Leaners’ Aspirations as the Determinants of Academic Performance in Open Secondary Schools in Dar Es Salaam, Tanzania

Abstract

The effectiveness of an education system is often assessed by the quality of its graduates, 
which also reflects the ability of the system to provide equitable and quality learning 
opportunities. In Tanzania, the National Examination Council of Tanzania (NECTA) utilises 
national examinations to evaluate the quality of graduates across various educational levels, 
including secondary education. However, limited attention has been given to understanding 
the role of learners’ aspirations in shaping academic performance within non-formal 
education settings, particularly in open secondary schools. This study employed a descriptive 
correlational design to examine the relationship between learners’ aspirations and academic 
performance in open secondary schools in Dar es Salaam. Data were collected through 
questionnaires administered to 454 respondents drawn from 30 open secondary schools 
across the districts of Ilala, Kinondoni, Temeke, and Ubungo. Learners’ aspirations, as 
revealed by the findings, extended beyond solely acquiring subject-specific knowledge. They 
sought to obtain academic qualifications, earn certificates that reflected improved results 
compared to previous attempts, and develop life and problem-solving skills. The study 
concluded that these aspirations were closely associated with relatively low academic 
performance in national secondary school examinations. The study underscores the 
importance of understanding the diverse motivations driving learners to enrol in open 
secondary schools, which can inform more responsive and supportive educational 
interventions.