Predictors of students’ participation in science and mathematics subjects in Tanzanian secondary schools
Keywords:
predictors, student participation, secondary school, science and mathematicsAbstract
This study investigated the factors that predict secondary school students’ participation in science and mathematics subjects in Tanzania. The data were collected from 1,382 Form 2 students sampled from sixteen public secondary schools using a validated questionnaire and focus group discussions. Data were analysed by using descriptive statistics, regression analysis, and content analysis techniques. The quantitative findings from regression analysis indicated that prior performance and teachers’ instructional feedback significantly predicted students’ participation in mathematics and science subjects. Also, students whose parents had higher education were more interested in science and mathematics than those whose parents had lower education. Qualitative findings showed that a shortage of teachers, textbooks, and lab equipment barred students’ participation in science and mathematics subjects. The findings call for the enhancement of science and mathematics teachers’ instructional and feedback practices to promote a learner-centred learning environment.
References
Bandura, A. (1997). Self-efficacy: the exercise of control. W.H. Freeman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77. https://doi.org/10.1191/1478088706qp063oa.
Blom, A., Lan, G. & Adil, M. (2016). Sub-Saharan African science, technology, engineering, and mathematics research: a decade of development. The World Bank.
Carr, M. E., Davis, E. K., & Seah, W. T. (2023). An exploration of Ghanaian students’ valuing in mathematics: how does it evolve across school levels? EURASIA Journal of Mathematics, Science and Technology Education, 19(10), em2332, https://doi.org/10.29333/ejmste/13542.
Cohen, J. (2016). A power primer. In: A. E. Kazdin (Ed.), Methodological Issues and Strategies in Clinical Research (pp. 279–284). American Psychological Association. https://doi.org/10.1037/14805-018
Chiu, T. K. (2024). Using self-determination theory (SDT) to explain student STEM interest and identity development. Instructional Science, 52, 89–107. https://doi.org/10.1007/s11251-023-09642-8.
Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21–29. https://doi.org/10.1177/2372732214549471.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Dickerson, A., Mcintosh, S., & Valente, C. (2015). Do the maths: an analysis of the gender gap in mathematics in Africa. Economics of Education Review, 46, 1–22. https://doi.org/10.1016/j.econedurev.2015.02.005.
Dingyloudi, F., & Strijbos, J. W. (2018). Mixed methods research as a pragmatic toolkit: understanding versus fixing complexity in the learning sciences. In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), The International Handbook of the Learning Sciences (pp. 444-454). Routledge.
Eriksson, K., Lindvall, J., Helenius, O., & Ryve, A. (2021, November). Socioeconomic status as a multidimensional predictor of student achievement in 77 societies. Frontiers in Education, 6, p. 464. https://doi.org/10.3389/feduc.2021.731634.
Erol, A., & Canbeldek Erol, M. (2023). The relationship between attitude towards STEM education, self-efficacy in STEM Education, and constructivist beliefs of early childhood teachers. Journal for STEM Education Research, 1-17. https://doi.org/10.1007/s41979-023-00111-y.
Falk, J. H., Staus, N., Dierking, L. D., Penuel, W., Wyld, J., & Bailey, D. (2016). Understanding youth STEM interest pathways within a single community: the synergies project. International Journal of Science Education, 6(4), 369-384. http://dx.doi.org/10.1080/21548455.2015.1093670.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Papers in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work may be shared and adapted for non-commercial purposes, with appropriate credit given.
