1

THE EFFECTS OF FREE EDUCATION POLICY ON STUDENTS

ACADEMIC ACHIEVEMENT IN BAGAMOYO DISTRICT

By

ROSEMARY KASHINDYE MICHAEL

BSC/CB/T.22/014
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A Research Report Submitted in Partial Fulfillment of the Requirement for the Degree

of Bachelor of Science with Education at Marian University College

(MARUCO).

November 2024
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CERTIFICATION

The undersigned certifies that he has read and hereby

recommends for acceptance a research proposal entitled
EFFECTS OF FREE EDUCATION POLICY ON STUDENTS ACADEMIC
ACHIEVEMENT IN BAGAMOYO DISTRICT in partial fulfillment of
the requirements for the Bachelor of Science with Chemistry and
Biology at Marian University College (A Constituent College of
St. Augustine University of Tanzania)

Mr. Mdoe

……………………………

(Supervisors Signature)

Date……………………
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DECLARATION

I, ROSEMARY K. MICHAEL, hereby declare that this research is my own original

work and that it has never been presented and will not be presented to any other

University for a similar or any other degree award.

Signature_________________________________

(Student)

Date___________________________________________

DEDICATION

This work is dedicated to my parents who always made and still

are, making sure that I inherit education and other useful values
that are styled in a manner that will make me wise’ spiritually
equipped and responsible person in the society. For this and
many other reasons I am heavily indebted to them and so they
equally deserve this dedication.

ACKNOWLEDGEMENT
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All praise and glory be to the Almighty God, the maker of the
universe. Endless praises be to God for giving me opportunity
to study in this

University and successful accomplished by research proposal. I

would like to express my sincere gratitude and appreciation to
the following individuals who have contributed to the
development and success of this research proposal. firstly, to
my supervisor, Mr. Mdoe, for his invaluable guidance, expertise,
and mentorship. His feedback and insightful suggestions have
greatly shaped this research proposal. Also I would like to
thank Rev Dr. Ruvahofi Elias, for imparting me with theoretical
knowledge about research as it assisted me towards the
successful conduction of this study after knowing what should
be done during research conduction.

Also I am deeply grateful to my Mother, Theresia Isack for her

unwavering support and encouragement throughout my
academic journey. Her believe in my capabilities has been
constant source of inspiration I would like also to extend my
heartfelt thanks to my lovely Brother, Bernard Elias, for his
unconditional love, patience and understanding. His continuous
support has been a crucial in enabling me to pursue my
academic goals. I want to acknowledge my classmates, whose
collaborative sprit and contributions have played a significant
role in shaping my research ideas in development of this
research proposal.
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ABSTRACT

This study was about the assessment of the effects of free Education Policy on Students’

Academic Achievement in bagamoyo district Public secondary schools, conducted at

Bagamoyo

district in Pwani Region from Kingani and Bagamoyo secondary schools. The study

was guided by the specific objectives that aimed to assess the implementation of free

Education Policy in student's Academic Achievement in Bagamoyo district Public

Secondary schools, to examine the challenges facing implementation of free Education

Policy in Student's Academic Achievement in Bagamoyo district Public Secondary

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schools and to find out the solutions to overcome the challenges that hinder effective

implementation offree Education Policy in Bagamoyo distric t Public Secondary

schools. The study involved 40 students and 20 teachers and 2 head of schools from

selected sampled schools. Simple randomly and purposive type of sampling procedures

were used to get the mentioned informants. The study used cross section survey design,

and mixed approach. Questionnaire, interview and observation were used in collecting

the data.The study recommend that the government should increase more fund which

will help to improve the school infrastracture through building schools, tables and desks

which will help students to study in good condition that will improve their accademic

performance hence good implementation of free education in secondary school .

LIST OF ABREVIATION

ETP Educational Training Policy

FFE Free Fees Education

FFSE Free Fees Secondary Education

FSE Free Secondary Education

MOE Ministry Of Education

SPSS Statistical Package for Social Science

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TABLE OF CONTENTS

CERTIFICATION................................................................................................................i

DECLARATION.................................................................................................................ii

COPYRIGHT.....................................................................................................................iii

ACKNOWLEGMENT.......................................................................................................iv

DEDICATION.....................................................................................................................v

ABSTRACT.......................................................................................................................vi

LIST OF ABREVIATION................................................................................................vii

LIST OF FIGURES...........................................................................................................xii

LIST OF TABLES.............................................................................................................xii
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CHAPTER ONE..................................................................................................................1

INTRODUCTION AND BACKGROUND INFORMATION...........................................1

1.1 Introduction....................................................................................................................1

1.2 Background of the Study...............................................................................................1

1.3 Statement of the Problem...............................................................................................3

1.4 Research objectives........................................................................................................3

1.4.1 General Objective.......................................................................................................3

1.4.2 Specific Objectives......................................................................................................4

1.5 Research Questions........................................................................................................4

1.6 Significance of the Study.............................................................................................5

1.7 Scope of the Study.........................................................................................................5

1.8 Limitations of the Study.................................................................................................6

1.9 Definition of term……………………………………………………………………6

2.0 CHAPTER TWO............................................................................................................7

2.1 Introduction of the chapter………………………………………………………….

2.2 Theoretical literature review.................................................................................7…….

2.3Empirical literature review.............................................................................................8

2.3.1 Impacts of free education on students academic perfomances................................9

2.3.3 Solutions for the effects of free education on the students academic
perfamances22.2 2.4 Reserach gap.........................................................................................15

3.0 CHAPTER THREE

3.1Introduction of chapter..................................................................................................17

3.2Research approach.......................................................................................................17
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3.3 Rsearch design.............................................................................................................19

3.4 Area of the study........................................................................................................20

3.5 Target population.........................................................................................................20

3.6Sample and sampling techiniques.................................................................................21

3.7Data collection methods................................................................................................21

3.8 Data analysis plan........................................................................................................21

3.9 Ethical consideration....................................................................................................21

3.10 APPENDEX...............................................................................................................21

3.11 REFFERENCES........................................................................................................22
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LIST OF FIGURES

Figure 2.2 Conceptual Framework Showing, independent, and Dependent variables

x
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CHAPTER ONE

INTRODUCTION AND BACKGROUND INFORMATION

1.1 Introduction of the chapter

The Study focused on the Effects of Free Education Policy on Students’ Academic Achievement

in Bagamoyo district Public Secondary Schools. This chapter comprised background of the

problem, statement of the problem, purpose of the study, general objectives, specific objectives,

research questions, significance of the study, scope and delimitation of the study, definition of

the key terms, literature review, methodology an analytical framework, theoretical orientation,

references, budget and work plan.

1.2 Background of the Study

Free education policy is an important element in education system as it ensures high number of

students at secondary schools (Kataya, 2014). This is because students join schools freely

without any fee to pay. If the high number of students join schools means this will help to reduce

the number of ignorant people in the society. This argument it further supported by (Odinga,

2016). In improving students’ academic achievements in secondary schools, in November 27,

2015, the Tanzania government planned on new circular which explains the implementation of

free education policy of 2014 and directs bodies to issue secondary education for all children.

The planned circular covered all forms of fee and contribution. Most fees are covered including

exam fee; some direct cost will still remain for example, sport uniforms and learning materials

such as exercise books and pens.

The free education policy targets children studying in public secondary schools (form one to

form six). Before the release of new circular 2015, ordinary level students studying in day

schools were paying 20,000 shillings’ fee while those in boarding were paying 40,000 shillings.
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Over 18 billion disbursed for month of January 2016 and distributed directly to bank account in

all schools across the country. The government set aside a total of 13 billion to implement the

promised free fee education.

According to the prime minister of Tanzania Honorable Kassim Majaliwa’s speech of January

2016, the free education money for ordinary secondary education level will cover national

examination fees for the form two and form four students (10,000 shillings for form two and

50,000 shillings for form four at ordinary level students). General office expenditure 35% of

money brought according to the number of students present. General academic progress 30%

Academic office for internal examination, quizzes and tests 15% First aid kit and relating health

care for female students 10%, minor works 10%. This implies that general office expenditure

includes identification cards for students, scheme of work, lesson plan, electricity costs, security,

water bills and head of schools’ motivation not exceed 10% of that money. Academic office

money including buying rims, chalks, manila cards to improve academic activities. The

immediate impact of free education scheme is that it has accelerated students’ environment and

reduces teacher student conflict over fee collection and teacher versus school over expenditure.
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1.3 Statement of the Problem

Tanzania government established free Education policy in 1963 in order to ensure the Access to

education service. However, government of Tanzania under Late president John Pombe

Magufuli 2014 reestablish policy of free Education to secondary in order to increased access to

education as well as to increase the number of enrollment of secondary schools for instance total

enrolment in secondary schools (I-VI) increased by 8.8% from 2,148,466 students in 2018 to

2,338,457 in 2019. This includes enrolment in Government secondary schools (2,023,205) and

Non-Government secondary schools (315,252). The enrolment in government secondary schools

increased by 11.5% while there was a decrease of 5.6% in Non-Government secondary schools.

The drop in Non-Government schools can be attributed to fee-free basic education in public

schools, which could be attracting students to Government schools. The intention of the

Government is to ensure that all primary school leavers who pass the PSLE get a chance to

attend secondary education.

1.4 Research objectives

1.4.1General Objective

To determine the effects of free education on student's Academic Achievement in Bagamoyo

district Public Secondary schools.

The research was conducted in Bagamoyo because the researcher who concerning effect of free

education policy in Bagamoyo there were few research studied in this district
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1.4.2 Specific Objectives

i. To assess the implementation of free education policy in student's Academic achievement

in Bagamoyo Public secondary schools

ii. To examine the challenges facing implementation of free education policy in student's

Academic achievements in Bagamoyo Public Secondary schools

iii. To find out the solution to overcome the challenges that hinder effective implementation

of free education policy in student's Academic Achievements in Bagamoyo district Public

Secondary schools

1.5 Research Questions.

This study was covered the following questions:

i. To what extent does free education policy implementation effectively improve students’

academic achievement in Bagamoyo secondary schools?

ii. What are the challenges that hinder effective implementation of free education policy in

relation to students’ academic achievement in Bagamoyo district secondary schools?

iii. What should be done to overcome the challenges that hinder effective implementation of

free education policy in Bagamoyo district secondary schools?

1.6 Significance of the Study

The findings of the study may create awareness to the government, education officers, head of

schools and other leaders on the various effects of implementing Free Fee Secondary Education

in ordinary public secondary schools. Thus, establish measures enhancing the effectiveness of

Free Fee of Secondary Education. The information generated by this study may be used by the

policy makers to address areas in schools or in the entire education system that may be a cause of

inefficiencies by coming up with new policies

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The study findings may also be helpful for the researchers to add more knowledge on the already

existing literatures concerning free education policy in Tanzania and therefore, fill the gap

regarding the effects of implementing the policy

The findings of this study will contribute on the addition of source of knowledge to the

educators, learners and educational stakeholders in solving problems as well as in providing

techniques of motivating students and teachers to create positive attitude towards free education

policy. Secondary schools are found and help a researcher to get data at right time and it reduce

cost during the collection of data, the study conducting in public secondary schools because the

policy is being implemented only in public secondary schools.

1.7 Scope of the Study

The study was conducted in Bagamoyo district and it focused on the Effects of Free Education

Policy in Students’ Academic Achievement in Kingani and Bagamoyo secondary public Schools.

The study reflected on the perception of teachers and students on the free education system and it

was conducted in two (2) public secondary schools as representative of other secondary schools

where students and teachers have different perception on free fee education. The reason of

conduct this study in Bagamoyo district is because it is where most of those public secondary

schools are found and helped a researcher to generate data at right time and it reduced cost

during the collection of data, the study was conducted in public secondary schools because the

policy is being implemented only in public secondary schools.

1.8 Limitations of the Study

The researcher faced several challenges on time during data collection because the time allocated

for data collection was not enough also the researcher may face financial problem due to location
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that the sample schools are located separately far from one another, thus there was financial

problem. Also the respondents unwilling to cooperate thus the wrong information provided

during data collection process.

1.9 Definition of the Terms

Free: Costing nothing in term of money.

Education: The wealth of knowledge acquired by an individual after studying particular

subject matter or experiencing life lesson that provide understanding a thing.

Policy The basic principle by which a government is guided.

Achievement Something done successfully with a certain effort or skill

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CHAPTER TWO

LITERATURE REVIEW
2.1 Introduction of the chapter
The literature review chapter serves as a critical component of the research proposal, providing

an overview and analysis of existing scholarly works related to the research topic. It offers a

comprehensive understanding of the current knowledge, theories, concepts, and gaps within the

field, thereby laying the foundation for the proposed study. By synthesizing and evaluating

previous research, the literature review chapter aims to establish the significance and relevance

of the proposed research and to guide its theoretical framework and methodology. Through an

exploration of key themes and findings, this chapter aims to contribute to the existing body of

knowledge and offer a solid basis for the subsequent research chapters

2.2 Theoretical literature review

Social learning theory of modeling (Bandura, 1965) showed how cognitive factors influenced

development, but he confirmed his approach to behavioral tradition. Bandura believe that

cognitive development alone cannot explain changes in behavior in childhood and believe that

learning process is primarily responsible for children development where learn from others.

Bandura claimed that child learning is heavily reliant on observation that do observe and model

themselves. So Bandura claimed that the child who has seen his or her parents being kind and

caring, giving to charity, caring for the environment, being kind to animals will tend to be the

same. However, the child who has seen the problems faced with violence, argument occurring,
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wrong doing being punished by hitting, will to grow up to be more aggressive. They learnt violet

ways of addressing the world.

2.2.1 The Educational Theory

Dewey (1938) persuaded a study on experience education. He puts forwards in experience and

education, and to be more precise, we are focusing on Dewey’s principles of interaction and

continuity. In experience and education, He maps out what he means by an experience and what

it takes for an experience of student that results from the interaction between the student and the

environment.

Also Dewey explains the factors that affect students’ experience include those that are “internal”

to the student and those that affect that are “objectives part of environment”. The emphasis on

the student-oriented learning and the need for higher precision and clarity in design of curricular

process are transparent and clarify a challenge for all participants in education. The relevance of

this theory in this study is that students improve their academically when they are motivated

regarding their progress and how to help them in some difficulty cases at home and when they

are in school, encouraging and providing positive reactions to their grades that student receives.

Not only that but also hand to hand support from the parents can bring positive results to their

children in improving their academic progress.

2.2.2 The Environmentalist Theory

B.F. Skinner, John Watson and Albert Bandura (1997) conducted a study on learning

environmentalist by using observation and measurable acts as the starting points for scientific

study of human behavior. The objectives are to induce science to solve most complex behavior

among students and to identify the influence on the field of personality no less important on
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psychology. Environmentalist believes that the child’s environment shapes learning and

behavior. Human behavior, development and learning are thought of as reactions to the

environment’s relevance to this study. This encourages learning behavior to their children, as a

result this assumes success to their schooling. Therefore, the behavior of any organism is lawful,

because human behavior results from identifiable variables that completely determine behavior,

so human personality is measurable and can be controlled.

2.2.3 Increased Access to Secondary Education

Provision of FFE in secondary schools is considered as important plan in increasing access to

secondary education (Muhindi, 2012, p. 65). Inability to pay school fees by parents especially

those coming from poor families has been limiting many children from accessing secondary

education (Kattan, 2006, p. 34). As a result, parents were forced to make hard decisions on

which children should be sent to school based on their income. Therefore, the extension of

providing basic education to secondary education increases access to education but also allows

students to get basic knowledge which they can employ in improving their lives (Paraide, 2015,

p. 52).

In various countries where school fees have been abolished there has been a massive increase in

students’ enrolment. For instance, in countries such as Indonesia, provision of free basic

education has increased access to education. There has been improvement of student’s enrolment

in junior secondary schools and that the net enrolment increased from about 59 percent in 2001

to about 77 percent in 2013 and the gross enrolment rate from about 76 percent in 2001 to about

97 percent in 2013 (Asian Development Bank, 2015, p. 105).

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Ndolo and Simatwa (2016, p. 26) observed that the total enrollment in Kenyans secondary

schools nationally rose by 10 percent from about 2.1 million in 2013 to about 2.3 million in

2014. Gross enrolment rate increased from about 54 percent in 2013 to about 58 percent in 2014

as a result of implementing FSE. Moreover, Ronald (2013, p. 40-41) revealed that access to

secondary education among the poor had increased as well as the high demand for higher

education due to the increase in the number of graduates. Asankha and Takashi (2011, p. 3-6)

found that the introduction of USE in Uganda increased access to secondary education among

girls especially those from poor families. Before USE, it was revealed that financial constraints

limited many parents from sending their daughters to schools. Hence, boys were given priority to

study and girls stayed at home doing domestic chores. Therefore, USE removed those barriers

and parents were now able to send their daughters to schools. It was further revealed that half a

million secondary school children in Uganda are reported to study under the USE policy in some

1471 schools. This has been considered as a major improvement in terms of access to secondary

education. Similarly, it was indicated that, the total enrolment in lower secondary schools in

Uganda improved from 814,087 in 2006 to 1,362,789 in 2013 (Masuda & Yamauchi, 2018, p. 6).

Haki Elimu (2017, p. 21) showed that as a result of the coming of FFSE in Tanzania, the

enrolment of form one students in public secondary schools rose for about 45 percent from

372,719 in 2015 to 538,826 in 2016 since the policy started being implemented. The study

further indicated that the chances for the poor to attain secondary education have increased due

to the reduction of the costs of education. However, although the abolition of school fees

enhances access to secondary education by cost reduction to parents, but may still act as a barrier

for poor and vulnerable children to access education. This is because of various expenses that
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parents are required to meet such as buying uniforms, textbooks and paying for transport (haki

Elimu, 2017, p. 7).

Kattan (2006, p. 34) indicated that there were so many obstacles faced by the poor in accessing

education. One of the greatest obstacles was the cost of education such as school fees, which

denied many children their right to access education opportunities especially those from poor

families, orphans, girls, disabled and other disadvantaged groups. Therefore, the policy of free

secondary education has helped to ensure access to secondary education among the poor and

marginalized populations. Moreover, the study indicated that the policy of free education has

minimized the gap in enrolment between the poor and non-poor children in public schools,

where the poor are now being more enrolled in schools than it was before. Muchiri, (2012, p.

xiv) sees FSE as a blessing to many people and an important step in reducing education costs in

secondary schools. Furthermore, he revealed that in ensuring every child gets access to

education, the bursary scheme was created by the Kenyan government. The aim was to provide

financial assistance to economically and socially needy students in all public secondary schools.

Moreover, Paraide (2015, p. 52) explained that the provision of FFE provides opportunity for

children from poor economic backgrounds to receive at least basic education. The basic

knowledge obtained by attending the basic education will help them to improve their lives even

if they don’t proceed with higher education.

The strength of the theory.

The theory that has given is an accurate picture of the way behavior is learned. A further straight

was the cognitive element of Bandura’s theory because it offers a way to eventually integrate the

learning theory and cognitive development approaches.

The weakness of the theory.

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There was much emphasis placed on what happens to the children rather than what the child does

with the inform action he/she has. Second, the theory does not take into account the actual

development changes (physical and mental) that occur as a child matures.

2.2 The Conceptual Framework

The conceptual frame work explained the relationship present among the interlinked concept and

connections between variables and the effects of independent and dependent variables related to

the theory (Remy, 1987). As it seen in figure 2.1 presents the conceptual framework. It shows the

dependent and independent variables, which were explained about, free education towards

students’ academic achievements.

Figure 2.2 Conceptual Framework Showing, independent, and Dependent variables

Independent Variables. Dependent Variables.

REWARDING

TEACHING &
LEARNING
MATERIALS
ENCOURAGE
FROM TEACHERS
STUDENTS
PROVISION OF ACHIEVEMENT
COUNSELLING INFLUENCED BY
SERVICE FREE EDUCATION

COMPETENT
TEACHERS

SCHOOL
ENVIRONMENT
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PARENT
SUPPORT

The figure (2.2) clearly explained how the free education policy can influence students’

academic achievements. Once the school environment will be conducive to students, all the time

and academic achievements will raise, due to the presence of teaching and learning facilities,

enough classes, encourage from teachers, competent teachers, provision of counseling to

students, rewarding to both students and teachers in term of good performance and parents

support to school developments these factors can lead to positively changes of students’

achievements.

2.3 Empirical literature review

This part explained about international and local reviews of the study, the reviews of empirical

study are like Annisia (2015), TAMISEMI (2015), TWAWEZA (2016) and Haki Elimu (2017).

2.3.1 The impacts of free education policy on students’ academic achievement

Annisia (2015) in Korogwe, Tanzania focused on parental involvement and its effects on

students’ academic achievements. The study was guided by four objectives to relate parents’

level of education with students’ academic achievements to identify how parents’ income

influences the students’ academic achievements. The study employed sequential mixed method

design and it used interview and questionnaire technique to collect data to inform the audience.

This technique was also completed by observation and document. The study shows the majority

of parents with low education were less responsible for children schooling which have led to

their poor achievements. Moreover, low income of parents made them unable to provide

sufficient home needs and school requirements for their children, most of the parents were not
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attending school meetings. Not only that but also most of the students were involved in various

domestic activities which consumed most of them learning time. The students and the school will

benefit if parents bring positive support in establishing home environments that foster children’s

growth and learning resulting to academic improvement through focus of their children needs.

2.3.2 The Challenges that Hinder Effective Implementation of Free Education Policy in

Relation to Students’ Academic Achievements

Tamisemi (2015) come up with the challenges. The government and other stakeholders should

conduct country wide, public awareness and make the policy clear, the teachers and parents

including other stakeholders all about the new policy to guide free education. However, the

government has intervened and pledged to address all the shortcomings in the month. The

government should endeavor to find term solutions to teacher’s grievances such as lack of decent

accommodation, lack of promotion, delays of adjusting salaries after being promoted and

accumulation of vacation allowances. The comprehensive awareness would help address quickly

some of the challenges mostly raised by head teachers and parents’ concept of free education.

TWAWEZA, (2016) come up with the challenges in the free education era. The most commonly

reported issued facing school according to parents are lack of teachers [34%], lack of desks

[30%]. Other challenges mentioned include lack of classrooms [13%] and lack of books [7%].

Current among the 8 out of 10 households [80%] with children [90%] of these children attending

public school. Citizen appear to be positive about education quality in government schools in

general. But to what extent the government prepared to control the increase of students in

schools in order to get proper education. Furthermore, corrective efforts embracing the

government, parents and other education sectors, stakeholders should be made to create a

conducive learning environment. This includes collaboration in the construction of classrooms.

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The government concentrates only to increase the number of desks instead of improving of

teaching and learning materials to the students and to employ more teachers to the subjects

which now are the challenge while the number of students increase rapidly.

2.3.3 The Solutions to Overcome the Challenges that Hinder Effective Implementation of

Free Education Policy in Ordinary Level Schools

Haki Elimu (2017) suggested that, currently the government of Tanzania is implementing the

Educational Training Policy (EPT) of 2014 in which it committed to the provision of fee free

basic education financing system. The government contributed part of the running costs and the

rest was not conveyed to parents either by the government or by the school. Circular number 3 of

2016 (URT 2016) of 25 May 2016 very clear unlike circular 6 of November 27, 2015. It clarified

how food for children was to be provided. The circular required parents to cooperate with school

leadership to agree on ways to provide mid-day meals to children in day schools and in hostel in

line with the environment. The aims are to ensure that all school age children have access to

education without hindrance. The parents are required to buy mattresses, bed sheets and items for

personal hygiene for students in schools.

2.4 Research Gap

The researchers who conducted this study did not explain, the extent to which the parents create

conducive family background that encourage learning. They did not clear explain the lack of

necessity resources which tends to affect the children levels of participation in the education

process, the ability to interact with teachers and think critically and their commitment to school.

They did not set the expectations for achievements and future career, values of education and

become involved in their children education. The researchers also did not look on the family

financial ability which determines students’ academic achievements. This study will focus much
 26

on how teaching and learning resources, parents and teachers’ efficiency in influencing free fee

education policy in students’ academic achievement, in developing countries particularly in

Tanzania, Kinondoni district public secondary schools.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction of chapter

This section explained different research design, a plan that will guide a researcher in the process

of collecting, analyzing and interpreting data as it provided a conceptual structure within which

research conducted and sampling procedures. In most case the researcher will not permit to study

all possible members of a population due to time and cost factors and using various research

instruments. Research instruments are the tools which a researcher uses to collect data necessary

to answer his or her questions.

3.2 Research Approach

This study will employ a mixed methods research approach to examine the effect of free

education policy on students’ accademic achievement in Bagamoyo secondary schools. The

mixed methods design is well-suited to addressing the complex, multifaceted relationships

between above and below academic performance, as it allows for collection and analysis of both

qualitative and quantitative data.

3.2.1Quantitative strand;

this will involve data collection through utilize large-scale surveys or administrative data from

educational institutions to gather quantitative data on student performance before and after the

implementation of free education policies. Also statistical analysis techniques such as regression

analysis to identify collerations between free education access and academic achievement while

controlling for confounding variables like socioeconomics status or prior academic performance.
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2.2.2 Qualitative strand;

This involve thematic analysis to identify common themes related to how free education

influences academic experiences and outcomes. Also focus group or interviews with students,

educators, and policymaker to gain insight into personal experiences regarding free education.

This qualitative data can reveal perceptions about motivation, engagement, and barriers faced by

students.

3.3 Research Design

This study used cross-sectional survey design, which is appropriate when a research want

to get information at one point at time so as to describe the current characteristics of a

sample (Leed, 1989). The design helped research to generate and obtained numerical data

and attitudes of the students and teachers on the free education policy in Bagamoyo

District public secondary schools.

3.4 Area of the Study

The study was conducted at Dunda ward in Kingani secondary school and ward in

Bagamoyo secondary school which are found in Bagamoyo district. These areas were provided

full information about the effects of free Education policy on students’ Academic Achievements

in Bagamoyo secondary schools. The selected District was represented other Districts with

Public secondary schools

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3.5 The Targeted Population of Study

The target population of this study was heads of schools because were the one that were

responsible for supervising and implementing free education policy in secondary school. The

teachers were the one who were directly implementers of free education policy and responsible

to identify some areas to improve for proper student academic achievements. The students were

the one who concerned with free education policy directly.

3.6 Sample and Sampling Techniques

Sample is the group of individuals with the data or information interest by a researcher while

sampling procedure is the method that used by the researcher to get the individual with

characters of interest (Leed, 1989). The study used simple random sampling techniques for

students and snowballing techniques for teachers. This study was involved (2) public secondary

schools in Bagamoyo district, (20) students in each selected school, (2) head of schools and (10)

teachers each selected school.

3.7 Data Collection Instruments and Methods

This included those instruments that used to gather the data from the sample, which was

necessary to answer the research questions. The instruments, which used to collect data, were:

3.8 Data Analysis Procedures and Presentation

Analysis of data was followed the trend of questions as in the questionnaire. From each

questionnaire the data analyzed in a form of tables, percentages and frequencies. The quantitative

data that was collected through questionnaires were analyzed by using tables and frequencies and

percentages. The data was compared and construct by different effective interpretation and

understanding of the data collection

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.3.9 Ethical Consideration

Issues of ethical confidentiality and privacy of personal rights of students and teachers protected.

The participation in the study was consider the willing of the respondents, it is respondents’

democratic right whether to participate or not.

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APPENDIX I

QUESTIONNAIRE FOR STUDENTS

Dear student, my name is ROSEMARY KASHINDYE MICHAEL from Marian University

College (MARUCO) I am currently conducting a study on The Effects of Free Education Policy

in Students’ Academic Achievements in Bagamoyo Public Secondary Schools, which is a

requirement for my high learning completion. I request you to fill this questionnaire by providing

relevant and honest information that will enable me to accomplish my study, please feel free to

respond by putting a tick in a box provided or filling gap for your appropriate responses will be

treated with maximum confidentially and will be used for research purpose only.

Thank you in advance

................................................

ROSEMARY K. MICHAEL

A: PERSONAL INFORMATIONS.

Put a tick in the appropriate box.

i. Sex

Mal ( ) (b) Female ( )

ii. Age

12 to 14 ( ) (b) 15 to 17 ( ) (c) 18 and above ( )

iii. Class level.

 32

Form one ( ), (b) Form two ( ), (c) Form three ( ), (d) Form four ( )

Multiple choice

Question iv. To The Extent That Free Fee Education Policy Implementation Effectively Improves

Students’ Academic Achievements.

To what extent does which free education policy implementation effectively improve student academic

achievements?

a) Good management of capitation money

b) Increase enrollment of students ( )

c) Construction of laboratories and libraries

d) Provision of books and other teaching materials.

If any other improvement, please specify

……………………………………………………………………………………………………………………

……………………………………………………………………

Question v. Challenges that hinder implementation of free education policy in relation to student

academic achievements.

What are the best challenges that hinders effective implementation of free education policy in relation to

students’ academic achievements?

 33

a) Increase of the number of students in the class

b) Conflict between teachers and students ( )

c) Lack of teacher morale and teaching materials

d) Parents lose hope to send their children in government schools

If any other challenge specify

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………

Question vi. Students response on measures to be done to overcome the challenges that hinder effective

implementation of free education policy in ordinary level schools.

What measures to be taken so as to overcome the challenges that hinder effective implementation of free

education policy in ordinary level schools?

Please tick the appropriate one by regarding the following key;

Key: SA=Strongly Agree, A=Agree, U=Undecided, D=Disagree, SD=Strongly Disagree.

MEASURES SA A U D SD
Increase fund in education
institutions.
Government should provide
enough teaching and learning
materials.
Government should employ more
teachers.
Improvement of teaching and
learning condition.
 34

Government should ensure all

facilities are available.
Provision of education to the
society about free education policy.
Provision of motivation to the
teachers.
Training of more teachers.

If any other solution specify

……………………………………………………………………………………………………………………
……………………………………………………………………

APPENDIX II: QUESTIONNAIRE FOR TEACHERS

SECTION A: DEMOGRAPHIC INFORMATIONS

Put a tick in the bracket in front of the appropriate response. Where explanations required use the space
provided.
i. Sex
Male ( ), (b) Female ( )

ii. What is the highest level of education you attend?

Diploma ( ), (b) Bachelor ( ), (c) Masters ( ), (d) others ( ), Please
specify…………………….

iii. What is your teaching experience including the current year?

Less than 10 years ( ), (b) 11 to 20 years ( ), (c) More than 20 years ( ).

Question iv : To examine the extent to which free education policy implementation effectively improves
students’ academic achievements.

What extent does free education policy implementation effectively improve students’ academic achievements?

Please tick in the appropriate ones.

 35

Achievements Yes No

Good management of capitation of money in the school receive

Increase enrollment in secondary schools

Construction of laboratories and libraries

Provision of books and other teaching materials

If any other Achievements, please specify

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………

Question v : Challenges that hinder implementation of free education policy in relation to students’
academic achievements.

What are the best challenges that hinders effective implementation of free education policy in relation to
students’ academic achievements?

Please tick in the appropriate ones

Challenges Yes No

Poor foundation of the students from primary school

The food provided is too little

The number of students is too large

Lack of teaching and learning materials

Poor interpretation of free education policy by the parents

 36

Shortage of teachers

Shortage of classrooms

If any other challenges, please specify

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………

Question vi : Measures to be done to overcome the challenges that hinder effective implementation of
free education policy in ordinary level schools.

what should be done to overcome the challenges that hinders effective implementation of free education policy
in ordinary level schools?

Please tick in the appropriate ones

Solutions Yes No

The government should increase fund to support smooth running of the school

Parents/guardians should be well informed about the policy.

Motivation for teachers should be increased to support effective implementation

The number of teachers should be increased so as to the students-teachers ratio can

be balanced
Government should increase more teaching and learning resources

Increase the number of infrastructures such as classrooms, laboratories and libraries

Construction of school hostels and teachers’ houses

Increase education stakeholders and improve the policy to be more precisely

 37

APPENDIX III: INTERVIEW FOR HEAD OF SCHOOLS.

1. To what extent does students perform after the free education policy to be introduced?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………….……………………………………

What are the challenges that face teachers in teaching due to the existence of free education
policy?

………………………………………………………………………………………………………
…………………………………………………………………………………

What should be done to overcome the setbacks of effective implementation of free education
policy?

………………………………………………………………………………………………………
…………………………………………………………………………………

What is the relationship between students and teachers in terms of discipline after free education
policy to be introduced?

………………………………………………………………………………………………………
…………………………………………………………………………………

Which areas do you think are well improved in school setting after free education policy to be
introduced?

……………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………
 38

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