REPUBLIC OF THE PHILIPPINES

COMMISSION ON HIGHER EDUCATION

DARAGA COMMUNITY COLLEGE
SALVACION, DARAGA ALBAY,

IMPACT OF
VARIOUS
FACTORS
ON STUDENTS
ACADEMIC
PERFORMANCE

Prepared by: Sharmeni P. Diones

 CHAPTER I

INTRODUCTION

Student’s academic performance is a dynamic phenomenon as there are a number of

different factors that affect a student’s performance. Such effect of each of these factors
varies from student to student and context to context. Therefore, the research on
measuring impact of various factors on student performance is challenging to generalize
(Ding & Sherman, 2006). One specific factor that has received attention from (Ulug,
Ozden, & Eryilmaz, 2011) is the teacher’s attitude towards the student at hand. The
authors have argued that a student’s motivation, attitude towards school, their
willingness to do homework and confidence in their learning behavior are all a factor of
the teacher’s attitude of teaching towards the students. These instrumental factors
collect together to shape a pupil’s personality over time, therefore, argue the authors,
that teacher’s attitude has long lasting impact on the student, well beyond his or her
academic career. In their research, the authors have strongly recommended teachers to
offer support to their students in their learning, and for this, they have advised teachers
to create an environment of positive expectations. This, it is argued, would motivate the
student to put efforts in active learning and retention. The expectation and positive and
motivated response to such expectations yield a constructive relationship between the
teacher and his or her student (Tschannen-Moran & Hoy, 2001). The created relation
further encourages the teacher to build upon the positive behavior of the students, as
opposed to retarding because of a typical negative behavior; therefore, a reinforcing act
of teaching and learning is achieved, that results in a desired level of learning for the
students and satisfaction for their respective teachers. In a meta- analysis conducted to
examine the accuracy of judgments that academicians and teachers make about their
pupil’s academic performance and achievements, the authors, (Südkamp, Kaiser, &
Möller, 2012) highlighted the importance that a teacher’s predisposed judgment or
expectations- in other words, hold for the actual academic well- being of his or her
students. This meta- analysis corroborated findings from existing research, vis-à-vis
teachers’ judgments of academic performance and the actual resulting performance.
For instance, (Alvidrez & Weinstein, 1999) had revealed that such judgments guide
instructional approach of the teachers; it allows identification of students who are
struggling to cope with study requirements or complexity (Bailey & Drummond, 2006)
and it also shades the expectations of a teacher from his or her student’s abilities.
Teaching behavior is enacted upon its base material its content, which comes in form of
the instructions provided by the teachers in class. In their study (Garrett & Steinberg,
2015; Stiggins, 2007. Yates & Yates, 1990)described a number of features required for
instrumental effective instruction in a class room setting. The objectives of learning, or
learning objective, needs to be clearly defined; the learning outcome of students need to
be assessed routinely from the day- to- day teaching; and such assessment needs to be
used to alter and adapt the instructions in line with students needs and level of achieved
learning. They further elaborate that for adapting and streamlining the methods of
instructions for enhancing students’ learning, the teachers need to be capable of making
correct judgments or estimates about the level of their students’ learning. Even, if the
teachers are able to make accurate judgments, the judgments alone does not
necessitate that they will also go on to adjust their instructional designs as a result
(Pajares, 1992). Therefore, though the capability of making accurate judgments, and
making these judgments, is a necessary but not sufficient condition for enhanced
student learning, because, there is no certainty that the teachers would also go on to
alter instructions on basis of their judgments (Caine & Caine, 1991). Factors that affect
students’ performance Typically, the teaching process impacts students learning
through: the teachers adopted pedagogy approach; the classroom environment created;
and a teachers accommodating attitude 4 towards students (Carroll et al., 2009) Ideally,
the class environment should on the one hand ensure students of actual teaching being
carried out, while on the other, it should ascertain teachers of actual learning occurring
(Hattie, 2012). Moreover, the learning curve is amplified when a student thinks more like
a teacher, and the teacher, a student. In an argument presented by (Wenglinsky, 2000)
deepening a students' advanced thought pattern paves the way for improved classroom
performance, thereby encouraging them to bring forth innovative and differing ideas that
come with their unique knowledge and skills set. Some accommodating behavioral
patterns adopted by teachers positively impact students motivational level, and
consequently, their overall performance. For example, a teacher demonstrating an open
door policy, responding to students queries, being empathetic towards students, being
involved and commending students hard work are all reflective of positive teacher
behavior. Students look up to their teachers as teachers are their source of information,
knowledge and experience, especially those displaying positive attitudes. In a scholarly
endeavor, (Gecer, 2013)highlights the negative effects on student performance of a
teacher who mocks at or targets a students' failure. STATEMENT OF THE PROBLEM
Students' in Manuel T Sia National High School affecting academic performance is
affected by several factors which include students' learning skills, parental background,
peer influence, teachers' quality, learning infrastructure among others. The following
points highlight the four main factors influencing learning in Manuel T. Sia National High
school.

The factors are:

1. Physiological Factors: The physiological factors are sense perception, physical
health, fatigue time and day of learning, food and drink, age and atmospheric
conditions. Sense-perception: Sensation and perception are the basis of all cognitive
learning. Weaker the power of perception, lesser the amount of learning. A blind man
learns far less than a normal person. Impairment of sense organs is a handicap in the
process of learning. Physical Health: The health hampers learning. Sound mind is only
in a sound body. Sound physical health gives vigor and vitality to pursue learning
activities for a longer education. A diseased person is handicapped by the normal
physical strength necessary for any mental activity. Fatigue: Muscular or sensory
fatigue causes mental boredom and indolence. A number of factors in the home and
school environment may cause physical and mental fatigue, such as lack of
accommodation, bad seating arrangement, unhealthy clothing, inadequate ventilation,
poor light, noise over crowdedness, and pure nutrition. Longer homes of study also
cause fatigue which affects the learning capacity. Time of Learning: Morning and
evening hours are the best periods of study. During the day, there is decline in the
mental capacity. Experiments on children have shown that there are great variations in
learning efficiency during the different hours of the day. Food and Drink: Nutrition is
responsible for efficient mental activity. Poor nutrition adversely affects learning. The
type of food also has some effect. The alcoholic drinks, caffeine, tobacco and such
addictive items have adverse effect on neuro-muscular system, and consequently upon
the learning capacity.

2. Psychological Factors: Mental Health: Mental tension, complexes, conflicts, mental

illnesses and mental diseases hamper learning. A maladjusted child finds it difficult to
concentrate. Concentration needs mental poise and absence of mental conflict or
complex. Some pupils find it difficult to prepare for the university examination, simply
because of fear of the examination and anxiety neurosis. A calm, serene and balanced
mind her the power to concentrate and learn better. Motivation and Interest: No learning
take place unless it is motivated. Purposeless learning is no learning at all. Every child
is impelled by some motive to learn new things. In the absence of motivation, can he
does not feel interested in the act of learning. A child’s behavior in learning is energized
by motives, selected by motives and directed by motives.

3. Environmental Factors: Working conditions: Learning is hampered by bad working

conditions such as distraction, noise, poor illumination, bad ventilation, overcrowding,
bad seating arrangement, and uncomfortable stay both at home and school. The
location of the school, the internal set-up, the accommodation, decoration and healthful
and sanitary conditions are very important for efficient learning. Organizational set-up:
The organizational set-up of the school also influences learning. The time-table must be
drawn, in accordance with the psychological principles. It should avoid fatigue and
boredom. Difficult subjects should be taught in the morning. There should be interval
after some periods.

4. Methodology of Instructions: Presentation and Organization of Material: The learning

material should be properly planned and organized. It should be graded to suit the
mental level of the pupils. It should be presented in a meaningful and interesting
manners. Learning by Doing: Practice makes a man perfect. Repetition and practice is
important for learning. The pupils must be encouraged to learn through activity.
Theoretical teaching should be replaced by practical application of knowledge,
experimentation and personal application. Children learn better through personal
experience. Verbalization should be reduced to minimum. Special Methods of Learning
It has been found that some special methods give better results. In learning a piece of
poetry, learning by the whole method, and by the part method have been advocated.
Sometimes it is helpful to recall what is learnt and to recite by memory. Gestalt
psychologists do not approve of ‘trial and error learning’. They advocate learning by
insight. They discourage mechanical repetitions without understanding. Timely Testing
Through tests, the learner knows his exact achievement, and there is no scope for over-
estimation or underestimation. Occasional and periodical testing motivates the pupil to
be regular in his studies.
 These reasons that, this study seeks to investigate the main factors that affect students
academic performance in Manuel T.Sia National High School so that a lasting solution
can be provided to improve the quality of education in Manuel T.Sia National High
School. This study aims to primarily determine the Impact of Various factors of the
students academic Performance in Grade 7 in Manuel T. Sia National Highschool.
Specifically, it seeks to answer the following questions :

1.Which factors that can affect your Academic Performance?

 Physiological Factor
 Psychological Factor
 Environmental Factor
 Methodology Factor
2. How does affect your academic performance?
 Financial Problem
 Bullying
 Family Problem
 Behavior of the teacher

 3. How well do you make yourself prepared for the subject?

 Always

 Often

 Rarely

 Never
 CHAPTER TWO
LITERATURE REVIEW

Introduction

A number of studies have been carried out to identify and analyze the numerous
factors that affect students’ academic performance in various center of learning.
Their findings identify students’ effort, previous schooling (Siegfried &Fels, 1979;
Anderson & Benjamin, 1994), parents’ education, family income (Devadoss&
Foltz, 1996), self motivation, age of student, learning preferences (Aripin,
Mahmood, Rohaizad, Yeop, &Anuar, 2008), class attendance (Romer, 1993),
and entry qualifications as factors that have a significant effect on the students’
academic performance in various settings. Parent involvement is another factor
that has been consistently related to a child’s increased academic performance
(Hara& Burke, 1998; Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker,
1987). While this relation between Parent involvement and a student’s academic
performance is well established. This chapter covered the literature on the
factors affecting students’ academic performance. Therefore, the chapter covers
how communication skill affect students academic performance, how status of
teaching/learning facilities affect students academic performance and how
guidance and counseling services affect students’ academic performance. 2.2
The Concept of Ordinary Secondary Education This is the third level education
in which the students are enrolled after successful completion of seven of
Primary Education. Students shall spend four years of studies 10 in Ordinary
Secondary Education. In MTSNHS Ordinary Secondary Education is provided by
both the public sector and private sector. 2.3 Curriculum The curriculum of
secondary education consists of optional subjects plus core and compulsory
subjects. All schools offer core and compulsory subjects in Form One and Two,
subjects include: Mathematics, English, Kiswahili, Civics, History, Geography,
Physics, Chemistry, Biology and religion. The optional subjects in Form One and
Two include: Home Economics, Information and Computer studies, additional
Mathematics, Music, Fine arts, French, Arabic, other Foreign Languages, Islamic
studies, Bible knowledge, and Physical education. 2.4 Aims and Objectives of
Secondary Education Ministry of Education and Vocational Training (2007)
outlined seven objectives of secondary education in MTSNHS as follow: to
consolidate and broaden the scope f baseline ideas, knowledge, skills and
principles acquired and developed at the primary level; to enhance further
development and appreciation of national unity, identity and ethic, personal
integrity, respect for and readiness to work, human rights, cultural and moral
values, customs, traditions and civic responsibilities and obligations; to promote
the development of competency in linguistics ability and effective use of
communication skills in Kiswahili and in at least one foreign language; to provide
opportunities for the acquisition of knowledge, skills, attitudes and understanding
in prescribed or selected fields of study; to prepare students for tertiary and
higher education, vocational, technical and professional training; to 11 inculcate
a sense and ability for self –study, self-confidence and self advancement in new
frontiers of science and technology, academic and occupational knowledge and
skills; and to prepare students to join the world of work. 2.5 Importance of having
Ordinary Secondary Schools. The Government of Sorsogon saw the importance
of developing secondary schools as an entry point to producing citizens who can
compete in free market economy. In spite of the effort made by the Government
through PEDP and SEDP there is a increase rate from primary schools to
secondary schools, still there is a problem in quality of education provided to the
students. The evidence is shown by the decline in the students’ academic
performance. According to Galabawa et al (2008) there is deterioration of
secondary education in community schools in Tanzania since there is poor
system of controlling supply of text books used in schools, poor method of
instruction that fosters rote learning, lack or absence of libraries and laboratories
in schools. Therefore, analysis of secondary school learning environment may
help to identify specific issues related to learning environment to students that
need to be addressed to improve academic performance of students in ordinary
certificate examinations. 2.6 Theoretical Literature Review A review of prior,
relevant literature is an essential feature of any academic project, An effective
review creates a firm foundation for advancing knowledge. It facilitates theory
development, closes areas where a plethora of research exists, and uncovers
areas where research is needed (Webner& Watson, 2002). 12 2.6.1 The Role of
English Command/Capacity in Influencing Students’ Academic Performance in
Secondary School Many researchers have been done discussing the different
factors that affect the students’ academic performance. There are two types of
factors that affect the students’ academic performance which show that internal
and external classroom factors are strongly affecting the students’ performance.
Internal classroom factors include students’ competence in English, class
schedules, class size, English text books, class test results, learning facilities,
homework, environment of the class, complexity of the course material,
teachers’ role in the class, technology used in the class and examinations
system. External classroom factors include extracurricular activities, family
problems, work and financial, social and other problems. Research studies show
that students’ performance depends on many factors such as learning facilities,
age and gender differences and many other factors that can affect student
performance. One of the first studies in the area of language in education in
Tanzania was established by Mvungi (1974). The study demonstrated the
importance of language in the cognitive and emotional development of a child.
She pointed out that language should be taken into account as an important
factor in the total structure of education because it involves the total mental
capacity of the child. In another study (Mvungi, 1982) showed the relationship
between proficiency in the language of instruction, on the other hand, and
educational performance, on the other hand. 13 Mlama and Matteru (1977)
conducted research from 1976 to1977 that was commissioned by BAKITA to find
out the actual situation in the schools in relation to the language of instruction.
They gave a detailed account of the extent to which secondary school students’
knowledge of English had deteriorated. This is one of the very first studies that
provided documentary evidence of the language situation which complaints had
been raised. It confirmed the alarm that had been raised about the existence of a
serious language of instruction problem in secondary schools. (Hansen, Joe B.,
2000). Harb and El-Shaarawi (2006) found that the most important factor which
positively support effect on students’ performance is student’s competence in
English. Hussein (2006) said that, “ if the students have strong communication
skills an have strong grip on English, it increase the performance of teacher also
affects the student performance. The guidance from the parents and the
teachers indirectly affect the performance of the students”. Halima Mwinsheikhe,
who has worked as a biology teacher in Tanzania secondary schools for many
years, admits: “I personally was compelled to switch to Kiswahili by a sense of
helplessness born of inability to make students understand the subject matter by
using English. (Mwinsheikhe, 2001). Study done by Mwinsheikhe (2003) find out
whether the participation and performance of secondary school students in
science would be improved when Kiswahili is used in the teaching/learning
process. Students performed better when taught in Kiswahili than in English.
Mwinsheikhe points out that, the findings of her 14 study are in favour of
Kiswahili as Language of Instruction. Her findings show that Kiswahili would
improve participation and performance of secondary school students studying
science subjects. Galabawa (2004) recommends that a study should be
conducted to find out the direct and indirect benefits of adopting Kiswahili as the
Language of Instruction. He points out that Kiswahili as Language of Instruction
(LoI) is likely to lead more people acquiring secondary education that more
effectively enhances the creative and innovative capabilities of learners through
greater ease of using participative and interactive pedagogical approaches. In
the following passage the science teacher changes languages completely as he
sees that his students do not understand ( taken from Rubagumya; Jones;
Mwansoko 1999) His own English is not easy to understand. He expresses
himself much clearer and better in Kiswahili. For him the important thing is to get
the subject matter across. T: When you go home put some water in a jar, leave it
direct on the sun rays and observe the decrease of amount of water, have you
undesrstood? Ss: (silence). T: Nasema, chukua chombo, uweke maji na kiache
kwenye jua, maji yatakuaje? (I say take a container with water and leave it out in
the sun, what will happen to the water?) Ss: Yatapungua (it will decrease) T:
Kwa nini? (why?) Ss: Yatafyonzwa na mionzi ya jua (it will evaporate by the
sun’s rays) 15 The example above, after the teacher initial try in English and
followed by silence, switches completely to Kiswahili. Malekela’s study (2004)
compares students’ performance in Kiswahili and English in Certificate of
Secondary Education Examination. He finds that performance in both languages
is not good, over 80% of students performed at level of D and below. Other
factors which influence students’ academic performance is effective and efficient
utilization of time. The amount time the learners are learning that take place in
the classroom and how efficient the teachers perform in schools (Ekwesili,
2006). The performance of the student is also affected by communication skills;
it is possible to see communication as variable which may be positively related
to performance of the student in learning. No child in England, Wales, Scotland
or Northern Ireland has to leran a modern foreign language before they start
secondary. And since 2004 when it became optional to take a modern language
exam at GCSE, it’s only compulsory to carry till age 14. Most pupils beginning
secondary school from September are required to take a GCSE in modern
language under Government proposals for the English Baccalaureate (EBacc) to
be taken by at least 90% of pupils. The majority of schools teach one or more of
French, German and Spanis, but the Government does not promote the teaching
of particular languages. 16 “Many language teachers in secondary schools are
heartily sick of the formulaic format of GCSE exams which all too easily has the
effect of stifling the motivation of students with the greatest potential for
advanced language learning, says Crawshaw. 2.6.2 Effects of
Teaching/Learning Facilities on School Performance Karemera (2003) found that
students’ performance is significantly correlated with satisfaction with academic
environment and the facilities of library, computer lab and other important
facilities in the institution. With regard to background variables, he found a
positive effect of high school performance and school achievement; he found no
statistical evidence of significant association between family income level and
academic performance of the student. Robert et al (2011), found that the
member of educational board will be educated and their impact on school is
positive, for professional development it is essential for student learning. A study
effort from student and the proper use of the facilities provided by the institution
to the student, a good match between students’ learning style positively affect
the student’s performance (Norhidayah Ali, et. al, 2009). Young (1999), in
Pakistan held the view that the student performances are linked with the use of
library and the level of their parental education. The use of library positively
affects the student performance. The academic environment is the effective
variable for students and has positive relationship with fathers’ education and
grade level (Kirman &Siddiquah, 2008). 2.6.3 School Guidance and Counseling
and Students Academic Achievement According to Ministry of Education and
Vocation Training (2007:37-38) explained 17 guidance and counseling as follow,
“ Effective social and moral education appropriate to the age level of learners
shall be ensured in order to address the whole range of problems/challenges of
youths such as drug abuse, HIV and other sexually transmitted infections,
teenage pregnancies, induced abortions and unemployment. These and other
adverse emerging issues in the society shall be addressed across the curriculum
and through extra-curricular activities. Guidance and Counseling services shall
be established in schools to help students to face the life challenges and
become responsible and committed members of the community. Learners need
guidance in selecting appropriate carriers upon completion of their studies. They
also need counseling services that will help them to cope with the prevailing
situations in the community and addressing various problems and challenges.
Guidance and counseling skills provided in schools shall help learners to
develop abilities such as negotiation, assertiveness, communication, decision
making, coping with peer pressure and development of attitudes such as
compassion, self-esteem, tolerance and role-modelling. There shall be school
counselors/Guardians who are well abreast with the current life challenges and
capable of designing appropriate programme to address such challenges. Issues
of HIV/AIDS, gender relations, sexual and reproductive health and related
problems need to be addressed strategically depending on the needs of the
community. In addition, there should be strengthened peer education
programme in the school where there shall be two peer educators elected in
each stream basing on gender in 18 co-education schools. Peer educators will
be guided by school counselors/guardians in their day-to-day activities. Relevant
documents shall be consulted to support the establishment of effective guidance
and couselling services in schools such as MOEVT strategic plan for HIV/AIDS
and Guidelines for implementing HIV/AIDS and Life-Skills Education Programme
in Schools, (2004). Qorro and Sumra (2013) argued that many of the learners in
Secondary school are not capable of using English language yet the Ministry of
Education and Vocational Training in Tanzania has resisted on this fact by
directing schools to use English as medium of instruction. The problem of
English language is manifested itself in the high failure rate among the form four
leavers. Bashire (2015) conducted a study in Morogoro on the evaluation of
school guidance counseling. The findings revealed that many schools were not
having counseling programmes. This practice was associated with failure of
students in their CSEE in 2010. The findings further showed that the schools had
not trained counselors to help students in academic matters such as study skills
and time management. Evodia (2014) did a study in the evaluation of guidance
and counseling services in Moshi District secondary schools. The findings above
are related to the Bashire’s findings where many schools had not established
counseling programmes at schools. So the students discipline was low, hence,
low academic performance. In Malawi the need for guidance and counseling is
recognized when a survey was done of 20 school counselors in southern and
central regions and the main problems 19 examined. It was proven that, there is
a great need for a clear rationale for Guidance and Counselling programmes,
Taylor and Francis (1998). Allis and Kamme (1999) conducted a cross-section
survey on indiscipline among 2170 preparatory and secondary school students
enrolled in the mainstream governmental schools in Alexandria in Egypt.
Indiscipline cases were related to family background whereas the majority was
related to the children themselves. Schools are social systems which have
several objectives to achieve and the role of guidance and counseling is vital in
shaping the discipline of the students. 2.6.4 Summary When guidance and
counseling is introduced to students, chances of having problems with behaviors
management diminish as more of the students have the goals of learning are
actualized through guidance, being the reference point and also making sure
that is intellectual development and growth of the child ( Zins & Elias, 2006). The
organization of guidance and counseling in the secondary schools is a basic
element in ensuring good discipline hence better academic performance. It is the
role of Heads of schools to plan, organize, coordinate and control the activities of
guidance and counseling services.
 CHAPTER THREE
RESEARCH METHODOLOGY

Introduction
This chapter focused on the methodology that was used in the study. It dealt
with research design, location of the study, target population, sampling
techniques and sample size, research instruments, validity instruments, reliability
of instruments, data collection procedures and ethical considerations. 3.2
Research Design Trochim (2006) holds that “the research design refers to all the
overall strategy that researcher chooses to integrate the different components of
the study in a coherent and logical way, thereby, ensuring you will effectively
address the research problem; it constitutes the blueprint for the collection,
measurement, and analysis of data. Note that your research problem determines
the type of design you should use, not the other way round!” There are about
three research designs; qualitative research design the one that generates
words as data for analysis (Creswell,1998; Patton, 2009), quantitative research
design is the one that generates numbers as data for analysis (Patton and
Cochran, 2002), and mixed-method design comprises both qualitative and
quantitative research designs. The study intended to assess factors affecting
students’ academic performance at Ilala district. The researcher find out the
experience in-depth the causative factors of 21 students’ poor performance from
participants themselves (students) as to what extent are they comfortable with
teaching/learning environment at school. Thus, qualitative approach was
deemed necessary as (Omari, 2010) postulates that, “qualitative approach
expects to conduct and work with more descriptive data which seek deep and
vivid descriptions of the context and events.” A qualitative approach was
adopted purposely to allow the flexibility in the study. Qualitative research design
allowed researcher to change according to the conditions of the respondents
and ask open ended questions during interviews (Kombo et al; 2006). Some
respondents mixed questions during the interview and focused group discussion,
the researchers twisted the questions so as to get the required information
basing on the objective of the study in assessing how English Language
command/capacity, effect of teaching/learning materials and the status of
guidance/counselling affected students’ academic performance, and the ways to
improve it. Qualitative design develops in-depth knowledge. Laws, Harper and
Marcus (2003) pointed out that if the researcher needs to develop in-depth
knowledge about a certain phenomenon, the use of qualitative method is
recommended especially interviews method and focused group discussions. The
researcher managed to receive views and experiences of the respondents
based on the study objectives. For instance, respondents provided their
experiences on how English Language capacity/command affected academic
performance. 22 Also, qualitative design allowed researcher to make description
of data. In qualitative research design, the researcher is allowed to put
explanation on the data collection from the field (Patton et al., 2000). The
researcher used qualitative design because the research design allowed her to
make description on how English Language capacity/command,
Teaching/Learning materials and the status of Guidance/Counseling affected
students’ academic performance. Also, the researcher explained recommended
strategies in the study according to the response of the respondents to what they
have said and not said by looking their feelings during the interviews. 3.3
Limitations of Qualitative Qualitative research finding are not representative
(Laws et al, 2002 and Patton et al 2003). Knowledge produced might not
generalize to other people or other findings (i.e, findings might be unique to the
relatively few people included in the research study). Hence, findings about the
factors that affecting ordinary secondary schools, particularly communication
skills, teaching/learning materials and guidance/counseling services affect
students’ academic performance might not generalize to other areas, the study
found strategies to realize good academic performance of students that are
applicable in Ilala district especially in selected schools. By qualitative research
is difficult to test hypotheses and theories with large participant pools. By
qualitative research generally takes more time to collect data also, data analysis
is often time consuming. The results are more easily influenced by 23 the
researcher’s personal biases. In connection to that, sometimes researcher
decided to take note on some issues of own interests and leave other issues in
relation to the way communication skills, teaching/learning facilities,
guidance/counseling affected students’ academic performance. Therefore, the
nature of the researcher’s perspective might influence the value of inquiry,
findings and interpretations. To clear his doubt, the researcher reminded ideas of
(Bogdan & Biklen, 1992) in their argument that, there is no form of research
which is free from human bias, all research, whether qualitative or quantitative
has some forms of subjectivity. Madrigal et al (2012) say, “ Both qualitative and
quantitative methods of user research play important roles in product
development”. However, the researcher struggle to the maximum to be as fair as
she could avoid biasness in the study. 3.4 Location of the Study The study was
conducted at Ilala district in Dar es Salaam city. In Ilala district the study involved
six ordinary secondary schools namely; Jamhuri, Mnazi Mmoja, Juhudi and
Pugu Station. Other schools were Yusuph Makamba sec and Zawadi sec school
located in Tabata. 3.5 Target Population Target population also known as
universe population is a group of elements such individuals, objects or items
from sample are taken for measurement. A population refers to the group of
individuals from which sample are taken for measurement. A population should
have at least one thing in common (Kombo etal, 2006) .However, a sample is a
subset of people, items, or events from a larger population that you 24 collect
and analyze to make inferences. This study used the experience of 4 ward
education officers 4 Heads of secondary schools, 6 teachers, 9 parents, and 10
students that made a total of 33 respondents. This number of respondents was
enough because in qualitative research even a single respondent is enough for
a researcher to generate findings (Patton et al., 2002). It is from this population
that sample of study was drawn from deep investigation on the communication
skill factor, teaching/learning material and guidance/counselling factors affected
students’ academic performance among ordinary secondary schools in Ilala
district. As one can observe that the sample of 33 respondents were selected on
the basis of the that fact that the current researcher sough that they would
provide experience on the factors that hinder the academic performance in Ilala
ordinary secondary schools; then were selected with purpose, hence, the
sampling techniques applied in this study was purposeful sampling technique.
3.5.1 Study Sample and Sampling Procedure Sampling is the act, process or
technique of selecting a suitable smaller size of population of a representative
part of a population for the purpose of determining parameters or characteristics
of the whole population, a list of all public secondary schools in the District will
be obtained from the D.E O, Ilala District. All the 4 ward education officers, 4
Heads of secondary schools, 56 teachers, 20 parents and 100 students were
selected using purposive sampling. The researcher used simple random
sampling for the categories to determine the respondents among the students.
Gay (1996), states that for a descriptive research a sample of 10-20% of
population is 25 sufficient for reliable findings. The researcher used 100 students
( %) of the….students participated in the study. Using simple random sampling
60 form four girls students and 40 form four boys students was used in the study
respectively. 3.6 Data Collection Methods 3.6.1 Interview Bogdan and Bicklen
(1998) hold that the interview uses oral method to collect data between the
interviewers and the interviewees. The interview can be open or structured. The
interview usually has power to use the probes to allow the interviewer to get
more depth information than any other method like questionnaire. The interview
can inform other information the current researcher may have not planned to
investigate but they are useful in the study as the respondent is seen how he
feels about the issues; unlike the questionnaire where the information is filled by
the distinct respondent. The current researcher prepared the interview questions
by using the guideline of the research objective. So, three questions (appendix
1) with sub questions were developed to guide the investigation of this study.
3.6.2 Focus Group Discussion (FGD) The study employed the focused group
discussion (FGD).The focused group discussion is another nature of the
interview that is used in collecting data for the investigations by involving around
eight people who come to discuss a topic under the investigation. The questions
themes composed for interview were used for the focused group discussion. The
advantage of this method is that it allows those who 26 cannot initiate discussion
to contribute after observing the contribution of their fellows in the group. The
method again can generate a lot of data in a shorter time than other method like
interview and questionnaire. FGD if not well controlled, can result to a chaos and
lost direction in the discussion, thus, the researcher used assistant to help
recording the discussion when the discussion was going on. The current
researcher therefore played a role of the mediator to control the discussion as
recommended by (Patton, 2009). 3.6.3 Documentary Review The study used the
school documents obtained at the office of the headmaster, ward education
officers and the school meeting minutes to observe the students’ academic
preferences of CSEE for 2013.These documents were appropriately selected
and used as they could inform on what was investigated as they matched with
the studied objectives. 3.6.4 Justification of Interview Method The study adopted
the qualitative design. Qualitative design is a design which seeks to find the
experience of the individual on the issue under the investigation (Bogdan and
Bicklen (1998). In this study the experience sought was those associated with
the factors that people know that affect the academic performance of student in
selected schools in Ilala district. The best methods that can seek and collect the
thick description on the phenomena is the interview; as it has power to elicit the
response by using the probe questions (Patton, 2004). Hence, the study used
the interview method to collect the data. 27 3.6.5 Validity and Reliability Validity
is the accuracy and meaningfulness of inference which were based on research
results (Mugenda and Mugenda 1999) .In this study, the validity of the research
results was increased by applying more than one method. This involved
employing the interviews, Focused group discussion (FGD) and the documents.
The results obtained from the interview were therefore cross checked with FGD
method and then the documents. Example, poor examination results claimed to
prevail in Juhudi after being said in the interviews was cross checked in the
document that contained examination results. Another method used was of more
than one site; where the current researcher used to collect data using more than
one research site (Pugu, secondary school, Mnazi mmoja secondary school and
Jamhuri secondary school). Sites improve the reliability of data than if the study
had relied on the single source for data collection. Lastly, the approach
employed varied sample where the students, the parents and the teachers were
involved to inform the study on the factors that affect academic performance of
the students in selected secondary schools in Ilala district. According to Mulusa
(1990), reliability is a measure of accuracy of the findings and suggests the
truthfulness of the collected data whereas validity is the measure of acceptability
that outcomes are likely to be adopted for similar cases or areas covering same
domains.The researcher used questionnaires method to enhance instrument
reliability. The same instrument was given to another group of people. The
reliability was the correlation between the scores of the two instruments. If the 28
results was consistent over time the scores would be similar. The judgment was
to ascertain the items in the instruments to prove reliability level to make a
judgment about the instrument reliability. 3.7 Data Analysis Techniques Mhehe
(2002), quoting from (Glesne & Peskiri, 1992), explained that data analysis
involves organizing what we have observed, heard and read, to make sense of
the acquired knowledge. They maintain that, as one does so he/she categories,
synthesizes, search for patterns and interprets the data collected. Bogdan &
Biklen (1992) quoted from Athanas (2004) defined data analysis as a systematic
process involving working with data, organizing and breaking them into
manageable units. It is also concerned with synthesizing data, searching
patterns, discovering what is important, what is to be learned and deciding what
to tell others. In this study, data analysis continued throughout the data collection
phase. Data analysis in this study took Kvale’s (1992) approach which contends
that, data analysis in interview needs to follow five steps, which are,
categorization of meaning, condensation of meaning, structuring of meaning
through narratives, interpretation of meaning, and ad hoc methods for
 generating meanings. In the data analysis of interviews and focused group
discussions the information was first read by the researcher. Secondly, the data
was placed in sub topics of the study. For instance, all data that explained on the
effects of English command on the students’ academic performance was
categorized under the same theme. Third step was to reread the common
patterns in each category, and decide which to take and which to 29 leave out.
Fourth, was to write narrates in each category using quotes from interviewees.
The fifth step was to interpret narrates from respondents to gain meaning out of
it. All categories of data were led by the research questions. 3.8 Ethical
Consideration Gray (2009) insists on the need of the researcher to observe the
principle of ethics when conducting research. This is because there could be
some danger the respondents may experience or harm if their views are known
to their superiors. Furthermore, it is not recommended to violet the right of
individuals for the reason of searching knowledge. So the researcher in the first
place needs to establish an informed consent to ask the respondents to respond
willingly and without being forced. Then, since it is not possible to estimate the
danger the respondents may experience the researcher has to change the name
by giving them codes and protect them for any harm or embarrassment from
those superiors. In this study the respondents’ names were hidden and the
respondents were asked to participate willingly and anyone who was not
interested was allowed to with draw at any time during research processes.
Further, the current researcher obtained a research clearance letter from the
Directorate of Research and Postgraduate Studies, which allowed accessing
various schools in data collection in Ilala district. 3.9 Summary of the Chapter
This chapter shows the analysis of results of each item. The researcher used
questionnaire, FGD, interview and documentary review as they could inform on
what was investigated.

APPENDICES APPENDIX 1:
INTERVIEW FOR PARENTS, STUDENTS AND TEACHERS
Q.1. How English capacity affects the academic achievement of the students in ordinary
secondary schools in Ilala district?
 How ability to use vocabularies influence academic performance
 How ability to use tense affect the student academic performances
 How ability to read the text assist the student to answer the questions in the
examinations
 How the ability to write and compose the information assist the students to do well in
the examination
  How the students ability in understanding the needs of the questions affect the
student academic performance in the school.
Q2. How the status of the following teaching and learning facilities affects the academic
achievements in MTSNHS?
 Science laboratories
 Text books
 Stationeries
 Classroom space