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Since 2004, the Government of Tanzania with collaboration of Development partners and other education stakeholders had taken major steps to boost its secondary education sector. Secondary Education Development Plan (SEDP) implemented from 2004 – 2015 led to significant improvements in massive building of ward secondary schools, classroom infrastructure, increasing number of teachers and books, improving teaching and learning environment and dramatic increase on students enrolment in provision of basic education in Tanzania. The study specifically intended to examine the role of parents in academic performers and non-performers in secondary schools students in Kondoa District. The study specifically delved to ascertain the role of parents in school financing, disciplining and encouraging on students’ academic performance. The researcher aimed at examining the level of integration and cooperation between the parent’s role, Government role and other education stakeholder’s role in enhancing the academic performers and non-performers in secondary schools students in the district.
This research was mostly done in Kondoa District in Dodoma Region in three wards which are Changaa, Chemchem and Goima. The respondents were parents, best performers students, poor-performers students, teachers, education officers and administrative officers. Both primary and secondary methods of data collection were used to get the purity and currency of information. Questionnaires and interviews were mostly used in data collection. The data collected were analyzed in tables and graphs. The study found that, the role of parents in enhancing academic performance in secondary schools students in Kondoa District is very low especially in the villages consequently impinged on the student’s performance. Therefore, the study made different recommendations to the parents, government, non-government organizations, development partners and other education stakeholders in order to boost the performance of secondary schools students in the District which is currently unimpressive. |
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