THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

CANDIDATES' ITEMS RESPONSE ANALYSIS

REPORT ON THE CERTIFICATE OF SECONDARY
EDUCATION EXAMINATION (CSEE) 2020

GEOGRAPHY
 THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
NATIONAL EXAMINATIONS COUNCIL OF TANZANIA

CANDIDATES’ ITEM RESPONSE ANALYSIS

REPORT ON THE CERTIFICATE OF SECONDARY
EDUCATION EXAMINATION (CSEE) 2020

013 GEOGRAPHY
Published by

The National Examinations Council of Tanzania

P.O.BOX 2624
Dar es Salaam, Tanzania.

©The National Examinations Council of Tanzania, 2021

All rights reserved.

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 TABLE OF CONTENTS

FOREWORD ........................................................................................................... iv

1.0 INTRODUCTION ......................................................................................... 1

2.0 ANALYSIS OF CANDIDATES’ PERFORMANCE FOR EACH

QUESTION .............................................................................................................. 2

2.1 SECTION A: OBJECTIVE QUESTIONS ................................................ 2

2.1.1 Question 1: Multiple Choice Items ........................................................ 2
2.1.2 Question 2: Matching Items ................................................................... 6
2.2 SECTION B: SHORT ANSWER QUESTIONS ....................................... 8
2.2.1 Question 3: Map Reading and Map Interpretation ................................. 8
2.2.2 Question 4: Application of Statistics .................................................... 15
2.2.3 Question 5: Introduction to Research ................................................... 23
2.2.4 Question 6: Forces that Affect the Earth’s Surface .............................. 28
2.2.5 Question 7: Photograph Reading and Interpretation ............................ 33
2.3 SECTION C: REGIONAL FOCAL STUDIES ....................................... 39
2.3.1 Question 8: Tourism Industry............................................................... 39
2.3.2 Question 9: Human Population ............................................................ 46
2.3.3 Question 10: Elementary Surveying and Map Making ........................ 51

3.0 ANALYSIS OF THE CANDIDATES’ PERFORMANCE IN EACH

TOPIC ..................................................................................................................... 57

4.0 CONCLUSION............................................................................................ 58

5.0 RECOMMENDATIONS ............................................................................. 58

Appendix ................................................................................................................. 60

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 FOREWORD
The report on the Candidates’ Item Response Analysis on the 2020 Certificate of
Secondary Education Examination (CSEE) for Geography subject has been
prepared by the National Examinations Council of Tanzania (NECTA). The aim of
this report is to provide feedback to different education stakeholders including:
students, teachers, parents, policy makers and the general public on the
performance of candidates, and the extent to which the instructional goals and
objectives of the subject were met.

The CSEE marks the end of the four years of the ordinary level of secondary
education. It is a summative evaluation which shows the general effectiveness of
the education system. Principally, candidates’ responses to the examination
questions indicate what the education system was able/ unable to offer to the
candidates in the four years of the Certificate of Secondary Education.

In this report, the analysis of each question has been done, and different categories
of information of this analysis have been shown by figures and graphs. Factors that
have contributed to the candidates’ ability to answer the examination questions
correctly and score high marks include: their ability to understand the demands of
the questions, having basic knowledge of the subject matter, possessing skills in
computing and drawing, good mastery of English language. The candidates who
scored low marks lacked such qualities.

It is the belief of the National Examinations Council of Tanzania that this report
shall serve as a basis for enabling all educational stakeholders to take proper
measures in order to improve the candidates’ performance in this subject.

Finally, the National Examinations Council of Tanzania is grateful to all

Examination Officers and other stakeholders who provided valuable support in the
preparation of this report.

Dr. Charles E. Msonde

EXECUTIVE SECRETARY

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1.0 INTRODUCTION

This report presents the analysis of the candidates’ items and responses on
the Certificate of Secondary Education Examination (CSEE) in Geography
subject for the year 2020. In this report, performance of the candidates is
divided into three categories; good, average and poor. It is good if the
candidates’ scores range from 65 to 100 percent, average from 30 to 64 and
poor from 0 to 29 percent. These categories are indicated in the figures and
tables by colours such as; green for good, yellow for average and red for
poor.

The Geography examination paper had three sections; A, B and C. Sections

A and B contained compulsory questions. Section A consisted of two
questions which had 15 marks in total. Question 1 involved ten multiple
choice items while, question 2 consisted of five matching items. Question 1
carried 10 marks while question 2 had 5 marks. Section B consisted of five
short answer questions (3, 4, 5, 6 and 7) of which each carried 11 marks
making a total of 55 marks. Section C had three optional questions and the
candidates were required to answer any two. Each question carried 15
marks making total of 30 marks.

A total of 436,523 candidates sat for the CSEE 2020 in Geography subject,
out of which, 234,217 (53.90%) candidates passed while, 200,299 (46.10%)
failed. Generally, the performance in 2020 improved by 0.75 percent
compared to that of 2019, in which, 53.15 percent of the candidates passed
and 46.85 percent failed.

This report provides an analysis on the performance of the candidates in

each question. It shows what the candidates were required to do as well as
the strengths and weaknesses of their responses. Samples of the candidates’
answers are shown to illustrate the facts. It is expected that the report will
be useful to all educational stakeholders and will enable teachers and
students to improve the teaching and learning process in Geography
subject.

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2.0 ANALYSIS OF CANDIDATES’ PERFORMANCE FOR EACH
QUESTION

2.1 SECTION A: OBJECTIVE QUESTIONS

This section had two compulsory questions whereby question 1 consisted

of 10 multiple choice items carrying a total of 10 marks and question 2
consisted of 5 matching items with a total of 5 marks. The total marks for
the section were 15.

2.1.1 Question 1: Multiple Choice Items

Multiple choice items tested the candidates’ knowledge and skills on the
topics of; The Solar System, Structure of the Earth, Soil, Forces that affect
the Earth, Environmental Issues and Management, Sustainable use of
Power and Energy Resources, Climate and Natural Regions, Sustainable
Mining and Weather. These topics covered the form one, two, three and
four topics from the syllabus. The candidates were given five alternatives
of which they were supposed to choose one correct alternative.

This question was attempted by 436,523 (99.9%) candidates, of which

191,818 (44%) scored from 0 to 2 marks, 213,812 (49%) scored from 3 to 6
marks and 30,592 (7%) scored from 7 to 10 marks. The general
performance on this question was average, as 56 percent of the candidates
scored 3 marks and above. This performance indicates that the candidates
had sufficient knowledge and skills on the topics measured.

Item (i) demanded the candidates to explain why the Sun appears larger
than other stars that are seen at night. The candidates who chose the correct
answer ‘B’ the Sun is closer to the Earth than the stars had sufficient
knowledge and skills on the topic of The Solar System. They were able to
state the dimension of the Sun in relation to other space bodies. The
candidates who opted for ‘A’ Starlight bends as it passes planets, ‘C’ The
Earth’s atmosphere filter out light from other stars, lacked knowledge of
the solar system as they failed to realize that the Sun is at the center of our
solar system. Those who selected option ‘D’ Daylight brightens the Sun
making it appear larger may be they were interested with the size rather

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than giving a reason and those who chose destructor ‘E’ The capacity of
our eyes does not view far during the night, misconceived the question.

In item (ii), the candidates were required to identify the layer of the Earth
which forms the ocean floor. The candidates who chose correct answer ‘C’
Sima had adequate knowledge of the Earth’s crust which consists of two
layers, the Sial and Sima. On the other hand, those who chose option ‘B’
Sial failed to differentiate between Sima and Sial that both are layers of
Earth’s crust but, Sial is the upper layer of the crust and composed of
Granite rocks that form the continent while Sima is the layer below the Sial
and composed of Silica and Aluminum and forms the ocean floor.
Moreover, candidates who opted for ‘A’ Mantle, ‘D’ Core and ‘E’ Crust
failed to understand that all those options are the concentric zones of the
Earth.

Item (iii) required the candidates to identify the general term for
characteristics of soil. The candidates who chose the correct answer ‘C’ soil
properties had adequate knowledge of soil composition and properties. The
candidates who opted for destructor ‘A’ soil profile had lacked knowledge
of the subject matter because soil profile is the arrangement of soil layers.
Those who opted for destructors ‘B’ soil particles; ‘D’ soil fertility and ‘E’
soil formation had general knowledge about soil, but were not able to
understand the general characteristics of it.

Item (iv) required the candidates to identify the name of the bag which was
being pulled by the river in relation to the river action. The candidates who
chose the correct answer ‘C’ river load had sufficient knowledge of the
action of the river. Those who opted for alternatives ‘A’ river erosion and
‘B’ transportation failed to realize that these are the actions of the river and
not the materials carried by the river. Those who opted for response ‘D’
river meander and ‘E’ river bed were not aware that these are the features
formed due to river action.

In item (v), the candidates were required to identify the factor which is not
the cause of desertification in Tanzania. The candidates who chose the
correct answer ‘D’ overfishing were aware of the major environmental
problems thus, they knew the factors that cause desertification in Tanzania.
Those who opted for ‘A’ deforestation, ‘C’ shifting cultivation, ‘E’ bush
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fire and ‘B’ urban growth were not knowledgeable of the factors which
cause desertification in Tanzania hence they seemed to guess the responses.

Item (vi) required the candidates to identify the raw materials which would
be the best on project in developing energy from the remains of living
things. The candidates who chose the correct answer ‘D’ coal were aware
that coal is a source of energy that occurs in sedimentary rock layers as a
result of remains of organisms. On the other hand, those who chose
incorrect answer ‘A’ running water lacked knowledge of the subject matter
because running water is not energy from the remains of living organisms.
Those who opted for ‘C’ solar energy had also lacked knowledge of the
subject matter as solar energy is the energy which is generated from the
Sun. Moreover, candidates who opted for ‘B’ Petroleum and ‘E’ natural
gas failed to realize that Petroleum and naturals gas are formed due to the
fossilization of plants and animals, but they are not economically friendly
compared to coals when launching a project.

In item (vii) the candidates were required to name the general term of the
regions provided. The statement given was; ‘the Amazon and Congo basins
are regions characterized with the same geographical background to
human activities, climate, vegetation and relief.’ The candidates who chose
the correct answer ‘A’ natural region had knowledge of the major natural
regions found on the Earth’s surface with their climate type and
characteristics. They were able to identify natural regions as a part of the
Earth’s surface with relatively similar climate, vegetation and human
activities. The analysis shows that candidates who opted for alternative ‘B’
natural resources failed to relate the descriptions with the correct concepts.
The candidates who chose alternatives ‘C’ natural vegetation and ‘E’
natural climate had inadequate knowledge of the subject matter. They
thought that the vegetation of a region is closely related to the climate of
the region. Those who chose ‘D’ natural landscape lacked knowledge of
the concept of climatic regions and their characteristics as natural
landscape refer to the natural features which are formed as a result of
various forces within and on the surface such as; mountains, basins,
plateaus, valleys, hills etc.

Items (viii) demanded the candidates to select three types of non-metallic

minerals from the alternatives given. The candidates who chose correct
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answer ‘C’ oil, diamond and coal had knowledge about minerals. They
were able to identify the types of minerals found in the world which can be
grouped into two major types, non-metallic and metallic minerals.
Furthermore, the candidates who opted for other destructors ‘A’ coal, gold
and copper, ‘B’ natural gas, silver and diamond, ‘D’ copper, silver, oil and
‘E’ gold, natural gas and diamond were not able to differentiate between
non-metallic and metallic minerals. They failed to realize that minerals are
naturally occurring valuable and useful organic substances which can be
identified by their characteristics, chemical composition and physical
properties; so they ended up guessing the responses.

Item (ix) required the candidates to identify the temperature which would
be experienced by the tourists in Manyara 1500m above the sea level, if the
temperature of Zanzibar at sea level is 320C. The candidates who chose the
correct answer ‘A’ 230C had adequate knowledge of calculating
temperature of a place in relation to the change of altitude. The candidates
who opted for incorrect answer ‘B’ 90 C were able to calculate the
difference in temperature between Zanzibar and Manyara as stated if 0.60 C
of temperature decreases with altitude of 100m. Yet they failed to find the
temperature of Manyara since Manyara is at higher altitude than Zanzibar,
the temperature of Manyara would be lower than that of Zanzibar. Those
who opted for ‘D’ 0.60 C were aware that the temperature decrease with
increase in altitude at the rate of 0.60 C for every 100 meters. However,
they failed to calculate the temperature of a place in relation to altitude by
following the procedures of finding and calculating the difference in
Temperature between Zanzibar and Manyara. The candidates who opted for
the incorrect answers ‘C’ 190 C and ‘E’ 170 C lacked knowledge of
applying mathematical skills on calculating the difference in temperature
according to altitude between Zanzibar and Manyara.

In item (x) the candidates were demanded to identify the result which
occurs when the Moon’s shadow is casted over the Earth. The correct
answer was ‘A’ solar eclipse. The candidates who chose this answer
revealed to have adequate knowledge of the effects of movement of the
Earth around the Sun following its orbit, especially on the eclipse of the
Sun. Those who chose destructor ‘B’ lunar eclipse seemed to have
knowledge of the effects of Earth’s revolution on the concept of eclipse, but
they failed to differentiate the result which occurs when the Earth passes
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 between the Moon and the Sun and when the Moon passes between the Sun
and the Earth. Those who opted for ‘C’ aphelion had insufficient
knowledge and skills on the concept of solar system. They failed to
understand that Aphelion refers to the point in the orbit of a planet, asteroid
or comet which is the furthest from the Sun. The candidates who chose ‘D’
summer solstice lacked knowledge of the subject matter since solstice
means the period of the year in which the Sun is vertically overhead. Those
who opted for destructor ‘E’ Equinoxes failed to realize that this implies an
equal length of day and night at all latitudes.

2.1.2 Question 2: Matching Items

The question consisted of five items where by each item weighed 01 mark,
making a total of 05 marks. The items were taken from agricultural
concepts and it required the candidates to match the descriptions of types
of agriculture in List A with the correct type of agriculture from List B by
writing a letter of the correct answer beside the item number in the answer
booklet.

LIST A LIST B
(i) Crop cultivation practiced in a small A. Agriculture
plot of land. B. Large scale agriculture
(ii) System of agriculture in which land C. Subsistence agriculture
is cultivated and left for some years D. Sedentary agriculture
to improve its fertility. E. Shifting cultivation
(iii) Traditional system of crop F. Monoculture
cultivation in which farmers move to G. Bush fallowing
new farm land when the yield are H. Dairy farming
low.
(iv) Activity of growing crops and
rearing livestock.
(v) System of agriculture in which farms
are owned by Government, Co-
operatives and Private Companies.

The question was attempted by 435,775 (99.8%) candidates out of which

180,850 (41.5%) scored from 0 to 1 mark, 185,590 (42.6%) scored from
1.5 to 3 marks and 69,335 (15.9%) scored from 3.5 to 5 marks. The general

6
performance on this question was average as 58.5 percent of the candidates
scored 1.5 marks and above.

Item (i) required the candidates to match the descriptions of crop

cultivation practiced in a small plot of land with the correct concept. The
candidates who managed to choose the correct answer ‘C’ subsistence
agriculture had knowledge of small scale agriculture and how it is
practiced. The candidates who opted for incorrect options had inadequate
knowledge of agriculture and the related concepts.

In item (ii) the candidates were demanded to identify the system of

agriculture in which land is cultivated and left for some years to improve
fertility. The candidates who chose the correct answer ‘G’ bush fallowing
had knowledge of diverse systems of agriculture practiced in an area. The
candidates who chose incorrect response ‘E’ shifting cultivation related the
description with bush fallowing because both are the methods of crop
cultivation in small scale agriculture. Though in shifting cultivation farmers
tend to move from one area to another searching for fertile land. Other
related choices such as ‘A’ agriculture, ‘B’ large scale agriculture, ‘C’
subsistence agriculture, ‘D’ sedentary agriculture, ‘F’ monoculture and
‘H’ dairy farming were chosen by the candidates who failed to relate the
concept with the correct description due to insufficient knowledge of the
subject matter.

Item (iii) demanded the candidates to name the traditional system of crop
cultivation in which farmers move to new farm land when the yields are
low. The correct response ‘E’ shifting cultivation was chosen by the
candidates who had adequate knowledge of the concept of small scale
agriculture which is conducted by using the method of shifting cultivation.
The candidates who chose incorrect responses failed to distinguish the
system of agriculture and methods used. Moreover, the candidates who had
insufficient knowledge ended up guessing the answers.

Item (iv) required the candidates to identify the practice which deals with
growing crops and rearing livestock. Some of the candidates who managed
to match the correct option ‘A’ agriculture had relevant knowledge of
diverse types of agriculture. However, others were attracted by the
destructors ‘B’ large scale agriculture, ‘C’ subsistence agriculture and ‘D’
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 sedentary agriculture. These candidates had insufficient knowledge hence
they failed to differentiate these types of agriculture. Furthermore, the
candidates who chose destructors ‘E’ monoculture, ‘G’ bush fallowing and
‘H’ dairy farming were not knowledgeable of the types of agriculture and
their characteristics.

In item (v) the candidates were required to identify the system of

agriculture in which farms are owned by the Government, Co-operative and
Private Companies. The correct response ‘B’ large scale agriculture was
matched correctly by the candidates who had adequate knowledge of the
type of agriculture which is influenced by strong bases of financial
resources, infrastructure, technology and markets. However, those who
chose ‘C’ subsistence agriculture failed to differentiate between large scale
agriculture and subsistence agriculture. Small scale agriculture refers to a
system of agriculture in which crop cultivation is practiced in a small area,
while large scale agriculture is practiced in large estates or farms. However,
due to little knowledge of the types of agriculture, some candidates chose
unrelated responses.

2.2 SECTION B: SHORT ANSWER QUESTIONS

2.2.1 Question 3: Map Reading and Map Interpretation

The candidates were required to study the map extract of Sikonge (sheet
137/2) and then answer the given questions.

The question had five parts (a), (b), (c), (d) and (e). The candidates were
required to (a) calculate the total distance covered in kilometers if the car
was travelling from Sikonge town (grid reference 732787) to Iyombakuzoa
church (grid reference 755765) and turns back to Sikonge, (b) describe the
nature of relief in the mapped area, (c) calculate the gradient from grid
reference 835846 to 782786, (d) find the highest point on the given map
and give its grid references and direction, and (e) state the general direction
of slope of the land in the mapped area. The total marks allocated for this
question were 11.

The question was attempted by 386,765 (88.6%) candidates. About 372,989

(96.4%) scored from 0 to 3 marks, 13,487 (3.5%) scored from 3.5 to 7
marks and 289 (0.1%) scored from 7.5 to 11 marks. The performance in
8
this question was generally poor because 88.6 percent of the candidates
scored below average.

Table 1.1: Number and percentage of candidates in each group of

scores

Scores 0.0 - 3.0 3.5 - 7.0 7.5 - 11.0

No. of Candidates 372,989 13,487 289
% of Candidates 96.4 3.5 0.1

The analysis shows that 372,989 (96.4%) candidates who scored from 0 to
3 marks lacked adequate knowledge and skills on map reading and
interpretation.

In part (a), some candidates were not able to calculate the total distance
covered from Sikonge to Iyombakuzoa church in kilometers if the car turns
back to Sikonge town. They lacked knowledge and skills of locating
positions on a map by using grid references. Also this part was skipped by
some of the candidates because it required application of mathematical
skills. For example, one candidate wrote 14 cm on the map and 3.2 km on
the ground. Another candidate wrote 3.1 cm on the map which was the
correct distance from Sikonge to Iyombakuzoa church, but failed to
multiply it by two as the question demanded so as to get 6.2 cm. Moreover,
some of the candidates were able to measure distance from Sikonge town to
Iyombakuzoa church correctly, but they failed to calculate the distance due
to incompetence in mathematical skills. Furthermore, some candidates were
able to calculate the distance, but failed to convert the answer into actual
ground distance. For example, one candidate wrote the correct distance as
6.2 cm on the map, but failed to convert it into ground distance thus she/he
wrote the actual distance on the ground is 6.2 km. Another candidate wrote
incorrect distance as 6.7 cm but managed to write the correct map scale as 1
cm = 0.5 km which made him/her to score few marks.

In part (b), some candidates failed to provide the correct answer on the
nature of relief in the mapped area due to poor knowledge of representing
features on the map. For example, one candidate mentioned the type of
natural vegetation such as; woodland, scattered tree and shrubs. Another
candidate wrote the methods of showing relief of an area as; contour lines

9
and spot height. However, few candidates wrote few correct answers. For
example, one candidate wrote there are highlands due to the presence of
hills, while another candidate wrote there are lowlands covered by rivers.
The correct answer was highland plateau with altitude ranging between
1140m and 1300m (grid reference 836845) above the sea level.

In part (c), most candidates were not able to calculate the gradient from
grid reference 835846 to 782786; gradient is a slope or steepness of the
ground and it is expressed as a ratio between it’s vertical interval and
horizontal equivalent. This part was skipped by some of the candidates, and
those who attempted it provided incorrect responses due to poor application
of mathematical skills. Others wrote correct formula but failed to follow
correct procedures of calculating the gradient. For example, one candidate
wrote correct formula such as;

Gradient = Difference in height

Horizontal distance

However, the candidate failed to follow correct procedures to find the

gradient which led him/her to end up with wrong answer. Another
candidate used incorrect formula and procedures of calculating gradient.
For example, one candidate wrote incorrect formula as;
Gradient = Vertical distance
Horizontal distance

The correct procedure was Gradient= . Hence, the

correct gradient was 1 in 57.

In part (d), majority of the candidates failed to find the highest point on the
given map, its grid reference and direction due to inadequate knowledge
and skills of locating position on a map by using grid reference and
compass bearing. For example, one candidate wrote there is highest
contour without providing its actual height, incorrect grid reference 833845
and direction East. Another candidate wrote the correct highest point as
1300m, but failed to give grid references and its direction instead of 1300m
which was the correct answer.

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In part (e), some candidates failed to state the general direction of slope of
the land in the mapped area. For example, one candidate misinterpreted the
question by writing responses like there are steep slope and gentle slope
while, others were able to state the general direction of the slope. For
example, one candidate provided correct response as there is highland
area. Extract 3.1 is a sample of incorrect responses to question 3.

Extract 3.1: A sample of incorrect answer for question 3.

In Extract 3.1, the candidate obtained 7cm as a distance in km from

Sikonge town to Iyombakuzoa church, instead of a correct distance of 6.2
cm in part (a). In part (b), he/she provided vegetation type (Forestry area)
instead of the nature of the relief of the area which is highland plateau with

11
altitude ranging between 1140m and 1300m (grid reference 836845) above
the sea level. In part (c), the candidate wrote 864 as the gradient from grid
reference 835846 to 782786 instead of calculating the gradient by using the
formula:

Gradient= hence, the correct gradient was 1 in 57.

In part (d) the candidate wrote 1186 as the approximate height of the
highest point, instead of finding the approximate height of the highest point
in the topographical map given which was 1300m and finally in part (e), the
candidate wrote the word relief instead of stating the approximate height of
the highest point which was 1300m.

Furthermore, the analysis shows that the 13,487 (3.5%) candidates who
scored from 3.5 to 7 marks showed moderate skills and failed to respond
correctly to some parts of the questions due to inadequate knowledge and
skills on the subject matter.

On the other hand, 289 (01%) candidates who scored from 7.5 to 11 marks
had adequate knowledge and skills on the concept of map reading and
interpretation. However, variations of their scores were determined by the
strengths of their responses.

The analysis further shows that in part (a), the candidates were able to
calculate the total distance covered in km from Sikonge to Iyombakuzoa if
the car turns back to Sikonge town. They managed to identify the two
points to be measured, that is Sikonge town (grid reference 732787) and
Iyombakuzoa church (grid reference 755765). They used the correct
method of measuring distances on a map and they got 6.2 cm. They
managed to convert the map distance obtained into ground distance (km) by
using the scale of the map given as follows;
Map scale: 1cm = 0.5 km
Map scale = 6.2cm
Distance in km = 6.2 cm x 0.5 km = 3.1 km
1cm
They wrote the total distance 3.1 km x 2 = 6.2 km.

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In part (b), the candidates managed to describe the nature of the relief in the
mapped area such as; The relief is highland ranging in altitude between
1140m and 1300m (grid reference 836845) above the sea level, which
indicate highland plateau. Also the land is generally sloping North – East
to Western and Southern part where by North Earthen part is mostly
elevated land while western southern part is lowland plateaus with many
streams and seasonal swamps.

In part (c), most candidates were able to calculate the gradient from grid
reference 835846 to 782786. They managed to identify two points of which
gradient were to be based, then they measured the distance between two
points whereby they got 16 cm, and then, they followed the procedures of
calculating gradient of places as follows;

Gradient = Vertical increase

Horizontal increase
Gradient = difference in height
Horizontal distance
Gradient = 1300m – 1160m = 140 m
16 cm
They applied the given map scale 1 cm = 0.5 km
Gradient = 140m
16 cm x 0.5 km
Gradient = 140/8km
1 km = 1000 m
Gradient = 140m/8000m = 1/57
Gradient = 1 in 57

Therefore, they ended up with the correct answer; gradient is 1 in 57.

In part (d), the candidates were able to identify the highest point on the
given map as 1300m, grid reference 835846 and its direction is North East.

In part (e), they managed to state general direction of slope of the land as
follows; the slope is decreasing from North East through central part to the
West and South. Extract 3.2 is a sample of correct responses to question 3.

13
14
 Extract 3.2: A sample correct responses for question 3.

2.2.2 Question 4: Application of Statistics

The candidates were required to carefully study the weather data for a
station in Australia and answer the questions that followed.

Month J F M A M J J A S O N D
Temp (o 28.3 27.5 28.5 29 26.7 26 26 25 24 26 27 28
C)
Rainfall 380 330 240 175 170 5 2.5 2.2 17 50 210 230
(mm)

This question had five parts (a), (b), (c), (d) and (e) which tested the
candidates’ capability on the Application of Statistics topic. The candidates
were required to (a) calculate the annual mean temperature for the station,
(b) determine the rainfall range, (c) find the temperature mode and median,
(d) comment on the relationship between temperature and rainfall, and (e)

15
show the application of the data in the daily life by giving two examples.
The total marks allocated for this question were 11.

The question was attempted by 410,700 (94.1%) candidates. Of all, about

289,689 (70.5%) scored from 0 to 3 marks, 98,029 (23.9%) scored from 3.5
to 7 marks and 22,982 (5.6%) scored from 7.5 to 11 marks. The general
performance in this question was poor because 70.5 percent of them scored
below average pass mark. Figure 1 illustrates the candidates’ performance
for this question.

Figure 1: Candidates’ Performance for Question 4

The analysis indicates that about 289,689 (70.5%) candidates who scored
from 0 to 3 marks had poor knowledge and skills on statistical measures.
this is because they failed to provide correct answers in some parts of the
question which required application of mathematical skills.

In part (a), some candidates were not able to calculate the annual mean
temperature for the station as they did not show any procedures. Instead,
they just wrote the incorrect answers. For example, one candidate wrote 170
C while, another one wrote 180 C without showing any procedures. Some
were able to present the sum or total of all temperature records, and divided
the total by the number of months correctly. Yet they failed to get average
value of the data due to poor application of mathematical skills. For
example, one candidate managed to follow correct procedures of finding
summation of all temperature records and dividing by 12 months, but ended

16
up getting 312/12=26 which was incorrect answer while, the correct total
was 322/12=26.8.

Part (b) and (c) aimed at testing the candidates’ capability in applying
mathematical skills to calculate the rainfall range, temperature mode and
median for the station in Australia by using weather data provided. Some of
the candidates failed to provide correct answers as they used the formula
for calculating median of the grouped data, instead of the median of
individual data. Others wrote correct formula, but failed to compute the
values while, others did not show any formula, they just wrote answers that
were incorrect.

In part (d), majority candidates failed to comment on the relationship

between temperature and rainfall due to lack of sufficient knowledge and
skills on climate and weather. They were unable to study the table
correctly; as a result, they provided incorrect responses. For example, one
candidate wrote incorrect answers as; when rainfall decreases temperature
remains constant. However, other candidates who scored few marks
explained insufficiently the relationship between temperature and rainfall.
For example, one candidate wrote inadequate explanations such as in
January, March and April temperature and rainfall are high.

In part (e), some candidates in this category failed to show the application
of data in the daily life by giving two examples. For example, one
candidate drew bar graph and line graph to show the relationship between
temperature and rainfall. Another candidate explained inadequately the
application of data in the daily life as; it helps farmers to plan the best use
of land and helps to know the amount of rainfall. Extract 4.1 represent
incorrect responses for question 4.

17
18
 Extract 4.1: A sample of incorrect answers for question 4.

In extract 4.1, the candidate was able to calculate the sum of all values of
temperature, and divided them by twelve months, but she/he ended up with
incorrect average in part (a). In part (b), she/he failed to find the range. In
part (c), she/he used the formula for grouped data to find temperature
median, instead of the formula for individual data. In part (d), she/he
provided the type of climate instead of the relationship between
19
temperature and rainfall while, in part (e), the candidate mentioned the
characteristics of data instead of explaining the application of data in the
daily life.

The analysis additionally indicated that 98,029 (23.9%) candidates who

scored from 3.5 to 7 marks had moderate knowledge of the subject matter.
They demonstrated moderate mathematical skills which enabled them to
provide correct answers to some parts of this question. For example, one
candidate was able to; (a) calculate the annual mean temperature for the
station, (b) determine the rainfall range and (c) find mode and median.
However, this candidate was not able to provide a correct comment on the
relationship between temperature and rainfall in part (d). He/she provided
incorrect relationship as; both temperature and rainfall are shown in the
same table and graph. On the other hand, some candidates were able to
provide correct comments on the relationship between temperature and
rainfall for the station while, others mixed correct and incorrect responses.
For example, one candidate wrote in January rainfall and temperatures are
high while in June and August is low.

In part (e), majority of the candidates gave two examples and showed
partially the application of the data in daily life. Others managed to give
one example, but failed to show its application in daily life. For example,
one candidate wrote that data is used to predict occurrence of floods and
helps to know the type of crops to plant.

Further analysis indicated that the 22,982 (5.6%) candidates who scored
from 7.5 to 11 marks had adequate knowledge and skills on the concept of
application of statistics. This is especially on how to apply mathematical
skills in doing various calculations. Their scores varied depending on the
strengths of their responses. They showed abilities to interpret data from
the table and managed to (a) calculate the annual mean temperature for the
station by following the correct procedures as;
Annual mean temperature (0 C)
Mean = ∑ x
N
28.3 +27.5+28.5+29+26.7+26+26+25+24+26+27+28
12
322/12 = 26.83
20
Hence, they ended up with the correct annual mean temperature 26.830 C

In part (b), they managed to determine the rainfall range as follows;

Highest rainfall amount (January) – lowest rainfall amount (August)
380 mm – 2.2 mm = 377.8 mm.
Therefore the rainfall range is 377.8 mm.

In part (c), the candidates were able to find the temperature mode and
median as follows:

(i) Temperature mode is the temperature with highest frequency.

Hence, the mode is 260 C.
(ii) Temperature median is obtained by rearranging the data give in
ascending or descending order and finding the middle number.

24, 25, 26, 26, 26, 26, 26.7, 27, 27.5, 28, 28.3, 28.5, 29

From the data given the middle number is 26.7 and 27.

Thus median = 26.7 +27 = 26.90 C

2
The temperature median 26. 90 C ≈ 270 C.

In part (d), they provided correct comment on the relationship between

temperature and rainfall that; high temperature is experienced in January,
February, March, April, November and December because rain fall is high
while there is low temperature in June, July, August, September and
October because of low rainfall.

In part (e), they were able to give two examples, and showed the
application of data in daily life such as;

(i) They enable Geographers to determine the types of crops to be

cultivated in the area based on the weather
condition/characteristics as given in the table.
(ii) The data can be used to predict the future trends in weather
patterns. For example, the trend of temperature and rainfall can be
used to predict possibility of drought or unusual rainfall (floods),

21
hence take precaution measures. Extract 4.2 represents correct
responses for question 4.

22
 Extract 4.2: A sample of correct responses for question 4.

2.2.3 Question 5: Introduction to Research

The candidates were given the statement that, suppose you want to conduct
a research about maize production in your district from 2008 to 2018 and
your interest is to know whether the production has increased or
decreased. Your plan is to consult farmers who were directly involved in
the maize production for the said period and visit the District Agricultural
Officer for more information’.

23
This question had four parts (a), (b), (c) and (d). The candidates were
required to; (a) mention the best research approach for the study, (b) name
the main source of data for the study, (c) identify two individuals who
would be respondents for the study and (d) mention other six possible
sources of research problem for the similar study. The total marks allocated
for this question were 11.

The question was attempted by 382,658 (87.7%) candidates of which

309,055 (80.8%) scored from 0 to 3 marks, 66,562 (17.4 %) scored from
3.5 to 7 marks and 7,041 (1.8%) scored from 7.5 to 11 marks. The general
performance in this question was poor as 19.2 percent scored 3.5 marks and
above. Figure 2 illustrates the candidates’ performance for this question.

Figure 2: Candidates’ Performance in Question 5

The analysis showed that 309,055 (80.8%) candidates who scored 0 to 3

marks had inadequate knowledge of the concept of research.

In part (a), the candidates were not able to identify the best research
approach for the study because they misinterpreted the demands of the
question as a result, they scored zero marks. For example, one candidates
mentioned questionnaire method while, another one wrote interview
methods which are the primary sources of data. Some of the candidates

24
mentioned secondary sources of data. For example, one candidate wrote
Literature review. The correct answer was quantitative research.

In part (b), some candidates were able to name the main sources of data
while, others provided incorrect answers. For example, one candidate wrote
the correct source as primary source. Another candidate provided the
technique used to select samples such as random sampling while another
one wrote farmers and District Agriculture Officer.

Furthermore, the candidates’ responses showed that in part (c), some of the
candidates managed to identify two individuals who would be respondents
for the study. Others mixed correct and incorrect answers. For example,
one candidate wrote the correct answer farmers and incorrect answer
villagers. Another candidate wrote methods of collecting data as
questionnaires and observation that were both incorrect answers instead of
providing two respondents for the study.

On top of that, in part (d) which aimed at testing the candidates’ ability on
suggesting the possible sources of research problems for the similar study,
the analysis showed that some of the candidates misconceived the question
and gave incorrect answers. Those with insufficient knowledge mixed
correct and incorrect answers. For example, one candidate wrote incorrect
points such as; brainstorming, community and farmers while, another
candidate provided the stages of conducting research as identification of the
problem, formulation of hypothesis, collection of data, data analysis,
testing of hypothesis and record writing, instead of other sources of the
problem for the similar study. Extract 5.1 is a sample of incorrect responses
for question 5.

25
 Extract 5.1: A sample of incorrect responses for question 5.

In extract 5.1, the candidate mentioned the method of collecting data in part
(a), instead of the best research approach which is quantitative research. In
part (b), she/he wrote the technique of selecting samples which is random
sampling, instead of naming the source of data that is primary source. In
part (c), she/he mentioned methods of collecting data that is questionnaire
and observation, instead of identifying two individuals who would be
respondents that were Maize Farmers and District Agricultural Officer. In
part (d), she/he provided the stages of conducting research, instead of six
other sources of research problem for the similar study that are deductive
from theories, literature review, practical issues in society, inductive
theories, ready available problems (example, eruption of diseases, fire,
floods etc.) and information from expert.

26
On the other hand, a total of 66,562 (17.4%) candidates who managed to
score 3.5 to 7 marks were able to answer some parts of the question
correctly. For example, in part (a), some of them managed to identify the
best research approach for a study while, others misinterpreted the question
that led them to write wrong answers. For example, one candidate wrote the
correct best approach as quantitative approach, instead of quantitative
research.

In part (b), most candidates were able to name the main sources of data
provided while, others could not give correct responses. For example, one
candidate wrote the correct main source of data as primary source. In part
(c), most of the candidates managed to identify the two individuals who
would be respondents for the study that were Maize Farmers and
Agriculture Officer.

In part (d), most candidates did not manage to mention the six possible
sources of research problem for the similar study. Some of them provided
correct responses and others mixed correct and incorrect answers. For
example, one candidate wrote District Agriculture Officer and use of
samples.

Further analysis indicated that 7,041 (1.8%) candidates who scored from
7.5 to 11 marks demonstrated adequate knowledge and skills on the subject
matter because they were able to meet the demands of the question. In part
(a) they mentioned the research approach as quantitative approach. In part
(b), they named the main source of data for the study as the primary source
and in part (c), they managed to identify two individuals who would be
respondents for the similar study as Maize Farmers and District
Agriculture Officer.

Moreover, in part (d), they were able to mention other six possible sources
of research problem for the similar study as; deductive from theories,
literature review, practical issues in society, inductive theories, ready
available problems (example, eruption of diseases, fire, floods etc.) and
information from experts. Therefore, strengths of their answers led to
variations in their scores. Extract 5.2 is a sample of correct responses for
question 5.

27
 Extract 5.2: A sample of a correct response for question 5

2.2.4 Question 6: Forces that Affect the Earth’s Surface

The question consisted of two parts (a) and (b). In part (a), the candidates
were required to use well labeled diagrams to show the two stages of rift
valley formation by tensional forces. In part (b), they were required to
explain four benefits of rift valley to societies in Tanzania. The total marks
allocated for this question were 11.

The question was attempted by 338,516 (77.5%) candidates of which,

245,029 (72.4%) scored from 0 to 3 marks, 76,575 (22.6%) scored from 3.5
to 7 marks and 16,912 (5%) scored from 7.5 to 11 marks. The general
performance in this question was poor as only 27.6 percent scored 3.5
marks and above. Figure 3 illustrates the candidates’ performance for this
question.

28
 Figure 3: Candidates’ Performance for Question 6

The analysis indicated that 245,029 (72.4%) candidates who scored from 0
to 3 marks had little knowledge of the features of the Earth’s surface,
particularly rift valley formation by tensional forces.

In part (a), some candidates managed to draw the diagram but failed to
show the two stages of its development while, others drew incorrect
diagram. For example, one candidate drew combined bar and line graphs,
while another candidate drew the diagram, showing the formation of sill
and dyke. Another candidate drew the diagrams that show the formation of
meanders and oxbow lakes.

Further analysis showed that, in part (b) some candidates were not able to
explain four benefits of rift valley to societies in Tanzania while, others
mixed correct and incorrect points. For example, one candidate wrote
irrelevant responses as; rift valley helps in irrigation activities and trading
activities. Extract 6.1 is a sample of incorrect responses for question 6.

29
 Extract 6.1: A sample of incorrect answers for question 6.

In extract 6.1 the candidate drew the diagrams that show the formation of
meanders and oxbow lake, instead of rift valley formation.

On the other hand, 76,575 (22.6%) candidates who scored from 3.5 to 7
marks had moderate knowledge of rift valley formation as a result of
tension forces. They managed to give correct responses in one part of the
question. For example in part (a), some of the candidates were able to draw
30
well labeled diagrams and indicated stages of rift valley formation. Others
failed to respond correctly as the question demanded. For example, one
candidate drew the diagram to show stages of rift valley formation by
compression forces, instead of tension forces. Another candidate drew
incomplete diagram.

Moreover, in part (b) some candidates managed to explain inadequately the

benefits of rift valley to societies in Tanzania. Some mixed correct and
incorrect responses, while others failed to respond correctly as a result they
scored few marks. For example, one candidate wrote four correct answers,
but provided partial explanations to them.

On the other hand, a total of 16,912 (5%) candidates who scored from 7.5
to 11 marks were knowledgeable on the concept of the major features of the
Earth’s surface and how they are formed. Those candidates showed the two
stages of rift valley formation by tensional forces. In part (a), the candidates
were able to draw well labeled diagrams showing two stages of rift valley
formation by tensional forces. Moreover in part (b), they managed to
explain four benefits of rift valley to societies of Tanzania as; research and
studies centers can be available in the valley, can provide sites for tourists
attractions, recreation activities in lakes example, water sports, fishing
activities in lakes which can provide live hood to people, alluvial deposits
from which can provide live hood to people, fertile soil from sediments
deposited by running water, pastures for the animals can be found in the
valley and water for domestic and industrial uses from available lakes in
the rift valley. Strengths of the responses led to the differences in their
scores. Extract 6.2 represents a sample of correct responses for question 6.

31
32
 Extract 6.2: A sample of correct answers for question 6.

2.2.5 Question 7: Photograph Reading and Interpretation

33
The candidates in this question were required to carefully study the
photograph and answer the questions that followed.

The question had five parts (a), (b), (c), (d) and (e). This question required
the candidates in part (a), to name the type of rock seen in the photograph;
(b) to explain the type of photograph by giving two evidences and in part
(c), to suggest the scale of production for the activity taking place with two
evidences. In part (d), the candidates were required to mention the main
economic activity carried out in the area and (e) to mention three outcomes
of the economic activity taking place to the environment. The total marks
allocated for this question were 11.

The question was attempted by 424,299 (97.2%) candidates out of which,

167,222 (39.4%) scored from 0 to 3 marks, 198,223 (46.7%) scored from
3.5 to 7 marks and 58,854 (13.9%) scored from 7.5 to 11 marks. Generally,
the performance in this question was average as 60.6 percent scored 3.5
marks and above.

The analysis showed that 167,222 (39.4%) candidates who scored from 0 to
3 marks failed to respond correctly to some parts of the question due to
insufficient knowledge of photograph reading and interpretation. For
example, in part (a), some candidates named the type of the rock seen in the
photograph, while others provided incorrect type of rock. For example, one
candidate wrote igneous rock, while others mentioned metamorphic rock
instead of sedimentary rock.

In part (b), some candidates were able to provide the type of photograph,
but failed to give two evidences to justify their responses, while others
provided irrelevant types of photograph. For example, one candidate wrote
low oblique photograph because the top and side view are seen clearly and
it covers a large area. Another candidate wrote high oblique photograph as
it shows top view clearly, instead of ground photograph because it shows
the side view of the object, the size of objects near the camera are larger
than those further away, it shows a small area, it shows a general view of
objects and it shows horizon.

In part (c), some candidates failed to suggest the scale of production for the
activity taking place. Others mentioned the scale of production without two
34
supporting evidences. For example, one candidate wrote small scale
production while another one mentioned medium scale of production. The
correct response was large scale production which is evidenced by the
presence of heavy machine (excavator) and a truck.

In part (d), some candidates managed to mention the main economic

activity carried out in the area, while others failed. For example, one
candidate wrote cultivation activities, while another candidate wrote
collection of stones for building purpose, instead of mining or quarrying
activities.

In part (e), some candidates mentioned few correct negative outcomes of

economic activities taking place to the environment while, others provided
incorrect responses. For example, one candidate wrote; death of people and
occurrence of floods while, another candidate wrote shortage of land for
agriculture activities. Extract 7.1 is a sample of incorrect responses for
question 7.

35
 Extract 7.1: A sample of incorrect response for question 7.

In extract 7.1 the candidate wrote sediment rock instead of sedimentary

rock in part (a). In part (b), he/she mentioned oblique photograph, instead
of ground photograph. In part (c), the candidate provided other activities
that were not related to the one seen on the photograph that is;
transportation, communication, navigation and agriculture instead of
mining or quarrying activities. In part (e), he/she wrote over pollution, low
of transportation and communication and low of capital, instead of
pollution, land degradation and diseases (air and water borne) as negative
outcomes of the economic activity taking place to the environment.

On the other hand, the candidates’ responses showed that 198,223 (46.7%)
candidates who had average scores (3.5 to 7 marks) were able to answer
some parts of the question correctly. In part (a), some candidates managed
to name the type of rock seen in the photograph, while others failed. For
example, one candidate provided correct type of rock as sedimentary rock.
36
In part (b), some candidates managed to explain briefly the types of
photograph with supporting evidence. However, others wrote ground
photograph with evidence. For example, one candidate wrote; Ground
photograph because horizon is seen clearly. Moreover, in part (c) some
candidates managed to suggest the scale of production for the activity
taking place, without giving any evidence. For example, one candidate
wrote the correct answer mining activities, which are practiced at large
scale level. Other candidates did not attempt this part of the question.

In part (d), some candidates provided correct responses of the main

economic activities carried out in the area while, others provided incorrect
economic activities. For example, one candidate wrote mining activities,
and another one provided incorrect answer collection of building materials.
In part (e), some of the candidates mentioned few correct negative
outcomes of the economic activity-taking place to the environment and
others mixed correct and incorrect responses. For example, one candidate
wrote occurrence of resettlement and land degradation.

Further analysis indicated that the 58,854 (13.9%) candidates who scored
from 7.5 to 11 marks demonstrated adequate knowledge and skills on the
subject matter. The analysis shows that most of the candidates in this
category, managed to read and interpret the photograph given. In part (a),
the candidates were able to name the type of rock seen in the photograph as
Sedimentary rock. In part (b), they explained briefly the type of photograph
by giving two evidences to support the answer as; ground photograph
because it shows the side view of the object, the size of objects near the
camera are larger than those further away, it shows a small area, it shows
a general view of objects and it shows horizon.

Furthermore, in part (c), the candidates managed to suggest the scale of

production for the activity taking place with two evidences as; large scale
mining due to the presence of Earth moving machine and a truck. In part
(d), they were able to mention the main economic activity carried out in the
area as mining or quarrying or excavating or extracting activities.

On top of that, in part (e), the candidates managed to mention the three
negative outcomes of the economic activity taking place to the environment
as; pollution, land degradation, diseases e.g. air and water borne disease
37
during rainy season, loss of biodiversity and deforestation. The quality of
their responses influenced variations in their scores. Extract 7.2 is a sample
of correct answers for question 7.

Extract 7.2: A sample of correct answers for question 7.

38
2.3 SECTION C: REGIONAL FOCAL STUDIES

2.3.1 Question 8: Tourism Industry

The question required the candidates to explain lessons that Tanzania

tourism has to learn from Switzerland to improve the sector more by giving
six points. The total marks allocated for this question were 15.

The question was attempted by 390,487 (89.5%) candidates, where 151,202

(38.7%) scored from 0 to 4 marks, 146,971 (37.7%) scored from 4.5 to 9.5
marks and 92,314 (23.6%) scored from 9.5 to 15 marks. The general
performance in this question was average because 61.2 percent scored 4.5
marks and above. Figure 4 illustrates the candidates’ performance for this
question.

Figure 4: Candidates’ Performance for Question 8

The analysis of the candidates’ responses indicated that, 151,202 (38.7%)

candidates scored from 0 to 4 marks. This implies that they had poor
knowledge and skills on the concepts of tourism specifically on the factors
for the development and growth of tourism in Switzerland. The analysis
showed that some of them failed to meet the demands of the question, as
they provided incorrect responses. Others managed to provide relevant
introduction of tourism but failed to provide correct explanations on how
39
Tanzania should improve tourism industry. For example, one candidate
wrote inadequate introduction and incorrect points as; to improve
international relationship, protecting the wild animals, provision of
education and proper water crisis management. Another candidate
explained factors which hinder development of tourism in Tanzania as; lack
of good transport and communication, lack of government support, lack of
enough capital and lack of market instead of focusing on the lessons that
Tanzania has to learn from the Switzerland’s tourism sector. Another
candidate provided relevant introduction, but wrote incorrect points as;
source of unemployment, source of foreign currency and source of income.

Moreover, some candidates failed to provide relevant introduction and

conclusion, but they mixed correct and incorrect answers. For example, one
candidate wrote; increase of foreign currency, government support and
source of employment, marketing, publicity and hospitality. Extract 8.1 is a
sample of incorrect responses for question 8.

40
41
 Extract 8.1: A sample of incorrect responses to question 8.

In extract 8.1, the candidate explained the factors which hinder the
development of tourism industry which are shortage of capital, poor
infrastructure, poor government support, poor energy supply and poor
climatic condition. He/she was to provide lessons that Tanzania tourism has
to learn from Switzerland to improve the sector.

Furthermore, a total of 146,971 (37.6%) candidates who scored average

marks (4.5 to 9.5) had moderate knowledge about tourism specifically on
the factors for the development of tourism in Switzerland; hence they were
able to give few correct responses. Some candidates were able to provide
relevant introduction, inadequate explanations of points with relevant
conclusions. Others presented relevant introduction and conclusions, but
they mixed correct and incorrect answers. For example, one candidate
wrote; marketing, publicity, provides development to the country and
provides employment opportunity as a result she/he scored few marks.
42
Another candidate provided relevant introduction, but explanations of the
points were insufficient such as; advancement in communication and
transportation network, good accommodation, hospitality, good market,
good infrastructure and peace and stability. Those responses show
that the candidate lacked sufficient knowledge of tourism sector.

Further analysis revealed that 92,314 (23.6%) candidates who scored from
10 to 15 marks. They showed sufficient knowledge about the factors for the
development of tourism industry in Switzerland. They understood the
demands of the question, as they provided good introduction such as;
Tourism is one among the important economic sectors in Switzerland and
Tanzania. But there is difference in level of tourism development between
the two countries where as tourism is more successful in Switzerland than
in Tanzania despite the presence of numerous tourists attractions in the
country. Most candidates in this group managed to explain the lessons that
Tanzania tourism sector has to learn from Switzerland so as to improve the
sector more. Examples of their points were: marketing and publicity,
develops and expands tourist attractions, promote hospitality, training in
tourism, improvement of infrastructures, stable political system and
neutrality and promote domestic tourism. The strengths of their responses
led to variations of their scores. Extract 8.2 is a sample of correct responses
for question 8.

43
44
Extract 8.2: A sample of the correct answers for question 8.

45
2.3.2 Question 9: Human Population

The candidates were required to justify the statement that ‘migration is

caused by both pull and push factors’ by using six points. The total marks
allocated for this question were 15.

The question was attempted by 362,469 (83.0%) candidates whereby

70,474 (19.4%) scored from 0 to 4 marks, 144,684 (40%) scored from 4.5
to 9.5 marks and 147,311 (40.6%) scored from 10 to 15 marks. The general
performance in this question was good because 80.6 percent scored 4.5
marks and above. Figure 5 illustrates the candidates’ performance in this
question.

Figure 5: Candidates’ Performance for Question 9

The analysis showed that 70,474 (19.4%) candidates who scored from 0 to
4 marks lacked knowledge of the subject matter. Some provided irrelevant
responses which were contrary to the demands of the question. Other
candidates provided correct introductions, but they mixed correct and
incorrect responses with relevant conclusion. Moreover, some candidates
misinterpreted the question’s demand; therefore, they wrote incorrect
responses. For example, one candidate provided the following responses;
population increase, death and birth rate. Other candidates provided
incorrect responses which were neither pull nor push factors for migration.
46
For example, one candidate mentioned incorrect responses which describe
the types of settlement patterns such as nuclear, linear and scattered
settlement patterns. Extract 9.1 is a sample of incorrect responses for
question 9.

Extract 9.1: A sample of incorrect responses for question 9.

47
In extract 9.1, the candidate explained the benefits of migration such as; it
gives good communication, it help to get raw materials, it brings
cooperation and it is a source of home, instead of the pull and push factors
which cause migration.

Furthermore, a total of 144,684 (40%) candidates who scored average

marks (4.5 to 9) were able to understand the demands of the question, and
had moderate knowledge of the topic tested. The analysis showed that some
candidates in this category explained the causes of migration correctly, but
they failed to explain all the required points as the question demanded.
Others managed to give relevant introductions, but mixed correct and
incorrect responses. For example, one candidate provided relevant
introduction and explained the responses inadequately such as; relief,
climate factor, soil factor, availability of natural resources, pests and
diseases and political stability without providing relevant conclusion.

Further analysis indicated that 147,311 (40.6%) candidates scored from 10

to 15 marks. These had adequate knowledge of the concept of migration
particularly the causes of migration. The analysis showed that, they were
able to provide relevant introductions as; Migration is the movement of
people from one area or region to another which result in changes of
resistance. The movement involves either temporary or permanent change
of residence. When people move from one place to another within a county
for instance from Dodoma to Njombe it is called internal migration but
when people for instance move from Burundi to Tanzania is termed as
international migration. Moreover, those candidates explained the causes
of migration such as; availability of land, climatic condition, relief,
presence of natural resource, natural hazards, pests and diseases, political
stability, social services, availability of work, political freedom and hope of
wealth. Also they managed to provide relevant conclusion. However,
candidates’ varying abilities to explain the responses led to variations in
their scores. Extract 9.2 is a sample of correct responses for question 9.

48
49
Extract 9.2: A sample of correct answers for question 9.

50
2.3.3 Question 10: Elementary Surveying and Map Making

The candidates were given the scenario that ‘the Form Three students were
told by their Geography teacher to perform a survey activity around the
school compound’. From the scenario they were required to explain eight
pre survey activities they need to consider. The total marks allocated for
this question were 15.

The question was highly skipped as it was attempted by only 46,865

(10.7%) candidates of which, 35,851 (76.5%) scored from 0 to 4 marks,
8,940 (19.1%) scored from 4.5 to 9.5 marks and 2,074 (4.4%) scored from
10 to 15 marks. The general performance on this question was weak
because 76.5 percent of the candidates who attempted this question scored
below average pass mark. Figure 6 illustrates the candidates’ performance
for this question.

Figure 6: Candidates’ Performance for Question 10.

The analysis of candidates’ performance indicated that 35,851 (76.5%)

candidates who scored from 0 to 4 marks had insufficient knowledge and
skills on the concept of survey, particularly on pre-survey activities. The
analysis indicated that most of those candidates were not able to provide
the correct responses according to the demands of the question. Few
candidates managed to give relevant introductions, and outlined few correct
51
responses. Others mixed correct and incorrect responses without providing
introduction and conclusions. For example, one candidate explained the
types of survey as; chain survey, leveling, plane table survey and prismatic
compass survey. Another candidate mentioned the instruments used in
leveling as; leveling staff, spirit level, tripod stand, abney level, and
surveying band instead of pre-survey activities that are; identification of an
area, preparation of survey budget, determination of the objective of the
survey , ask for permission from the responsible authority of the area etc.
Extract 10.1 is a sample of incorrect responses for question 10.

52
 Extract 10.1: A sample of incorrect responses for question 10.

In extract 10.1, the candidate explained the instruments used in chain

survey which are chain, note book, ranging poles, arrows, tape, cross staff,
pegs and surveyors band, instead of pre-survey activities.

On the other hand, a total of 8,940 (19.1%) candidates who scored average
marks (4 to 9) demonstrated moderate knowledge and skills on the concept
of survey. Their responses showed that, they were aware of the procedures
to be followed before the actual survey, though they failed to give clear
elaborations. Few candidates gave relevant introductions, but mixed correct
and incorrect points. Others provided irrelevant introductions, then
provided few pre survey activities with partial conclusions. For example,
one candidate provided incorrect points as; formulation of hypothesis,
testing of hypothesis and writing of the report. Such a candidate failed to
recognize that these are among the stages of conducting research. Another
candidate wrote; choose types of clothes according to the weather of that
area, ensure your security, should know the language of that area and
should be familiar with the sample.

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Further analysis showed that about 2,074 (4.4%) candidates who scored
from 10 to 15 marks demonstrated adequate knowledge and skills on the
subject matter, specifically on the pre survey activities. They were able to
provide relevant introductions as; Survey is a science of measuring and
recording distance, angles and heights on the Earth’s surface to obtain
which accurate plans and maps are made. They managed to explain eight
pre – survey activities as; identify the survey area, prepare survey budget,
determine the objectives of the survey, ask for permission from the
responsible authority of the area you want to survey, prepare survey
equipment or tools, time duration, prepare a survey team and prepare pre
survey visit or reconnaissance. They ended up with relevant conclusions.
However, their marks varied due to differences in capabilities of explaining
relevant responses as the question demanded. Extract 10.2 is a sample of
correct responses for question 10.

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55
56
 Extract 10.2: is a sample of correct responses for question 10.

3.0 ANALYSIS OF THE CANDIDATES’ PERFORMANCE IN EACH

TOPIC
The analysis of candidates’ performance in each topic shows that the
candidates had good performance in 01 out of 17 topics. The topic with
good performance was Human Population (80.6%).

The performance of the candidates was average in the topics of Tourism

Industry (61.2%), Photograph Reading and Interpretation (60.6%),
Agriculture (58.5%), and the topics of The Solar System, Structure of the
Earth, Forces that Affect the Earth’s Surface, Soil, Climate and Natural
Regions, Weather, Sustainable Use of Power and Energy Resources,
Sustainable Mining, Environmental issues and Management which were
measured in question number one had 56 percent.

However, the weak performance was found in five topics of Application of

Statistics (29.5%), Forces that Affect the Earth’s Surface (27.6%),
Elementary Surveying and Map Making (23.5%), Introduction to Research
(19.2%) and Map Reading and the topic of Map Interpretation which had
the weakest performance of 3.6 percent. The performance of the students
by topic is summarized in the attached appendix.

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4.0 CONCLUSION

The analysis of individual questions indicated that the general

performance of Geography subject in the Form Four (CSEE) 2020 was
average. The level of performance has improved in relation to that of
2019. Some candidates answered the questions correctly though many
candidates had poor performance in the topics of Application of Statistics
(29.5%), Forces that Affect the Earth’s Surface (27.6%), Elementary
Surveying and Map Making (23.5%), Introduction to Research (19.2%)
and the topic of Map Reading and Map Interpretation which had the
weakest performance of 3.6% as marked by the red colour in the appendix.
The reasons which might have contributed to low performance in those
topics were inability to understand the demands of the question, lack of
basic knowledge of the subject matter, and lack of knowledge of
mathematical skills.

5.0 RECOMMENDATIONS

In order to improve the performance of candidates in Geography subject,

the following are recommended;

(a) Teachers should put more efforts on teaching the topics of Forces
that Affect the Earth’s Surface and Elementary Surveying and Map
Making because their performance is decreasing yearly. The topic
of Forces that Affect the Earth’s Surface requires study tours where
by the students will be able to learn by observing different relief
features found on the Earth’s surface. Moreover, the topic of
Elementary Surveying and Map Making should be taught through
performing practical field study so that the students can merge
theory and practiced work.

(b) Teachers should lead the students to do library research and subject
projects in order for them to learn practically how researches are
conducted in the topic of Introduction to Research as well as
enhancing teachers’ close supervision when performing practical
works.

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(c) Students should be given many exercises concerning the topic of
Map Reading and Map Interpretation so that they can be able to
read, interpret, measure and calculate.

(d) Teachers are advised to adhere to the principles of conducting

competence based continuous assessment in teaching and learning
process in the classroom. This will help the students to build self
confidence in any assessment because they will be familiar with
necessary terms used in assessments items, and identifying the
demands of the questions.

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 Appendix
Summary of the Candidates’ Performance per Topic

S/N Topic Question Percentage of the Remarks

Number candidates who
scored 30% and
above
1. Human Population 9 80.6 Good

2. Tourism Industry 8 61.2 Average

3. Photograph Reading and 7 60.6 Average
Interpretation
4. Agriculture 2 58.5 Average

5. The solar System, Structure of 1 56 Average

the Earth, Forces that Affect
the Earth’s Surface, Soil,
Climate and Natural Regions,
Weather, Sustainable Use of
Power and Energy Resources,
sustainable Mining and
Environmental issues and
Management.
6. Application of statistics 4 29.5 Weak

7. Forces that Affect the Earth’s 6 27.6 Weak

Surface
8. Elementary Surveying and 10 23.5 Weak
Map Making
9. Introduction to Research 5 19.2 Weak

10. Map Reading and 3 3.6 Weak

Interpretation

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