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Abstract—The purpose of this study was to investigate the
performance of chemistry in Zanzibar Secondary Schools. It was
conducted in all regions of Zanzibar in public and private secondary
schools and Ministry of Education officials. The objective of the
study included finding out causes of poor performance in chemistry.
Views, opinions, and suggestions of teachers and students to improve
performance of chemistry and a descriptive survey was adopted for
the study. 45 teachers and 200 students were randomly sampled from
15 secondary schools in Zanzibar and ten Ministry of Education
officials were purposively sampled for the study. Questionnaires and
open-ended interview schedules were the main instruments used in
obtaining relevant data from respondents. Data collected from the
field was analyzed both qualitatively and quantitatively. Qualitative
analysis involved content analysis of the responses obtained through
interviews and quantitative analysis involved generation of tables,
frequencies and percentages. The results revealed that there were
shortages of trained teachers, lack of proficiency in the language of
instruction (English) and major facilities like laboratories and books.
These led to poor delivery of subject matter and consequently
resulting in poor performance. Based on the findings, this study
recommends that provision of trained, competent, and effective
teachers as vital aspects to be considered. Government through
Ministry of Education should put effort to stalk libraries and equip
laboratories with modern books and instruments. In addition, the
ministry should strengthen teachers’ training and encourage use of
instructional media in class and make conducive learning
environment to both teachers and students.
Keywords—Zanzibar, secondary schools, chemistry, science,
performance and factors.
I. INTRODUCTION
ANZIBAR comprises of two main islands; Unguja and
Pemba, and a number of smaller islets along the western
rim of the Indian Ocean. The islands lie about 40 kilometers
off the coast of main Tanzania. In 1964, Zanzibar joined with
Tanganyika to form the united republic of Tanzania[1].
However, Zanzibar retains considerable autonomy of internal
affairs like legislation, executive, and judiciary [2]. As per the
constitution of the United Republic of Tanzania, both primary
and secondary education is the responsibility of Zanzibar
government while tertiary education is “union matter”. One of
the challenges facing the government, school administration,
Ahmed Hassan is with King Fahd of Petroleum & Minerals Department of
Earth Science, Dhahran 31261 Saudi Arabia (phone: +966541748557; e-mail
ahmeyow104@yahoo.com).
Hassan Ali, Abdallah Salum, Asia Kassim, Yussuf Elmoge, and Ali Amour
were with University College of Education Zanzibar, Zanzibar, 146 Zanzibar
Department of Education.
parents and other stakeholders is the performance of science
subjects especially chemistry. Hence, there is a need to focus
on it.
Zanzibar is divided into 5 (five) regions, two in Pemba
islands namely: South and North Pemba, the other three
regions are in Unguja island namely: North Unguja, South
Unguja and Urban-West Unguja [1]. Education wise, there is a
remarkable concentration of secondary schools both private
and public schools to cater for the ever-increasing population
of students in all the regions. This research is aimed at
establishing the performance of chemistry in Zanzibar
secondary schools, a case study of all Zanzibar regions
represented by 15 schools. The schools selected as a case
study include five schools in Pemba namely: Konde
Secondary School, Fidel Castro Secondary School, Shamiani
Secondary School, Kinoe Secondary School and Uweleni
Secondary School. Ten schools in Unguja: Lumumba
Secondary School, Tumekuja Secondary School, Kinyasini
Secondary School, Kikwajuni Secondary School, Dunga
Secondary School, Makunduchi Secondary School, High
View Secondary School, SOS Secondary School, Sunni
Madrassa Secondary School and Bububu Secondary School
There has been a concern on students poor performance in
science subjects particularly chemistry. Chemistry is one of
the five branches of science, which are taught in Zanzibar
secondary schools. In Zanzibar, Chemistry is taught at
secondary level and at primary level, it is part of general
science. Chemistry unlike other branches of science, like
mathematics, is not compulsory in both “O” level and “A”
level studies but it is taken depending on the specialization of
the students in science combination, which can be PCB
(Physics, Chemistry and Biology), PCM (Physics, Chemistry
and Mathematics), PCG (Physics, Chemistry and Geography)
and BCG (Biology Chemistry and Geography) [3].
Chemistry as a subject is universally accepted and realized
not only by students but also people who are keen to know
about chemicals. The subject provides broader knowledge
about science in general which is compulsory to every
individual that aim to study the environment or climate change
related courses. Zanzibar government through the Ministry of
Education and Vocational Training plays vital role in boosting
the subject and creates awareness toward students hoping to
take chemistry in different levels. This effort has been
complimented by the introduction of laboratories, chemistry
departments and as well as including chemistry in Tanzania
National Ordinary and Advanced Certificates of Secondary
Factors Affecting Students’ Performance in
Chemistry: Case Study in Zanzibar Secondary
Schools
Ahmed A. Hassan, Hassan I. Ali, Abdallah A. Salum, Asia M. Kassim, Yussuf N. Elmoge, Ali A. Amour
Z
World Academy of Science, Engineering and Technology
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4016International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
International Science Index, Educational and Pedagogical Sciences Vol:9, No:11, 2015 waset.org/Publication/10006159
Education Examinations; however, many more have to be
done to improve the general performance. The variables which
affect science teaching are not clear whether it is because of
the negative attitudes of students towards science subject or
the methodology used by teachers or because of absence of
instructional materials in teaching science, absence of
inspiration, and poor foundation particularly in the essential
level when it was consolidated with other science disciplines
or otherwise. The issue of language seems to be another area
of discussion [3]. In secondary schools, English is the medium
of instruction and it is taught as a subject of its own according
to the curriculum.
Kiswahili is the national language of Tanzania including
Zanzibar. This part of the curriculum on languages used in
primary schools, which is Kiswahili, seems to be contributing
much on the performance of students in chemistry. Many
students seem to be facing the problem of capturing or getting
the chemistry concept due to possible lack of familiarity with
language and terminologies as used in chemistry. This appears
to affect their performance. Therefore, the researchers’ aim
was to find out the factors influencing the performance of
chemistry, the extent of the subject performance and to collect
the views of the respondents (teachers, ministry of education
officials and students) and suggest possible remedy that could
be taken to overcome these problems.
As a result of this study, the researchers have obtained
solutions to improve the subjects’ performance. Performance
in chemistry subjects has been a continuous problem in
secondary schools in Zanzibar. So far, few researches have
been conducted to ascertain the causes of the persistent issue
in most of the science subject especially mathematics but not
in chemistry [4]. Educationists (Zanzibar educationists) have
remained quiet about the subject performance or just
generalizing the study as a science subject, which does not
give clear consideration to chemistry alone. This study aims to
evaluate different factors affecting chemistry performance by
collecting people’s view especially those of the teachers and
the students in Zanzibar.
This study was conducted among form 1, form 2, form 3
and form 4 students, both male and females, in secondary
schools in Pemba and Unguja in Zanzibar. The research
included chemistry teachers in this selected schools. The study
concentrated on various factors influencing performance in
chemistry, performance of chemistry in general and
observation of respondents among the secondary schools in
Zanzibar. Based on the objectives the following are some of
guiding questions: How is the performance of chemistry in
Zanzibar secondary schools? What are the factors affecting the
chemistry performance in Zanzibar secondary schools? What
are the people`s views, observations, suggestions and opinions
about the subject?
II. LITERATURE REVIEW
With regard to the causes that contribute to student`s
performance, several studies have been conducted with regard
to school performance in general. Researches have shown that
environmental, parental and family chores have adverse effect
on learners performance [5], [6]. They have also established
that educational and occupational status of home and teacher’s
interest in teaching are some of the factors that affect
achievements. Other factors include student’s attitude towards
science and teachers’ home work load. The study also found
that home location (i.e. urban or rural) has no effect on
students’ achievement. References [7], [8], emphasized that
home background factors were more important than those in
schools in determining students’ performance.
Study done in Kampala Uganda ascertained different
variables that affects learners outcome such as physical
environments at home, parental attitude to school, and child
care practices and in a study of disciplinary attitude of
boarding and day school, which was observed that many day
students’ do not stay with parents which affects the learning
outcome. The relatives expect some chores of housework to be
done. These are excessively laborious. In most cases, such
students are not shown love and care and as a result end up
seeking revenge through harsh ways, which may be
considered as indiscipline in the school environment. Such
students tend to influence their peers this lowers their
academic performance [9].
Studies have been conducted on causes and factors that
influence students’ academic performance in different subjects
such as chemistry, [10]–[12]. Their findings show that there
are several causes and factors, which hinder smooth learning
and teaching of subjects. Reports on learning and learner
characteristics [4], [13] showed positive correlation between
cognitive preferences and student’s performances in science
[14] schools inspection is vital as a means of monitoring the
delivery of education adherence to the stipulated curriculum
and standards, and ensuring efficiency and quality of
education. “school-inspection has not been as effective as
expected due to shortage or lack of transport, office and office
equipment, housing and the ability of inspectors to take
appropriate and immediate corrective measures necessary”
[15]. The services and working condition of teachers also
could be one among other factors that could hinder or promote
the school performance in the job satisfaction and the ability
of teachers to perform well and professional are key factors in
maintenance of quality education. In Tanzania, teachers have
experienced low and irregular payments, lack of proper house,
inadequate teaching facilities, low status accorded to them and
limited opportunities for professional development [15]
On the side of schools’ infrastructure and facilities; [15]
describes establishment and registration of most of the
secondary schools as a result of political pressure or
competition among groups of parents, non-governmental
organizations, and local leadership at the district level. It is
further stated that “very often certificates for registration have
been granted without first meeting the set minimum
infrastructure requirements for secondary schools as provided
in the guidelines”. The policy had also put it clear that in most
secondary schools, there is an acute shortage of textbooks in
sciences and other areas, and laboratory equipment. Studies on
resources and laboratory work examined the relationship
between laboratory strategies and student achievement and
World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:9, No:11, 2015
4017International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
International Science Index, Educational and Pedagogical Sciences Vol:9, No:11, 2015 waset.org/Publication/10006159
moreover, status study showed that laboratory activities in
selected schools was still more or less an extension of the
theoretical class rather than a place to carry out investigation,
[4] process study and F.I.S. Inspection report (2005) found a
set of behaviors (manipulated apparatus observing activity,
etc.) correlated strongly with manipulative skills and conduct
of the experiment, while students’ attitude to laboratory work
correlated strongly with manipulation of apparatus. [4]
discovered that many biology, physic and chemistry students
revealed poor power of observation, poor measurement,
classification and experimental skills of inferring, predicting
and formulating models they found that laboratory work
contributed more to concept learning and experimentation than
problem-solving and instrumentation, and that low ability
students’ benefit more from laboratory work than high and
medium ability. The student also showed that boys benefited
more than girls. The situation reaches to an extent that in
terms of text reference books, 10 or more share single book. In
addition, most of these schools do not have libraries at all or if
available are not adequately stocked. In another words only
the reading rooms are available. Also the curriculum at the
secondary education level is mostly subject centered and does
not respond easily to the changing socio-economic
environment. Frequent addition of secondary education does
not adequately meet the learning needs and their choices [15].
Other studies in curriculum development and evaluation
focused on curriculum coverage and implementation and also
found no relationship between curriculum coverage and
students’ scores and analysis of problems facing the
implementation of senior secondary school science and
technology curriculum categorized such problems as
professional, practical, learner and resources administrative
and communicative. Since teachers play a central role in
improving the performance of the students in academic
subjects, effective teaching is a major task to be emphasized
[16] described the two ways in which lectures or teachers can
do to improve their teaching; and help student improve on
their learning [17]–[19] linked causes of misconceptions of
concepts in chemistry learning to teacher ineffectiveness,
inadequate textbooks and poor applications of science skills.
Studies on variables of teaching compared different methods
of teaching on ability grouping, cooperative learning and
enhancement strategies and found poor performances of
students as a result of poor classroom teaching and students’
attitude to school [5], [19], [20] showed that project method
improved achievements than lecture method while [21], [22]
found that both inquiry-based and refined traditional
approaches could be employed as viable alternatives in
science teaching. References [19], [23] found that problem-
solving was enhanced by verbal feedback and remedial
instruction in chemistry. References [24], [25] showed that
guided discovery approach was more effective than expository
method on students’ transfer on learning [6] found instruction
television (ITV) in science useful when transmitted only in the
evenings.
Again, language effects performance in science and other
subjects. With regards Kiswahili as national language in
Tanzania and also as a language or medium of instruction in
primary level in education, English language is only taught as
a subject in primary level. While secondary schools, English
language is used as medium instruction as well as subject and
Kiswahili remains as a subject like any other subjects [9] in
his paper talked about “teaching science in Kiswahili”. He
attempts to show the benefit of doing that. The paper starts by
looking at the position and the status of the two languages,
Kiswahili and English in the education system in Tanzania
from the pre-independence period to the present. The paper
also looked at some of the expected gains to Tanzania students
if science subjects are taught in Kiswahili. Many researches
have been carried out along this area and there are many
causes that contributed to the poor performance of students in
sciences. Among of these are: - Attitude of the students
towards chemistry, [26], explains an attitude as; a manner
assumed for specific purpose, a state of readiness of a living
organization to respond in a characteristic way to be
stimulated (e.g. an object, concept or situation). Reference
[21] emphasized that the reason for this (attitude of student)
emanate from different social attitudes and expectations.
Studies on attitudes of students and their learning outcomes
have shown that good teacher behaviors can play a positive
role in the development of positive students, attitude to
science [19] [27]. They further found that students have
positive attitude towards science while [28] others found that
students have negative attitude to science, and gender and
class level of students do not significantly influence students`
towards science. Intelligence is also counted as a contributing
factor affecting the academic performance more especially in
sciences. Intelligence has been described as the ability to do
well in traditional school learning by Edger Stones reported
the general concept about intelligence is that it is a result of
hereditary and environmental factor. In a study of educational
achievement of problem children, painter and indicated that
although intelligence quotient is not a measure of educational
achievement it does not indicate the capacity for achievement.
Thus student’s achievement at school largely depends on
intelligence. Report on learning and learners’ characteristics
[5], [13] showed positive correlation between cognitive
preferences and student’s performance in science. Reference
[14] found relationship between understanding chemistry
concept and performance. However, those statements were
disqualified by [7]. In their study, they supported the view that
in their adolescence society particularly those who as seen as
intellectuals and who come to think of themselves in this way
are not really of the highest intelligence but are not only those
who are hard working. However, for long time despite the
discrepancies, it will still remain a fact that achievement and
intelligence are closely related. In addition, some researchers
associated the problem of poor performance with gender
difference toward science subjects [26] is the gender teaching
affiliation (masculine, feminine or neutral) associated to
science performance? And they found ten items, which
represent gender-unfair behaviors of teachers, which retarded
students’ interests and participation in STM (Science Teaching
Modules). Concepts, these include among others consistent
World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:9, No:11, 2015
4018International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
International Science Index, Educational and Pedagogical Sciences Vol:9, No:11, 2015 waset.org/Publication/10006159
usage of masculine pronouns in discussing STM concept,
unequal access for male and female students to participate in
discussion and demonstration, higher achievement levels set
out for boys than for girls, and female students, being assisted
most often in practical, projects and other assignment. They
recommended that STM teachers should be sensitized on
gender issue to develop gender-fair posture and exhibit a
gender-inclusive environment in course of their classroom
interactions. Most of these researchers explained that most
female students hate science subject reasonably because they
concerned much of physical works like experimental
observations. They feel science is for masculine and rather
majority of them diverts into linguistic subjects since they are
well of in language. Some researchers on teachers factors in
STM teaching examined teachers’ academic and professional
qualifications and there instructional needs and perception of
their own teaching. References [20], [29], identified some ‘O’
level physic, chemistry and biology as among the topics which
teachers perceived as difficult to teach and this difficulty
correlated significantly with their professional qualifications
and years of teachings experience, [30] revealed that teachers
were not proficient in planning, selection of teaching methods
and resources but were proficient in presentation, classroom
management and students’ involvement.
III. METHODOLOGY AREA OF STUDY
Study was conducted in all the 5 regions with 15 secondary
schools in Zanzibar, divided as per 5 and 10 schools in Pemba
and Unguja government and private secondary schools
respectively. The research is qualitative due to the type of
tools and techniques used for data collection. This is because;
[31] commented that “after careful analysis, qualitative data
provide useful and in-depth answers to the research question
for decision makers and information users”. Reference [32]
emphasizes, “Qualitative data provide depth and details. Depth
and details emerge through direct quotation and careful
description…” To analyze data, tables and some graphs were
used for the performance of students. From 88 secondary
schools found in Unguja, 10 schools were selected and from
55 secondary schools found in Pemba, 5 schools were selected
to represent others. The selection of schools was done
randomly; these schools included the following; Lumumba,
Tumekuja, Kinyasini, Kikwajuni, Dunga, Makunduchi, High
view international, SOS, Sunni Madrassa and Bububu
secondary schools in Unguja. Fidel Castro, Shamiani, Utaani,
Uweleni and Dodeani secondary schools in Pemba.
The target population included educational officers, subject
teachers and students. This study targeted on 200 respondents,
divided as follows: 5 academic managers, 15 head teachers, 30
subject teachers and or head of science department, and 150
students. The academic managers included directors of
education for secondary school; academic officers including
head teachers and subject teachers from selected schools, and
from, these we expected to get a wide range of opinions.
Student’s selection was random from form I to IV; ten (10)
students from each school.
The instruments which were used for data collection were
questionnaires, interviews and documentary review of the
existing information. In view of large number of students,
close-ended questionnaires were used. Statement relevant to
the study was prepared which contained a set of questions.
Interviews were conducted with a few selected officers, head
teachers and subject teachers in order to elicit details and
reliable information on the causes or factors affecting
performances in chemistry subject among the students. The
researcher collected information from the documents in
respect of students’ performance in final examination results
from NECTA (National Examination Council of Tanzania) for
O-level from school authorities to supplement on the data
collected. To also enhance workability of the instruments
researchers used permission to conduct research from relevant
authorities, although researchers had general permit from the
ministry of Education and Vocational Training in Zanzibar.
The respondent’s confidentiality of their responses was taken
as the first priority. This was due to arrangement of time for
interviews and discussions and the administration of
questionnaires to the selected respondents. For collection of
written responses immediately was done upon the appointment
from head teachers to collect documents (i.e. examination
results). This avoided inconveniences to other side. The
researchers also spent reasonable amount of time to visit
public libraries, the universities’ main libraries, school
libraries and internet to effect documentary research.
In the course of this study, the researchers have faced a
number of limitations. This included the following: The main
challenge of the study was financial support which was not
adequately enough for more data to be sampled. Also in this
publication, typing and photocopying of papers,
questionnaires and others required financial stability. The
effectiveness and the quickness of the work, was hindered by
other academic work and also some respondents were
unwilling to give detailed information as requested because of
time limit, suspicion, job security, bureaucracy and so on.
Then some attempts were made partly to overcome the
limitations mentioned above. The researchers used reasonable
means to enhance the fulfillment of the study to bring reliable
and detailed results.
IV. RESULT AND DISCUSSIONS
The main aim of the study was to establish the factors
affecting the performance of chemistry subject, the
performance of the subject and collecting opinions and
observation of the students and the subject teachers among
secondary school students’ in Zanzibar and possibly how this
could be improved. The factors presented and analyzed in this
chapter were arrived at, from the information obtained from
the questionnaires administered to the chemistry students at
(‘O’) ordinary level, their chemistry teachers and head of
chemistry departments in the respective schools. Some of the
information was obtained from the interviews and discussion
held with some of the above mentioned respondents.
From students’ questionnaires, the findings indicated that
the students’ attitude towards chemistry significantly affects
World Academy of Science, Engineering and Technology
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4019International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
International Science Index, Educational and Pedagogical Sciences Vol:9, No:11, 2015 waset.org/Publication/10006159
performance of the subject. It also established that, the attitude
of students towards chemistry had a bearing with their
academic levels. This was revealed through the analysis of the
chemistry teachers and the attendance of the students (in
chemistry periods).
Fig. 1 Attitudes of chemistry students towards chemistry subjects
Students indicated that, they always held discussions with
their classmates to solve simple problems in chemistry subject,
but they were facing some difficulties in solving hard
questions, since they are very few in the chemistry class as
most even abscond the periods. The limiting factor mainly was
the strictness of their parents. This was especially found in
girls who were restricted by parents during their free time.
They further indicated that, they had limited opportunities to
attend educative seminars held in different places of Zanzibar.
The students also added that they have fewer chemistry
facilities such as textbooks, laboratory equipment’s and
instructional materials and others that would encourage their
successful chemistry learning. Other students complained
about the chemistry teachers. They indicated that, they had
shortage of chemistry teachers. They further added that, they
were facing difficulties in the methods used by teachers in
teaching chemistry subject. During the interview, it was
discovered that some of the teachers who were teaching in
these schools were not professional teachers. Also students
pointed out that, they performed poorly in chemistry because,
chemistry as science subject was not as easy as other subjects
taught to them, for example religious education, History,
Kiswahili and others. This might be applicable due to poor
laboratories, library and teaching methods. Majority of the
students revealed that, they faced difficulties in expressing
themselves in English during chemistry lessons; either in
responding to the questions asked by the teacher or asking
when they had not understood the essential concepts. This
applied also to their daily revisions and capturing chemistry
concepts. However, according to the students, there were
several causes leading to poor academic performance in
chemistry. These are summarized in Table I.
On the variable about the attitudes of students towards
chemistry subject, 68.9% of the sampled teachers
acknowledged that many of their students have negative
attitudes towards studying chemistry. Others mentioned ‘A’
level students had more interest in chemistry. They added that
majority of O-level students seems to dislike chemistry and
this could be one of the reasons why they performed poorly.
These are summarized in Table II.
TABLE I
CAUSES OF POOR ACADEMIC PERFORMANCE IN CHEMISTRY SUBJECT
ACCORDING TO THE STUDENTS
Causes (factors) affecting performance No. of students
(out of 150)
%
Lack of motivation from teachers 108 72
Lack of well-equipped laboratories 80 53.3
Lack of chemistry text books 94 62.7
Language problem 92 61.1
Lack of chemistry teachers 58 38.6
Difficulties in methods used 82 54.6
Lack of interest 80 53.3
Too much subjects taken by the students 84 56
Not completing from syllabus 52 34.7
Class too large 102 68
TABLE II
CHEMISTRY TEACHERS’ OPINIONS ON THE ATTITUDES OF STUDENTS
TOWARDS THE SUBJECT IN THE 15 SAMPLED SCHOOLS
Responses Frequency Percentage (%) frequency
Positive responses 14 31.1
Negative responses 31 68.9
Total 45 100
Fig. 2 Qualification of teachers
There are large numbers of unqualified teachers. Currently
41% of science are unqualified, 49% have diploma and only
9% have a degree or higher. According to the projection and
the reports of the ministry of education that mathematics and
science account for 1/3 of the curriculum, the requirements for
teachers of mathematics and science would increase by 850 in
2014 with an average of 135 recent teachers in these subjects
required each year [1]. On the other hand, the information
obtained revealed that most of the teachers found in these
selected schools had low qualifications. More than half of the
teachers (64%) were unqualified. Moreover, other teachers in
attempt to draw out their opinions about students’
performance agreed that, they normally find a lot of
grammatical errors when marking students’ exercises in
chemistry subject. However, in their comments about the
conditions of their school laboratories, about 80% of the
sampled teachers agreed that their laboratories are not well
equipped. They attributed this to the poor performance of
students in chemistry subject, accompanied with lack of
textbooks and instructional materials. Lack of extra
curriculum activities, which could probably also be an
Positive
Responses;70
Negative
Responses;80
TotalNumber
ofStudents;
150
0
50
100
150
200
Number of Students
0
20
40
60
Trained;16
Untrained;29
Totalnumber
ofteachers; 45
No. of teachers
World Academy of Science, Engineering and Technology
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4020International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
International Science Index, Educational and Pedagogical Sciences Vol:9, No:11, 2015 waset.org/Publication/10006159
additional cause leading to poor performance of chemistry
subject. Other factors affecting performance according to the
teachers can be summarized in Table IV.
TABLE III
SCIENCE TEACHERS’ RESPONSES ON LABORATORY EQUIPMENT
Teachers opinions Frequency Percentage (%)
Well equipped 2 4.4
Fairly equipped 13 28.9
Poorly equipped 30 66.7
TOTAL 45 100
TABLE IV
OTHER FACTORS AFFECTING PERFORMANCE ACCORDING TO THE TEACHERS
Causes (factors) affecting performance No. of students
(out of 45)
Percentage
(%)
Difficulties in the techniques employed 25 55.6
Poor syllabus coverage 27 60
Poor school administration 18 40
Poor or fail background of the students 25 55.6
Low wages 35 77.8
Lack of teaching experiences 20 44.4
Unequipped libraries 36 80
Classes too large 30 66.7
Indiscipline students 27 60
Most of the chemistry teachers agreed that there was poor
performance in chemistry subject in Zanzibar not only in
district level but also national level and their views are
ascertained by the national examination results recently
released by National Examination Council of Tanzania
(NECTA). The result indicated that the worst performance
was in chemistry.
Fig. 3 Students’ results from 2003 -2007
At secondary level, the school weeks were made up of 40
periods per 40 minutes each. Teachers could be asked to teach
up to 12 periods per week. 2007 data exhibited average
teacher workload of up to 60 periods per week.
The inspection service had an official complement of 30
inspectors. Inspectors were all promoted teachers; however,
there were no proper selection and criteria in their
appointment rather than political appointees. They were
provided with short training course as they were available, but
these often came as a result of some project. There was no
specific induction training for inspectors. At secondary level
there was only one inspector for each subject on each island.
There were two types of inspection: Basic, which covered all
subjects and administrative matters and a short visit that
examined administrative matters only. A prepared report of
the inspection was sent to the head teachers, the principal
secretary and the school management committee. The
inspectorate produced an annual report for the ministry. They
examined scheme of work, conditions of the buildings,
cleanliness of latrines and financial records. There was home
classroom observation and inspector checking of the topics
taught how they were matching with the annual work plan.
Currently there were 32 basic inspections and 103 short
inspections planned for 2006-2007. Schools were selected for
an inspection based on two criteria – a school where some
concern had been expressed was prioritized and schools were
selected based on the interval since the previous inspection.
The main difficulties reported by inspectors include: Lack of
preparations, Poor scheme of work and Teaching problems.
The teaching problems reported include difficulties of both
content and pedagogy. In particular there was shortage of
trained teachers in chemistry and the content knowledge of
even trained teachers is sometimes poor. There were concerns
about the level of education of teacher and the numbers in
classes, which could exceed 100 students per class.
Subject to presentations regarding research findings about
the attitudes of students and their performance in chemistry, it
was found that the students at fields toward chemistry subjects
were closely related. Specifically poor performance in
chemistry subjects tends to be associated with students who
had a negative attitude towards chemistry subject. Indeed, the
findings of [33], [34] and others have shown that positive
attitudes towards any subject facilitated good performance of
students and this clearly indicated that those students who had
positive feelings and inductions towards sciences worked hard
to achieve the best out of them. Despite the hardship in
overcoming the scarcity of practical equipment, textbooks and
other factors such students seem to utilize their teachers
because of the interest they had for the subject, such students
appreciated the weed to settle and concentrate to attain better
results. More work on this was done by [35] who pointed out
that academic effort must develop among the people faced
with a ‘load’ (problems), where they need to have the attitude
and interest of working together, interact intensively in order
to find solutions to such problems. Science teachers were also
very vital in influencing their students to develop an attitude
towards their subjects, they ought to share the blame too, this
was because the results indicated that most teachers had low
level of education and on the opinion of the students, majority
said that they faced difficulties in sciences due to the methods
employed by teachers in teaching lessons. Although it was
difficult for the school administration to correct this problem
immediately due to the scarcity of science teachers those who
at the present should try to spare most of their time in schools
to make science subjects enjoyable by availing themselves to
their students for guidance and consultation in academic
matters.
Almost all respondents testified that there were very few
facilities such as laboratory equipment, textbooks and others
all of which facilitate the teaching and learning of chemistry at
AAAAA
BBB
BB
C
C
C
C
C
D
D
D
DD
FF
F
FF
0
50
100
150
200
250
2003 2004 2005 2006 2007
No. of students
Years
World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:9, No:11, 2015
4021International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
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all levels. The students expressed the need and teachers appeal
to their administrations to purchase textbooks and laboratory
equipment to enhance experimental learning. They pointed out
that if the facilities mentioned above were available, it would
be one of the emergency needs for the stocking of the libraries
and laboratories for better achievement in science subjects.
Language problem was another cause accompanied with
students’ performances in chemistry. Chemistry teachers
released that they faced a lot of grammatical errors when
marking students works. Also majority of students said that
they were facing difficulties on expressing themselves in
English language. The problem not only affected their
understanding and presentation of various science concepts
but also reflected to their daily revision in science subjects.
Although students had good background in chemistry
subject since lower secondary level (form I and II), the
curriculum of Tanzania especially in the section of language
affected their performances. Psychologists have done a lot of
researches on language skill development in human being.
They commented that at the young age (i.e. nursery and
primary school going age) a child has a wide opportunity to
learn different languages and vocabularies [14]. The
curriculum of Tanzania promotes Kiswahili language more
than English language in primary level. In that, Kiswahili
language was used as a medium of instruction in all subjects.
English language was taught, as a subject only when you come
to secondary level, although English language was known as a
medium of instruction, majority of the teachers did not follow
this curriculum section during the time of teaching. According
to the opinion of the teachers, this could be due to the poor
background of students in English language. Therefore, they
suggest that various measures should be taken such as
conducting the debates within the school and with other
schools on different topics purposely for language
improvement. Also, they suggested that all communications
should be held in English within the school compound,
punishment should be given to those who will converse in
another language, sources which will lead to improve
language should be used effectively; such as reading English
novels and so on. These could help students in building the
language skills hence understanding their student as well as
improving their performances. Strictness of school rules and
difficulties of some topics in chemistry subject, such as
physical chemistry, organic chemistry and volumetric
analysis, which were very important parts in chemistry, were
other factors presented. According to the findings, hardness of
these important topics in chemistry subjects accompanied with
the strictness of the school especially in girls. Students
revealed that, they faced a lot of challenges in solving
different problems in chemistry subject, since they were few
in number.
Conclusively, poor performance has been experienced in
chemistry subject according to the national examination
results for O-level students, 2003-2007. The poor performance
might be due to one or another or the combinations of all the
causes discussed. However, there had been an improvement in
average performance from 47.9% to 65.5% and 45% to 63.8%
in 2003 to 2004 and 2005 to 2006 respectively.
The above, therefore, satisfies the significance of the study
especially among the mentioned and discussed respondents so
as to find possible solution to the poor performance in
chemistry subject of students in the school within the study
area.
V. CONCLUSIONS AND RECOMMENDATIONS
Having analyzed, interpreted and discussed the research
finding in the respective schools studied, the researchers
attempt to give a summary of the findings and generalizations
with a focus on the possible recommendations from this study.
In view of the findings of this study, it has been clearly
expressed by many opinions that students attitude has a lot
much to do with performance in the science subjects
especially chemistry. The study indicated that students who
have negative attitude towards chemistry perform poorly than
those with positive attitude. Also research findings revealed
that chemistry teachers contributed much in the development
of negative attitude of students towards chemistry. It was
found that majority of the teachers at that moment were
relatively of lower grades (diploma holders and form six
leavers). Such levels of teachers were dominating in
implementing the chemistry curriculum. Really such levels
could not satisfactorily meet the needs and educational
requirements of students pertaining to a given course. This is
supported by [36], which indicated, “The training of a teacher
for a certain level makes him to have a documented
knowledge base that can be comfortable to a particular area of
specialization”. They further emphasized, “The treatment of a
specific content demands an individual’s previous
experimental knowledge or relevance peculiar to the subject
and the significance of the content for instruction”. Also
according to the research findings, there seemed to be evident
lack of academic facilities such as science literature, example
textbooks for chemistry and laboratory equipment in almost
all schools covered within the study. This meant that the only
available literature was from teachers to students in the form
of notes. Textbooks that ensure effective learning of chemistry
lacked and the laboratories were so insufficiently equipped or
absent. This also seemed to be the major cause of the students’
poor performance in chemistry subject. The research findings
proved that language problems influenced the performance of
students in chemistry. Majority of students faced difficulties in
expressing themselves in English language during the lessons
and filling of research questionnaires where 61.1% of the
students used Kiswahili to explain some answers on the
questionnaires, and some answered in English language where
we discovered a lot of grammatical problems. Additionally,
other factors tested and proved by the research findings
showed scarcities of chemistry teachers, methods employed in
teaching chemistry. The study also noted that all the chemistry
teachers in the study area are overloaded and have limited
time to review and comment on all their students' work. Not
only can this not be done within any reasonable workload
limit, it is also an ineffective use of time. These seemed to
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4022International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
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have effects on performance of students in the study area. In
view of the research findings, the analysis and conclusions, the
following recommendations can be put forward for
improvement: At all school levels, various measures can be
used to harmonize positive attitudes and interests of students
taking science subjects. These include; stocking and or
equipping laboratories with all the necessary materials that
could foster learning and enquiry of knowledge. Additionally,
there is urgent need for special guidance of students in
different areas of specialization. The guidance could be based
on the importance of taking sciences (including chemistry), its
importance in their daily life and their future job opportunities,
together with the details of their possible courses at higher
learning institutions. Such efforts would encourage students to
do chemistry (and other physical sciences). The Ministry of
Education, through the curriculum designing section should
revise again the language curriculum section especially in
primary level; immediate change is needed in this area. The
Ministry also should endeavor to organize seminars,
workshops for chemistry teachers on strategies of teaching the
subject to make them relevant to students and accommodate it
in the stipulated teaching duration together with developing
attitude and interests of their learners in the field. Ministry
also should design different programs for upgrading
(chemistry) teachers such as service program that can be used
outside the teaching periods. This could be incorporated in
evening programs, long distance learning programs and others.
The field in which the research was carried out was too wide
and the researchers could not explore every aspect due to time
factor and financial constraints. Therefore, there is still room
for other researchers interested in the same topic or topics
related to this to carry out research.
ACKNOWLEDGMENT
The authors gratefully take this opportunity to acknowledge
the support of University College of Education-Zanzibar
affiliate College of International University of Africa-Sudan
for funding the project.
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4023International Scholarly and Scientific Research & Innovation 9(11) 2015 scholar.waset.org/1999.10/10006159
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