STUDENT ACHIEVEMENT AND FACTORS RELATED

TO MECHANICS ACHIEVEMENT IN ZANZIBAR MIDDLE SECONDARY SCHOOLS

SULEIMAN YAHYA AME

DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE

OF MASTER OF EDUCATION IN PHYSICS

FACULTY OF SCIENCE AND TECHNOLOGY UNIVERSITI PENDIDIKAN SULTAN IDRIS

2006

DECLARATION

The work submitted in this dissertation is the result of my own investigation, except where otherwise stated. It has not already been accepted for degree, and is also not being concurrently submitted for any other degree. Date ________ _________________ Suleiman Yahya Ame M20031001406

DEDICATION

It is my pleasure and my privilege, to dedicate this dissertation to Mrs. Siti Abdil-aziz for her support and encouragement through out the process of the dissertation development.

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ACKNOWLEDGEMENT

The findings in this dissertation are the fruits of many individuals and academic institutions. Thanks are due to the Zanzibar public secondary school head teachers, whose schools took part in the survey. Also my deepest gratitude is to the Zanzibar physics teachers and student participants, whose generosity with their time and willingness to express their experiences and feelings made this study possible. I would like to give special thanks to my supervisor Professor Dr. Mohd Mustamam Abd Karim whose knowledge has enabled him to guide me. He was an excellent motivator and guider. Thanks to Mr. Ahmad Kamal Ariffin, my second supervisor who has given much advice and help in my study. Also, I would like to thank my wife Siti Abdil-aziz Ahmada. I am indeed grateful for her help, sacrifice and support through the process of this dissertation. Thanks to Mr. Zulkefli B. Ismail and his family were kind enough to allow my stay in their house during this study. Thanks to Dr. Lim Chong Hin, for his advice and help in my study. Many thanks also to Associate Professor Dr. Abdul Rahman Omar who has given me inevaluable supports in my study. I would like to express my thanks to Dr. Nurulhuda Abd Rahman for her tireless lead and insightful steer in the endeavour of helping me complete this dissertation. Thanks to Mr. Haj Shaharudin Ali and Mr. Mohd Zubeir Hj. Zain who were kind enough to translate my abstract. My sincere thanks go to the officers in Institute of Post Graduate Studies and Center for International Relations at Universiti Pendidikan Sultan Idris, for help in various ways to clarify the matters related to my academic work in time and their excellent cooperation and guidance. The author extends sincere gratitude to his scholarship donors, Ministry of Education, Malaysia, and Ministry of Education and Vocational Training of Zanzibar for providing the scholarship. I am also thankful to my father Mr. A. S. H. Njeketu for his generous support. Last but not least, I am grateful to my father in law Mr. Abdil-aziz Ahmada and his family for their kind, support, and patience in my absence back home. Center for Modern Languages UPSI, deserve special thanks for editing of my dissertation. Lastly, I should thank many individuals, friends and colleagues who have not been mentioned here personally, but contributed to the success of this educational process success.

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ABSTRAK

Kajian ini menyelidik hubungan pencapaian antara pelajar tingkatan empat Zanzibar dengan beberapa pembolehubah pencapaian dalam mekanik yang turut serta menentukan standard pencapaian fizik. Guru-guru fizik di Zanzibar merungut bahawa standard pencapaian fizik sudah menurun di kalangan pelajar tingkatan empat (pelajar tingkatan lima dalam sistem pendidikan di Malaysia). Mereka mengeluh yang pelajar tidak berupaya untuk menjawab soalan asas mekanik. Keluhan ini tidak dapat disokong oleh hujah-hujah berkaitan dari kajian lampau. Oleh yang demikian, ia adalah penting untuk mengkaji pencapaian pelajar Zanzibar dalam mekanik dan faktor-faktor yang berkait dengan pencapaian mereka. Objektif kajian ini, adalah untuk menyelidik korelasi pencapaian fizik dan mentaksir standard pencapaian fizik pelajar. Kaedah kajian tinjauan digunakan untuk menyelidik pencapaian; korelasi pencapaian dan perbezaan pencapaian. Sampel kajian terdiri daripada 413 orang pelajar dari 14 sekolah menengah yang dipilih melalui dua peringkat teknik persampelan. Ujian aneka pilihan dan soal selidik adalah alat yang digunakan untuk memperoleh data dalam kalangan pelajar. Soal selidik juga adalah alat yang digunakan untuk memperoleh data dalam kalangan guru dan guru besar. Statistik deskriptif digunakan untuk mengira min dan sisihan piawai. Analisis korelasi digunakan untuk menyelidik hubungan antara pembolehubah dengan pencapaian. Ujian-T digunakan untuk membandingkan pencapaian mekanik pelajar dengan pembolehubah manakala ANOVA digunakan untuk membandingkan Purata Mata Gred (PMG) fizik. Keputusan kajian ini menunjukkan sikap, persekitaran pembelajaran dan motivasi merupakan faktor yang berkait dengan pencapaian. Terdapat perbezaan yang signifikan antara skor pencapaian dalam mekanik dengan gender, lokasi, sumber dan kepimpinan. Namun demikian tidak terdapat perbezaan yang signifikan dalam Purata Mata Gred (PMG) pencapaian fizik untuk tiga tahun berturut-turut (2001, 2002, dan 2003). Kesimpulannya, penyelidikan ini mendapati bahawa sikap, persekitaran pembelajaran, dan motivasi mempunyai hubungan korelasi dengan pencapaian academik dan standard pencapaian fizik didapati turun naik. Kajian korelasi berkaitan mekanik adalah dicadangkan untuk kajian masa depan.

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ABSTRACT This study investigated the achievement amongst Zanzibar’s form four students and the relationship of selected variables to achievement in mechanics which also determines the standard of physics performance. Zanzibar physics teachers complained that the standard of physics performance has fallen amongst form four students (form five students for Malaysian education system). They lamented that students were unable to answer even the basic questions in basic mechanics. These grievances were not substantiated by any study before. Therefore, it is important to study the Zanzibar’s student achievement in mechanics and factors related to their achievement. Objective of this study was to investigate the mechanics achievement correlates, and to assess the standards of physics performance. Survey research method was used to investigate the achievement; the achievement correlates and achievement difference. Sample of 413 students from 14 secondary schools was selected through two stage sampling technique. Multiple-choice test and questionnaire were the instruments used for data collection amongst students. Also, questionnaires were the instruments used for data collection amongst physics teachers and head teachers. Descriptive statistics were used to calculate the mean and standard deviation. Correlation analysis investigated relationships between variables and achievement. T-test was used to compare students’ mechanics achievement between the variables; and ANOVA was used to compare physics Grade Point Average (GPA). The results revealed that, attitudes, learning environment and motivation are factors related to achievement. There were significant differences on mechanics achievement score by gender, location, resources and leadership. However, there were no significant differences in Grade Point Average of physics performance for three consecutive years (2001, 2002 and 2003). In Conclusion, attitudes, learning environments and motivation revealed to be the correlates of academic achievement and the standard of physics performance found to be fluctuating up and down. Future studies on mechanics achievement correlates are recommended.

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TABLE OF CONTENTS

DECLARATION i

DEDICATION ii

ACKNOWLEDGEMENT iii

ABSTRAK iv

ABSTRACT v

LIST OF TABLES xi

LIST OF FIGURES xiii

LIST OF ABBREVIATIONS xiv

CHAPTER 1 INTRODUCTION

1.1 Overview 1

1.2 Zanzibar Secondary Education System 2

1.3 Statement of the Problem 4

1.4 Purpose of the Study 5

1.5 Rationale of the Study 6

1.6 Significance of the Study 7

1.7 Theoretical Framework 7

1.8 Research Objectives 12

1.9 Research Questions 13

1.10 Research Hypotheses 14

1.11 Definition of Terms 15

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1.12 Assumptions 17

1.13 Limitations of the Study 17

1.14 Scope and Delimitations 18

1.15 Structure of Dissertation 19

CHAPTER 2 LITERATURE REVIEW

2.1 Overview 20

2.2 Background 20

2.3 Mechanics Achievement 24

2.4 Gender and Achievement 26

2.5 Attitudes and Achievement 28

2.6 Motivation and Achievement 31

2.7 Learning Environment and Achievement 33

2.8 Instructional Practices and Achievement 36

2.9 Teaching Resources and Achievement 40

2.10 Instructional Leadership and Achievement 42

2.11 Summary of What is Known and Unknown 46

2.12 Conclusion 47

CHAPTER 3 RESEARCH METHODS

3.1 Overview 48

3.2 Research Design 50

3.3 Purpose 50

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3.4 Pilot Study 51

3.5 Population of the study 53

3.6 Sampling 53

3.6.1 Documentary Survey 54

3.6.2 Students Survey 55

3.7 Criteria for Inclusion of Schools 59

3.8 Instrumentation 59

3.9 Procedure 62

3.9.1 Administration of Questionnaire 67

3.9.2 Mechanics Achievement Test 67

3.9.3 Instructional Objectives 68

3.10 Ethical consideration 71

3.11 Variables 71

3.12 Data Collection 72

3.13 Data Analysis Plan 73

3.13.1 Document Analysis 74

3.13.2 Student Survey 74

3.14 Null Hypotheses 75

3.15 Summary 79

CHAPTER 4 RESULTS

4.1. Overview 80

4.2. Descriptive Analysis 80

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4.2.1. Survey Respondents 81

4.2.2. Demographic Profile 82

4.2.3. Teachers Demographic Characteristics 88

4.2.4. Head Teachers Demographic Characteristics 93

4.3. Achievement Test 98

4.3.1. Summary of Test Statistics 100

4.3.2. Achievement Differences 102

4.3.3. Comparison of School Mean 103

4.3.4. Achievement Levels 105

4.3.5. Achievement Levels by Schools 107

4.4 InferentialAnalysis 108

CHAPTER 5: DISCUSSION, CONCLUSION IMPLICATION AND RECOMMENDATIONS

5.1 Overview 120

5.2. Discussion of Descriptive Analysis 120

5.3 Discussion of Inferential Analysis 123

5.4 Conclusion 134

5.5 Implications for Educators 134

5.6 Recommendation 137

REFERENCES 140

APPENDICES 155

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1. Appendix A: Mechanics Achievement Test 155

2. Appendix B: Student Questionnaire 167

3. Appendix C: Physics Teacher Questionnaire 171

4. Appendix D: Head Teacher Questionnaire 175

5. Appendix E: Result Summary 179

5. Appendix: F Letter of Permission 183

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LIST OF TABLES

TABLE PAGE

CHAPTER 3

3.1 Descriptive Statistics for Pilot Test of Research Instruments 52

3.2 Composition of Candidates by School and Year 56

3.3 Distribution of Students by School, Gender and Location 58

3.4 Distribution of Objectives by Questions 70

CHAPTER 4

4.1 Summary of Survey Respondents by Categories 81

4.2 Distribution of Students by Gender and Location 83

4.3 Distribution of Students by Gender 83

4.4 Distribution of Students by School and Gender 85

4.5 Distribution of Students by School, Percentage and Achievement Scores 86

4.6 Composition of Sample by Categories and Gender 87

4.7 Distribution of Physics Teachers by Age Range 88

4.8 Distribution of Physics Teachers by Qualification 89

4.9 Distribution of Physics Teachers by Teaching Experience 90

4.10 Distribution of Students by Class Size 91

4.11 Distribution of Teachers’ Responses on Teaching Mechanics 92

4.12 Distribution of Teachers’ Responses on the Adequacy of Physics Laboratory 93

4.13 Distribution of Head Teachers by Age Range 94

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4.14 Distribution of Head Teachers by Qualification 95

4.15 Distribution of Head Teachers by Years of Leadership 96

4.16 Distribution of School Size by Percentage 97

4.17 Distribution of Head Teachers’ Responses on Professional Development 98

4.18 Distribution of Achievement Level 99

4.19 Scheffe’s Test for Comparison of Means 104

4.20 Sample Composition of Students by Achievement Groups 106

4.21 Grade Point Average by Examination Year 109

4.22 Distribution of Physics Grades by Year 110

4.23 Comparison of Achievement Score by Islands 112

4.24 Comparison of Students’ Attitudes by Geographical Location 113

4.25 Comparison of Mechanics Achievement by Gender 114

4.26 Comparison of Student Attitudes by Gender 115

4.27 Comparison of Mechanics Achievement by Instructional Practices 116

4.28 Comparison of Mechanics Achievement by Teaching Resources 117

4.29 Comparison of Mechanics achievement by Instructional Leadership 119

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LIST OF FIGURES

FIGURE PAGE

CHAPTER 1

1.1 Theoretical Model of the Teaching and Learning Process 9

CHAPTER 4

4.1 Box Plots of Mechanics Achievement Scores by School 101

4.2 Graph of Mean Achievement Scores by School Code 103

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xiv

LIST OF ABBREVIATIONS

PCSEE Physics Certificate of Secondary Education Examination

DCEST Department of Curriculum Examination and Teachers Support

GPA Grade Point Average

MOE Ministry of Education

NECTA National Examination Council of Tanzania

OSC Orientation to Secondary Class

USAID United States Agency for International Development

WHO World Health Organization.

CHAPTER 1

INTRODUCTION

1.1 Overview

This dissertation documented the study of factors that related to student achievement in

mechanics and current status of students’ performance in physics certificate of secondary

education examination, as well as in mechanics at form four in Zanzibar public secondary

schools. The study used mechanics achievement test, student’s questionnaire, teacher’s

questionnaire, head teacher’s questionnaire, and Physics Certificate of Secondary

Education Examination (PCSEE) result books for data collection.

This chapter will describe the Zanzibar secondary education system, statement of

problem, purpose of the study, rationale of the study, significance of the study, theoretical

framework of the study, research objectives, research questions, research hypotheses,

definitions of terms, limitations of the study, scope and delimitations, assumptions, and

structure of the dissertation.

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1.2 Zanzibar Secondary Education System

Zanzibar had her independence from the Sultan of Oman on 12th January 1964. She

comprises two main islands namely, Unguja (area: 1,464 km2) and Pemba (area: 868-

km2). The islands are about 50 kilometers apart. Zanzibar had a population of about

984,625 people according to the 2002 census (WHO, 2003). In this study, WHO refers to

World Health Organization. Zanzibar is a part of the United Republic of Tanzania. The

Zanzibar secondary education system is divided into two levels, that is, ordinary level

(lower secondary cycle as well as the middle secondary cycle) and advanced level (upper

secondary cycle). Secondary education has gone through the 3-2-2 systems:

• Three years, first cycle of secondary education (OSC, Form 1 & Form 2).

In this study, OSC refers to orientation to secondary class.

• Two years, second cycle of secondary education (Form 3 and Form 4).

• Two years, third cycle of secondary education (Form 5 and Form 6).

Pre-school education, primary education and first cycle of secondary education are

compulsory but second cycle of secondary education is competitive. Ministry of

Education and Vocational Training in Zanzibar administer form three entrance

examination for promotion to into the second cycle or by the National Examinations

Council of Tanzania for promotion into the third cycle. The aim of science education in

Zanzibar is to educate students who are able to experience the richness and excitement of

knowing about and understanding the natural world.

In Zanzibar, all public secondary schools follow a common science curriculum,

which is taught through three separate subjects from Form 1. The subjects include

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physics, chemistry, and biology. The term curriculum refers to an educational plan that

spells out which goals and objectives should be achieved, which topics should be covered

and which methods are to be used for teaching, learning and evaluation (Wojtczak, 2002).

The Ministry of Education prescribes the science curriculum and Vocational Training,

because of the common national examinations that have to be taken and passed at various

levels as indicated above.

All science subjects in secondary schools are taught in English as the medium of

instruction. Because physics education is important to economic growth, assessment and

improvement of physics education should be given priority. So, a better knowledge of

student achievement can help physics educators and policymakers to decide which aspect

of physics education require more or less attention.

Furthermore, the ever-increasing number of basic education pupils result in the

increase of the number of form four students who are selected to study physics at middle

secondary cycle. For example, between 2001 and 2005 form four students who were

selected to study physics in public secondary schools more than tripled. This means there

was a rise from about 567 students in 2001(NECTA, 2001) to about 1996 students in

2005 (DCETS, 2005).

In this study DCETS refers to Department of Curriculum Examinations and

Teacher Support. Because, of the rapid increase in the number of students selected to

continue their secondary studies in physics, information about the factors which affect the

academic achievement in mechanics (physics) of these student populace is important.

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1.3 Statement of the Problem

The problem that was examined in this study was the inability of form four students to

obtain high achievement in physics with specific focus on mechanics and its correlates.

The current crucial issue is the poor performance of form four students in the physics

certificate of secondary education examination. National Examinations Council of

Tanzania assessed the present state of physics achievement in Zanzibar in PSCEE of 2003

and the national indicators of educational progress suggest that the country is still far

from its aim regarding to physics achievement.

There have been reform movements, such as, in 1988 where the Ministry of

Education and Vocational Training in Zanzibar launched a special project, namely, a

science camp project. The project aimed at achieving excellence in science education

including physics. It was a catalyst towards changing the attitudes of both teachers and

students towards science (Bilal, 1992), thus improving the achievement levels.

Unfortunately, the impact of the science camp project did not bring about much

improvement in physics achievement. For instance, 72.95 per cent of public secondary

schools students failed in the 2003 PCSEE (NECTA, 2003), and only, 7.96 per cent of

physics students were eligible to further their study in physics at form five. This critical

situation raises the need for intervention in order to improve the situation.

Currently, physics teachers complain that the standard of physics performance has

fallen amongst form four students. Moreover, they have lament that students are unable to

answer even the basic questions in mechanics. These grievances were not substantiated

by any previous study. In practice, literature showed that, for many years, researchers and

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educationist had conflicting views about which school factors (variables) are related to

student achievement (Darling-Hammond, 2000a) in the teaching and learning process.

However, physics is too broad a scope for consideration, since it deals with

different topics such as electricity, magnetism, and light. Therefore, this study was

narrowed to deal with mechanics, only. As a result of this study, nine independent

variables (factors) such as: attitudes, motivation, learning environment, location, gender,

resources, and instructional leadership were identified to have significant effects on

academic achievement in mechanics.

The clear knowledge of what factors are related to students’ achievement has not

been substantiated yet (Darling-Hammond, 2000a). Therefore, this study focused on the

question “What are the form four students’ achievement level and achievement correlates

in mechanics at public middle secondary schools in Zanzibar?”

1.4 Purpose of the Study

The purpose of this study was two-fold: (a) to assess students’ achievement level for

physics general and mechanics in particular and (b) to determine the achievement

correlates. Physics Certificate of Secondary Education Examination results and

achievement test were used to form the basis for compared mean scores between the

groups of students, although, achievement test scores were utilized to determine the

relationships between students attitudes toward mechanics, student motivation, learning

environment, and achievement.

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1.5 Rationale of the Study

Physics underachievement prevalence is at a very high rate in Zanzibar, especially

among the form four student populations as indicated by NECTA (2003). Scientific

evidence is needed to uncover associated factors and suggest the possible intervention

between achievement and related factors. This study examined the actual status of the

standard of achievement level and achievement correlates in mechanics. Why has

mechanics achievement received more attention than other topics in physics? This is

because mechanics is a building block of physics knowledge upon which other concepts

are based upon (Beichner, 1994). Also, research on mechanics achievement is not

common knowledge in Zanzibar.

To date there appears to be no research attention that has been directed towards

the mechanics achievement of forms four students in Zanzibar. This study was an attempt

to fill the gap. However, there have been a number of studies on mechanics achievement

and its correlates in other countries like Israel (Mullis, Martin, Fierros, Goldberg, &

Stemler, 1996). As indicated in this study, students’ achievement gap that existed

signaled the Ministry of Education and Vocational Training in Zanzibar to conduct

further needs assessment to diagnose the grass root of underachievement and achievement

gaps among the schools and between the isles. This study formed the basic foundation for

the relevant action, which might reduce the existing problem.

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1.6 Significance of the Study

This study is of significance to the domain of physics education literature as it extends

the current knowledge base that exists in the field. It was assumed that, the concept of

achievement standards is unclear to the majority of physics educators and policymakers in

Zanzibar. Therefore, this study which explores the standards of achievement in mechanics

and its correlates would help to raise awareness amongst those who are unacquainted with

its applications and benefits within the physics education.

The findings which have resulted from this study provide data and shed light to

physics education stakeholders such as: curriculum developers, subject advisors, physics

inspectors, policymakers, and physics teachers. In turn, this might lead to the

implementation of appropriate strategies that would enhance the improvement of physics

achievement. It is common knowledge that achievement is the product of students and

teacher interaction. Examples of appropriate strategies are needs assessment and

professional development for physics teachers.

1.7 Theoretical Framework of the Study

This study uses the theoretical model that was adapted from a Transactional Model of the

Teaching and Learning Process developed by Huitt (2003). The analysis of the teaching

and learning process as a whole was crucial, because it was directed towards the focus

and analysis of the whole school system. Although, there are many factors that may affect

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student achievement, for this study, only a few were selected. The model (Figure 1.1.)

reveals interrelationships in the process. The model, considers achievement as a four-

stage sequence beginning with school context, followed by the classroom process,

mediated by the student on task and student characteristics. The school context was

assumed to affect the classroom process.

The students’ characteristics and student tasks were both assumed to have direct

affect on academic achievement. Teacher characteristics, teaching resources and

assessment were considered as intermediate variables on the one hand and achievement

on the other. For the purpose of this study, the theoretical model, set out in Figure 1.1,

links 8 different constructs. As depicted by the model, achievement is affected by: (1)

school context, (2) Student characteristics, (3) Teacher characteristics, and (4) Classroom

Process. School context refers to all those factors outside of the classroom that might

influence teaching and learning.

In this study, the school context variables are instructional leadership, and school

location. (2) Student’s characteristics refer to gender, attitudes, and motivation. (3)

Teacher characteristics refer to age, gender, qualification, and experience. (4) Classroom

process refers to instructional practices, learning environment, student tasks, and

assessment. Teaching resources refer laboratory facilities and curriculum. The model of

teaching and learning process can help to describe the relationship among the variables

and student achievement. Each construct employed in the model is discussed below.

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Student Achievement

Student Characteristics

Student on Task

Classroom Process

Teacher Characteristics

Assessment Teaching Resources

School Context

Figure 1.1 Theoretical Model of the Teaching and Learning Process.

Achievement: achievement is defined as knowledge and skills gained through individual

effort in school, to learn, attainment of a desired level of performance (Tanner, 2001).

Achievement test scores are used to evaluate instructions, curriculum and student

performance in educational practices (Best, & Kahn, 1986). Data obtained from

achievement research can be used to provide evidence on student achievements that may

be useful to subject advisors, education inspectors, physics educators and policy-makers.

Besides that, it also can provide evidence whether standards of achievement are

improved, remain the same or decline.

Gender: Literature concerning gender differences favoured males in science

achievement, attitudes and motivation. The gender gap in physics persists and males are

still more likely to have taken high school physics than females (Freeman, 2004).

However, in the classroom, hands-on activities may play an important role. In one study,