers, parents and other education stakeholders to
improve teaching and learning of Civics particularly to those topics in which
students had weak performance.

2.0 ANALYSIS OF THE STUDENTS' PERFORMANCE PER QUESTION

This section analyses the performance of students in each question. It shows
the number of students who attempted each question and explains the quality
of their responses. Students' performance in each question is also categorized
as good, average and weak.

2.1 Question 1: Multiple Choice Items

This question consisted of 20 multiple choice items derived from forms One
and Two topics of the Civics syllabus. The topics are Human Rights, Work,
Government of Tanzania, Promotion of Life Skills, Responsible Citizenship,
Proper behaviour and Responsible Decision Making, Family Life,
Democracy, Road Safety Education and Gender. In each of the items (i - xx),
students were instructed to choose the correct answer among the four given
alternatives (A-D) and write its letter in the box provided in the question
paper. The items were intended to measure the students' understanding of
concepts, events from various topics and their application in their daily lives.

The analysis of the students‟ performance in this question shows that 15.95
per cent of students had good performance by scoring from 13 to 20 marks,
59.66 per cent had average performance by scoring from 6 to 12 marks and
only 24.39 per cent had weak performance with scores ranging from 0 to 5
2
marks out of the 20 marks allotted to this question. Figure 1 shows the
performance of the students in question 1.

Figure 1: Students’ Performance in Question 1

Figure 1 shows performance of the students in question 1 in which 75.61 per

cent of the students scored from 6 to 20 marks.

The analysis of students' item responses is as follows: Item (i) tested

students‟ knowledge on the meaning of human rights. Students with adequate
knowledge on human rights issues opted for B “treatments and privileges for
being a human being”. These students were aware that human rights are the
basic things that all human beings are entitled to because we exist as human
beings. Also, these rights are not granted by any state because they are
universal and inherent to every human being therefore, nobody should
interfere with. On the other hand, students who opted for A “treatments and
privileges for being a citizen of a given country”, C “treatment and privileges
for being a member of a political party” and D “treatments and privileges
for being a citizen by birth in a given country” failed to recognise that human
rights should be enjoyed by every human being irrespective of his or her
citizenship, race, language beliefs, domicile, social, political and economic
status or any other status.

3
Item (ii) tested student‟s ability to identify mental related works from the
pairs of activities in the given four options. The students who opted for the
correct answer A “banking and teaching” were aware that both banking and
teaching do not involve much muscular energy. Banking is an act of handling
money, credit and other financial transactions for individual customers and
institutions. Teaching is the process of attending to students‟ needs,
experiences, talents and abilities by involving them in the process of learning
particular things, acquire new knowledge and develop new skills.
Conversely, students who opted for B “fishing and farming” and C “mining
and carpentry” failed to recognise that fishing, farming, mining and carpentry
are not mentally demanding activities rather, they are more of physical works
because they involve more use of physical strengths than mental skills. For
example, fishing is the activity of catching fish and other aquatic animals for
food, sport, hobby or business from different water bodies and farming is the
activity or business of growing crops and raising livestock. Likewise, mining
refers to the process or an industry which involves extracting metals and
other valuable minerals from the earth or a mine. In addition, carpentry is the
art of shaping and assembling structural wood work. Such students therefore,
were not aware that carpentry refers to the activity or occupation of making
furniture, buildings and other wood structures. The last option was D
“communicating and mining”. This option attracted some of ill-prepared
students because it contained both physical and mental related activities.
Communicating is a mental activity which involves sharing or exchange of
information, news or ideas between or among destinations while mining is
physical work related activity as seen before.

Item (iii) tested students‟ ability to identify the term referring to the process
of making minor changes in the existing constitution from the given
alternatives. Students who opted for the correct answer C “constitutional
amendments” were aware that constitutional amendment is the process of
modifying the existing constitution of a political organisation or other type of
entity in order to cope with the demands of the current situation. On the other
hand, those students who opted for incorrect options A, B and D were not
aware that option A “writing constitution” refers to a process where by a
formal document defining the fundamental principles that constitute the legal
basis of a nation or organization is being written. Option B “constitutional
suspension” was not a correct response because it refers to temporary stop or
withholding a constitution from use or exercise until a further decision is
4
Published by
National Examinations Council of Tanzania,
P.O. Box 2624,
Dar es Salaam, Tanzania.

© The National Examinations Council of Tanzania, 2022

All rights reserved

ii
citizenship submitted to an authority. These students, associated application
with one of the conditions for being granted citizenship by registration or
naturalization which requires a person to make an application to the Ministry
of Home Affairs for being granted citizenship. Furthermore, the students who
went astray by opting for D “referee” did not realize that a referee is a
person who is willing to testify verbally or in writing about the character and
ability of someone.

Item (vi) required the students to identify from among the given options, the
means used to judge proper behaviours in the society. The correct response A
“social norms of the particular society” was opted for by students who were
aware that social norms are unwritten beliefs, attitudes and behaviours that
are considered acceptable in a particular society. Such students were
knowledgeable that norms are patterns of behaviour to be displayed by every
member of a particular society through which bad or good behaviour is
judged. On the other hand, students who opted for B “the constitution of a
particular country” associated the basic principles and laws that govern the
country which are found in constitution with standards of judging people‟s
behaviour in the society. Moreover, students who chose C “peer groups in the
particular society” and D “elders in the particular society” lacked knowledge
that peer groups and elders are not used to judge proper behaviour, rather
they just influence it. For example, in some circumstances peer groups may
lead to bad behaviour especially among the youths and cannot be used to
judge the proper behaviour of a particular society. Similarly, elders, being a
special group in the society, have influence in directing the behaviour of
people because they are consulted in some decision-making due to their vast
life experience.

Item (vii) required students to identify from the given alternatives a type of
marriage whereby a couple becomes a husband and wife before the district
commissioner. The correct response C “judicial marriage” was opted for by
students who had adequate knowledge about family life; specifically types of
marriages. They were aware that judicial marriage is done before the district
commissioner. A good number of students opted for A “district marriage” as
they were attracted by the word district used in the distracter and stem. Such
students were confused by the fact that such marriages are officiated by the
district commissioner. Those who opted for incorrect option B “early
marriage” were unaware that this is a prohibited marriage as it is the union
6
between two people in which one or both partners are younger than 18 years
of age. Also, they failed to differentiate between the types and legality of a
marriage whereas such marriage cannot be officiated before a district
commissioner or any other authority. Likewise, option D “traditional
marriage” was incorrect answer because traditional marriage is a marriage
conducted through traditional customary laws and regulations which differ
from one society to another. That means it is a marriage officiated according
to the historical norms of a given society usually for the primary purpose of
establishing a family. It is mostly done under supervision of special group of
people particularly elders of a given society and not officiated by the district
commissioner.

Item (viii) tested student‟s knowledge on different forms of government.

Students were instructed to identify from the given options the form of
government in which the king or queen is both the head of state and
government. The correct response was C “absolute monarchy”. Students who
opted for this correct response had the adequate knowledge on the various
forms of the government. On the contrary, students who lacked the
knowledge about forms of government opted for the following incorrect
responses; A “communist government”, B “constitutional monarchy” and D
“constitutional government”. Option A was incorrect because a communist
government is the one in which the state plans and controls all the major
means of production. Moreover, communist governments believe in the
common ownership of the major means of production with free access to
social services and classless society. Similarly, option B was not correct
because in constitutional monarchy a King or Queen (a monarch) shares
power with a constitutionally organized government. In this regard, a king or
queen is the ceremonial head of state whereas the prime minister is the head
of the government. Lastly option D was equally incorrect because
constitutional government is one which embraces the existence of a
constitution as an accepted legal instrument for controlling the exercise of
political power in the state. The constitution therefore, establishes
documented rules or principles about legal limits of the government in power.
In addition, this differentiates it from absolute monarchy whereas the
unwritten rules and principles govern the government practices and the king
or queen rule with unlimited powers.

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Item (ix) tested students‟ ability to identify from the given four alternatives
the term which refers to a kind of election held between the general elections
to fill the parliamentary or councillors seat. Students who were able to
provide the correct response B “by election” demonstrated an ability to
differentiate various types of democratic elections conducted in Tanzania
during and after general election. Such students had knowledge that; by
election is done after general election to fill a vacant in a constituency or
ward. On the other hand, students who wrongly responded for A “democratic
election”, were not aware that a democratic election is the kind of election
which adheres to all principles of free and fair election to let the qualified and
most voted candidate win. Therefore, both general and by elections need to
be democratic. Similarly, those who chose C “constituency elections” were
not aware that it is the kind of election conducted in a specified area where
voters elect representatives to legislative body. Moreover, option D
“referendum” was also incorrect as it refers to the voting process which can
be conducted when necessary aimed at deciding on an important national
issue. Usually, a referendum is used as a means of getting peoples‟ opinion or
position in order to agree or disagree with a particular policy or some
sensitive decision in the country by voting.

Item (x) required students to identify from the given four alternatives a
statement which explains the reason for erecting traffic lights along the road.
The students who chose the correct response B “to control the movement of
vehicles and pedestrians” had adequate knowledge about the importance and
functions of road signs. Students who opted for incorrect response A “to
protect pedestrians and children” and D “to enable children and elders to
cross the road” did not realise that road signs are not specifically meant to
help only pedestrians; children and elders rather, are there to provide equal
rights and access to all categories of road users. Students who opted for C “to
beautify the city and towns” lacked the knowledge on the core motive of
having traffic lights, which is to control the movement of all road users when
using the road.

Item (xi) required the students to choose from the given four alternatives an
option which is not among the steps in the problem solving process. Students
with adequate knowledge on problem solving process were able to opt for the
correct response D “writing a report”. These students were able to realize that
writing a report is not one of the steps in problem solving rather is a process
8
of preparing a concise document based on research that typically analyses a
situation and sometimes makes recommendations or provide feedback to a
targeted audience. Students with inadequate understanding of the various
steps of problem solving opted for A “initiating mediation” B “information
gathering” and C “defining the problem”. They did not know that the three
options comprise of the correct steps in problem solving process whereby;
initiating mediation is the first stage in problem-solving process whereby the
problem-solver assumes the role of a mediator between conflicting parties in
order to settle a dispute. It involves inviting a pursuant to an agreement
between parties by talking to both and trying to find what they can both agree
pertaining to the problem at hand. Information gathering is also incorrect
response because it is the second stage in problem-solving process whereby a
problem-solver collects information by listening to conflicting sides and do
personal observations in order to realize what the problem is about. Likewise,
defining the problem is equally incorrect because it is the third stage in the
problem solving process whereby the problem-solvers understand and state
the problem to solve it clearly. This step involves disorganising the situation
so that the focus is on the real problem and not a mere symptom. Thus, it can
be concluded that students who concentrated on these options had insufficient
knowledge on the topic of Life Skills.

Item (xii) tested students‟ ability to identify from the given four options a
type of citizenship acquired by individual one parent of whom is a citizen of
Tanzania. The correct response A “citizenship by descent” was opted for by
students who had sufficient knowledge on types of citizenship applicable in
Tanzania. These students were aware that, it is the kind of citizenship granted
to a person born outside United Republic of Tanzania on or after the union
day if one of his or parents is a citizen of Tanzania by birth or naturalization.
Conversely, students who opted for B “citizenship by birth” were not aware
that it is a type of citizenship acquired by being born in a particular country.
Students who opted for C “citizenship by registration” and D “citizenship by
naturalization” were not familiar that both are types of citizenship granted to
foreign applicants who meet the required conditions and wish to become
Tanzanian citizens by applying to the Minister responsible for Home Affairs.
Citizenship by registration is granted only to applicants from Commonwealth
countries while citizenship by naturalization is the process open for
applicants from non-commonwealth countries.

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Item (xiii) instructed students to choose from the given four alternatives an
option which refers to the official document given to an individual or
company to conduct a business. Knowledgeable students on the sources of
government revenues were able to identify the correct response B “licence”.
Besides that, some well-informed students could have transferred their
knowledge and experience in answering this item by making reference to
some activities done by local government authorities as they provide license
to people to establish businesses in their localities. Conversely, students who
opted an incorrect response A “affidavit” were not aware that affidavit is a
written declaration from an individual which, upon oath, becomes the truth.
Normally, it is made before an authorized official and can be used as proof in
a court of law. In this regard, it is an oath that what an individual is saying is
the truth. Likewise, students who selected option C “visa” were unfamiliar
that it is an endorsement placed on passport indicating that the holder is
officially allowed to enter, leave or stay for a specified period of time in a
particular country. Similarly, those who opted for response D “passport”
were not aware that it is an official document issued by an authorised official
of a country to the country‟s citizens for international travel and
identification. Passport allows the citizens to travel in a foreign country in
accordance with visa requirements and that requests protection for the citizen
while abroad. Therefore, options A, C and D were wrong because affidavit,
visa and passport do not authorise someone or company to conduct business.

Item (xiv) tested students‟ ability to identify from among the given
alternatives a response which is not a factor influencing human behaviour.
Students who chose the correct response C “friction” had a good
understanding that friction refers to the degree to which cultures differ from
each other when measured by cultural factors such as language, art, customs,
norms and traditions. As a matter of fact, it does not influence individual‟s
behavior because it requires someone to sacrifice or surrender his or her
cultural values for the new ones something which is not easy to happen.
Students who wrongly picked A “Culture”, B “Attitude” and D “Emotions”
were not aware that all these options influence the way in which someone
conducts or does things in a particular situation. For example, culture
comprises of ideas, beliefs, customs and social behaviours of a particular
group or society. These in one way or another shape the way we work and
play, how we view ourselves and others, affects our values or what we
consider right and wrong. Therefore, the society we live in influences our
10
choices which in turn can also influence others and ultimately help shape our
society. The same influence applies to attitude as an evaluative response or a
way of feeling towards a person, thing or situation and emotions, which
refers to a strong feeling deriving from one‟s circumstances, mood or
relationship with others.

Item (xv) tested students‟ understanding on the importance of road signs as

they were instructed to select from the given options an alternative which
explains why traffic signs and symbols are important. Students who opted for
correct response C “they provide instructions to road users” had adequate
knowledge of the importance of traffic signs that they provide crucial
instructions and information to road users so that they can use the road
properly and safely. On the other side, students who opted for response A
“they provide information to drivers “and D “they provide warning to
pedestrians” did not recognise that road traffic signs provide instruction and
information not only to pedestrians and drivers but to all categories of road
users. Likewise, students who opted for the incorrect response C “they
provided good visual appeal to road user” lacked the knowledge about the
purpose of the traffic signs.

In item (xvi) students were tasked to identify the statement which is not true
about indirect democracy from among the given alternatives. The students
who had adequate knowledge about distinctive features of indirect
democracy opted for a correct response C “citizens elect their representatives
in the parliament”. Such students were aware that citizens do not elect their
representatives in the parliament, instead, they elect them in constituencies to
represent them in the parliament. Students who were attracted by incorrect
responses A “it has limited room for direct citizens‟ participation”, B
“citizens rule through their elected representatives” and D “it is applicable in
society with large population” failed to realise that all these options are
characteristics of indirect democracy. Therefore, these were incorrect
responses.

Item (xvii) required students to identify from the given alternatives the term
which refers to a strong influence to behave in a certain way from friends or
other people of the same social status. The correct response, D “peer
pressure” was opted for by students who were knowledgeable on the social
life skills. On the contrary, those who chose A “social pressure” did not
11
realise that social pressure is a combined influence from the members of the
society that are around someone or exerted on a person or group in a day to
day life. Thus, it is a product of the society as whole and not from peers
alone. Similarly, students who opted for B “pressure group” were unfamiliar
that it refers to an organised group of people who are trying to influence
government or other authority to do something and in turn they try to
influence government decision in favour of their group interests. In Tanzania
for example, pressure groups include TGNP, TAMWA and TAWLA. Lastly,
those who chose C “blood pressure” had limited understanding on the factors
influencing human behaviour. As a result, they failed to realise that blood
pressure as a matter of fact is the force of circulating blood on the walls of
arteries.

Item (xviii) instructed students to identify from the given options the term
referred to as the process of developing romantic relationship between a man
and woman before marriage. Student who were able to identify the correct
answer, A “courtship” were knowledgeable about family life: courtship and
marriage matters in particular. Additionally, their understanding on courtship
and marriage could have been a result of religious teachings pertaining to
procedures of religious marriages officiated by religious leaders. This is
because religious marriage is one of types of marriages covered in the
syllabus. On the other hand, other students picked the incorrect response B
“monogamy”. Such students failed to recognise that monogamy is not
developed before marriage rather is a state of being married to only one
partner at a time. Furthermore, students who opted for C “infidelity” were
unaware that it refers to the act of having romantic relationship with the
person who is not one‟s wife or husband. For that matter, infidelity means
being unfaithful to one‟s spouse or partner; so, it is not correct in this context.
Moreover, students who chose D “honeymoon” did not know that
honeymoon is just a holiday spent together by a newly married couple which
normally takes place immediately after wedding.

Item (xix) required students to identify from the given alternatives a term for
a public instrument which shows how the country is governed. The correct
response was C “the constitution”. It was opted for by students who
understood that the constitution is the body of fundamental laws, rules and
principles that govern a particular country or state. Conversely, students who
opted for A “party manifesto” could not understand that party manifesto is a
12
publication issued by a political party before general election which contains
party intentions, motives or views for development and set of policies that a
political party stand for and would wish to implement if elected into power.
Furthermore, the students who opted for B “by laws” could not recognise that
by -law are are regulations made by a local authority to be applied in its area
contrary to constitutional laws which are applicable to the entire country.
Likewise, students who selected D “the judiciary” fell in the same trap
because the judiciary is not a public document; rather it is the system of
courts that adjudicates legal disputes/disagreements, interprets, defends and
applies the law and administer justice in a country. The judiciary as a state
organ draws its mandate from the constitution.

Item (xx) tested students‟ understanding on different gender concepts. The

students were tasked to identify a concept defined as a situation whereby men
and women are treated differently in the society. Students with adequate
knowledge about gender concepts opted for the correct response C “gender
discrimination”. These students were knowledgeable that gender
discrimination involves unequal treatment between males and females
henceforth leading to social, economic and political disparities in terms of
power, status and benefiting opportunities. On the other hand, students who
chose option A “gender analysis” did not realise that it refers to the
systematic process of evaluating data based on gender matters. The aim is to
understand whether there is gender equality in the society, roles of men and
women, access to resources and constraints faced by both genders. The
students who opted for B “gender roles” were not familiar that the concept
refers to the socially constructed duties and responsibilities which the society
expects to be played by the people on account of their sex. For example, in
most African societies domestic roles are expected to be performed by
females while males are engaged in economic ones. Additionally, those who
opted for D “gender identity”. Were unaware that the concept refers to one‟s
self-identification as a man or woman; it is each person‟s internal and
individual experience of gender. Moreover, it is a person‟s sense of being a
man or woman. Therefore, it does not propagate gender disparities in terms
of treatment.

Contrary to the instruction given on how to respond to this question, a few

students responded by giving two letters instead of writing one letter of the
correct answer. As a result, such students‟ responses could not score any
13
 mark. Extract 1.1 is an illustration of an incorrect student response. In
addition, a few students skipped this question.

Extract 1.1 A sample of student‟s incorrect responses in question 1.

2.2 Question 2: Matching Items

The question required the students to match the descriptions on life skills in
List A with corresponding life skills concepts in List B by writing the letter
of the correct response below the corresponding item number in the table
provided.

The analysis of the students‟ performance indicates that 12.63 per cent of the
students had good performance with scores ranging from 4 to 5 marks, 27.19
14
per cent of students had average performance scoring from 2 to 3 marks and
60.18 per cent of students had weak performance scoring from 0 to 1 mark.
Figure 2 indicates the students‟ performance in question 2.

Figure 2: Students’ Performance in Question 2

Item (i) required the student to identify a correct response from list B that
matches with the statement “ability to come up with new things or new ways
of doing things differently from old ones”. The correct response B “creative
thinking” was picked by students who were aware that creative thinking must
involve ability to invent and create new ways of overcoming new challenges
in daily life. As a matter of fact, these students proved to have adequate
knowledge of various personal life skills. On the other hand, some students
wrongly matched it with C “critical thinking”. Such students were unfamiliar
that critical thinking is the ability of a person to develop a deep understanding
of something which in turn enables an individual to make reasonable/rational
judgement on a particular situation. Likewise, students who opted for D
“Empathy” were wrong as they could not realise that empathy is the ability of
an individual to understand other peoples‟ problems and feel concern about
them. Furthermore, students who chose E “emotions” lacked the knowledge
that emotions are strong feelings such as fear, love, anger, shyness, disgust
and the desire to be respected. In addition, those who opted for F
“assertiveness”, G “peer resistance” and H “negotiation skills” were all
incorrect for the fact that; assertiveness means individual ability to express
own opinions or desire strongly and with confidence, peer resistance entails
15
one‟s ability to stand for his or her values, needs and benefits in face of
conflicting ideas from peers, while negotiation skills refers to ability to agree
on issues on a peaceful way without undermining others‟ principles.

In item (ii) students were instructed to match the concept from list B which is
defined in list A as the ability to feel other peoples‟ experience and be
concerned with their problems. The correct response was D “empathy”. The
students who matched it correctly had adequate knowledge about the types of
life skills. Also, they were aware that empathy involves individual‟s ability to
share some problems with fellows wisely and sensibly. These students knew
that when you empathize, you imagine yourself in the other people‟s situation.
In so doing, people share problems by supporting each other morally and
materially. On the other hand, students who chose B “creative thinking” and C
“critical thinking” were unable to distinguish between effective decision
making skills with social skills. Likewise, students who matched with E
“emotions” and F “assertiveness” were also wrong for the reason that they are
both personal life skills.

In item (iii) students were required to match from list B the concept which in
list A is referred to as the ability to stand up for one‟s values, need and
benefits in the face of conflicting ideas and practice. The students with
sufficient knowledge on different aspects of social skills provided the correct
response G “peer resistance”. Such students were aware that peer resistance
entails an ability to take control of one‟s life by resisting negative influence
from others. However, students who had insufficient understanding wrongly
matched it with F “assertiveness”. These could not recognise that the response
was incorrect since it refers to ability of person to know what he or she wants
and why and be able to take necessary steps to achieve it. Likewise, response
H “negotiation skills”, was also wrong as it described the ability to agree on
issues without undermining or going against one‟s principles.

In item (iv) students were required to opt for the response from list B which
matches with strong feelings such as fear, love, anger, shyness, disgust, desire
to be loved or being accepted. The correct response E “Emotions” was opted
for by students who had knowledge that such feelings are derived from one‟s
circumstances, mood, or relationships with others. The same students knew
that a person need to build the sense of good management and proper control
of self-issues. Therefore, they were aware that a person without coping with
16
 emotion skills is unable to handle strong feelings and actions. However, other
students wrongly matched it with A “Life skills” and B “Creative thinking”.
Such responses were incorrect because life skills refer to a person‟s ability to
live well in the society by managing his or her life properly and make it better.
Likewise, creative thinking helps an individual to come up with solutions that
other people had not thought of. In general, students who went astray lacked
knowledge concerning different aspects of life skills.

In item (v) students were instructed to opt from list B a response which
matches with the definition in list A that “the ability of a person to know what
one wants and the reason for his choice”. Students with adequate knowledge
on life skills concepts matched it with the correct response F “assertiveness”.
Conversely, the students who wrongly matched it with incorrect responses D
“Empathy”, F “negotiations skills” and G “Peer resistance” failed to
differentiate between personal life skills like assertiveness and interpersonal
life skills such as empathy.

However, further analysis of students‟ responses reveals that failure to adhere

to the question instructions contributed to the poor performance of some
students in this question. Such students provided letters and numerals contrary
to the instruction of the question as their responses to this question. For
example, some wrote numerals like 1, 2, 3, 4, double letters such as AC, ED,
FB while others wrote letters like J, O, Q and P contrary to the given
instruction. All these were not given in the question responses. Extract 2.1 is
an example of such cases. In addition, a few students skipped this question.

Extract 2.1 is a sample of an incorrect response to question 2.

2.3 Question 3: True and False Items

The question consisted of ten (10) items covering the topics: Promotion of
Life Skills, Human Rights, Government of Tanzania, Democracy, Gender,
Road Safety Education and Our Nation. Students were required to write
“True” if the statement is correct and “False” if the statement is not correct.

17
This was among the good performed question as 13.6 per cent of the students
scored from 7 to 10 marks which is good performance, 79.2 per cent scored
from 3 to 6 marks indicating average performance and only 7.13 per cent
scored from 0 to 2 marks indicating weak performance. Figure 3 shows the
performance of students in question 3.

13.60% 7.13%

0.0 - 2.0
3.0 - 6.0
7.0 - 10.0
79.27%

Figure 3: Students’ Performance in Question 3

Figure 3 shows good performance of the students in question 3 as 92.89 per

cent of the students scored from 3 to 10 marks.

The analysis of the student‟s responses in each item is as follows:

Item (i) required student to write either true or false to the statement that
“Both decision making and problem solving requires someone to make a
choice and act on it” The students who were able to write the correct answer
“True” demonstrated knowledge of the steps involved in both decision making
and problem solving processes. They were aware that, both processes involve
the step at which the one making decision or solving a problem has to make
the best choice after carefully analysing possible solutions or options based on
identified criteria and thereafter implementing the choice made. On the other
hand, students who were unable to write a correct response lacked the
knowledge on various steps involved in decision making and problem solving
processes.

18
Item (ii) tasked students to write either „True‟ or „False‟ on the statement that
“The bill of rights was included in the constitution of the United Republic of
Tanzania in 1977”. The correct response was “False”. Students who were able
to provide a correct response had adequate knowledge about constitutional
developments in Tanzania especially the 5th constitutional amendments of
1984 when the bill of rights was included in the constitution of the United
Republic of Tanzania. On the other hand, students who wrote “True” were
unfamiliar with different constitutional amendments that the United Republic
of Tanzanian Constitution has undergone since the adoption of the
independence constitution in 1961. Therefore, they were unaware that 1977
was the year when the permanent constitution of the United Republic of
Tanzania was enacted. Besides that, there were other amendments done before
which include the adoption of the Republican constitution in 1962, the interim
constitution of 1964 and the interim constitution of 1965.

Item (iii) required students to write either “True” or “False” on the statement
that “the village chairperson is appointed by the village assembly”. The
correct response was “False”. Students who were able to write the correct
answer had knowledge on the functions of the village assembly and how local
government leaders are obtained. They were aware that the village chairperson
is not appointed by the village assembly; rather he/she is elected by the
villagers during local government election. In the context of Tanzania, this
election is held after every five years. For example, the last one was in 2019.
On the other hand, those who wrote the incorrect response “True” were
unfamiliar that the village assembly has no mandate to appoint the village
chairperson. Instead, it is mandated to perform such functions as receiving
implementation reports from the village council, receiving and discussing
reports on village revenues and expenditures, discuss and pass by-laws
proposed by village council, among others.

Item (iv) required students to write either “True” or “False” on the statement
that “A type of representative democracy whereby the parliament and the
cabinet are independent is knowns as presidential democracy”. Students with
sufficient understanding of the forms of indirect democracy wrote the correct
response „True”. They were conversant with the fact that in presidential
democracy, people choose both the president who is the head of executive and
the members of the parliament who form the legislature. Therefore, the
executive and the parliament are independent from each other. Hence, checks

19
1.0 INTRODUCTION
This report analyses the performance of students in 011 Civics for Form Two
National Assessment (FTNA) in 2021. The paper assessed students'
competences (knowledge, skills and attitudes) according to the Form I and II
Civics syllabus.

There were seven (7) questions in three sections; A, B and C whereby

students were instructed to answer all questions in sections A and B and only
one question from section C. Section A comprised of questions 1, 2 and 3
that carried 35 marks; Section B comprised of two questions 4 and 5 that
carried 50 marks; Section C consisted of two questions, 6 and 7, each
carrying 15 marks.

A total of 602,582 students sat for 011 Civics Form Two National
Assessment in 2021. Out of these, 428,023 (71.13 %) students passed. In
2020, students who sat for Civics Form Two National Assessment were
601,389 out of which 514,217 (85.57%) passed. This indicates that the
performance in 2021 has decreased by 14.44 per cent compared to the 2020
performance. The students' performance in FTNA 2021 is illustrated in Table
1.

Table 1: Students' Performance in Civics Subject in the FTNA-2021

GRADES PASSED
SEX
A B C D F Number Percentage
M 15,983 16,522 66,124 107,459 69,512 206,088 74.78
F 11,456 12,139 59,942 138,398 104,205 221,935 68.05
Total 27,439 28,661 126,066 245,857 173,717 428,023 71.13

The analysis of performance in each question has been presented in this

report. The analysis highlights the requirements of each question as well as
the strengths and weaknesses of students' responses. The percentage of scores
for each question is presented in graphs and charts. Furthermore, samples of
good and poor responses extracted from the students' scripts are presented to
illustrate some of the cases.

The standard grading system used in FTNA assessment is in five categories;

namely, A, B, C, D and F whereas, grade A – D are pass grade. Grade A is
awarded to a student whose scores are within the range marks of (75-100)

1
 signifying “excellent” performance, B (65-74) “very good”, C (45-64)
“good”, D (30-44) “satisfactory” and F (0-29) “Fail”.

In this report three categories of scores have been used to analyse students'
performance in each question. Scores ranging from 0 - 29 marks illustrate
weak performance, 30 - 64 marks is average performance and 65 - 100 marks
show good performance. Students' performance in each question is presented
in graphs and charts using colours. The green colour shows good
performance, yellow colour shows average performance and red colour
shows weak performance. A summary of students‟ performance in each topic
and question in the FTNA 2021 is shown in the appendix.

Finally, the report provides a conclusion and recommendations which are

useful to students, teachers, parents and other education stakeholders to
improve teaching and learning of Civics particularly to those topics in which
students had weak performance.

2.0 ANALYSIS OF THE STUDENTS' PERFORMANCE PER QUESTION

This section analyses the performance of students in each question. It shows
the number of students who attempted each question and explains the quality
of their responses. Students' performance in each question is also categorized
as good, average and weak.

2.1 Question 1: Multiple Choice Items

This question consisted of 20 multiple choice items derived from forms One
and Two topics of the Civics syllabus. The topics are Human Rights, Work,
Government of Tanzania, Promotion of Life Skills, Responsible Citizenship,
Proper behaviour and Responsible Decision Making, Family Life,
Democracy, Road Safety Education and Gender. In each of the items (i - xx),
students were instructed to choose the correct answer among the four given
alternatives (A-D) and write its letter in the box provided in the question
paper. The items were intended to measure the students' understanding of
concepts, events from various topics and their application in their daily lives.

The analysis of the students‟ performance in this question shows that 15.95
per cent of students had good performance by scoring from 13 to 20 marks,
59.66 per cent had average performance by scoring from 6 to 12 marks and
only 24.39 per cent had weak performance with scores ranging from 0 to 5
2
marks out of the 20 marks allotted to this question. Figure 1 shows the
performance of the students in question 1.

Figure 1: Students’ Performance in Question 1

Figure 1 shows performance of the students in question 1 in which 75.61 per

cent of the students scored from 6 to 20 marks.

The analysis of students' item responses is as follows: Item (i) tested

students‟ knowledge on the meaning of human rights. Students with adequate
knowledge on human rights issues opted for B “treatments and privileges for
being a human being”. These students were aware that human rights are the
basic things that all human beings are entitled to because we exist as human
beings. Also, these rights are not granted by any state because they are
universal and inherent to every human being therefore, nobody should
interfere with. On the other hand, students who opted for A “treatments and
privileges for being a citizen of a given country”, C “treatment and privileges
for being a member of a political party” and D “treatments and privileges
for being a citizen by birth in a given country” failed to recognise that human
rights should be enjoyed by every human being irrespective of his or her
citizenship, race, language beliefs, domicile, social, political and economic
status or any other status.

3
 100
90
Percentage of Students 80
70
60
47.89
50 39.80
40
30
20 12.31
10
0
0.0 - 20.5 3.0 - 6.0 6.5 - 10.0
Scores

Figure 4: Students’ Performance in Question 4

Figure 4 shows good performance of students in question 4 as 87.69 per cent

of the students scored from 6.5 to 10 marks.

The analysis of the student‟s responses in each item is as follows: Item 4 (a)
required students to suggest the suitable title of the passage. The correct title
of the passage could either be, EFFECTS OF FEMALE GENITAL
MUTILATION or FEMALE GENITAL MUTILATION. The students who
provided correct title demonstrated sufficient knowledge in answering
comprehension questions and had good English language command as well.
On the other hand, there were students who failed to suggest the suitable title
of the passage. This might have emanated from their inability to understand
the passage‟s main idea or they were unconversant with the technique of
finding the passage title. One of these technique requires a reader to read the
passage thoroughly twice or thrice in order to grasp the key concept of the
passage. In addition, the analysis of students‟ responses in this category
showed that some students were unable to communicate in English language.
Some of the incorrect titles of the passage suggested by students included;
HIV/AIDS, SOCIAL CULTURAL PROBLEMS, MALE AND FEMALE,
DISEASES and HEALTH PROBLEM. Furthermore, there were students
who copied words or phrases from the passage and some words from
question‟s instruction and treated them as titles for the passage contrary to the
demand of the question. For example, some students copied the response

23
citizenship submitted to an authority. These students, associated application
with one of the conditions for being granted citizenship by registration or
naturalization which requires a person to make an application to the Ministry
of Home Affairs for being granted citizenship. Furthermore, the students who
went astray by opting for D “referee” did not realize that a referee is a
person who is willing to testify verbally or in writing about the character and
ability of someone.

Item (vi) required the students to identify from among the given options, the
means used to judge proper behaviours in the society. The correct response A
“social norms of the particular society” was opted for by students who were
aware that social norms are unwritten beliefs, attitudes and behaviours that
are considered acceptable in a particular society. Such students were
knowledgeable that norms are patterns of behaviour to be displayed by every
member of a particular society through which bad or good behaviour is
judged. On the other hand, students who opted for B “the constitution of a
particular country” associated the basic principles and laws that govern the
country which are found in constitution with standards of judging people‟s
behaviour in the society. Moreover, students who chose C “peer groups in the
particular society” and D “elders in the particular society” lacked knowledge
that peer groups and elders are not used to judge proper behaviour, rather
they just influence it. For example, in some circumstances peer groups may
lead to bad behaviour especially among the youths and cannot be used to
judge the proper behaviour of a particular society. Similarly, elders, being a
special group in the society, have influence in directing the behaviour of
people because they are consulted in some decision-making due to their vast
life experience.

Item (vii) required students to identify from the given alternatives a type of
marriage whereby a couple becomes a husband and wife before the district
commissioner. The correct response C “judicial marriage” was opted for by
students who had adequate knowledge about family life; specifically types of
marriages. They were aware that judicial marriage is done before the district
commissioner. A good number of students opted for A “district marriage” as
they were attracted by the word district used in the distracter and stem. Such
students were confused by the fact that such marriages are officiated by the
district commissioner. Those who opted for incorrect option B “early
marriage” were unaware that this is a prohibited marriage as it is the union
6
between two people in which one or both partners are younger than 18 years
of age. Also, they failed to differentiate between the types and legality of a
marriage whereas such marriage cannot be officiated before a district
commissioner or any other authority. Likewise, option D “traditional
marriage” was incorrect answer because traditional marriage is a marriage
conducted through traditional customary laws and regulations which differ
from one society to another. That means it is a marriage officiated according
to the historical norms of a given society usually for the primary purpose of
establishing a family. It is mostly done under supervision of special group of
people particularly elders of a given society and not officiated by the district
commissioner.

Item (viii) tested student‟s knowledge on different forms of government.

Students were instructed to identify from the given options the form of
government in which the king or queen is both the head of state and
government. The correct response was C “absolute monarchy”. Students who
opted for this correct response had the adequate knowledge on the various
forms of the government. On the contrary, students who lacked the
knowledge about forms of government opted for the following incorrect
responses; A “communist government”, B “constitutional monarchy” and D
“constitutional government”. Option A was incorrect because a communist
government is the one in which the state plans and controls all the major
means of production. Moreover, communist governments believe in the
common ownership of the major means of production with free access to
social services and classless society. Similarly, option B was not correct
because in constitutional monarchy a King or Queen (a monarch) shares
power with a constitutionally organized government. In this regard, a king or
queen is the ceremonial head of state whereas the prime minister is the head
of the government. Lastly option D was equally incorrect because
constitutional government is one which embraces the existence of a
constitution as an accepted legal instrument for controlling the exercise of
political power in the state. The constitution therefore, establishes
documented rules or principles about legal limits of the government in power.
In addition, this differentiates it from absolute monarchy whereas the
unwritten rules and principles govern the government practices and the king
or queen rule with unlimited powers.

7
Item (ix) tested students‟ ability to identify from the given four alternatives
the term which refers to a kind of election held between the general elections
to fill the parliamentary or councillors seat. Students who were able to
provide the correct response B “by election” demonstrated an ability to
differentiate various types of democratic elections conducted in Tanzania
during and after general election. Such students had knowledge that; by
election is done after general election to fill a vacant in a constituency or
ward. On the other hand, students who wrongly responded for A “democratic
election”, were not aware that a democratic election is the kind of election
which adheres to all principles of free and fair election to let the qualified and
most voted candidate win. Therefore, both general and by elections need to
be democratic. Similarly, those who chose C “constituency elections” were
not aware that it is the kind of election conducted in a specified area where
voters elect representatives to legislative body. Moreover, option D
“referendum” was also incorrect as it refers to the voting process which can
be conducted when necessary aimed at deciding on an important national
issue. Usually, a referendum is used as a means of getting peoples‟ opinion or
position in order to agree or disagree with a particular policy or some
sensitive decision in the country by voting.

Item (x) required students to identify from the given four alternatives a
statement which explains the reason for erecting traffic lights along the road.
The students who chose the correct response B “to control the movement of
vehicles and pedestrians” had adequate knowledge about the importance and
functions of road signs. Students who opted for incorrect response A “to
protect pedestrians and children” and D “to enable children and elders to
cross the road” did not realise that road signs are not specifically meant to
help only pedestrians; children and elders rather, are there to provide equal
rights and access to all categories of road users. Students who opted for C “to
beautify the city and towns” lacked the knowledge on the core motive of
having traffic lights, which is to control the movement of all road users when
using the road.

Item (xi) required the students to choose from the given four alternatives an
option which is not among the steps in the problem solving process. Students
with adequate knowledge on problem solving process were able to opt for the
correct response D “writing a report”. These students were able to realize that
writing a report is not one of the steps in problem solving rather is a process
8
 Extract 4.2 A sample of a student‟s incorrect response in question 4.

2.5 Question 5: Definition of Concepts and their Importance

This question had ten (10) items (A-J). The items were set from five topics of
forms one and two syllabus. The topics were: Democracy, Government of
Tanzania, Promotion of Life skills, Gender and Road Safety Education.
Students were required to define concepts and provide two importance for
each concept.

The performance was very weak as 81.89 per cent of the students scored
from 0 to 11.5 marks, out of whom 20.78 scored a zero mark. Also, 14.72 per
cent scored from 12 to 25.5 marks while only 3.39 per cent scored from 26 to
40 marks out of the 40 marks allotted to this question. The performance in
this question is summarized in figure 5 below.
27
 100
90 81.89
Percentage of Students 80
70
60
50
40
30
20 14.72
10 3.39
0
0.0 - 11.5 12.0 - 25.5 26.0 - 40.0
Scores

Figure 5: Students’ Performance in Question 5

Figure 5 shows the weak performance of the students in question 5 as 81.89

per cent of the students scored from 0 to 11.5 marks.

The analysis of student‟s responses in each item is as follows: In item 5 (a)

students were required to define “representative or indirect democracy” and
give its two importance. Students with adequate knowledge on types of
democracy were able to define it as one student wrote a type of democracy
were elected persons represent a group of people in governance and decision
making. Unlike direct democracy representative democracy places power in
the hands of representatives who are elected by the people. Another one
wrote a political system in which citizens elect people to represent them in
making decision on their behalf in different state organs like parliament.
Similarly, another student defined it as: the type of democracy where by few
people are chosen to represent other people in parliament and making
decision on their behalf. Additionally, one student defined representative
democracy as the type of democracy in which few members are being chosen
to represent others on their behalf. It was being practiced first in Britain. On
the importance of representative democracy these students provided relevant
points; for example, one wrote it promotes good governance and it is suitable
to communities with large population. Another student pointed out that: it
helps to place in office the government of their choice and it promotes clear
separation of power among the pillars of state which strengthens democracy.
28
Another student explained that it helps to remove unaccountable leaders and
get good leaders who will lead according to the will of citizens and it
promotes freedom of assembly, press, association and choice. The relevance
of responses provided by these students indicated that they had adequate
knowledge on democratic issues. Extract 5.1 is a sample of a good response
from the script of a student who provided relevant responses in this question.

Extract 5.1: A sample of a student‟s good response in question 5 (a)

On the other hand, the students with insufficient knowledge on democracy

provided incorrect responses on both definition and importance of
representative democracy. One student, for example, defined representative
democracy as; the type of government whereby everyone has the right to do
anything. As a matter of fact, such a government never existed on earth.
Other students defined democracy instead of representative democracy. For
example, one students wrote the type of democracy where the supreme power
belongs to the people. This shows that such a student failed to differentiate
between the meaning of democracy and its types. Other students wrongly
defined representative democracy to mean a totalitarian government; for
instance, one student wrote the type of democracy whereas the country is
ruled by one political party and the power is in the hands of one political
leader. Equally, other students failed to differentiate representative
democracy from direct democracy, as one student wrote the type of
democracy which is done or conducted in area with small population, it can
be performed in area like class room. Furthermore, some students
misinterpreted representative democracy to mean its types. One student for
example, explained a type of democracy where the parliament and cabinet
are independent. This response explains the presidential form of
representative democracy and not the meaning of representative democracy.

Besides, these students also showed weak understanding on the importance

of representative democracy. Their response on the importance of
representative democracy were as follows; it is used in area with small
29
per cent of students had average performance scoring from 2 to 3 marks and
60.18 per cent of students had weak performance scoring from 0 to 1 mark.
Figure 2 indicates the students‟ performance in question 2.

Figure 2: Students’ Performance in Question 2

Item (i) required the student to identify a correct response from list B that
matches with the statement “ability to come up with new things or new ways
of doing things differently from old ones”. The correct response B “creative
thinking” was picked by students who were aware that creative thinking must
involve ability to invent and create new ways of overcoming new challenges
in daily life. As a matter of fact, these students proved to have adequate
knowledge of various personal life skills. On the other hand, some students
wrongly matched it with C “critical thinking”. Such students were unfamiliar
that critical thinking is the ability of a person to develop a deep understanding
of something which in turn enables an individual to make reasonable/rational
judgement on a particular situation. Likewise, students who opted for D
“Empathy” were wrong as they could not realise that empathy is the ability of
an individual to understand other peoples‟ problems and feel concern about
them. Furthermore, students who chose E “emotions” lacked the knowledge
that emotions are strong feelings such as fear, love, anger, shyness, disgust
and the desire to be respected. In addition, those who opted for F
“assertiveness”, G “peer resistance” and H “negotiation skills” were all
incorrect for the fact that; assertiveness means individual ability to express
own opinions or desire strongly and with confidence, peer resistance entails
15
one‟s ability to stand for his or her values, needs and benefits in face of
conflicting ideas from peers, while negotiation skills refers to ability to agree
on issues on a peaceful way without undermining others‟ principles.

In item (ii) students were instructed to match the concept from list B which is
defined in list A as the ability to feel other peoples‟ experience and be
concerned with their problems. The correct response was D “empathy”. The
students who matched it correctly had adequate knowledge about the types of
life skills. Also, they were aware that empathy involves individual‟s ability to
share some problems with fellows wisely and sensibly. These students knew
that when you empathize, you imagine yourself in the other people‟s situation.
In so doing, people share problems by supporting each other morally and
materially. On the other hand, students who chose B “creative thinking” and C
“critical thinking” were unable to distinguish between effective decision
making skills with social skills. Likewise, students who matched with E
“emotions” and F “assertiveness” were also wrong for the reason that they are
both personal life skills.

In item (iii) students were required to match from list B the concept which in
list A is referred to as the ability to stand up for one‟s values, need and
benefits in the face of conflicting ideas and practice. The students with
sufficient knowledge on different aspects of social skills provided the correct
response G “peer resistance”. Such students were aware that peer resistance
entails an ability to take control of one‟s life by resisting negative influence
from others. However, students who had insufficient understanding wrongly
matched it with F “assertiveness”. These could not recognise that the response
was incorrect since it refers to ability of person to know what he or she wants
and why and be able to take necessary steps to achieve it. Likewise, response
H “negotiation skills”, was also wrong as it described the ability to agree on
issues without undermining or going against one‟s principles.

In item (iv) students were required to opt for the response from list B which
matches with strong feelings such as fear, love, anger, shyness, disgust, desire
to be loved or being accepted. The correct response E “Emotions” was opted
for by students who had knowledge that such feelings are derived from one‟s
circumstances, mood, or relationships with others. The same students knew
that a person need to build the sense of good management and proper control
of self-issues. Therefore, they were aware that a person without coping with
16
and it help to know the country so it is the national identification. Similarly,
another student claimed It helps to create good relationship with other
country and it is good to have court relation in Tanzania. Moreover, another
student gave wrong responses such as It help people to get basic needs
example food shelter and clothes and It help people to have good
relationship. Some students in this category skipped this item. This indicates
that they either lacked knowledge of the subject matter or requisite skills on
English language proficiency. The Extract 5.4 is a sample of an irrelevant
response from the script of a student.

Extract 5.4 A sample of a student‟s poor response in question 5(b)

Item (c) instructed the students to define “election campaigns” and give two
points on its importance. Knowledgeable students on electoral procedures
were able to provide the correct meaning of election campaigns. One student,
for example, defined election campaigns as a sequence of political meetings
aimed at influencing voters to vote for a political party or a candidate in
order to win the election. Similarly, another student referred to it as a means
by which candidates and political parties prepare and present their ideas and
positions on issues to the voters. Also, one student defined election
campaigns as political session held in order to allow different candidates
from different parties to give out their policies so as they can get a popular
vote. Furthermore, another student defined the term as a series of campaign
done by a particular political party or an individual candidate to win voters
Additionally, one student defined it as special meetings done by a particular
political party or contestants for the aim of wining more votes during the
general election.

Moreover, these students provided relevant points on the importance of

election campaigns. Some of the sampled students‟ responses include, it

32
enhances free and fair elections and give room for contestants/political
parties to declare their policies, promises and programmes. Another one
wrote It help the citizens to ask questions to the candidates for clarifications
and it helps people to know a good leader who to choose during election
Such relevant responses indicate that the students had adequate knowledge on
democratic issues. Therefore, they were aware that election campaigns enable
citizens to understand the policies and promises of the contestants for better
choice. Extract 5.5 is a sample of a good response from the script of a
student.

Extract 5.5 A sample of a student‟s good response in question 5(c).

On the other hand, students who lacked sufficient knowledge on democracy

were not able to define election campaigns. Some failed to differentiate
between election campaign and a by-election whereas one student defined it
as election that held to fill a vacant position after general election. Another
student stated it as a free and fair election which need to be inclusive thus
wrote is the type of election which involves election by gender equality in the
government. Furthermore, other students defined it by copying words from
the matching item question in list A (i) is the ability to come up with new
things or new ways of doing things differently from old one. Moreover, other
students in this category wrongly defined it to mean government by defining
it as an organ which administer the state.

Besides, these students failed to identify the importance of election

campaigns. For example, one student wrongly stated the following points as
the importance of election campaigns: election campaigns help to collect
revenue for the development in our country and it bring good relationship
between two people. Likewise, another student went astray and pointed out: it
helps to develop proper behavior and it help to provide peace in the
government. Similarly, another student gave the importance of a coat of arms
33
by pointing out it help in representing a nation and it help to provide unity.
Additionally, one student added it help to understand our culture and it help
to understand our life. These incorrect responses suggest that these students
were not conversant with the subject matter. The extract 5.6 is a sample of
incorrect responses from one of the student script.

Extract 5.6 A sample a student‟s incorrect response in question 5(c)

In item 5 (d) students were instructed to define “peer resistance” and give
two points on its importance. Students who had knowledge on the topic of
life skills were able to provide the correct definition of peer resistance. Some
students defined peer resistance as; the ability to stand for one’s value, needs
and benefits in the face of conflict and practises from peer or friends.
Likewise, another student wrote the ability of a person to be able to resist
against bad influences from different people of the same status such as age
mates, school mates, neighbours and others. Correspondingly, another
student added it refers to the ability of one to refuse and reject any negative
and bad influence from people of his or her age.

On the importance of peer resistance, one of the knowledgeable students

wrote it promote good behaviour and it helps individual to develop self-
confidence. This student was conscious that peer resistance helps a person to
avoid or refrain from doing crimes and it gives a person freedom to do
anything one is interested in. Another student argued it encourages an
individual to make proper decision for his or her benefit and it helps one to
develop his or her values in the society. Such good responses indicate that
these students were aware that peer resistance serves as the basis for proper
decision-making like choosing good friends and improves one‟s status and
respect in the society. Moreover, some students pointed out it increases one’s
trustfulness. Therefore, these students were aware that peer resistance
encourages cooperation among the people in the society and it facilitate easy
solving of conflicts in the society. Extract 5.7 is a sample of correct response
for question 5(d).

34
and balance is maintained. However, students who chose the incorrect
response “False” had limited knowledge on the forms of representative
democracy which are presidential, parliamentary and mixed representative
democracy.

Item (v) instructed students to write either “True” or “False” to the statement
that “Gender refers to the biological differences which define who is male and
female in a particular society”. The correct response was “False”. Students
who got the item correctly were familiar with various gender concepts. Such
students were aware that gender refers to social relationship in terms of roles
and behaviour between male and female in the society. This social relationship
is not natural rather is socially constructed. On the other side, students who
were unable to write the correct response, lacked the knowledge that, the
biological differences which differentiate male and female is referred to as
sex.

Item (vi) required the student to write either “True” or “False” to the statement
that “The local government spends its money in operational costs,
maintenance of assets and giving subsidies to the central government”. The
correct response was “False”. Students who answered it correctly had
adequate knowledge on local government expenditures. They were conscious
that the local government executes development and recurrent expenditures.
For example, the recurrent expenditures include operational costs,
maintenance of assets, and paying salaries and wages for workers under local
government. Students who were unable to write a correct response lacked
knowledge that it‟s local government that receives subsidies from central
government and not the local government that provides subsidies to central
government.

Item (vii) instructed students to write either “True” or “False” to the statement
that “Types of road accidents include head on collision, side collision and
multi-vehicle collisions”. The correct response was “True”. Students who
provided the correct answer had adequate knowledge on road safety education
and types of road accidents in particular. On the other hand, students who did
not provide the correct response were not aware that road accidents include
head on collision, side collision and multi-vehicle collisions.

Item (viii) instructed students to write “True” or “False” to the statement that
“A day in which people vote in an election is called a polling day”. Students

20
 wrote both TRUE and FALSE as their response to this item contrary to the
given question instruction s. Extract 3.1 illustrate this case in point.

Extract 3.1 A sample of an incorrect response in question 3.

In extract 3.1 The student failed to observe the question instructions to identify the
correct responses to all items (i) - (x). Hence he/she scored zero mark out of
all the allotted marks to this question.

2.4 Question 4: Comprehension

The question required the students to read the passage carefully and answer
the questions that followed. The passage was about effects of female genital
mutilation. The intention of the passage was to test the students‟
comprehension skills in information related to civics.

The students‟ performance was good as 47.89 per cent of the students scored
from 6.5 to 10 marks, 39.80 per cent scored from 3 to 6 marks and only 12.31
per cent scored from 0 to 2.5 marks out of the 10 marks allotted to this
question. Figure 4 illustrates the students‟ performance in question 4.

22
In contrast, students with inadequate knowledge of Non-Governmental
Organisations provided incorrect responses. One student for example,
misconceived the concept to mean a democratic government and thus defined
non-governmental organisation as the type of government which is obtained
by free and fair election. Likewise, another student failed to distinguish
between non-governmental organisation and a monarch government by
defining it as the government in which the head of a country is a king or
queen. Similarly, some students associated it with the term government as
they wrote the group of people who are responsible for controlling a country
or state. Moreover, one student defined dictatorship government to mean
non-governmental organisation as the type of government which come into
power through force without majority will; the form of government whose
political power are not determined by popular vote. Surprisingly, other
student confused non-governmental organization with the Tanzania Revenue
Authority (TRA) by defining it as; an organization which has been collecting
revenue in the country. All in all, such misconceptions testify that these
students lacked knowledge on non-governmental organizations which is
covered under the topic of gender. That explains why were easily attracted by
the word government which is exhaustively taught in the topic of government
of Tanzania.

On the importance of non-governmental organisations students in this

category failed to provide relevant points on its importance as a result gave
several irrelevant responses. Most students embarked on the features of both
democratic and non-democratic governments. For example, some student
wrote the characteristics and importance of a democratic government like it
helps leaders to be chosen, there is free and fair election, it helps to promote
rule of law, help to choose good leaders in the government, there is
separation of power, it helps the government to provide law, order and
security and help the country and its citizen to defend themselves from
internal and external enemies. Other students explained the characteristics of
nog democratic government such as there is no free and fair election, there is
reduced competition among political parties, there is no separation of power,
reduced national sovereignty, leaders stay in the state power for a long time
and there is no popular power to vote or elect. Other students skipped this
item which was an indication of inadequate knowledge of the concept.
Extract 5.10 is a sample of an irrelevant response from the script of a student.

37
 Extract 5.10 A part of a student‟s incorrect response in question 5 (e)

Item 5(f) demanded the students to define the term “licence” and give its two
importance. Students who had knowledge on the various sources of
government revenue were able to provide the correct definition of the term
licence and gave two points on its importance. One student, for example
defined licence as an official document which validates properties or
business owned by someone. Another knowledgeable student defined the
term as an official document given to the companies or individual to conduct
business. Similarly, another student defined the term as one among the
source of income of the central government and it is a document issued for
company or even business to be conducted officially. On the importance of
license such students were able to provide the relevant responses. Some of
the student‟s responses were; it is a source of government revenue, it acts as
document of allowing a particular firm or company to operate and it is used
as an identity in some offices and gives mandate for an individual or group to
own a certain property. Such good responses suggest that these students were
aware that a license as an official document gives legal freedom for someone
to conduct a business.

Conversely, student with inadequate knowledge on the sources of

government revenue associated licence with multiparty system; for example,
one student defined it as the political system whereby the country has many
political parties. Some of the students misunderstood licence to mean gender
as one student wrote is a social relationship between man and women.
Besides, these students failed to identify the relevance or importance of
license. For instance, one student provided the following wrong importance
as it helps a person to listen carefully a topic and it helps a person to
understand everything that another person talks. Another student pointed
out; license help in law making and it help to provide human rights.

Item 5 (g) required students to define the meaning of “rule of law” and to
give two points on its importance. Students who had knowledge on the
various principles of democracy were able to provide the correct definition

38
Item 4(d) instructed students to show how female genital mutilation transmits
HIV/AIDS. The correct response provided by some students was; female
genital mutilation transmits HIV/AIDS through unsafe conditions such as the
use of unsterilized knives. Students who were able to provide such correct
response demonstrated skills in tackling comprehension questions and they
could have transferred their prior knowledge on how HIV/AIDS can be
transmitted as experienced in their societies or from other sources. On the
other hand, students who were unable to grasp the main idea of the passage
provided irrelevant responses such as; sexual transmitted diseases, diseases,
thus must be discouraged and led to loss of lives due to prolonged bleeding.
Additionally, despite being a compulsory item, some students did not attempt
it at all while others just copied some inappropriate phrases from the passage
and used them to answer this item. This suggests that these students had
English Language barrier and/or insufficient skills in answering
comprehension questions.

Item 4(e) required students to identify two kinds of feelings developed by

genitally-mutilated women. Students who were able to grasp the main idea of
the passage, provided the correct answers as; anxiety and depression. On the
other hand, other students were unable to read and grasp the theme of
passage; as a result, they provided incorrect responses like; female genital
mutilation is bad thus must be discouraged”, peace and love, respect and
order. Some students relied on different sentences within the passage rather
than interpreting what was asked. One of the students, for example, provided
answers such as the practice can also lead to loss of live due to prolonged
bleeding. Another student argued The practice is done in unsafe conditions
and the use of unsterilized knives. Moreover, other students, went further by
responding on what he/she knows rather than what was in the passage thus
wrote it is the bad thing, It must be discouraged. Likewise, some students
suggested measures to be taken to combat female genital mutilation instead
of mentioning the feelings developed by mutilated women. For example, one
student suggested; provision of education to the people about effects of
female genital mutilation. All in all, the students who failed to address the
demands of the item lacked the basic skills in tackling comprehension
questions. This was aggravated by lack of basic literacy skills to some of the
students.

25
Therefore, student who scored good marks (7 to 10) demonstrated skills in
answering comprehension question as they provided relevant title and made
plausible interpretation of the passage contents. Apart from good
comprehension skills such students displayed a good mastery of English
language. Extract 4.1 is an illustration of a good response.

Extract 4.1 A a sample of a student‟s good response in question 4.

On the other hand, students who scored poor marks 0 to 3 lacked skills in
tackling comprehension question and they had poor English language
command. In addition, some students copied parts of sentences from the
passage or question stem while others attempted some items while others did
not attempt any at all. Extract 4.2 is an illustration of a student‟s poor
response.

26
of parliament in parliament awaiting the president to sign. Likewise, other
students associated it with the national constitution hence ended up defining
it as; the public instrument which shows how the country is governed.

On the other hand, some students‟ irrelevant responses on the importance of

by-law are as follows: it helps the parliament to make the law, help children
to maintain proper behaviour, help children to follow their tradition and
culture, it helps people to express their opinion and help in governing the
state or country. Furthermore, another one wrote it help to understand
judiciary and gives ample time for president to think about it and accept it to
become law. Extract 5.12 is a sample of incorrect response for question 5(h).

Extract 5.12 A sample of incorrect responses in question 5(h)

Item 5 (i) instructed students to define the term “road signs” and give two
points on its importance. Students with sufficient knowledge on road safety
education were able to provide the correct responses. The following are
samples of the correct definitions of road signs provided by students: Are
signals placed or erected near the road in order to give information or
instructions to road users and symbols that are drawn or posted along the
road so as to instruct the road users on how to use the road safely. Another
student defined the term as, are signals, notice and markings along or on the
road to give information or instructions to road users Therefore, these
students had clear understanding that the symbols, signals and markings on or
along the road tell road users on what to do and what not to do when using
the road in order to ensure road safety to all road users. Extract 5.13 is an
illustration from one of the students whose response was irrelevant.

41
 Extract 5.13 A sample of a student‟s correct responses in question 5 (i)

Moreover, such students proved their mastery of the subject matter by

outlining the importance of obeying road signs such as they reduce traffic
jam, they direct road users on what to do when using the road, they help to
minimize road accidents since they help road users to use the road carefully,
they provide equal rights to road users when using the road and they inform
road users on using the road effectively. Such responses demonstrate that,
they were aware that road signs give information to the road users and make
road users aware of what is ahead.

In contrast, students with insufficient knowledge of road signs and its

importance provided wrong answers. Some of these students‟ responses, for
example, referred to road signs as road safety thus defined it as the situation
where road users are free to accidents. Another student associated road signs
with a road thus defined it as a prepared way to allow easy travel of people
and vehicles between two or more destinations. Some of them copied phrases
from other questions as one student copied from question 2 iv and wrote the
ability of a person to know what one wants and reasons for his choice.
Interestingly, is one student who defined proper behaviour instead of road
signs as; is the behaviour that are acceptable in the society. These responses
indicate students‟ lack of knowledge on road signs and inability to identify
the demands of the question.
Furthermore, these students failed to identify the importance of road signs by
providing the following wrong importance; they help to beautify the towns, it
brings gender analysis, it brings gender discrimination, it helps human rights
along signs, transmitted HIV/AIDS Transmitted sexual diseases. Other
students outlined the categories of road signs such as danger warning signs,
priority signs, mandatory signs, restrictive signs and information signs. Some
42
Another student explained that it helps to remove unaccountable leaders and
get good leaders who will lead according to the will of citizens and it
promotes freedom of assembly, press, association and choice. The relevance
of responses provided by these students indicated that they had adequate
knowledge on democratic issues. Extract 5.1 is a sample of a good response
from the script of a student who provided relevant responses in this question.

Extract 5.1: A sample of a student‟s good response in question 5 (a)

On the other hand, the students with insufficient knowledge on democracy

provided incorrect responses on both definition and importance of
representative democracy. One student, for example, defined representative
democracy as; the type of government whereby everyone has the right to do
anything. As a matter of fact, such a government never existed on earth.
Other students defined democracy instead of representative democracy. For
example, one students wrote the type of democracy where the supreme power
belongs to the people. This shows that such a student failed to differentiate
between the meaning of democracy and its types. Other students wrongly
defined representative democracy to mean a totalitarian government; for
instance, one student wrote the type of democracy whereas the country is
ruled by one political party and the power is in the hands of one political
leader. Equally, other students failed to differentiate representative
democracy from direct democracy, as one student wrote the type of
democracy which is done or conducted in area with small population, it can
be performed in area like class room. Furthermore, some students
misinterpreted representative democracy to mean its types. One student for
example, explained a type of democracy where the parliament and cabinet
are independent. This response explains the presidential form of
representative democracy and not the meaning of representative democracy.

Besides, these students also showed weak understanding on the importance

of representative democracy. Their response on the importance of
representative democracy were as follows; it is used in area with small
29
 rank to the lowest rank. In addition, some students associated it with human
rights as basic things that all human beings are entitled to and nobody should
interfere with. Similarly, another student mistook the unitary government of
Tanzania for separation of powers thus defining it as the process whereby the
two governments are ruled at different system example Zanzibar and
mainland. Surprisingly, some of students copied statement from question 1(i)
and presented them as their meaning on separation of power, as one student
wrote treatment and privileges for being a citizen of a given society
Additionally, some students defined “work” instead of separation of power as
a lawful activity that a person does to earn a living while the other one
defined division of labour as the process of dividing some tasks to different
people without any gender discrimination. All these misconceptions alert that
the students lacked the required knowledge on principles of democracy and
did not understand the focus of the item.
On the other side, some students provided irrelevant points on the importance
of separation of power such as; it has limited room for citizen’s participation,
it is applicable in society with large population, maintains good relationship
and cooperation among people, it help all people to have confidence and
know how to control in a certain place, it helps to make laws, it helps to
interpret laws, it help to get food, it help to get foreign currency, it keeps
people busy, it provides basic needs, it brings respect, it improves economy,
it help to know internal and external enemies, it help to be free from the
government power. Moreover, some explained the roles of non-governmental
organisations like they provide social services, it helps in women
development and they promote human rights. Furthermore, another student
claimed that separation of powers is important because it helps people to not
live equal and all powers are given to one person.

2.6 Question 6: Proper Behaviour and Responsible Decision Making

The question required students to analyse six effects of improper behaviour
in the society. This was the popular question as 511,634 (84.9%) students
attempted it whereas 29,856 (5.84%) scored from 10 to 15 marks, 127,266
(24.87%) scored from 4.5 to 9.5 marks and 354,512 (69.29%) scored from 0
to 4 marks. Generally, the performance in this question was average
as157,122 (30.71%) students scored from 4.5 to 15 marks. The students‟
performance in this question is illustrated in figure 6 bellow.

44
population and it help to solve problems. The other student mentioned Social
norms of particular society and the constitution of a particular country.
Another student added have small area with few representatives and have the
specific direction of representatives. In addition, there were students who
skipped this item which indicated that they either lacked knowledge on the
subject matter or had insufficient English language skills. Extract 5.2 is a
sample of an incorrect response from the script of a student.

Extract 5.2 A sample of a student‟s incorrect response in question 5(a)

Item 5 (b) instructed students to define “a court” and to provide two points on
its importance. Students with adequate knowledge of the subject matter were
able to give the correct definition of court. One student, for example, defined
a court as an organ of the government which interprets the law of the country
and administers justice in the society. Similarly, another student referred to it
as the pillar of the government whose main functions is to interpret the laws
and also to solve disputes in the society. Likewise, some referred to it as an
arm of the judiciary whose main role is to interpret the laws and to solve
disputes in the society. Additionally, one student defined court as an organ of
the government whose main function is to interpret laws made by the
parliament and punish those who break the law. Such relevant responses
suggest that these students were aware that the system of courts forms the
judiciary which is one of the state organs. Therefore, the courts adjudicate
legal disputes/disagreements, interpret, defend and apply the law and
administer justice in a country.

Moreover, there were some students who provided relevant responses on the
importance of a court. Some of sampled students‟ responses include; ensure
and maintain the rule of law and it is responsible in interpreting the law
hence make it easier to understand the law. Another student wrote It
promotes human rights and it helps to punish law breakers thus, settles
disputes in the society. Other student mentioned it promotes justice and
equality and it implements laws made by the parliament. Moreover, others
30
wrote it protects state constitution and it administers oath. Extract 5.3
presents one of the relevant response from a candidate‟s script.

Extract 5.3 A sample of a good response in question 5 (b)

On the other hand, students with inadequate knowledge on the Judicial

system failed to provide the correct definition of a court. The samples of
students‟ incorrect definitions are as follows; Some equated a court with the
Coat of arms thus defined it as the government logo or emblem and it is
composed of two human figures, sea, wave, cotton and cloves, spear and axe,
national flag and so on while the other one gave out its importance such as it
identifies our country and it shows unity of our country. Another one
associated it with courtship as a result wrote the period when two people
male and female carefully study each other for preparation of marriage
while the other student mentioned its importance like it helps to know each
other, prepare for marriage, it develops self-discipline. Moreover, some
students went astray by referring to it as a constitution. One student, for
example, described a court as the system of law and basic principles which
govern the organisation. Nevertheless, some copied some words from other
questions and presented them as their definition of a court. For example, one
student wrote The ability to come up with new things or new ways of doing
things from old ones. These words were copied from the matching items in
List A (i). Similarly, the other student added A type of marriage whereby a
couple becomes a husband and wife before the district commissioner. The
words were copied from a multiple choice question (vii) to mean a definition
of a court.

Furthermore, these students failed to identify the importance of a court. One

student for example wrote it is the source of income and it is used as a seal
the government. One more student wrote: it is a place where laws are made,
31
Extract 6.1 A sample of a students‟ incorrect responses in question 6
47
enhances free and fair elections and give room for contestants/political
parties to declare their policies, promises and programmes. Another one
wrote It help the citizens to ask questions to the candidates for clarifications
and it helps people to know a good leader who to choose during election
Such relevant responses indicate that the students had adequate knowledge on
democratic issues. Therefore, they were aware that election campaigns enable
citizens to understand the policies and promises of the contestants for better
choice. Extract 5.5 is a sample of a good response from the script of a
student.

Extract 5.5 A sample of a student‟s good response in question 5(c).

On the other hand, students who lacked sufficient knowledge on democracy

were not able to define election campaigns. Some failed to differentiate
between election campaign and a by-election whereas one student defined it
as election that held to fill a vacant position after general election. Another
student stated it as a free and fair election which need to be inclusive thus
wrote is the type of election which involves election by gender equality in the
government. Furthermore, other students defined it by copying words from
the matching item question in list A (i) is the ability to come up with new
things or new ways of doing things differently from old one. Moreover, other
students in this category wrongly defined it to mean government by defining
it as an organ which administer the state.

Besides, these students failed to identify the importance of election

campaigns. For example, one student wrongly stated the following points as
the importance of election campaigns: election campaigns help to collect
revenue for the development in our country and it bring good relationship
between two people. Likewise, another student went astray and pointed out: it
helps to develop proper behavior and it help to provide peace in the
government. Similarly, another student gave the importance of a coat of arms
33
49
Extract 6.1 A sample of good students‟ response in question 6

50
2.7 Question 7: Human Rights
The question required students to describe six ways that can be used to
control the abuse of human rights in Tanzania. The question was optional and
was selected by few students as 90,673 (15.05%) students attempted this
question. of all the students. The performance in this question was very weak
as 83,573 (92.17%) students scored from 0 to 4 marks, 5,827 (6.43%)
students scored from 4.5 to 9.5 marks and only1,273 (1.4%) students scored
from 10 to 15 marks. The data further show that 66,332 (73.16%) of all the
students who attempted this question scored a zero mark while, only 7.83
percent were able to score from 4.5 to 15 marks out of the 20 allotted marks.
Figure 7 shows the performance of students in question 7.

1.40%

6.43%

0.0 - 4.0
4.5 - 9.5
10.0 - 15.0
92.17%

Figure 7: Students’ Performance in Question 7

The analysis of the students‟ responses who scored 0 to 4 marks revealed

several weaknesses. A zero mark was unavoidable to students who provided
a range of misconceptions and incorrect responses. For example, in their
introductions a good number of students concentrated on defining human
rights instead of human rights abuse by explaining that human rights are
principles of fairness, justice benefits that human being are born with. Some
of them focused on defining Civics instead of Human rights abuse as he
study of human rights and responsibilities of citizens. Such misconceptions
affected the plausibility of their introductions.

51
Thereafter, in the main body some of them explained various examples of
human rights stipulated in the national constitution and other international
instruments on human rights. For example, some students pointed out right to
education, right to life, right to worship, right to merry, freedom of
association, freedom of assembly, right to work, civil and political rights and
environmental. Other students presented points related to basic needs, wants
and services as one student wrote housing, education, clothes at home and
food. Furthermore, some students presented the importance of protecting
human rights such as it enhances trust, it promotes peace and security, it
enhances good relationship with other people, it promotes provision of good
social services, it protects human rights, it brings respect, help the people to
get their basic need. Similarly, other students discussed various economic
activities carried out in different sectors. For example, two students pointed
out agriculture, fishing, farming and mining. Besides, some students
explained sources of behaviour or socialization agents like parents, society,
family, community, religion, school and friends. Another student discussed
points related to causes of human rights abuse such as lack of basic needs,
lack of education, spread of diseases, the conflicts in the society and lack of
human rights protection. Another deviation noted was from a student who
focused on variety of concepts related to civics and components that make up
a nation such as government, executive, language, culture, language and
country.

Furthermore, some students in this category enumerated factors for economic

development by pointing out availability of labour, availability of market,
availability of capital, improve education and communication and improve
science and technology. Likewise, other students described steps in problem
solving process like defining the problem, information gathering, initiating
mediation. analysing the solutions and selecting the best solutions. Similarly,
another student described some life skills concepts such as social life skills,
peer resistance assertiveness and empathy to mean the ways of controlling
human rights abuse in Tanzania. Another deviation noted was on special
groups while some students offered advice to the society on how to treat such
special groups. One student for example, described points like women,
children, albinos, old aged and girl’s children and thereafter suggested do
not abuse elderly, not abuse street children, not abuse people with HIV/AIDS
and do not abuse people with disabilities. Astonishingly, some students could
not distinguish human rights abuse from national symbols. One student, for
52
instance, pointed out national symbols like the national anthem, Coat of
arms, National flag and Uhuru torch.

Other noted weaknesses from the students‟ responses were failure to supply
the required number of points and elaborations, insufficient English language
skills and inability to organise their responses in essay format as some just
listed points without exhaustive elaborations. Some of them copied some
sentences and phrases from other questions. Such irrelevant students‟
responses prevented them to score above 4 marks out of the 15 allotted
marks. It can be concluded that, most of students who attempted this question
could not grasp the task of the question and lacked knowledge of the subject
matter. Extract 7.1 is a sample of a incorrect response from the script of a
sampled student.

Extract 7.1 A sample of a student incorrect response in question 7.

53
In extract 7.1 above, the student associated abuse of human rights with drug
abuse. He/she described effects of drug abuse in the society contrary to the
demand of the question.

Students who scored averagely (4.5 to 9.5 marks) had relatively good
knowledge of the subject matter and on identifying the demand of the
question. They also, had reasonable mastery English language though they
could not attain higher marks due to several weaknesses in their responses
such as failure to provide the required number of points as some of them
presented three to five points out of six required. Some presented points
without exhaustive explanations while others repeated some points. Some of
them even presented implausible introduction and conclusions.

However, marks ranging from 10 to 15 were scored by students who gave

plausible introduction and conclusions, and who presented factual arguments
and good organizational skills. For example, one student in the introduction
wrote is unlawful act or behaviour that prevents a person from enjoying
his/her entitled constitutional rights. These students convincingly proved to
have recommendable knowledge on the ways to control abuse of human
rights by discussing such points as provision of civic education on human
rigts, ensuring independence of state organs, maintaining rule of law,
establishing and strengthening various institutions which promote human
rights, providing basic social service to people on time, economic
empowerment to the disadvantaged groups, enhancing accountability and
transparency and inclusion of bill of rights in the constitution. Moreover,
some students in this category winded up their essays with a good and
recommendable conclusion. For instance, one student concluded that
generally, human rights abuse has many effects to people and that’s why they
are to be controlled. Some of the effects are spread of HIV/AIDS, poverty,
injury and sometimes death and also ignorance to the society. Such
commendable responses from some of students in this question indicate that
they were well prepared for the assessment and had sufficient understanding
concerning the topic of human rights. Extract 7.2 is an illustration of good
student‟s response.

54
Extract 7.2 A part of a relatively good response in question 7.
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3.0 ANALYSIS OF STUDENTS’ PERFORMANCE IN EACH TOPIC
The FTNA 2021 Civics paper had 7 questions that were set from eleven (11)
topics. The assessed topics are Our Nation, Promotion of Life Skills,
Responsible Citizenship, Human Rights, Work, Family Life, Proper
Behaviour and Responsible Decision-Making and Road Safety Education
covered in Form One. The topics of Government of Tanzania, Democracy
and Gender are covered in Form Two. However, the topic of promotion of
life skills is covered in both Forms one and Two.

The analysis of students‟ performance indicates that three questions (3, 4 and
1) were well performed with high percentage of students who scored 30% marks
and above out of the total marks allotted for each question. Question 3 ranked
the first with 92.89 per cent of student performance. It involved ten True and
False items set from 7 different topics of the syllabus. This evidences that
most students managed to identify the true and false statements. The second
question was question 4 (Comprehension) with 87.69 per cent which was set
from the topic of Gender. Such performance shows that many students had
competences on how to respond to comprehension items. The third one was
question 1with 75.61 per cent. It covered ten multiple choice items set from
10 different topics of the syllabus. This shows that the students were able to
choose the correct answer from the given alternatives. The questions which
were averagely performed were question 2 (39.82%) and 6 (30.71%).
Question 2 (Matching Items) was set from the topic of promotion of life skills
while, question 6 (Essay) featured in the topic of proper behavior and
responsible decision making.

However, the weak performance was observed in question 5 and 7 whereas

majority of students scored below 30 per cent of all the marks allotted in
those questions. Question 5 (Short Answer) featuring in 5 topics of the
syllabus registered weak performance of 18.11 per cent. Likewise, question 7
(essay) which originated from human rights had 7.83 per cent. See the
attached Appendix.

The students with good performance demonstrated knowledge of the subject

matter, ability to interpret the demands of the question, good English
language command, ability to read passage and respond to comprehension
questions, factual arguments and good organizational skills. Nevertheless, the
major reasons noted for the weak performance include: Lack of in-depth
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 knowledge of those topics from which the questions were set, inability to
interpret and identify the task of the question, inadequate skills in attempting
the comprehension items, poor English language skills and failure to adhere
to essay writing principles. In addition, some students‟ weak performance
was due to mentioning points without exhaustive elaborations, giving fewer
relevant points and gross repetition of points particularly in questions 6 and
7. With regard to the weak performed topics, all stakeholders are needed to
take efforts towards overcoming the observed challenges.

4.0 CONCLUSION
Students‟ performance in civics subject in FTNA 2021 was good as 428,023
(71.13%) students passed the assessment. This indicates a downward trend
by14.44 per cent when compared with that of FTNA 2020 in which 514,217
(85.57%) students passed. The good performance was noted in question 3, 4
and 1 while the average performance was in question 2 and 6, and weak
performed questions were 5 and 7. Most of the students had relatively higher
performance in objective questions compared to short answers and essay
questions. Good performance in some questions was mainly contributed by
students‟ ability to identify the task of the questions and adequate knowledge
in the topics from which the questions were set and proficiency in English
language. The weak performance in question 5 and 7 signifies that the
students lacked the required knowledge of some sub-topics and topics in
which the questions were set (see Appendix). For example, the topic of
Human Rights tested in question 7 was not well understood by most students
as (84.95%) of all the students set for this paper skipped it whereas those who
attempted it (73.16%) scored zero mark. Apart from that, other problems
noted for students‟ weak performance were inability to provide exhaustive
explanations to points due to poor proficiency in English language, mixing up
of correct and incorrect points, lack of essay writing skills and failure to
observe examination instructions.

5.0 RECOMMENDATIONS
In order to improve the students‟ performance in Civics subject, the
following are recommend:
(a) Teachers to make coverage of the syllabus and conduct remedial
teaching for all challenging topics such as Human Rights in order to
give students the room for extensive revision. This is because the
analysis has revealed that those topics recorded a weak performance.
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(b) Teachers to pay more attention to teaching and learning strategies
suggested in the syllabus, particularly for the topics or sub topics in
which the students‟ performance was weak. For example, using such
learner centered strategies as brainstorming, role play, reading articles
and pictures in teaching and learning the meaning, forms, effects and
ways to control abuse of human rights. The same can be done to other
topics to attain better student mastery of the subject matter.

(c) Civics teachers to be provided with regular in service trainings,

seminars and workshops in order to enhance their competence and
mastery of civics subject topics especially on current issues. Also, this
will enhance their skills in preparing and administering quality test
items and examinations to prospective students for the upcoming
National assessments. This will help to bridge the gap on the students‟
inability to respond correctly to some questions.

(d) School based assessments to enhance the prospective students‟ ability

and confidence in attempting and responding correctly to National
Assessment questions. This is because the analysis of the students‟
responses has shown that some students skipped some of the questions,
some lacked specific skills in attempting some questions like essays and
comprehension, and some were unable to identify the task of the
questions.

(e) Students to be encouraged to read extensively a variety of sources like

journals, newspapers, supplementary books and internet sources in
order to expand their knowledge and skills in various Civics topics.
This will help them to enrich their mastery of those topics as the
analysis shows some of them lacked in-depth knowledge on the topics
from which the questions were set.

(f) Schools to make sure that students English language proficiency is

improved to help them be able to understand the demand of the
question and respond clearly and exhaustively in English language.

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of them listed the informative signs like bus stop, tax parking, pedestrian
crossing, parking and one way. These incorrect responses suggest that these
students were not conversant with the subject matter. Some of these students
either skipped this item or wrote incomprehensible sentences. Other students
copied some phrases from other questions and presented them as responses
for this item.
Item 5(j) instructed the students to define “separation of powers” and give
two points on its importance. Knowledgeable students defined separation of
power as the division of government responsibilities into distinct branches to
limit any one branch from exercising the core functions of another and the
division and distribution of power among three organs of the government
that is judicial, legislature and executive. Likewise, some other students
defined it as the constitutional principle which involves separation of power
among the organs of the state to ensure checks and balance in the country.
Such responses indicate that the students knew that the essence of separation
of power is to prevent the concentration of power and provide for checks and
balances among the Legislature, Executive and Judiciary.
Furthermore, some students provided relevant points on the importance of
separation of power. The following are some of these sampled student‟s
responses; ensures accountability among the state organs, promotes
transparency and good governance, ensures that power is not concentrated
to a single organ of the state, gives room for the organs to control and check
each other, enhances efficiency and smooth running of the government
activities and makes coordination and administration easy. In this regard, it
is evident that these students had good mastery of the subject matter.
Moreover, if clear separation of power is practiced, the country‟s democracy,
administrative efficiency and development will be guaranteed while abuse of
power will be controlled.
In contrast, students with inadequate knowledge on the principles of
democracy provided incorrect definitions. One student, for example, defined
sovereignty instead of separation of power as the ability of a nation to govern
itself without having interference from other nations. Likewise, one student
defined the federal government to mean separation of power as the situation
at which a country has two governments namely the national and other small
governments. Furthermore, another student defined it as the process of
grouping people according to the worthiness and power from the highest

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 rank to the lowest rank. In addition, some students associated it with human
rights as basic things that all human beings are entitled to and nobody should
interfere with. Similarly, another student mistook the unitary government of
Tanzania for separation of powers thus defining it as the process whereby the
two governments are ruled at different system example Zanzibar and
mainland. Surprisingly, some of students copied statement from question 1(i)
and presented them as their meaning on separation of power, as one student
wrote treatment and privileges for being a citizen of a given society
Additionally, some students defined “work” instead of separation of power as
a lawful activity that a person does to earn a living while the other one
defined division of labour as the process of dividing some tasks to different
people without any gender discrimination. All these misconceptions alert that
the students lacked the required knowledge on principles of democracy and
did not understand the focus of the item.
On the other side, some students provided irrelevant points on the importance
of separation of power such as; it has limited room for citizen’s participation,
it is applicable in society with large population, maintains good relationship
and cooperation among people, it help all people to have confidence and
know how to control in a certain place, it helps to make laws, it helps to
interpret laws, it help to get food, it help to get foreign currency, it keeps
people busy, it provides basic needs, it brings respect, it improves economy,
it help to know internal and external enemies, it help to be free from the
government power. Moreover, some explained the roles of non-governmental
organisations like they provide social services, it helps in women
development and they promote human rights. Furthermore, another student
claimed that separation of powers is important because it helps people to not
live equal and all powers are given to one person.

2.6 Question 6: Proper Behaviour and Responsible Decision Making

The question required students to analyse six effects of improper behaviour
in the society. This was the popular question as 511,634 (84.9%) students
attempted it whereas 29,856 (5.84%) scored from 10 to 15 marks, 127,266
(24.87%) scored from 4.5 to 9.5 marks and 354,512 (69.29%) scored from 0
to 4 marks. Generally, the performance in this question was average
as157,122 (30.71%) students scored from 4.5 to 15 marks. The students‟
performance in this question is illustrated in figure 6 bellow.

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