The Predictors of Students’ Performance in Physics Examination: A Case of Four Selected Secondary Schools in Dodoma, Tanzania

Abstract

This study investigates the predictors of students’ performance in the Physics subject within 
secondary schools, focusing on four selected institutions in Dodoma City Council. A cross
sectional research design was employed, and both probability and non-probability sampling 
techniques were used to select a sample of 384 participants. In this study, data were collected 
through structured questionnaires and analysed using the Statistical Package for Social 
Sciences (SPSS). A binary logistic regression model was utilised to identify the socio
economic determinants significantly associated with students’ academic performance in 
Physics. The analysis revealed that students’ age, parental involvement, participation in 
private tuition, transportation to school, educational level of parents or guardians, and 
commuting time to school were statistically significant factors influencing Physics 
performance (p < 0.05). Furthermore, improved performance in Physics is crucial for 
fostering students’ interest and competence in Science, Technology, Engineering, and 
Mathematics fields. Based on the findings, the study recommends that the Ministry of 
Education should revise and update the Physics curriculum to align with contemporary 
educational demands. Additionally, strategic investments should be made to enhance Physics 
education through the provision of well-equipped laboratories and adequate instructional 
materials.