A Case Study of Ward Secondary Schools in Ilemela District in Mwanza Region

The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz

Social Sciences Master Dissertations

2016 Impact of household income on students perfomance: a case study of ward secondary schools in Ilemela district in Mwanza region

Kassu, Swaleh H.

The University of Dodoma

Kassu, S. H. (2016). Impact of household income on students perfomance: A case study of ward secondary schools in Ilemela district in Mwanza region. Dodoma: The University of Dodoma http://hdl.handle.net/20.500.12661/1239 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. IMPACT OF HOUSEHOLD INCOME ON STUDENTS

PERFOMANCE: A CASE STUDY OF WARD SECONDARY

SCHOOLS IN ILEMELA DISTRICT IN MWANZA REGION

Kassu Swaleh Hassani

A Dissertation Submitted in Partial Fulfillment of the Requirement for the Degree of

Master of Public Administration of The University of Dodoma.

The University of Dodoma

October, 2016

CERTIFICATION

The undersigned certifies that he has read and hereby recommends for acceptance by the University of Dodoma a dissertation entitled “Impact of Household Income on

Student‟s Performance: A Case Study of Ward Secondary Schools in Ilemela district in Mwanza region” in fulfilment of the requirements of the Degree of Master of

Public Administration of the University of Dodoma.

------

Prof. Peter .A. Kopoka

(Supervisor)

Date ------

DECLARATION

AND

I Kassu Swaleh Hassan, declare that this dissertation is my own original wok and that it has not been presented to any other university for similar or any other degree award. All the sources used or quoted have been indicted and acknowledged by means of complete references.

Signature......

No part of this dissertation may be produced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma.

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ACKNOWLEDGEMENTS

I wish to express my sincere gratitude and appreciation to:

Almighty God for life and health, and for all the opportunities as well as providing me with strength to produce this task.

I wish to thank my Supervisor, Prof. Peter A. Kopoka for his supervisory role, for his advice, guidance, encouragement, and constructive criticism throughout the compilation of the study. I wish to thank the Heads of Schools, teachers, and parents and form four students where the studies have covered who were involved in this study.

I wish to thank my dear mother, Maimuna Shija, my Father Hassani Kassuku for finance, advice and encouragement during the time of my field work.

Finally, I wish to thank my fellow students who undertook this course of (MPA) with me especially Karau Godfrey, Shedrack Lukanda Hamisi Zakia and George Mark and my other close friends Suzanne Masolwa and Mariam Daffa.

DEDICATION

This work is dedicated to my late Grandmother Tatu Juma, to my beloved Mother

Maimuna Shija, my young brothers Hamad Hassani, Faridi Hassani, Khalidi Hassani,

Shaqur bin Juma, Shaqibir bin Juma and my loved young Sisters Tatu Hassani and

Maimuna Khalidi.

ABSTRACT

In Tanzania, the provision of education has been one of the most critical issues of government social policy after independence in 1961. However one of the aspects of the social pillar of the Tanzania Vision 2030 is education. Tanzania Vision 2030 points out education and training is an instrument to develop Tanzania to be a middle-income economy. Family background has been highlighted as of great important in moulding the performance of children in schools worldwide.

This study sought to examines the impact of Household Income on student‟s academic performance in ward secondary schools in Ilemela district. The study sought to examine the state of selected ward secondary education, to determine economic status of parent affect students‟ performance in form four examination results, lastly to examine lack of equipment like textbooks affect the learning environment.

The study employed a descriptive research design. The target population under study was 112, both students and teachers from four ward secondary schools in Ilemela district. The study used a sample of 112, both students and teachers of four ward secondary schools, namely Nyamanoro, Kiloleli, Pasiansi and Nyasaka in Ilemela district which were selected by using of a proportionate stratified random sampling method. The instruments which were used to collect data were questionnaire and interview schedule both used for students and teachers. The data was analysed quantitatively and qualitatively and presented by using frequencies and percentage.

Statistical package for Social Sciences version 21 was used to aid in generating a summary of results which were represented in tabular form. The findings of this study showed parental marital status and family financial status had a directly

positive impact to students‟ performance. However the findings revealed that while the marital status of the parents was not significant in explaining the academic performance of students, but the education level of parents had an effect in academic performance of students.

The results from this study revealed that family background is still a major problem in government schools, until this time majority of people cannot afford to have three meals per day, and other basic needs (non-food items) to their life which affecting the children‟s health and academic performance. The nature of parents (non education), hard tasks from home, lack of lighting, shortage of books, no desks and table to work on at home, child labour, lack of motivation and harsh treatment from their parents and teachers are less satisfied with remuneration received per month has negatively impacts on students academic performance.

The study therefore recommends that school authorities stagger payment of school fees in order to accommodate the less privileged students. The study further recommends that the donor community channel resources to education and help students who came from poor backgrounds.

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TABLE OF CONTENT

CERTIFICATION ...... i DECLARATION AND COPYRIGHT ...... iii ACKNOWLEDGEMENTS ...... iv DEDICATION ...... v ABSTRACT ...... vi TABLE OF CONTENT ...... viii LIST OF TABLES ...... xi LIST OF FIGURES ...... xii LIST OF APPENDENCES ...... xiii LIST OF ABBREVIATIONS ...... xiv

CHAPTER ONE: INTRODUCTION ...... 1 1.1 Overview ...... 1 1.2 Background of the problem ...... 1 1.3 Statement of the problem ...... 4 1.4 General Objectives ...... 7 1.4.1 Specific Objectives ...... 7 1.5 Research Questions ...... 8 1.5.1 Significance of Study ...... 8

CHAPTER TWO: LITERATURE REVIEW ...... 9 2.1 Introduction ...... 9 2.2 Definition of key terms ...... 9 2.2.1 Poverty ...... 9 2.2.2 Education ...... 10 2.3 Theoretical and Conceptual Framework ...... 11 2.3.1 Theoretical Framework ...... 11 2.3.2 Ecological Theory ...... 11 2.3.4 The psychosocial impacts of poverty on the academic performance of children...... 12 2.4 The impact of environment at home and the family on school performance ...... 14 2.5 Social marginalization constraints learning ...... 16 viii

2.6 Acute and chronic stressor ...... 17 2.7 Empirical Review of the literature ...... 17 2.7.1 Global overview of poverty ...... 17 2.7.2 The Tanzanian context ...... 25 2.7.3 Synthesis of Reviewed Literature and Research Gap ...... 28 2.8 The Conceptual Frame Work ...... 28

CHAPTER THREE: RESEARCH METHODOLOGY ...... 32 3.0 Introduction ...... 32 3.1 Study Area ...... 32 3.2 Research Design ...... 33 3.3 Target Population, Sampling Methods and Sample Size ...... 34 3.3.1 Target Population and Sampling frame ...... 34 3.3.2 Sample Distribution ...... 34 3.3.3 Sampling Procedures ...... 35 3.4 Data collection methods and instrument ...... 38 3.4.1 Research instrument ...... 39 3.4.2 Questionnaires ...... 39 3.4.3 Interview ...... 40 3.4.4 Documentary Review ...... 40 3.5 Data Analysis ...... 41 3.5.1 Triangulation ...... 41 3.6 Validity and Reliability ...... 42 3.7 Ethical Issues ...... 43 3.8 Limitations of the Study ...... 44

CHAPTER FOUR :RESULTS AND DISCUSSION ...... 45 4.1 Introduction ...... 45 4.2 An overview of ward Secondary Schools education in the study areas ...... 45 4.2.1 General characteristics of the respondents ...... 48 4.2.2 Sex of the Respondents ...... 48 4.2.3 Age of the respondents (students) ...... 49 4.2.4 Age of the Respondents (parents) ...... 50

4.2.5 The occupation of the parents ...... 51 4.2.6 Marital Status (Parents)...... 53 4.2.7 Respondents distribution by working experiences ...... 53 4.3 Respondents distribution by level of education ...... 54 4.3.1 Impact of poverty on Students performance in national examination results ... 56 4.3 .2 Assessment on form IV Students Academic Performance in Four WWS in Ilemela District ...... 56 4.3.3 Student‟s responses on income sufficient in school basic needs ...... 57 4.3.4 Students responses on ways use to get money to pay school fees ...... 58 4.3.5 Students responses on meals they eat per day ...... 60 4.3.6 Impact of poverty on student‟s health and their studies ...... 61 4.3.7 Impact of poverty on students learning environment ...... 62 4.4 Student‟s responses on home physical environment ...... 62 4.4.1 Students responses inadequate of school utility ...... 63 4.4.2 Teachers responses on behaviour of students from poor backgroung ...... 64 4.4.3 Teacher‟s responses on the demonization...... 65 4.4.4 Student‟s responses on their parent level of education ...... 67 4.4.5 Sexual Abuse ...... 69

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION ...... 71 5.1 General summary of the Research ...... 71 5.2 Summary of the findings ...... 71 5.3 Conclusions ...... 74 5.4 Recommendations ...... 74 5.5 Areas for further Research ...... 76 REFERENCES ...... 77 APPENDICES ...... 83

LIST OF TABLES

Table 1.1 The National Data for the Examination Results in Percentage. Academic Results Students ...... 27 Table 3.1Sample Size Distribution ...... 38 Table 4.1 The breakdown of student intake is indicated ...... 46 Table 4.2 Show job occupation of parents ...... 52 Table 4.3 Summarises Parental Marital Status ...... 53 Table 4:4 Below summarises the total number of participants ...... 54 Table 4.5 Form IV Students academic performance in five WSS in Ilemela District57 Table 4.6 Summarises insufficient income to support school needs ...... 58 Table 4.7 Ways used by students to obtain school fees ...... 59 Table 4.8 Students Responses on Meals Eats Per Day ...... 60 Table: 4.9 Home Environments Affect Your Studies ...... 62 Table 4.10 Inadequate of School Utilities ...... 63 Table 4.11: Teachers responses on behaviour of students from poor background .... 65

LIST OF FIGURES

Figure 1:1 Conceptual Framework ...... 29 Figure 4.1 Shows the Sex of the Respondents ...... 49 Figure 4.2: Distribution of Respondents by Age: Students ...... 50 Figure 4.3: Summarises the Age groups of the Respondents ...... 51 Figure 4:4 Distributions of Teachers by Level of Education ...... 55 Figure 4.5: summarises parent‟s level of education ...... 68

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LIST OF APPENDENCES APPENDICES ...... 83 Appendix I: Students Questionnaire ...... 83 Appendix II: Interview guide for the headmasters/headmistress ...... 88 Appendix III: Questionnaire guide for the Discipline Master ...... 91 Appendix IV: Questionnaire guide for the Academic Master or Mistress ...... 94

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LIST OF ABBREVIATIONS

A „Level Advanced Level

GMR Global Monitoring Report

HB House Budget

HIV/AIDS Human Immune and Acquired Deficiency Syndrome

ICRC International Convention on the Right of Child

MDG Millennium Development Goal

NGos Non-governmental Organization

O‟Level Ordinary Level

SPSS Statistical Package for Social Science

SACMEQ Southern and Eastern Africa Consortium for Monitoring

Education Quality

TCPL Total Consumption Poverty Line

UK United Kingdom

UN United Nations

USA United States of America

URT United Republic of Tanzania

USAID United States Agency for International Development

UNICEF United National Children‟s Emergence Fund

WBR World Bank Report

WHO World Health Organization

WSS Ward Secondary Schools

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CHAPTER ONE

INTRODUCTION

1.1 Overview

Children growing up in poor families are likely to have adverse home environments or face other challenges that would continue to affect the development even if family were to increase substantially. Jansen, M. (2013).The family income, high or low, can have its impact on student‟s achievements in all their learning years. Since they are their early years, their family income can affect their education. Humlum, M.

(2011). This study explores the impact of Household Income on school performance in secondary school in Ilemela district in Mwanza. Children living in poverty are much more prone to health and safety risks associated with malnutrition, disease infection, and injury than the children who are not poor (Donald et al 2010:156).The study was conducted in secondary school because not much have written compare to primary school( Mwanwa al 2010:2148)

1.2 Background of the problem

In 2008, 13.2 million children in the United State under the age of 18, or more than in six children were living in poverty. (Us Census Bureau 2009). Poverty is currently one of the world‟s greatest threats to peace and stability. According to Sachs (2005), more than eight million people around the world die each year because they are too poor to stay alive. (This means that, one million poorest individual around the world are caught in a poverty trap of disease, physical isolation, environment stress, political instability and lack of access to capital, technology, medicine, and education). For instance, in education sector poverty leads to poor performance of

students due to the lack of support from their parents in term of school fees, text book, uniform etc. In addition to that, poverty has a major negative impact in various areas such as political, economically as well as socially) (Evans, 2004).

However, the number of children living in poverty in Tanzania and in the rest of the world is continuously increasing. Poverty has precipitated, and will continue to precipitate, enormous suffering to countless children.80% of majority in Tanzania live in rural areas; people of these areas are very poor and depend much on agriculture to survive(2007 Global Monitoring Report(UNESCO 2007). Students in rural areas do not do well in their final examination because of poverty; poverty has more detrimental effect in academic achievement (Conger and Donellan 2007:24).

More than 350million people, over half of African‟s population, live below the poverty line of one dollar a day. This implies that poverty to a large extent excludes many children from school World Bank Report (2012).

Tanzania has one of lowest secondary enrolment rations in the world and majority of place at public secondary schools are taken by families from the richer and those from poor family who got the chance are not perform well in their studies due to the poor support from their families ( 2004/5 Global Monitoring Report (UNESCO,

2004). In addition to that, Johnson (1996) argues that the poverty of parent‟s has elastic effects on their children academic work as they lack enough and good school housing facilities, medical care and social welfare services. Stakeholders, learner‟s, educators, parents, employers and the national ministry of education are concerned about the problem of poor student performance in secondary schools in Tanzania due to the poverty and increasing cost of education while in developed countries like

United Kingdom(Uk) and United States of America(USA) concentrate on the

improvement of the quality of education offered in schools by removing schools facilities is needed to remove poverty in order to improve students‟ performance in secondary school.

In the same line, Chitiga and Chinoona (2011), Kaba, Musonda and

Saito(2011),Okeke et al(2012) identified child labour, poverty and lack of sponsorship, quest for wealth, bereavement, truancy, broken homes and engagement of children as clog in the wheel of children‟s access to secondary education, or perform very poor in their final examination.

Despite the government of Tanzania has made an effort to help the economically disadvantaged access education through the Secondary Development programme

11(SEDP II) was a continuation of SEDF 1 which was implemented in between

2004-2009. However, this programme meets part of the educational expenses for the poverty stricken students, leaving the balance as a responsibility of the family.

The payment of school fees, provision of textbooks and presentation in complete school uniform are heavy requirements for poverty stricken students to meet. School authorities set deadlines for payments of school fees and levies. Failure to meet these deadlines warrants suspension from attending lessons. Poverty stricken students fall victim to these harsh and to some extent insensitive regulations. The right to education is every Tanzanian‟s right as enshrined in the Bill of rights in the constitution of the country, also the United Nations Report ( 2010 ) highlighted education as the basic right and need which is significant in the accomplishment of the Millennium Development Gaol . This is because good education academic performance guarantees skilled and dynamic citizens. Moreover, one of the aspects of the social pillar of Tanzania Vision 2030 is education. Tanzania Vision 2030 3

points out education and training as the media that will take Tanzania to be a middle- income economy. But not all citizens acquire education since many poor children end up dropping out of school and poor performance in their final examination due to financial constraints. Thus the severity of the level of poverty in Tanzania is critical, hence there is need to develop interventions and social policies to protect children at risk. The intention of proposed research was to examine the impact of Household

Income on student‟s performance in ward secondary schools in Ilemela district in

Mwanza region.

1.3 Statement of the problem

The impact of Household Income and educational performance outcomes is an international Phenomenon, yet in modern America poor children face an elevated risk for a variety of adverse education outcomes. Poverty affects the children‟s psychosocial development across multiple contexts including family, home, neighbourhood, and school ( Chilton et al .2007 :263 ) and has more detrimental effects on socio-emotional functioning, and academic ( Conger and Doallans,2004 ).

Long with that, disappointing performance of our public stems in large part from the challenges that poor children face outside of school, clearly differences in family background help the variation in academic achievement outcomes across children, poor children have substantially lower achievement test score National Assessment progress ( 2007 ). In addition, Students from poor family status ( factors correlated with family status such as low maternal education, single parenthood, and parental substance abuse and mental health ) faced different problems, from home lack of support from their parents because they are poor to accommodate them in term of school fees, writing materials such as textbooks, pencils etc. Teachers are underpaid

and lack of incentive to motivate them hence poor performance of these students in their final examination (Jacob and Ludwig, 2007).

However, research has shown that, in developing countries poor performance, dropout and repetition rates appear to be most common among students from low socio-economic background. In such countries, poverty is high and leads to poor performance of the students (Lochhead & Woodhall. 1985: 209). Poverty has negative impact on student‟s performances; there is a risk of educational underachievement for children from low-income housing circumstance. This process often begins in primary school for these children.

The study by Temu (1995) among Tanzania society shows that the majority of

Tanzania especially rural people have no income at all (absolute poverty) and have no facility or ability to obtain it. Most of rural families survive by scraping a meal out a poor and degraded landscape. In this situation parents fail to provide their children with food or pocket money for lunch, furthermore poverty leads to less commitment to the teachers by engaging in other activities out of teaching. Also, lack of furniture‟s, overcrowded classes, teaching aid etc resulting to the poor performance of students in their final examination (Hoffman, 1996).

Children raised in poverty rarely choose to behave differently but they are faced with overwhelming challenges that affluent children never to have confront, and their brains have adopted to suboptimal conditions in ways that undermine good schools performance such as emotional and social challenges, acute and chronic stressors, cognitive lags, and health and safety issues (Jensen, 2009). Long with that, poor academic performance of students has been of great concern to educationist, guidance and counsellors in particular (Mc Celland, 2000). Despite all guidance

programmes and counselling strategies mounted in school to improve the student‟s academic performance. But poor performance is still recorded yearly in Tanzania and it has become necessary to find out the causes of such poor performance. In (2013)

Necta strongly reportedly, sixty percent of Tanzania form four students who sat for

National Exams in 2012 attained lowest grade, this mean score is still quite low.

Hence this background created a need to study the Impact of Household Income on student performance. Meanwhile, Research conducted by scholars on academic has consistently shown that poverty has direct impact in predicting children‟s educational performance (Gunn and Klebanon, 2007). However the mechanisms for understanding this relationship have not been well studied, this is because, the studies that do exist generally examine young children in low-income or at-risk population and focus on income related variables as the moderator variables and family stress as a mediator to achievement outcomes. (Linear and Brooks, 2002)

Further, a study by Kitavi and Westhuizan (1997) in Kenya showed that students from poor families who cannot afford to pay for transport costs must walk a long distances to school. In such situations by the time students reach their schools they are already exhausted and less motivated to learn. As a result, children in poverty are at risk than advantaged children for retention in their grade, special deleterious placements during the schools hours and even not completing their secondary school education.

Despite the literature available that addresses the impact of Household Income on students‟ performance in primary school, written by (Jensen & Sanchez, 2009) but to mentioned a few and not much has so far been written on the students of secondary schools, and most of the studied were carried out in developed countries where few number of children are affected by object of poverty ( Mwanwa et al. 6

2010:2148 ).This study sought to examine the impact of Household Income on students performance in Ilemela district Mwanza.

Even though the Developing countries Tanzania as the case study, according to the

Millennium Development Goal no.1 aims to eradicate poverty and hunger by 2015, still some children in developing countries continue to be faced with many psychosocial challenges that are somehow perpetuated by the rising total consumption poverty line (TCPL) or Poverty Datum line for most people in developing countries (Ganga & Chinyoka 2010:189). Therefore, this was a gap of knowledge that the study sought to bridge.

1.4 General Objectives

The main objective of this study was to examine the impact of Household Income on student‟s performance of ward secondary school students, namely Nyasaka, Kiloleli,

Nyamanoro and Pasiansi in Ilemela district in Mwanza.

1.4.1 Specific Objectives

Specific objectives of this study were to:

I. To examine the state of selected ward secondary schools education.

II. To determine economic status of parent affect student‟s performance in

national form four examination results in selected ward secondary schools.

III. To examine lack of equipment like textbooks affect the learning environment

in selected school.

IV. To suggest the ways to improve students‟ academic performance in selected

ward secondary schools.

1.5 Research Questions

This study was guided by the following research questions:

I. What the state of selected ward secondary schools education?

II. Does economic status of parent affect student performances in national form

four results in selected schools?

III. To what extent does lack of equipment like textbooks affect learning

environment in selected ward secondary schools?

IV. Which ways should be suggest improving students‟ performance in selected

ward secondary school?

1.5.1 Significance of Study

This findings will raise awareness to the education stakeholders including, decision maker, policy maker, teachers, parents, students, education officers, government organization and non-governmental organization ( NGO‟s ) so as to take serious measures to assist students who are coming from poor families .

In the same line, the findings will attract further studies to come up with useful policies and strategies which will suggest the suitable ways of helping students from poor families to study in suitable place by resolving all problems which faced them in their studying. Long with that, also the finding will alert the government to rethink about existing policies and to make some amendment due to the new knowledge which provided by the researchers. The government also will prioritize policies and actions and will allocate substantial investments in effort to address the needs of their malnourished populations and establish functioning institutions and infrastructure enabling the poor to achieve nutrition security.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The chapter presents the review of various studies on impact of Household Income on school performance. Also the chapter provides conceptual framework, literature review and existing gap.

2.2 Definition of key terms

2.2.1 Household Income

Household Income is a measure of combined incomes of all people sharing particular household or place of residence. It includes every form of income, e.g Salaries and wages retirement income, near cash government transfers like food stamps, and investment gains ( Wikipedia, the free encyclopaedia. 11 : 52 AM )

Household Income is a total income from all people living in a particular household.

Income refers not only to the salaries and benefits received but also to receipts from any personal business investments, divides and other income. Further, household members do not need to be related to the part of a household. Household income is often used as the economic indicator. (www. Business dictionary. Com /...ome. html

)

Household consists of one or more people who live in the same dwelling and also share at meals or living accommodation, and may consist of a single family or some other grouping of people. A single dwelling will be considered to contain multiple households if either meals or living space are not shared. Beeton. (2009)

2.2.2 Income

Income is a consumption that, at the end of period, will leave an with the same amount of goods (and the expectations of future goods) as at the beginning of that period. (United States, 2014). Therefore, income means the maximum amount an individual can spend during a period without being any worse off.

2.3 Performance

Performance is accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be fulfilment of an obligation, in a manner that releases the performer from all liabilities under the contract. ( www. Businessdictionary. Com )

2.3.1 Education

Education is a process by which the individual acquires knowledge and skills necessary for appreciating and adapting to the environment and ever-changing social, political and economic conditions of society and as means by which one can realize one‟s full potential ( URT 1995:06 ) or Education is the process of imitating and preparing an individual through training in his/her environment to play actives roles in society ( ETP, 1995 ).Therefore, education is the process of imparting or acquiring general knowledge, developing the power of reasoning and judgement and generally of preparing oneself or other intellectual for mature life.

Secondary education refers to post-primary formal education offered to persons who will have successfully completed seven years of primary education and have met requisite entry requirement ( URT 1995:06 ).This is pre-secondary education for those who completed primary education and have qualification to join secondary education. 10

2.3.2 Theoretical and Conceptual Framework

2.3.3 Theoretical Framework

Anfara et al (2006) notes that a theory is a lens to understand different phenomenon,

Creswell (2003) also illustrates that, theories indicate how and why variables are related to each other. It is therefore important for any research work to have a theoretical grounding. This study was guided by the Ecological theory advanced by

Branfenbrenner‟s (2008).

2. 3.4 Ecological Theory

The Ecological theory by Branfenbrenner‟s ( 2008 ) suggests that a child‟s surroundings, including their home, school, work, church, neighbourhood, culture and government has influence on the way the child develops. Donald et al. 2010;

Woolley and Kaylor 2006 argue that this theory looks at learner‟s development within the context of the systems of the systems of relationships that form their environment.

The ecological model states that child development occurs within an interactive system of nested influences between the child and the environment. Addition to that,

Bronfenbrener‟s ecological environment consists of the following five nested structures: Microsystems, ecosystem, exosystem, macrosystem and chronosystems (

Berk 2006:27: Berk 2007:24: Donald et al 2010:41 ). Children‟s Microsystems include any immediate relationships or organizations interact with child will have an effect on how the child grows. The more encouraging and nurturing these relationship and places are, the better the child will be able to grow ( Donald et al.

2010 )

However, Bronfenbrenner‟s next level, the ecosystems describes how the different aspects of a child‟s Microsystems work together for the sake of the child (Cole etal

2009). The ecosystem level includes the other people and places that the children may not interact with often still have a major effect on them, such as parent‟s work places, extended family member‟s and the neighbourhood.

Furthermore, ( Bray et al. 2010 ), describe the macro system as the one that involves dominant social and economic structures as well values, beliefs and practices that influence all other social systems. The chronosystem involves development over time that affects the interactions between these systems as well as their influences on academic and intellectual development of learner‟s.

To understand the interactions of these systems is therefore the key to understanding how children develop and what factors lead to their failure, while multiple environments and mechanisms exist, the researcher was more interested in examining how poverty acts on families has negative impact on students performance.

2.3.5 The psychosocial impacts of Household Income on the academic

performance of children

Despite measures taken by the governments of developing countries to combat all form of poverty by 2015, the number of children from poor families continues to increase. Children from lower family are in higher risk of developing a variety of psychosocial problems. These include depression (Carlson, 2006:12 ) Internalising and externalising symptoms, lower levels peer relation, disruptive classroom behaviour, and developmental delay ( Calaldia &Ramani, 2009 ).

Research by Zuena et al. (2008) demonstrated that students raised in poverty are especially subject to stressors that undermine school behaviour and performance.

Students who have worry over safety concerns also tend to underperform academically ( Pratt,&Eysenck,1997 ) Exposure to community violence an unsafe home neighbourhood or a dangerous path to school-contributes to lower performance

( Schwartz& Gorman 2003 ).

In addition, stress resulting from bullying and school violence impairs test scores, diminishes attention Spans, and increases absenteeism and tardiness. (Hoffman,

1996) It is discouraging, but many students either stay home or skip classes due to the fear of violence. Thus, poverty is linked with negative conditions such as sub- standard housing, homelessness, inadequate nutrition and food insecurity, lack of access to health care, unsafe neighbourhoods, and under-resourced schools, all of which adversely impact of holistic development of children ( Adebe, 2009 :21 ).

Because of high poverty, most of children engage in other business out of school to get some amount of money for schools needs, and girls turns to prostitute which makes them in risks to HIV, STDs and unplanned pregnancies. Early marriage may be sources of poverty because parents did not have the financial ability to pay the children schools fees. (Chilton et al. 2007:263) Poverty affects the children‟s psychosocial development across multiple contexts including family, home, neighbourhood, and school and has more detrimental effects on socio-emotional functioning cognitive functioning, and academic achievement ( Conger and

Dooadllan 2007 :24 )

A study by UNICEF (2009:6) established that woman and children suffer the most from food insecurity and poverty. When woman and children suffer the most from 13

food insecurity and poverty when woman experiences their mental and emotional states are altered, which can negatively affect their psycholosocial development (

Ecker & Nene, 2012 :Ecker & Breisinger, 2012, Ruel & Yosef, 2012 ). In this respects there exists the intention of researcher is to explore the Impact of Household

Income on students academic performance in secondary school in Ilemela district in

Mwanza.

The international convention on the Rights of the child (1989) ( United Nations,

2012 ) as signed and ratified by Tanzania, pronounced several articles that assert the right to health, nutrition and development, Article 27, for example asserts “States parties should recognize the right of every child to a standard of living adequate for the child‟s physical, mental, Spiritual, moral and social development” ( Connell,

2010:132 ). It also asserts that parents and other caregivers have the primary responsibility of the child, and State parties should assist the parents to implement this right, including by providing assistance such as nutrition, clothing and housing.

2.4 The impact of environment at home and the family on school performance

Children who experience poverty may line in physical environments that offer less stimulation and fewer resources for learning. Their parents may be less able to buy those game, toys, books, computers and other resources that promote learning or to provide them with high quality childcare ( Liaver & Gunn, 2002:1870 ). They may be living in places that are not conducive to learning. These include factors such as a lack of lighting, spending much time on domestic chores, having no desk or table to work or table to work at or not having books at home. These circumstances may lead to anxiety and emotional stress, which may increased by violence and abuse among children in some home (Donald et al. 2010:192). These is the difficulties which faced

children from poor community, it is very difficulties for their parents to support them because are not well educated, so having no support with their homework and less motivation to learn.

Furthermore, High income children from high level of cognitively stimulating materials available in their homes, compared to low-income children from higher level of cognitively stimulating materials available in their homes, compared to low- income children ( Hanushek & Zhang 2006:21 ), the family income directly influences the material resources available to the children in their homes. The provision of a stimulating home environment, in turn, accounts for much of the effect income, and on the cognitive development of school children, and may be the most important pathway through which poverty operates.

However, in 2001 an average of only 8.7 on a list of 22 desirable resources for teaching were available in the SACMEQ ( Southern and Eastern Africa Consortium

For Monitoring Education Quality) countries, and as many as 10% of children(45% in Zanzibar ) had no place to sit ( UNESCO,2004:2011 ). Such absence of basic resource and extreme of basic resources and extreme overcrowding in many developing country schools means that other factors that crucial for quality education

( For example, teacher subject-knowledge ) may initially play a small role. But as the budget situation improve more resources do not always generate a similar educational improvement, perhaps because the organization of the school and the classroom does not adjust to use the additional resources well, or because there may be threshold beyond which further resources do not yield significant benefit for teacher ( Saito, 2011 ).

2.5 Social marginalization constraints learning

Children from poor neighbourhoods are often poorly motivated to do well at school.

This may have much to do with perception that education will not bring them its full benefits ( Raffo et al. 2007, P.15 ). However; they often limited parent‟s supports, a factor that is strengthened when their parents feel excluded. Poor parents sometime provide little support at home, home conditions for doing homework may be bad: children are poorly motivated to do well at school because they do not perceive the benefit of it, and so forth. Parental involvement appears to make greater differences between schools, and parental programmes may bring some benefits ( Raffo et al.

2007, P.15 )

Poverty influences education where the poor are marginalized, preventing them for full participation in social and economic processes. Research established that living in poverty involves being stigmatised, marginalized, and stereotyped negatively (

Wilkinson & Tagler, 2001 :220 ), and excluded ( Lott, 2002 :105 ) by non-poor segment of society. In essence, poor children are viewed as inferior ( even less than human, to a certain extent ). Consigned to a “them” or “out-group” status, and them treated accordingly (Lott, 2002:107). Consequently, poor children may experiences feelings of them and embarrassment, and have trouble viewing themselves in positive light, thus negatively affecting their academic performance.

State that secondary school teacher established that teachers tend to do favour children from well-to-do families because they are presentable, health, and supportive, and they bring learning resources‟ to school. In addition, Children from poor backgrounds are more likely to experience peer rejection, suffer from inferiority

Complexes and conflicting peer relations than those from a high SES. ( Emwamu &

Osujo, 2010 )

2.6 Acute and chronic stress

Stress can be defined as the physiological response to the perception of loss of control resulting from an adverse situation or person ( Santrock, 2009 ). Occasional or "roller-coaster” stress is healthy for all of us; it supports our immune function and helps develop resiliency ( Kohen et al. 2008 :1858 ). However, the acute and chronic stress that children raised in poverty experience leaves a devastating imprint on their lives. Acute stress refers to severe stress resulting from exposure to such trauma as abuse or violence, whereas chronic stress refers to high stress sustained over time.

Low-SES children are more subject to both of these types of stress than are their more affluent peers, but chronic stress is more common and exerts a more relentless influence on children's day-today lives. Children living in poverty experience significantly greater chronic stress than do their more affluent counterparts ( Almeida

& Serido, 2005 ). This kind of stress exerts a devastating, insidious influence on children's physical, psychological, emotional, and cognitive functioning areas that affect brain development, academic success, and social competence. Students subjected to such stress may lack crucial coping skills and experience significant behavioral and academic problems in school.

2.7 Empirical Review of the literature

2.7.1 Global overview of poverty

Out of the total world population of about 6.8 billion, 925 million people do not have enough food to eat; about 98% of the world‟s undernourished people live in

developing countries. Approximately 306 million children live in sub-Sahara Africa

(UNICEF, 2008; 113). At least 40-50% of children in most African countries live below the poverty line ( World Bank, 2007 :25 ) This implies that at least 137 million African children of primary school age do not attend school ( UNICEF,

2008, 2007 ).

According to World Bank Development Report (2012), more than 350 million people, over half of Africa‟s population, live below the poverty line of one dollar a day. Absolute poverty ( where people have very few resources and where their most needs are no me t) is most common in developing countries, although pockets of absolute poverty also exist in developed countries it results in poor home circumstance for learning ( for instance, no books, lighting, or places to do homework ), affects children‟s physical and wellbeing and ability to learn is associated with low parental education and limit resource for investing in education (

UNESCOEFA, 2006, P.112 ). This implies that poverty excludes children from school.

In addition, poor nutrition affects the ability of children to learn: Studies have shown that stunted children (children who are short for their age) are less likely to enrol, are more likely to drop out (UNESCO EFA, 2006, P.111). The EFA Global Monitoring

Report ( UNESCO EFA, 2006, P.127 ) States that more than a quarter of children below five years age in Sub-Sahara African are underweight due to poor diet and malnutrition, making them more vulnerable to disease and less able to concentrate at school. There is ample evidence that early nutritional and health status as well as nutrition where children is already at school have strong beneficial effects on their ability to learn ( Glewwe & Patrinos, 2007, pp 25-58 )

Mba (1961) argued that poverty of parents makes education and learning impossible, especially for disabled children in rural areas. He emphasizes that poverty further causes other problem such as disease, poor performance and psychological problem.

Effective student‟s performance is direct and sometime indirect when it relates to financial support. Financial support is characterized with paying school fees, buying materials, providing support to extra-study to the students and provides security to the children. Direct Household Income has impact on students in their studies, for instance students from poor families are in risk of perform very poor in their final examination due to the lack of social welfare and other equipment in their studies,

Social welfare such as safe drinking water, Food, sanitation, facilities, health, shelter and etc.( Filmer & Pritchetty, 1999 :2001 ).

However, Judith Smith (1997), using data from two national datasets showed that family poverty was significantly associated with lower scores on several measures of child cognitive and school readiness outcomes for children even after controlling for the effect of mothers education, family structure, and child race, birth weight, and gender. Also Judith Smith, Jeanne Brooke-Gunn, and Pamela klebanov ( 1997 ) added that, children living in families with income less than half the poverty threshold ( deep poverty ) scored nine to ten points lower on.

In the same line, school readiness reflects a child‟s ability to succeed both academically and socially in a school environment. It requires physical well-being and appropriate motor development, emotional health and a positive approach to new experiences, age-appropriate social knowledge and competence, age-appropriate language skills, and age-appropriate general knowledge and cognitive skills. It is well documented that poverty decreases a child‟s readiness for school through

aspects of health, home life, schooling and neighbourhoods. Six poverty-related factors are known to impact child development in general and school readiness in particular. They are the incidence of poverty, the depth of poverty, the duration of poverty, the timing of poverty ( eg, age of child ), community characteristics ( eg, concentration of poverty and crime in neighbourhood, and school characteristics ) and the impact poverty has on the child‟s social network (parents, relatives and neighbours ). A child‟s home has a particularly strong impact on school readiness.

Children from low-income families often do not receive the stimulation and do not learn the social skills required to prepare them for school. Typical problems are parental inconsistency (with regard to daily routines and parenting), frequent changes of primary caregivers, lack of supervision and poor role modelling. Very often, the parents of these children also lack support.

Canadian studies (Canadian, 2003) have also demonstrated the association between low-income households and decreased school readiness. A report by Thomas (2001) concluded that children from lower income households score significantly lower on measures of vocabulary and communication skills, knowledge of numbers, copying and symbol use, ability to concentrate and cooperative play with other children than children from higher income households. Janus et al (1987) found that schools with the largest proportion of children with low school readiness were from neighbourhoods of high social risk, including poverty.

A study carried out by the Harvard Graduate School of Education ( 2005 ), titled

“Change income-to-Needs Matters more for children with less” basically examined how changes in economic resources ( income ) for families can affect the performance of the children in school. The “income-to-needs is a measure used in

this study that takes a family, looks at its size and income and compares their numbers to the poverty level. The finding of this study is very fascinating.

Furthermore, the authors found that increasing the income of family of four below the poverty level over three years improved the children‟s performance in school to a level similar to that of children from families with twice the income and young poor children‟s social and cognitive function is likely to improve if the family has own increase in income, in addition to that, an increase in income for non poor families is not as likely to have a noticeable effect on the performance of the children from their families( cartney & Taylor 2001)

UNICEF (2008) reported that in sub-Saharan Africa, the number of girls out of school each year has risen from 20 million in 1990 to 24 million in 2002. In the eleven West African countries, there are 16 million children of secondary school age who are not receiving any form of formal education at school; nearly 10 million of them are girls. This is a huge proportion of the children missing out on the benefits of schooling and the gains of education in Africa. It therefore means that 40% of the total number of children out of school in all the 47% countries of sub-Saharan Africa is in West African countries (Watkins, 2008).

Furthermore, many children raised in poverty enter school a step behind their well- off-peers. The cognitive stimulation parents provide in the early childhood years is crucial, and as we has we have seen, poor children receive less of it than their well- off peers do these deficits have been linked to underdeveloped cognitive, social, and emotional competence in later childhood and have been shown to be increasingly important influences on vocabulary growth, IQ and social skills ( Bradley, corwyn &

Burchinal et al. 2001 ), standardized intelligence tests show a correlation between

poverty and lower cognitive achievement, and low-SES kinds often set in motion of vicious and stubborn cycle of lower expectations. Poor academic performance often leads to diminished expectations which across between the board and undermined children below self-esteem.

The dramatic socio-economic divide in education doesn‟t help matters. High-poverty minority school receive significantly less state and local money than do more prosperous schools and students in such school are more likely to be taught by teachers who are inexperienced or teaching outside their specialities ( Jerald, 2001 ).

In the same line, Mwinzi and kimengi (2006) and Mensch and Lloyd (1997) in

Kenya indicated that being sent home frequently to collect money for school fees interfered with students learning and consequently their academic performance. On average students take up zone week per month, per term. A long with that, also

Mwinzi and Kimengi, ( 20006 ) emphasize that, the consequences of missing classes have far reaching effects on the students that include increased probability of dropping out, discouraging them in their studies hence poor performance. In addition, hard work and stressing from the students who came from poor family while they are trying to cover the lessons, hence increase the chance of failing in their studies. A part from that also Kartenza (1998) looked the link between poverty and well as cost-sharing with the rise of street children in part of Tanzania. His focus was on the community perspective on cost-sharing and the rise of the number of children. He found out that poverty is the root causes of poor performance of students and at the same time it forced students to drop out to school and eventually found themselves in street. In addition to that, lack of school fees forces many

students into early work (child labour), petty business and other income generation activities out of their studies hence poor performance in their studies.

Also, Conger and Donellan (2001:24) added that, children living poverty are much more prone to health and safety risks associated with malnutrition, diseases, infection, and infection, and injury than are children who are not poor ( Donald et al.2010 :552 ).

Malnutrition, for instance, remains one of the major obstacles to human well being and economic prosperity in developing countries (Ecker and Nene, 2012 ).

According to Acosta (2011), there are strong normative and instrumental reasons related to human and economic development to address burden of malnutrition as an issue of public concern. These calls for governments to prioritize policies and actions and allocate substantial investment in efforts to address the needs of their malnourished populations, governments have responsibility to establish functioning institutions and infrastructure enabling the poor to achieve nutrition security and provide services for treatment and presentation of malnutrition and related diseases

Despite high-level commitment in the context of the millennium Development Goal

(MDGs) and other initiatives, most of developing countries are likely to fail in achieving their nutrition-related goals, although there are large differences in nutritional achievement across countries. For example have less than a 5 percent probability of meeting the MDG one target one target, but 61 of these 141 countries have a probability of 5o-100 percent (Stevens et al. 2012). Countries that are highly unlike to achieve the target of having child under nutrition are concentrated in Sub-

Sahara Africa and Southeast Asian countries have been quite successful ( Steveness et al. 2012 ).

In addition, progress toward other MDGs directly related to nutrition such as reducing child mortality ( MDG4 ) and improving maternal health ( MDG5 ) is still much too slow in most developing countries and particularly in Sub-Sahara Africa for achieving the targets by 2015 ( United Nations 2012 ). The lack of political commitments may be a critical factor (or even the main reason) for failure in some developing countries a functional nutrition policy in place may be the driver of success ( Nabarro et al. 2012 )

Strage ( 1998 ) the contrary to others argues that, students from lower social economic background often see education as means to better their lives of their parents. Parents of these students in still in their children the expectation of attending school and can provide encouragement and emotional support. In addition, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to the poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is the through education. That is to say, if a person, for instance, due to poverty is taking just a meals, and again if he/she is sometimes sleeping on an empty stomach he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families. Students who come from poverty family always study very hard and finely perform excellent in their final examination.

In the same line, Ruther (1987) cited in Bernard (2012) revealed that in some situations children from poor background defied the odds and performed very well due to the resilience. This shows that not all children from low socio-economic

background will perform badly at school. However, this is not a justification to expose any child to risk because there are children who do better when not exposed to high levels of risk (Poverty) or adversity (Conger and Donelllan, 2007 ).But not all who can manage to perform very good in their final examination regardless he/she come from poor family, very few will survival in these situation but majority of them perform very poor in their final examination. In general the school drop-out rates are high in Africa because of poverty ( Chireshe, 2010; Manwa et al., 2010 ).

2.7.2 The Tanzanian context

The majority of Tanzanian‟s poor people (80%) live in rural areas: In Tanzania poverty seems to increase everyday and then it is a current issue or event. Swanson and Gehrke (2005) pointed out that one out of six students who attend school in poor.

This implies that most of student of perform very poor in their final examination were from poor background.

According to the House Budget (2005) Tanzania is one of poorest countries in the world, and about 36 million people is unable to meet basic food and non-food needs and people who much affected are those from rural areas where a number of students who perform very poor in their final examination live, and according to United nation‟s (2012) Human development in Africa, Tanzania position in Africa is 36 and in the world position is 159 of the poorest countries. This means that poverty is in high stage in Tanzania.

Kalinga (2008) stated that Tanzanian‟s Secondary schools are geographically and socially isolated and studies faced a number of problems from home up to school environment. Without textbooks, or other classroom resources, more teachers cannot necessary improve the quality of learning, poor school is finding difficult to get good 25

teachers to teach especially in rural areas. (World Bank, 2004) Financial incentives have not been very successful at attracting better teachers to poor schools (Fuller,

1985).

However, Poor children are more likely to do worse on indices of school achievement, poor children are twice repeated a grade, to have been expelled or suspended from school, or to have dropped out of school and at the sometime have possibility of performing very poor in their final examination. For instance, in

Tanzania for a long time the national form IV examinations have been steady. From the year 2004 to 2007 the performance showed a high percentage (91.5% to 90.3% respectively, URT: 2009) in the years 2008 to 2014 the performance dropped abruptly from 83.6% to72.5% respectively (URT 2014). The leading schools in poor performance are day schools which are community owned.

Table 1: below shows the national data for the examination results in percentage.

Academic results students get after sitting for form 4 examinations, terminal examinations or annual examinations.

Table 1: The National Data for the Examination Results in Percentage.

Academic Results Students

Years Division% Total no number of candidates I II III IV % % Failed Total passed

2000 4.1 5.7 1.6 52.6 78.4 21.6 47389 2001 4.5 5.7 18.2 49.1 77.4 22.6 50820 2002 6.4 8.2 21.6 50.1 86.3 13.7 49512 2003 7.2 7.3 23.6 50 88.1 12 62359 2004 4.8 8.4 24.6 53.7 91.5 8.5 63487 2005 5.2 6.5 21.9 55.7 89.3 10.7 85292 2006 4.5 6.9 24.3 53.9 89.1 10.9 85865 2007 5.1 8.6 21.9 54.7 90.3 9.7 125280 2008 3.5 8.4 16.8 58.9 83.6 16.3 163855 2009 1.9 4.4 11.6 54.7 72.5 27.5 248336 Source: URT, 2016

Pass rates in form 4 examinations termination have been fluctuating from year to year due to the various reason such as poor teaching methodologies that are applied by teachers during classroom teaching process, Poor implementation of school curriculum, Shortage of teaching aids and learning materials. According to Necta in

May 2003, poor performance is due to lack of basic knowledge, ability or skills to tackle the question, In ability to apply learned skills or knowledge to new situation,

Candidates inadequate understanding the concepts, Inadequate teaching of the sub- topic, lack of use of demonstrations or teaching aids, inadequate exercise, drills or practice, Lack of language proficiency, Faulty question formulation. Despite the fact that the Necta listed a number of reasons which causes Poor performance of students

in secondary school but low Income from families does not considered even though it has direct negative impact on student‟s performance in their final examination.

2.7.3 Synthesis of Reviewed Literature and Research Gap

Several literature reviews in this study have been covered or tried to explain the negative impacts of Household Income on student performance associated with family problem, both home and school environment ( not suitable for study ), low remuneration to the teachers, attitude of poor family and school uniform. However in access of literature review, the researchers did not explore in details how poverty itself affects student performances. Therefore the study proposed focused on the single factor of Household Income and its negative impact to the students. The proposed study intend to fill this knowledge gap

2.8 Conceptual Frame Work

Miles et al. (1994) define a conceptual framework as a visual or written product which explained either graphically or in narrative form things to be studied and the presumed relationships among them. The conceptual of this study focused on impact of Household Income on Students performance in Mwanza Ilemela district. As illustrated below in Figure 1.

Figure 1: Conceptual Framework

Sources: Agunlotce O. America International Journal of Contemporary Research

(Vol. No 3: November 2011). 159 (Figure 5)

The conceptual framework above developed to examine the impact of Household

Income on students‟ academic performance based on variables

The independent variable of this study is Household Income while the dependent variable is secondary school performance which is divided into the following components such as leadership, teachers, students and community. The intervening variable is the psychological factors of students and moderating variable is school setting which basically is believed to have contingent effect on the dependent

variable. The school setting is made up of the characteristics of an individual such as the type of school, the administration, the decision making process in the school, and degree of student‟s participation on in a decision making among other.

Leadership in school schools were not committed in articulated vision, purposeful direction, and measurable actions for education. Poor leadership also manifests when a school leader displays lack of knowledge of school‟s context and inability to critically identify and analyse the germane needs of the school, the students, and the community. A school leader who lacks the appropriate knowledge of evidence-based best leadership practices, leadership structures, communication, human, and community relations tailored to the specific context of a school, will contribute greatly to the decline of the school. A school leader, who is change-phobic, lacks initiative, and who lacks innovative skills is a recipe for a school becoming low- performing.

Teachers have low expectations for students; it is a reflection of low expectation for themselves and their job. This may be as a result of negative perceptions of the students and their circumstances, poor leadership directive, poor facilities, and poor instructional support. Also, teachers with limited knowledge of content and effective teaching practices contribute to school‟s decline. All of these precipitate lack of interest in professional growth, poor classroom management, poor relationship with students and peers, low morale, frustration, fatigue, burnout, and high turnover

Students.

Dysfunctional administration, teaching, and support staffs create a dysfunctional school climate, classroom environment, and instructional processes. Indicators of low performance in students include; lack of connection to school and schooling (not

fitting-in), low academic expectation, frequent discipline problems, submission to anti-schooling peer pressures and practices, absenteeism, multiple multi-school transfers, academic credit deficit, grade retention, substance abuse, delinquencies

(including teen pregnancy, drug abuse), poor academic performance, non college or career readiness, and drop out.

Some of the community level factors that contribute to low performance of a school include; changing demographics, declining socio-economic condition, dysfunctional homes; lack of parental support for students and the school, lack of community support for students and the school, other sociological stress factors, and most importantly the communities perception of the school. The solutions to turning around depend on how well the systemic processes and critical factors, operating within each of these schools, are measured and evaluated.

Agunloye, “International Journal of contemporary Research‟, (Vol. No 3: November

2011) .159

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This section describes the research methodology adopted to conduct in this study.

The chapter highlights the study areas and research design, sampling issue as well as data collection methods and tools, justification for selection of study areas, also there was sample sizes which clarifies number of students, parents, Heads of school and teachers for each selected school and further explain limitation of study. The data analysis was part of this chapter.

3.2 Study Area

The focus of the study was ward secondary schools in the city of Mwanza at Ilemela district, Ilemela is the one of seven district of Mwanza region. Administratively there are one division which is Ilemela subdivided into 9 wards namely Bugogwa,

Buswelu, Ilemela, Kirumba, Kitangiri, Nyakato, Nyamanoro, pasiansi, and

Sangabuye which in turn also subdivided into 12 village. It has land areas of 425 squares km and water areas of 425 squares which giving a total areas of 1325

Squares km. The main economic activities in areas around Ilemela district is agriculture, fishing, livestock keeping and tourism. (Proposed Mwanza Regional

Socio-economic profile) ( Mwanza profile, 2010 )

In addition, Ilemela district has more than 21 ward Secondary schools, but the researcher was working with only four schools namely Pasiansi, Nyamanoro,

Kiloleli, and Nyasaka. The Ilemela district were selected due to a numbers of factors; the district has many public schools, and their results of final examination in these

schools were not good at all and this was a reason for the researcher to select this area. The four schools were chosen due to the numbers of limitation such as time and financial resources, it was not easy for researcher to select all schools.

3.3 Research Design

The research design used in this study was a cross sectional design since the data collected once, so as to get an in-depth examination of impact of Household Income on student‟s performance. Therefore this study used a cross-sectional design as the ones concerned with describing characteristics of a particular individual or group.

The major purpose of using this design was to describe the state affairs of the selected four ward secondary schools as it is at present. This study adopted a qualitative and quantitative research approach that attempted to accumulate data regarding the impact of Household Income on student‟s performance in secondary schools.

The combination of qualitative and quantitative data collection method aimed to provide a broad understanding of the impact of Household Income on student performances, the merit of quantitative method was that to produce factual, reliable outcome data that were usually generalizable to some large population, while the merits of qualitative methods was that, it generate rich, detail, valid process data that usually leave the study participants perspectives intact. The combination of qualitative and quantitative data collection methods were viewed as complementary, assuming that weakness in either would be compensated by the other ( Sticklers et al.1992; Yach, 1992 ).

3.3.1 Target Population, Sampling Methods and Sample Size

3.3.2 Target Population and Sampling frame

Kothari (2003) and Wolff (1999) describe a population as a group of individuals, events, objects or items from which samples are taken for measurement. Also, population includes all items in any field of inquiry (Kothari, 2004).Mitchell (2012) defines a population as the target group with whom the research was going to be carried out. Gay (2010) also defines population as all the possible elements that should be included in the research.

The target population is “the entire aggregation of respondents that meet the designated set of criteria” (Burns & Grove, 1997:236). The target population of this study was to constituted teachers, students, parents, and heads of schools.

To add that, the population was selected because of the nature and responsibilities and their authority, or position in schools and home from students parents. Form IV students were selected as a sample of this study, simply because they were experienced about the impact of Household Income in academic performance.

3.3.3 Sample Distribution

A sample, according to Best and Khan (2003:13) is a small proportion of the population selected for observation and analysis. This view shared by Bless and

Higson-Smith (2010:85) who also define a sample as a subset of the whole population which is actually investigated by the researcher, and whose characteristics are generalised to the entire population. Samples of 112 participants were drawn from the teachers, Parents, headmasters, and children learners which giving a total number was 112 by using the purpose sampling technique as a type of non-

probability sampling that a certain cultural domain with knowledgeable experts within. This study adopted a stratified random sampling to select a sample of 112 participants. Mugenda & Mugenda (2003) pointed out that 10% sample size is a sufficient representation of the target population. The sample parents were selected by using of convenience sampling while teachers and students were proportionately selected from the 4 ward Secondary Schools namely Nyasaka, Kiloleli, Pasiansi and

Nyamanoro in Ilemela district in Mwanza

3.3.4 Sampling Procedures

The purposive sampling technique, also called judgement sampling, is deliberate choice of an informant due to the qualities the informant posses. Bernard (2012) and

Seidler (2004) applaud purposive sampling because of it flexibility than other sampling methods in term of time, effort and the cost needed in finding informants

(Bernard, 2012; Lewis& Sheppard, 2006).The inherent biases of method contribute to its efficiency, and the method contribute to its efficiency, and the method stays robust, even when tested against random probability sampling (Bernard, 2012).

Given the above advantages, choosing a purposive sample was a fundamental to the quality of data in this study, thus the reliability and competence of the informants were ensured, since the informants define qualities‟. Despite the merits highlighted above the danger with the purposive sampling method is that, the researcher exercise his or her judgement on the informant‟s reliability and competency.

Purpose sampling is considered by Bryman (2010:107) as non-probability sampling focuses on sampling techniques where the units that are investigated are based on the judgement of the researcher. Purpose sampling also known as the most important kind of non-probability sampling to identify the primary participants, namely twenty 35

students from each school, two teachers from each school, four headmasters and twenty parents. Purposive sampling, also known as judgmental, selective or subjective sampling, is a type of non-probability sampling technique (Creswell,

2008).

The sample of this research was selected on the researcher‟s judgement and the purpose of the research, namely looking for those teachers who have experience of teaching students from poor backgrounds, students who affected by poverty and their parents. Borg and Gall (2009) also posit that purposive sampling targets richer sources of data with resembling characteristics of aspects or variables under investigation. The above, therefore, explained why only students from poor family, headmasters and teachers and parents were chosen for this research. The purposive sampling technique is the deliberate choice of an informant due to the qualities the informant possesses. It does not need underlying theories or a set number of informants (Campbell, 2006).

During the course of this research, more than one type of purposive sampling technique was used since these different types complemented one another. In this study, when the data appeared to be incoherent and implausible, cross-checking and the validation of methods, such as triangulation, were done to verify certain ideas and concepts (Seidler, 2004; Corbetta, 2011). Maximum variation sampling, also known as heterogeneous sampling, was used to capture a wide range of perspectives relating to the phenomenon that this researcher was interested in, that is, maximum variation sampling searches for a variation in perspectives, ranging from those conditions that were viewed to be typical through to those that were more extreme in

nature (Campbell, 2006) . The basic principle behind maximum variation sampling is to gain greater insight into a phenomenon by looking at it from all angles.

Despite of its advantage explained above, the weakness of this purposive sampling method is that the researcher exercises his or her judgment on the informants‟ reliability and competency. The table 3.1 above indicate a sample of 112 respondents was drawn from the teachers, Headmasters, students and parents by using the purposive sampling method. Twenty (20) students from each school, two (2) teachers from each school, one (1) Headmaster from each school and twenty (20) parents also were selected. Sandelowski (2007, as cited in Jantti & Cox, 2011) asserts that determining an adequate sample size in qualitative research is ultimately a matter of using judgement and experience in evaluating the quality of the information collected, against the use to which it can be put, the particular research method and purposeful sampling strategy employed, and the research product intended.

Therefore this study was a sample of (20X4) + (2x4) + (4x1) + (20X1) = 112

Therefore, the sample size was 112 respondents.

Table 3.1 Sample Size Distribution

Location School Headmasters Students Teachers Teachers Parents sample Ward School name Nyasaka Nyasaka Headmaster 1 Students Discipline Academic 20 20 Master 1 Mistress 1 parents Nyasaka Kiloleli Headmaster 1 Students Discipline Academic 20 Master 1 Master 1 Nyamunge Nyamanolo Headmaster 1 Students Discipline Academic 20 Master 1 Master 1 Nyamuge Pasiansi Headmaster 1 Students Discipline Academic 20 Master 1 Mistress 1 Total sample 112 Source: Researcher own constructs. (2016)

3.3.5 Data collection methods and instrument

Data collection is “a systemic way of gathering information, which is relevant to the

research purpose or questions (Burns & Grove, 1997:383). Data was collected by

using structure questionnaire and a face to face interview to the heads masters, and

also data was collected on existing physical facility such as students performance in

their final examination especially form four, school attendance, school librarian to

know the ratio students-Textbook, school facilities etc

In addition, tools or instruments are techniques or methods that are used to collect

data simplify the researcher‟s work of data collection (Enon, 1998). The tools which

used were depending on the type of research design. The following were the research

tools or instruments which used in this study, Questionnaire for students and for

teachers. Other instruments were interview for headmaster and unstructured

interview for parents and for some students. The data collection employed the following methods: questionnaire, interviews and documentary reviews. This is in line with Kothari who provides that the data collection need clear understanding of what and how researcher hopes to obtain them. This it was thought that there methods would possibly complement each other. This is to say, since questionnaire were distributed to the respondents aimed at getting information regarding on impact of Household Income on students performance of these secondary schools, and also these study aimed at getting information regarding the respondents views on measures that should be taken to prevent the existing situation. Sets of questionnaires were designed for teachers and for students. Data were collected from two types of source which was primary and secondary. Primary data were collected directly from individuals through questionnaires and interviews.

The secondary data, this was data which have already collected from various sources by someone else.

3.4 Research instrument

3.4.1 Questionnaires

In this study two sets of questionnaires were prepared and administered, one set of questionnaires were administered for teachers and second set of questionnaire for students. Most of the respondents responded according to how they were instructed.

The questionnaires included both open and closed questions with simplified compilation, analysis and avoided misinterpretation. A questionnaire requiring subjects not disclose their identity was use to collect data from parents.The question had both structure and unstructured questions. The researcher similarly used

questionnaires in order to uphold the confidentiality of the respondents and also in order to save time. These generally reduced pressure to the respondents.

3.4.2 Interview

The researcher used structured face-to-face interviews were conducted once for each with Headmasters, and unstructured interview were conducted to students, teachers and parents. Interviews were conducted until the topic was exhausted or saturated, as evidenced when the interviewees (headmasters, parents and some teachers) no longer introduced new perspectives on the topic. Tuckman (2012: 216) describes the interview as a way of getting data about people by asking them, rather than observing and sampling their behaviour. It provided what is “inside a person‟s head”.

This approach makes it possible to measure what a person thinks, his/her attitudes and beliefs (Kitchin & Tate, 2010). Interview methods refer to in-depth semi- structured or loosely structured forms of interviewing. A researcher preferred this technique because of its practicability and flexibility depending on the existing situation that will complement the other systematized technique. The procedures for data collection was be as follows : permission was requested from the respective schools showing that the study is for academic purposes, written questionnaires were hand delivered not reveal their identity and were assured that the information given was purely for research purpose and would not affect them individually.

3.4.3 Documentary Review

According to Lincoln and Cuba (1985) states that the document analysis is important because it gives a researcher general backgrounds on the subject that being studied.

This technique helped the researcher to get document concerning impact of

Household Income on student performance, number of schools established, physical

and non-physical facilities from various source such as libraries, through internet and government record. The technique was used because the mark profile reflects true and unbiased information on the academic performance of students in reality.

3.4.4 Data Analysis

Data analysis “the systematic organization and synthesis of the research data and testing of research hypotheses, using those data” (Pilot & Hungler, 19995:639). It also entail “categorising, ordering, manipulating and summarising the data and describing them in meaningfully terms. Data that collected from the field was coded and edited before analysis. Editing was done purposely to rectify errors that will be incurred during data collection. The completed questionnaires were analysed by using statistical package for social science (SPSS) 21 versions. Most of the question in the questionnaire was be closed questions. These will be coded for easy analyse by the computer. The opened –ended questions was categories by researcher hand. The finding was discussed and data was presented in the form of frequency tables, percentage and bar graphs. In this study impact of Household Income on student‟s performance in secondary school is considered to function of different factors, in terms of place of residence among individuals, level of education, occupation, marital status, sex etc.

3.5 Triangulation

Triangulation is considered as an important methodological issue in naturalist and qualitative approaches to evaluation in order to control bias in establish valid proportions because traditional scientific techniques are incompatible with this alternative epistemology ( Lincoln & Guba, 2010:300 ) Pattor ( 201 2) advocates the

use of triangulation by starting it strengthens a study by combining different methods.

This study established that data triangulation which allows the participants to assist the researcher in respect to the research questions, as well with the collection of data.

This was engaged multiple methods such as interviews, questionnaires etc to make the study more valid, reliable and diverse construction of the realities. Triangulation then defined as “.....a validity procedure where researchers search for convergence among multiple and different sources of information to form themes or categories in a study (Creswell & miller, 2001:126)

Given the above reliability and validity as trustworthiness, rigour and quality in the qualitative researchers perspectives, which are to eliminate bias and increase the researchers truthfulness of a proportion about some social phenomenon ( Denizen,

2012 ), namely by making use of triangulation.

3.5.1 Validity and Reliability

Validity: Enon (1998) defines validity as the quality that procedures and instrument/tools used in the research are accurate, correct, true, meaningfully and right.Polit and Hugler (1995:353), validity refers to “the degree to which the instrument measures what it supposed to measuring”. Validity triangulation will be applied. Triangulation refers to the application of different tools in data collection so as to get the required information. In this case, when the instruments are used at different time to time they must give the results. To achieve validity of this study, interview, questionnaires and documentary tools employed and content validity were concerned with how accurately the questions will be ask tend to elicit information.

Reliability refers to how constant, research procedures or instruments are. It means the degree of consistency demonstrated in the study. Reliability implies stability or dependability of procedures or instruments in order to obtain information ( Enon,

1998 ) with respect to this study, reliability like validity depended on the researcher, transparency and narratives skills. According to (Cohen, 2000:117) Reliability relates to the precision and accuracy of the instrument. If used on a similar group of respondents in similar contexts, the instrument should yield similar results. Accurate and careful phrasing of each question to avoid ambiguity and leading respondents to particular answer were ensured reliability of the tool. The respondents were informed the purpose of the interview and the need to respond truthful.

3.5.2 Ethical Issues

By ethics the researches mean the study of moral standards, and how they affect conduct or system of moral principles governing the appropriate conduct of a person or a group (Creswell, 2008). According to Chireshe, (2000:6, in Mugwezi, 2012:149) ethics refer to a moral philosophy that deals with making judgements, good or bad, proper or improper, approval or disapproval, right or wrong, In other words, these guidelines for professional conduct or behaviours.

It was very vital to consider other people‟s rights, especially the rights of the children. Every person has the right to privacy and dignity of treatment (Creswell,

2010). It was important for the researcher to explain full all the participant the major aims of the study, namely to find ways to enhance learning and academic performance of the children living in poverty-Stricken households. To conduct research requires a commitment that lasts not only through the life of the research

project but also afterwards at the dissemination stage and even beyond. Prior to this study a research clearance will be sought from the University of Dodoma.

3.5.3 Limitations of the Study

A financial resource was the major problem for a researcher‟s effort to undertake a sound and comprehensive research. Due to the financial resources the researcher was decided to select only four schools, and the selection of this four (4) was very carefully and purposefully done to ensure the findings are authentic.

Because of lower remuneration of the teachers in most schools are not motivated to work hard, and most of them have negative attitude towards academic research work.

This unco-operative behaviour of some teachers and students towards academic research may negatively influence the quality of responses which are obtained. The researcher, however, tried to persuade the respondents to give reliable and valid replies. The respondents were assured that the purpose of conducting this research is only about education issues and any information which have provided within instruments were to be kept confidential.

Time was another constraint that the researcher encountered and due to this limitation the researcher decided to deal with only four ward secondary schools namely Nyasaka, Kiloleli, Nyamanoro and Pasiansi.

CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter provide summary of the data collected. Data was collected by use of questionnaire for students, for teacher. The chapter contain two sections: the response return rate and findings of the objectives of the study which are explained in tabular form by use of descriptive and inferential statistics.

4.2 An overview of ward Secondary School education in the study area

Government school is quite different to private school in demand and supply school items like staff room, craft room, clinical room, projectors, counselling officer, school bus and school nurse. In all of the 4 government schools covered by the study did not have the required educational resources such staff room, craft room, clinical room, projectors, counselling officer, school bus and school nurses. There was a very significant gap between school needs and resources from government.

This has contributed to poor performance of students in their examinations. Even for basic educational resources such as books, classrooms, maps, charts, government secondary schools which were selected showed a big gap between school needs and actual supplies. Ward secondary education in the study area is further reflected in the following overview of secondary schools in the study area:

4.2.1. Nyamanoro Secondary School

The school was started in 2005 with 150 students; boys were 87 while girls were 63.

There were 9 classes; toilets holes for students were 15, 8 for boys‟ students and 7 for girls students. The school had three rooms that were used as offices. Currently 45

(2014) there were 776 students of which girls were 384 and boys were 392. The break down of student intake is indicated in table 4.1.

Table 4.1 The breakdown of student intake is indicated

Form Boys Girls Total Form 1 101 99 200 Form 2 103 130 233 Form 3 106 121 227 Form 4 82 34 116 Source: Field Data, (2016)

Form one boys were 101 and girls were 99 which giving a total of 200 students, form two boys were 103, girls were 130 which giving total of 233 students, form three boys were 106, girls were 121 which giving a total of 227 students, form four boys were 82, girls were 34 which giving a total of 116 student .

The number of teachers was very low as is indicated in the following data:

The total number of teachers in the school was 45 - males were 27 while females were 18. Science teachers were 7: 4 males and 3 females. 38 teachers were teaching arts subjects: males were 23 and females were 15. There were a total of 15 classes.

Up to the time of this research there were no laboratory rooms or play grounds for sports. The above data indicates that teachers were not enough, especially sciences teachers and that the number of teachers did not correspond to the increase of student enrolment.

4.2.2. Nyasaka Secondary School Nyasaka secondary school was started in 2007 with 179 students. Males were 97 while females were 82 but, there were 7 classes, 3 teachers office plus 20 toilets holes for students, 8 for girls and 12 for boys. Up to this time also there no laboratory, few textbooks in the library, inadequate of water, no play ground, there shortage of teachers especially science teachers, there only 5 sciences teachers, 1 female and four male out 43 teachers which causes a high students-teachers ratio and big class size, students total number were 881, boys were 443 while girls were 434.

2.2.3. Pansiansi Secondary School Pasiansi secondary school was started in 2007 with 145 students; boys were 75 while girls were 70. There were 11 classes plus 4 teachers office while there 17 toilets holes, 9 for boys and 8 for girls. Currently there a laboratory room but inadequate of equipment, few classes compare to the number of students 855

(17classes), inadequate of teachers, especially science teachers, there were 8 teachers of sciences out of 42 which causes high student-teacher ratio, also there no enough water.

2.2.4. Kiloleli Secondary School Kiloleli secondary school was established in 2009 with 155 students. Boys were 80 while girls were 77. Also there were 7 classes plus 4 teachers‟ office. There were 21 toilet holes for students, 9 toilet holes for girls and 12 toilet holes for boys.

By the time of this research there 21 classes which not manage the number of the students, were 881 students, girls were 438 while boys were 443, also the number of teachers were few especially science teachers. There were 44, 27 male and 16 female but only 7 science teachers, 2 were female and 5 were male. There was a laboratory

but there inadequate of tools; also library was there but no enough books, also toilets holes not enough both for teachers and for students, desks not enough ( one desk use four students instead of three students, office tables is not enough ).

The above data on the four ward schools in the study area shows that there is still need of teachers especially for science subjective. The schools also need libraries, laboratories and toilets holes for both students and teachers. There is also a serious problem of inadequate desks, chairs and tables. For instance, in case in Nyamanoro and Nyasaka secondary schools there were no library and laboratory facilities while at Nyasaka and Kiloleli secondary schools there was both library and laboratory but they did not have enough text books especially for science subjects and in laboratory there was not enough tools.

4.2.1 General characteristics of the respondents

The social characteristics examined include the following variables, namely age, sex, level of education of the teachers, length stay in school and occupation of the parents etc.

4.2.2 Sex of the Respondents

The student‟s questionnaire elicited information on their sex because this variable could influence the students‟ ability credible information about that variable that was involved in the study.

The finding in figure 4.1 reveal that students that participated in the study 49 ( 62% ) were boys while 31 ( 38% ) were girls which amounted to 80 of respondents who participated in the study. This also mean that still there is a great gap between male and female enrolment in secondary school education as it can be observed male are

many comparison with female. This is contrary to the gender and women empowerment policy which requires equality to all regardless sex or gender disparity.

Figure 4.1 Shows the Sex of the Respondents

Source: Field Data, (2016)

4.2.3 Age of the respondents (students)

The results in figure 4.2 summarises the age group of respondents. The results showed that aged between 13-18 years were 67 (84%) whilst those aged 19-24 were

13 (16%). As it can be observed most of the respondents have a fresh aged for enrolments in ordinary level of secondary school except those who few with exceptions of 18 years and above.

Figure 4.2: Distribution of Respondents by Age: Students

Source : Field Data, ( 2016)

Under normal circumstances people who belong to the 18 years and above age group should have finished Ordinary level of education. This study suggests that they either delayed to go to school due to the shortage of resource from their parents.

4.2.4 Age of the Respondents (parents)

Parents who participated in this study were grouped in following categories. In the

35-55 age group there was 5 ( 25% ) of respondents out of 20, the 56-64 age groups had 7 ( 35% ) respondents, while the 65-above there was 8 ( 40% ) of respondents as indicated in figure 4.3

Figure 4.3: Summarises the Age groups of the Respondents

Source: Field Data, ( 2016 )

Generally, it show that 8 ( 40 % ) of this parents are the elderly shows that the elderly are at a much higher risk of being poverty stricken than the younger people. The reason being that they are not able to work compared to the energetic young people, so it very difficult for them to support their children especially in school needs hence end up failing in their examination.

4.2.5 The occupation of the parents

The results in table 4.1 showed that given, 20 of respondents who were living adjacent to targeted schools were asked and they responded as follow, 13 ( 65% ) of respondents were unemployed while 7 ( 35 % ) were employed. It show that 13

(65%) of parents did not have formal job. The findings suggest that 13 ( 65% ) of the respondents in study areas were dealing with small business and other have temporally work and most of them depend on their own work to make their living.

In response to the research question, which stated that do you think students parent low level of education and low income have direct negative impact on student performance..? 4 (50%) teachers said

“Low income, uneducated parents and illiteracy forces parents to surrender their children to the school and expect the school to handle all matters relating to their children’s learning” [ The responses from a teacher ].

The statement from the teacher demonstrates that low income and low levels of education has led to a situation where parents are unable to contribute to improvement of their children performance in classes.

Table 4.2 Show job occupation of parents

Parents Occupation Frequency Percent Employed 7 35.0

Unemployed 13 65.0

Total 20 100.0

Source: Field Data, ( 2016 )

However, one of the head teachers acknowledged that:

Many poor students begin their life at a disadvantage, due to family problem including, low maternal education, low family income, single parents, poor parents, poor and noisy neighbourhoods, poor houses, unsupportive parents, the lack of resources and other combination of these factor hence poor performance in examination” [ The responses from Heads of school ]

Therefore this mean that the nature of the jobs done by the parents that they were engaged in low-paying jobs which took up most of their time. The nature of their jobs implies that they did not earn enough money to support their children‟s education, and to provide in the other basic needs the learner would require. As a result they did not have the time to supervise their children‟s 52

homework and reading, as well as to motivate the learners to do their work. The researcher noted that the parents were not attached to their children; hence they did not have close relationships with them.

4.2.6 Marital Status (Parents)

In addition to that, also parents who participated in this study were grouped according to their marital status as shown in table 4.2, indicate that 6 ( 29% ) of respondents were married, 10 ( 50% ) were widowed, while 4 ( 20 ) were single out of 20 respondents. That means 10 (50%) of respondents were widowed suggests that death also is a cause of poverty especially when the deceased was the bread winner.

Table 4.3 Summarises Parental Marital Status

Parents Marital Status Frequency Percent Married 6 30.0

Widowed 10 50.0

Single 4 20.0

Total 20 100.0

Source: Field Data, ( 2016)

Put together both single and widowed, the single parents becomes 14 (70% ). It means that single parents are more prone to poverty, therefore it very difficult for them to support their children in school basic needs.

4.2.7 Respondents distribution by working experiences

Most of the respondents works between 11 and above years as were 5 (41.7% ), followed by those who work between 6-10 who were 4 ( 33.3% ) years meanwhile

those who works between 1-5 years were at frequency of 3 ( 25% ).As indicated in table 4:3.

Table 4:4: Below summarises the total number of participants

Length Stayed at school :Teachers Frequency Percent 1-5years 3 25.0

6-10 years 4 33.3

11- above 5 41.7

Total 12 100.0 Sources: Field Data, (2016)

The deduction that can be made from the above findings is that the respondents have been in their respective schools for a reasonably long period of time to know and experience the effects of poverty on the academic performance of the students. This suggests that the respondents are informed on the effects of Household Income on the academic performance of the students.

4.3 Respondents distribution by level of education

Information was also collected in the characteristics of the teachers that were involved in the study. This information pertained to the teachers‟ level of educational attainment. 6 (50%) were diploma holders the same as those who were degree holders 6 (50%).The findings are summarized in figure 4.4

Figure 4:4 Distributions of Teachers by Level of Education

Sources: Field Data, (2016)

In figure 4.4 it is apparent that all the teachers that were involved in the study were qualified teachers, since they were either grade five or graduate teachers. So these findings reinforce the expectation that the data that they provided is authoritative, since they were well qualified for plausible information on the study expected of them.

Therefore, this means that the conclusions based on the data that they provided is trustable as plausible, since it was generated from all the key categories of stakeholders in the schools that were sampled.

4.3.1 Impact of poverty on Students performance in national examination

results

4.3 .2 Assessment on form IV Students Academic Performance in Four WWS in

Ilemela District

Form four performance of these ward secondary schools as indicated in table 4.4 below was not good compared to the number of student‟s completing the school as indicated in table 5 above .In case in 2012 there were only 54 students out of 692 passed between Division 1-111 and 270 got Division IV while 368 out of 692 students were failures which mean they did not get a certificate. The performance of these schools is not improving especially Kiloleli and Pasiansi secondary schools two years consecutively no even one student manage to get Division one.

This means that performance in general of these wards secondary schools is no any progressive as failures are many compare for those who passes. Therefore due to below results it probably be hypothesized, if could provided enough teachers, adequate textbooks, provided food at school, paying school fees for students from poor family and not chased away during class lesson, enough classrooms, libraries and laboratories, the number of students in the class also suppose to be decrease to reduce load of teachers compare to the number of students in the class and also parents at home should reduce unnecessary task to these students and pay school fees on time, through these. The students‟ performance will increase of these schools.

Table 4.5 Form IV Students academic performance in five WSS in Ilemela

District

School Years Performances Name DIV-1 DIV-II DIV-III DIV-IV Failure Total Kiloleli 2012 0 1 6 75 83 165 2013 0 2 7 8 2 19 Pasiansi 2012 0 4 10 87 102 203 2013 0 17 19 37 25 98 Nyamanoro 2012 0 9 14 65 80 168 2013 5 7 31 68 55 166 Nyasaka 2012 0 2 8 43 103 156 2013 1 6 16 69 47 139 Total 6 48 111 452 497 1114 Source: Field Data, (2016)

This mean that students of these schools majority of them came from poor family that lack basic school needs in both at home and school hence poor performance in national examination.

4.3.3 Student’s responses on income sufficient in school basic needs The data depicting the number of respondents said that income is inadequate to support in school basic needs as indicated in table 4.5, were 69 ( 86% ) of respondents out of eighty 80. On other hand 11 (14%) of respondents have said income is enough to support them in their studies. In the context of the study, it was noted that, students from poor background their parents cannot afford to support them in school needs, such as paying for them school fees, buying for them textbooks, exercise books, school uniform, and they ended up by absconding from their lesson, or repeating the grade until they were able to pay examination fees. Also the issue of school fees emerged as the problem which faced them, and have

contributed a large number of children from poor family to perform very bad in their examination because of missing the class until they clear school fees. It suggested that it was drawback to learning, and affected their self-esteem and motivation to learn. Students complained that, they don‟t have appropriate way to raise money to help their parents to pay school fees and buying school uniform although the school insisted that the school uniforms had to be won, thus deterring the poor children to attending the school and confirmed that uniforms were prerequisite to attend the school.

Table 4.6 Summarises insufficient income to support school needs

Suggestions Frequency Percent Yes 69 86.2

No 11 13.8

Total 80 100.0 Source: Field Data, (2016) “We will not hesitate to chase away students who come to school without wearing a proper uniform and those who haven’t pay school fees” [The response from a teacher]

In the context of the study, therefore, this mean that due to poor support from their parents some students especially girls end up of sleeping with several men to get money to buy school basic needs such as writing materials, school fees, uniforms, school books, soap, pocket money, school bags and food to take to school, as a result poor performance in National examination.

4.3.4 Students responses on ways use to get money to pay school fees

The study in table 4.6 below affirm that, 57 ( 71% ) of respondents out of 80 were doing other work to get money for paying school fees and other materials relating to their studies such as textbooks, uniform etc, while 8 ( 10% ) of 58

respondents were engaged in illegal business and 15 ( 18% ) were depending from their relative to get money to pay schools fees. It mean that a large number of respondents were from poor family, due to this they have tried to search informal job

( temporary ) to do in order to get money for school needs, these leads poor performance in their examination because they don‟t have enough to time for studies

Table 4.7 Ways used by students to obtain school fees

Opinion Frequency Percent Doing some work 57 71.2

Doing illegal business 8 10.0

Looking some assistance from other people 15 18.8

Total 80 100.0 Source: Field Data, ( 2016 )

Some of the students said that

Due to lack of support from our parents sometime we decide to sleep with several men to get money to pay school fees and other basic needs for school such as writing materials, school uniforms, school books, soap, pocket money, school bags etc. [The responses from students]

This comment was supported by 2 (25%) teachers and 1 (25%) Headmasters, girls indulge in sex to get money for their needs; this is very risk to their health and academic performance. The girls were ready to withdraw from school, especially if their school basic needs like school fees, bag, text books shoes and uniforms were not given by their parents/guardians. From the foregoing responses, it is clear that most of girls especially from poor family decide to engage in sex to get money for school needs.

4.3.5 Students responses on meals they eat per day

The findings in table 4.7 reveal that the participants respond on meals get per day.15

(19%) of respondents only had one meal per day,36 ( 45% ) of respondents had two meals per day while 29 ( 36% ) pointed out that had three meals per day, it means that 15 ( 19% ) of respondents manage to have only one meal per day and 36

( 45% ) of respondents manage to have two meals per day which giving a total of

51 ( 64% ) of respondents who do not manage to have three meals per day.

Respondents were noted by such sentiments as

“Sometimes we go to school with empty stomach. Some of students decide drop out school because of shortage of food at home as a results poor performance in our national examination” [Responses for student t]

Table 4.8 Students Responses on Meals Eats Per Day

Verdict Frequency Percent 1 Meal 15 18.8

2 Meals 36 45.0

3 Meals 29 36.2

Total 80 100.0 Source: Field Data, (2016)

Generally, it was noted that this may directly affect these students‟ health and school performance. In support of the above, a study carried out in Kenya on adolescents who did not regularly eat breakfast or suffer from poor nutrition revealed that they generally became lethargic and stopped interacting, thus their learning potential was severely lowered ( UNESCO, 2011; United Nations, 2012 )

4.3.6 Impact of poverty on student’s health and their studies

The results from this findings revealed that 2 ( 25% ) teachers were confirmed that these students always complained about headaches, stomach pain, coughs, kwashiorkor, poor vision, asthma, diarrhoea, stressed outlook, ear affections, hearing loss among of children from poor background who were malnoulshed.It mean that this kind of diseases has negative impact to students especially on ability of gain from education and to function intellectually, socially and economically in their lives later, also this situation is dangerous for next generation.

The foregoing transcriptions indicate that these children from poor background had low height when you compare to their age. 1 ( 25% ) Headmaster from results interview revealed that this children low height is because of underfed. It was confirmed by Ignowsks ( 2012 ), Donald, et al.( 2010:156 ), Jensen ( 2007 ) and

Licour and Tissington ( 2011:552 ) who revealed that children living in poverty are more much prone to the health risks and safety risk associated to the malnutrition, disease, infections, and injury than a children who are not poor. Many of these health and safety risks cause physical, cognitive, neurological or sensory problem that are likely to cause disabilities and learning difficulties. Dolnald, et al. ( 2010:276 ). This has negative impact to the children from low-income especially in their brain to have multiple tasks to do which leads to reduces the ability of thinking capacity, and also reduce the ability of making right decision in various issue which relating to their lives and this lead to increased grade repetition, school absences, school drop-outs, tardiness, illness at school, untreated health problem etc hence poor performance in their examination.

Therefore it mean that the health problem amoung the students lead to high level of low I.Q, physichosocial distress, headaches, a low self-esteem as well as the underachieving in their examination perfomance.

4.3.7 Impact of poverty on students learning environment

4.4 Student’s responses on home physical environment

The results showed that 55 ( 68% ) of respondents out of 80 of respondents confirmed that home physical environment affect them in their school performance while 25 ( 32% ) of respondent said no ( Table 4.8 ).Further the results showed that

55 ( 68% ) of respondents were expressed these issue of many work their done at home in questionnaire which were given, more vividly were exposed that to too much work given at home by their parents lead them to perform very poor in their examination, simply because they not get enough time for school and doing homework.

Table: 4.9 Home Environments Affect Your Studies

Opinion Frequency Percent Yes 55 67.9

No 25 32.1

Total 80 100.0

Source: Field Data, (2016)

Generally, It was, therefore, concluded from the study that students from poor family were given too much work at home that made little concentration in their studies, they were overworked, like washing the clothes, cleaning house, cooking for the

entire family, feeding the young ones, and other roaming at the street selling vegetable, juice, fruit etc hence poor performance in their examination.

4.4.1 Students responses inadequate of school utility

This study found out that, 7 ( 9% ) of respondents said that inadequate of school utilities affect them in large extent, 14 ( 18% ) of respondents pointed out that inadequate of school utilities affect them in normal extent, 22 ( 28% ) of respondents said inadequate of school utilities affect them little extent, while 37 ( 46% ) of respondents out of 80 said in very large extent as indicated in table 4.9 below

.Therefore the large number of respondents said inadequate of school utilities affect them in a very large extent in their studies. The results from this study revealed that

Only 2 schools had a school library which however did not have enough books needed for students to learn effectively as the result students not visit the library.

Table 4.10 Inadequate of School Utilities

Students responses Frequency Percent Large extent 7 8.8

Normal extent 14 17.5

Little extent 22 27.5

Very large extent 37 46.2

Total 80 100.0

Source: Field Data, (2016)

It means that school utilities such as of text books, libraries, laboratories etc it very much important to the students because it help students to develop vocabulary, comprehetion, reasoning and increase confidence, also teachers especially for sciences subject are very important to students to empower by providing appropriate 63

academic resource to increase vocabulary and develop successful in their studies.

Therefore absences of these may lead poor performances of students in these ward secondary school.

4.4.2 Teachers responses on behaviour of students from poor backgroung

To measure the behaviour of poor background students several questions were posed that required disciplines masters and academic masters to respond 3 ( 75% ) of respondents said they coming late in the class almost all day while only 1 (25%) of respondent not accepted,3 ( 75% ) of respondents said that they use defensive mechanism to cover up for home work not done, 2 ( 50% ) of respondents confirmed that they are not pay much attention during the class lessons while 2 (

50% ) of respondents not accepted, slower to present answer for orally given tasks 2

( 50% ) of respondents accepted and 1 ( 25% ) respondent said no, 4 respondents indicated that stressed outlook, 4 respondents said they fail to complete task on time, complains most for home responsibilities 3 ( 75% ) of respondents said yes and only

1 ( 25% ) of respondent have not accepted, 4 confirmed that complains for headache and other disease, 2 ( 50% ) of respondents narrated they had negative attitude toward their studies while 2 ( 50% ) of respondents said no, 3 ( 75% ) of respondents said can cooperate if scaffolded during group work but only 1 ( 25%) of respondents said no, 4 respondents stated that they good in manual task, 3 ( 75% ) of respondents said often motivated to learn while 1 ( 25% ) of respondents said no as indicated in table 4.10

Table 4.11 Teachers responses on behaviour of students from poor background

Frequency Percent General behaviour you observed Yes No Yes No Coming late in the class almost all day 3 1 75 25 Use defensive mechanism to cover up for home not done 3 1 75 25 Not pay much attention during the class lessons 2 2 50 50 Slower to present answer for orally given tasks 4 0 75 25 Stressed outlook 4 0 100 0 Fails to complete class task on time 3 1 100 0 Complains most for home responsibilities 3 1 75 25 Complains for headaches and other diseases 4 0 100 0 Has negative attitude toward their studies 3 1 75 25 Can co-operate if scaffolded during group work 3 1 75 25 Good at manual tasks 4 0 100 0 Often not motivated to learn 3 1 75 25 Source: Field Data, ( 2016 )

Therefore the above responses indicate that general behaviour of these students from poor background was not good. To end this, the study suggests that poor behaviour has negative impact to student‟s academic performance.

4.4.3 Teacher’s responses on the demonization

Head masters said that teachers were not satisfied with their job of teaching, always were complain due to low remuneration, denial chances for further studies. Poor benefit and working conditions contributed to lack of morale to the teachers and it has negative impact on quality of teaching because we‟re not happy at all with this situation. On other hand due to hard condition some teachers decided to quit this job to such another job, sometime they are looking private schools aiming to increase their remuneration because private schools paid well compare to government

schools. During the interview with Headmasters of Nyasaka secondary school said that:

“Last year’s (2013), two teachers quit the job and other were on the way to do so due to lack of satisfaction with existing situation.

Another head teacher of Kiloleli secondary school had a related view and said

“Last year 1 teacher of science subject shift to private school for the aim of increasing his salary... [An interview with headmasters]

The shortage of teachers may lead to overcrowded classrooms and high teacher- students ratio, and lack of trained teachers and poor social services contributing much to shortage of teachers which may affect the quality of teaching hence poor performance of students in examination.

Two headmasters said that poor academic perfomance is due to shortage of teachers,insuffient of classrooms and reading materials, absences of teacher‟s houses, trasport allowance to the teachers, low accountability and poor communication between teachers to parents as well as their children and absence of strong mechanism to monitor and to evaluate teachers.

Unfortunately, low wage received per month forced them to do other job as an alternative to escape hard life, sometime they did not attend the class at all which is disadvantage to the students hence poor performance in their final examination. 3 teachers said that

“Teachers who get very little salary from government, we have no alternative instead of refusing to enter in the class, or not coming to school at all because we cannot teach with hungry. [The responses from a teacher]

Also four parents said that

“The government has also failed to provide decent remuneration for teachers, forcing them to supplement their earnings other ways instead of concentrating to their students as a result poor performance...... [The responses from parents] Therefore, we cannot conclude direct only poverty has negative impact to student‟s performance, there are also other factors such as lack of teachers commitment, introduction of new technology such as face book, internet, plays station, whats app but to mentioned a few.

4.4.4 Student’s responses on their parent level of education

35 (44%) of respondents who participated in this study as shown in figure 4.5 revealed that their parents they did not attend any class at all, 15 (19%) of respondents responded that their parents had done ordinary level, while 30 (38%) of respondents revealed that their parents had done standard seven. This study indicated that the high number of parents did not attend the school at all, and this lack of education linked to the poverty because this parents have not educated, it difficult for them to use suitable way to escape poverty and does not advice their children on education issue because there are not aware with the important of education hence poor performance of their children in their final examination.

Figure 4.5: Summarises parent’s level of education

Source: Field Data, (2016)

It mean that parent‟s level of education has negative and positive impact to the student‟s academic education, parents with a good level of education are good for family planning ( family size ), stay away with bad beliefs concerning the issue of education to their children, assist and collaborate well with their children about school subjects and other needs relating with school,

During the interview with Headmasters revealed that

“Poor performance of these children directly linked to parents low level of education, others never attend any class at all, due to this problem leads for this parents not interesting much in education, they are not provide an advice to their children, and most of them spend their time by doing other job, and they’re not pay school fees on time for their children, sometime they did not pay at all...”[ The responses from headmasters]

Also one parent said that

“I don’t have formal job so it very difficult to afford to pay schools fees, I have 4 children all of them look me for their needs”. [The responses from parents]

Also confirmed by SSonko, (2001) observes that there are parents who don‟t value educating their children and have been heard saying “… we did not go to school yet we are serving better that those who say they are educated”. It is likely that parents with negative attitudes toward education or those who don‟t have clear perceptions of their roles will let their children miss classes if they don‟t provide student‟ requirements hence lagging behind in academic performance. Alternatively such parents may be of low economic status hence affecting their children in the same way.

Therefore, lack of parent‟s education, low economic status is a problem to students successfully in their studies, and most significant factor impeding student‟s academic performance. In order to create an appropriate environment to the students these parents should have at least a minimum education to monitor and to supervise the homework of their children and to end the vicious cycle of poverty.

4.4.5 Sexual Abuse

During interview with teachers, two teachers confirmed that children‟s from poor background especially girls were enter in sexual to get money for school needs, and this is due to absent of parents care create a room for this girls to do anything they want ( either is good or bad ). In addition to that sometime drop- outs school and move in town searching money in dangerous way, because when they reach in town they become prostitute, sometime use illegal drug such as cocaine.

It observed that older male pupils, male teachers and adult men convince these girls to do sex with them. Teachers and adult man were convicting these girls to do sex as the exchange for money or gift; hence earl pregnant and poor performance. Also one

Headmaster said that girls from poor background are very easy to engage in sex at earl time which is very dangerous to their health their poor performance. The research done by the Ganga and chinyoka (2011) confirmed that children who develop a negative self-concept experience some form of distress, causing them to perform poor at school. Also they insist that when a girl is abused, she normally does no develop a high self esteem, and craves attention to gain acceptance (2010)

During interview with Headmasters said that

Those students who comes from poor background, sometime come in school with empty stomach, they are not wear proper uniform their relative and some teachers get and advantage to convince them to do sex and they give them some amount of money in return hence early pregnant or getting diseases like HIV/Aids and other disease which related to sex. [An interview with Headmasters]

Also parents complained that

“Some teachers force our children to do sex with them, once they refuse to do so they punish them...” [The responses from parents]

Therefore, the above views express that girls especially from poor background are much affected hence end up failing in their examination.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 General summary of the Research

The purpose of this study was to explore the impact of Household Income on student‟s academic performance in Ilemela district in Mwanza. The study used cross sectional design and also used both qualitative and quantitative approach in data collection and research analysis.

5.2 Summary of the findings

i. The study revealed that there was critical need for school laboratories,

libraries for students and teachers, also classrooms, desks and chairs, office

chairs for the teachers. For instance, a total of 67 toilet holes for students, 12

staff toilet holes, 6 libraries, 7 laboratories, 224 desks and chairs, 75

classrooms, 28 teachers especially for sciences subjects. Also schools items

such as 45 office toilets, 46 office chairs, and 35 staffrooms were urgently

needed in these ward secondary schools.

ii. The findings revealed that school services such as laboratories, electricity,

toilets, teachers, classrooms, desk and chairs, libraries, water supply, enough

text books especially for science subjects were highly needed to these

schools.

iii. The study also revealed that the respondents‟ age were enough to provide

valid information, because majority of respondents were about 18 years and

above, so were matured enough.

iv. It was found that majority of students their parents do not have formal job.

For instance in these study only 7 (35%) of respondents were employed out

of 20 parents who participated in this study while 13 (65%) were not

employed.

v. Parents were grouped according to their marital status, it was found out that

14 (70%) were single and were jobless. It means that death is also causes of

poverty, especially for female are more prone to poverty.

vi. Findings show that 5 ( 41% ) out of 8 teachers have been there at respective

school for a period of 16 years and above, it means that were have enough

experience to provide valid information about impact of poverty on students

performance.

vii. Form four examination results of these four selected schools was not good

especially in 2012 showed that only 54 of students out of 692 passed between

Division 1-111 and 270 got Division IV while 368 out of 692 students were

failure which mean they did not get a certificate. viii. The obtained data prove that the respondents who said income of their

parents is sufficient to support them in school needs were 11 ( 44% ) and who

said not sufficient were 69 ( 89% ) which giving a total of 80 respondents.

ix. The findings showed that there was a critical need for paying school fees for

students from poor background and providing food at school for these 72

students because it was noted that 51 ( 64% ) out of 80 of children from poor

family do not manage to have three meals per day, walk long distances to

school and arrive late for lessons. Students from poor background also

revealed that they had been suspended from attending lessons for failure to

pay school fees on time thereby losing valuable learning time that their main

reason for not finish their studies and poor performance of their examination

was financial shortages from our parents.

x. The study revealed that most of students complained to too much work given

at home by their parents, 55 ( 68% ) of respondents out of 80 were exposed

home environment not suitable for studies due to a lot of job given by their

parents, and they said they did not have enough time for study and for doing

their homework, also they said at home their no desk and table to work on,

while 23 ( 32% ) of respondents were not accepted if home environment not

suitable for their studies. xi. The research findings revealed that although there are numerous causes of

poverty in the Ilemela district, unemployment, death and lack of education

emerged as the prime ones. xii. Also the study showed that 15 (19%) of parents had done ordinary level, 30

(38%) had done standard seven while 35 (44%) had never attend any class.

5.3 Conclusions

From the discussed context of this study, the claim can be made that these has been successful accomplishment of the research objectives. It can therefore be concluded that the impact of Household Income on students performance still exist in whole district of Ilemela , however the extent of poor performance of student due to poverty was not easily found due to poor recording keeping . In addition to that, the government of Tanzania should strive to eradicate poverty because is still a big problem and affects the resources available to students, this lack of resource makes many students struggle to reach the same academic performance levels of students not living in poverty. The factors that deter good performance levels including income, sources of income and home environment, Although many poor students score below average on assessment measures , instructional techniques and strategies implemented at the classroom , school , district and government levels can help to close the performance gap by providing students with necessary assistance in order to achieve high performance in academics.

5.4 Recommendations

The following recommendations and suggestions basis on the finding made in this study

i. In Tanzania the problem of unemployment still a major issue, so in order the

government want to minimize poverty or to eradicate should generate more

employment opportunity for a majority as possible, also the government

should establish many institutions for providing small loans(micro-credit)

different parties in our country and set simple terms for getting loans which

will enable every people to get this loans and would help them to establish

their own business, and other will invest in agriculture activities to help their

families.

ii. The government should establish program for proving food at these ward

secondary school, also should reduce the cost associated with education such

as school fees, or allow this students from poor background to study free

without paying school fees, ensuring availability of textbooks also should

simplify the issue of transport for these students to make education to be

affordable for all children. Through this will improve the large number of

students from different part to attend the lesson regularly without miss. iii. The government should increase the teacher‟s salaries of these ward

secondary school, provide the basic incentive to them such as houses,

transport allowances need to be given very high priority in ward secondary

schools, and should create a good environment for teaching to make these

teachers to be satisfied. iv. The governments should revise and put more emphasize on policies, law and

community-based monitoring systems to eliminate child labour and sexual

abuse to the children from these ward secondary school.

v. The government should launch different seminars to these parents, workshop

to educate them on important of education to these children, at school

Headmasters plus teachers should have regular parent meetings to inform

them about their children development in studies. vi. The government should work closed with teachers to provide intensive

support to these children from low income.

vii. The findings showed that that there was a critical need to address the impact

of poverty as experienced by children. The government should work close to

all stakeholders, especially in revisiting the major causes of poverty, namely

socioeconomic instability, the land problem and the issue of international aid. viii. The government should launch public awareness campaigns through

television, radios, news paper on the value of education to all children both

boy and girl, and to address the culture and religious barriers to children‟s

education.

5.5 Areas for further Research

As this research was a case study of only one district, a researcher recommends for further study on the impact of Household Income on students performance. It would be interesting to further examine the positive and negative impact of Household

Income on students‟ performance, with the aim of finding at what extent poverty affect these students in their academic performance.

The impact of Household Income on student‟s performance is still a major problem especially in these ward secondary school, and different part of the world. It needs further research to be conducted both primary and secondary schools to provide a rooms for all stakeholders to presents their views and perceptions concerning the impact of Household Income on students performance and suggest way to minimize, or to eradicate poverty.

Further study needs to be undertaken to explore root causes for teachers to quit their work of teaching, or to shift from government schools to private schools.

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APPENDICES

Appendix I: Students Questionnaire

Name of school......

Name of ward......

Dear Students,

The aim of this questionnaire is to collect data concerning the impact of Household

Income on secondary school performance by determining the extent on how students from poor background are affected in their school performance in Tanzania. Please relax, feel comfortable and take a few minutes to respond to this questionnaire. All answer will be evaluated equally (No right/wrong answer)

The information that I will collect from this research project will be kept confidential.

Thank you for your assistance

Question?

Gender:

( ) male ( ) Female

1. What your parent‟s level of education

A) Degree-Masters degree B) Diploma C) Advanced D) O‟level

E) Standard seven F) none formal Education

2. Are the following utilities available at home?

A) Water B) Electricity

( ) Yes ( ) No

If not, how many kilometres your are walking searching for water?

A) 1-2 kilometre B) 3-4 kilometres C) 4-5 and above D) none at all

3. Do you have all parents?

A) Yes B) No

4. What kind of job done by your parents, and what is your family source of income?

A. Peasant ( )

B. Doing business ( )

C. Employed ( )

5. At what extent do you think delaying of paying school fees leads you to perform poor in your final examination?

A. Very much extent ( )

B.Much extent ( )

C.Normal ( )

D. Little extent ( )

E.Not at all ( )

6. Is your parent income adequate enough to support your schooling?

A. ( ) Yes B. ( ) No 84

7. If not enough, which ways do you use to get money in paying your school fees?

A. Doing some work

B. Doing illegal business

C.Looking some assistance from other people

8. Do often doing work to get money to pay your school fees?

A) Very much often ( )

B) Very often ( )

C) Often ( )

D) Little often ( )

E) None at all ( )

7. The following are the negative impact of poverty on student‟s academic performance especially in national examination result.

A) Poor thinking capacity

B) Loosing of hope

C) Lack of confidence

D) Missing the class due to delaying paying school fees

E) Poor preparation

F) Psychological problem

Mention at least two other factors if you have

1......

2......

8. What sources of power using when you‟re studying?

A) Candle C) Electricity

B) Lump D) Solar

E) None at all

Do your get three meals per day?

A) No B) Yes

If not, why.....?

9. Is your parents supervise you homework given by the teachers

A) Yes B) No

If not, why...... ?

10. Is both school and home physical environment affecting your academic performance?

A) Yes B) No

If yes, why.

11. What do you think should be done to minimize the impact of Household Income on the children from poor socio-economic background?......

12. What suggestions can be given to improve the academic performance of children from poor backgrounds?......

Appendix II: Interview guide for the headmasters/headmistress

Dear teacher,

The aims of this questionnaire is to collect data concerning the impact of Household

Income on secondary school performance by determining the extent on how students from poor family are affected in their school performance in Tanzania. Please relax, feel comfortable and take a few minutes to respond to this questionnaire. Using your personal experience as a teacher, please answer these questions as honestly as possible. All answer will be evaluated equally (No right/wrong answer)

The information that I will collect from this research project will be kept confidential.

Thank you for your assistance

Name of school......

Name of ward......

Questions

Personal details

1. For how long you‟re working in this field?

A) 0-5

B) 6-10

C) 10-15

D) 16-above

2. Which post do you hold?

A) Headmaster ( ) B) Headmistress

3. Gender:

( ) male ( ) Female

4. Education level:

( ) Diploma ( ) Degree ( ) Master Degree

5. Age of the respondents a) 28- 38 b) 39- 48 c) 49- 58 d) 59- above

6. In your opinion do you think the school-base environment is suitable for students studying? If yes, how and if no, why? Why...

7. Does poverty has effect on students learning? If yes, how and if no, why?

8. Do you agree that Household Income has affects on children‟s academic performance especially in national examination results? If yes, how and if no, why?......

9. Information about students performance in their IV National Examination Results from 2012-2013.

10. What the effect of poverty to the student‟s health and their studies....?

11. What should be done to minimize the impact of poverty on the children?......

12. What suggestions can be given to improve the academic performance of children from poor backgrounds?

13. Suggest measures can employ to fight the root causes of poverty of children‟s parent in Tanzania?

14. What are the views and perceptions of teaches on the academic performance of children‟s from a low socio-economic background?

Appendix III: Questionnaire guide for the Discipline Master

Dear teacher,

The aims of this questionnaire is to collect data concerning the impact of Household

The information that I will collect from this research project will be kept confidential.

Thank you for your assistance

Name of school......

Name of ward......

Questions

Personal details

1. For how long you‟re working in this field?

A) 0-5

B) 6-10

C) 10-15

D) 16-above

2. Which post do you hold?

A) Discipline master ( ) B) Discipline mistress

3. Gender:

( ) male ( ) Female

4. Education level:

( ) Diploma ( ) Degree ( ) Master Degree

5. Age of respondents

A) 28- 38

B) 39- 48

C) 49- 58

D) 58- above

Section A:

Instructions: Put a tick in the suitable space

Behaviour you observe Yes No

Coming late in the classes almost every day

Use defence mechanisms to cover up for homework not done

Not pay much attention during class lessons

Slower to present answer for orally given tasks

Stressed outlook

Fails to complete class tasks on time

Complains mostly of home responsibilities

Complains of headaches and other diseases

Has negative attitude towards their studies

Can co-operate if scaffolded during group work

Good at manual tasks

Often not motivated to learn

Section: B 1 How many students are suspending, or chased out at school due to the poor discipline? And which measures your school use to deter or to minimize poor discipline from your students......

2 Mention other impact of poverty on school performance that you think is not indicated in section A that you observed......

3 What the views and perceptions are of teaches on the academic performance of children‟s from a low socio-economic background? 93

Appendix IV: Questionnaire guide for the Academic Master or Mistress

Dear teacher,

The aims of this questionnaire is to collect data concerning the impact of Household

The information that I will collect from this research project will be kept confidential.

Thank you for your assistance

Name of school......

Name of ward......

Questions

Personal details

1. For how long you‟re working in this field?

A) 0-5

B) 6-10

C) 10-15

D) 16-above

2. Which post do you hold?

A) Discipline master ( ) B) Discipline mistress

3. Gender:

( ) male ( ) Female

( ) Diploma ( ) Degree ( ) Master Degree

4. Age of respondents

A) 28- 38

B) 39- 48

D) 49- 58

E) 58- above

5. How many students‟ drop-outs this year (2014)...... ?

What are the causes for them to drop-outs school...... ?

6. At what extent does poverty have contributed much of this poor performance of students?

A) At very large extent

B) Very large extent

C) Normal

D) Little extent

E) Not at all

7 At what extent poverty has affected the teaching and learning of children from poor background?

A) At very large extent

B) Very large extent

C) Normal

D) Little extent

E) Not at all

8. What should be done to minimize the impact of poverty on children of poor background?......

9 What suggestion can be given to improve the academic performance of children from poor background?......