MZUMBE UNIVERSITY

FACULTY SCIENCES AND TECHNOLOGY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND TEACHING
MANAGEMENT

Teaching Practice Field Report: Mukilima Secondary School in Wanging’ombe District.

By;
NTIMI D. MBUGHI
13312313/T.18

Teaching Practice Field Report Submitted to the Department of Educational Foundations

and Teaching Management in Partial Fulfillment of Bachelor of Science with Education
Mathematics and Information Communication Technology BSC.EDU. (MICT)
2020

September, 2020
 DECLARATION

I NtimiMbughi, declarethat this teaching practice field report is my own original work and it

has not been prepared and will not be presented to any other university for a similar or any other

degree awards.

Signature……………………………………

Date ……………………

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 ABSTRACT

This report provides the helpful data that can be used by any Educational institution and

Education stake holders to improve the education system of the country like what should be done

to raise student performance in government schools. This report contains a summary of all

activities took place at Mukilima secondary school like short history of the school. Mukilima

secondary school is a community based school, established on February 2007 due to the efforts

of citizens coming from different wards. And its leadership structure is one way hierarchical

structure and is located on the west side about 1 Km on the main road from Dar es Salaam to

Mbeya region. The school vision is to produce the quality learners who will deliberately develop

the Tanzania economy in the future and the school mission is to ensure the curriculum delivered

in friendly environment of learning and teaching. Apart from its vision and mission Mukilima

Secondary school still faces the challenges. These challenges are in four major categories

challenges caused by students, caused by parents, contributed by teachers and those contributed

by school administration itself. Due to these challenges Mukilima secondary school face, the

school administratorsprovides some of the important suggestions that once put into practice can

be the good key to open and solve the difficult situations that the government schools face. Some

of the suggestions are to support the government schools financially and to supply enough

resources like science teachers, to build dormitories’so as students can fulfill their dreams. Also

the report shows school academic achievement profile of five consecutive years from 2015 to

2019. This academic achievement profile helps the school to make evaluation and improvements

in the whole process of learning and teaching. This report also depicts information concerning

the all activities conducted at Mukilima secondary school. Some of the activities I performed

were the lesson plan preparation, to be a teacher on duty, investigate and to know the important

ii
school information like total number of teachers and students the school has, school resources

like books, chairs, tables. Bothprimaryand secondary methods employed in obtaining

information. The primary methods whichwereusedindata collection included direct observation

and the secondarymethod used was documentary review. Teachers, students, non-staff workers

around the school and parents were the good source of providing information.

LIST OF ABREVIATION AND ACRONMYS

BSc-Edu MICT Bachelor of Science with Education-Mathematics and ICT.

CSEE Certificate of Secondary Education Examination.

FTNA Form Two National Assessment.

GER Gross Enrolment Ratio.

HOD Head of Department

HOS Head of School

MU Mzumbe University

MUSS Mukilima Secondary School

NECTA National Examination Council of Tanzania

PM Parent Meeting

TOD Teacher on Duty

TP Teaching practice

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 LIST OF TABLES

Table 1: Represents Names of Head of Mukilima Secondary School.............................................3

Table 2: Total number of students at MUSS is 788 from form I to form IV...................................4

Table 3: Shows Map locating Mukilima Secondary School...........................................................4

Table 4: Represents Student performance in form two national examinations 2015-2019.............9

Table 5: Represents Student achievement in CSEE exams 2015-2019.........................................10

Table 6: Represent Various Facilities of Mukilima Secondary School.........................................18

Table 7: Shows Teaching Load 2020 Mukilima Secondary School..............................................19

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 LIST OF FIGURES

Figure 1: Shows the Mukilima Secondary School leadership structure..........................................2

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 TABLE OF CONTENTS

DECLARATION............................................................................................................................I

ABSTRACT..................................................................................................................................II

LIST OF ABREVIATION AND ACRONMYS.........................................................................II

LIST OF TABLES......................................................................................................................IV

LIST OF FIGURES......................................................................................................................V

CHAPTER ONE............................................................................................................................1

SCHOOL BACKGROUND INFORMATION...........................................................................1

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

1.1.1 History of School...........................................................................................................1

1.1.2 School Establishment......................................................................................................1

1.1.3 School Leadership Structure...........................................................................................1

1.1.2. Number of Teachers in The School...........................................................................3

1.1.4. Adequacy of Teachers in The School........................................................................4

1.2 SCHOOL LOCATION............................................................................................................4

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 1.3 SCHOOL VISION AND MISSION..........................................................................................5

1.4 CHALLENGING IN ATTAINING SCHOOL MISSION AND VISION..........................................5

1.5 SCHOOL ACADEMIC ACHIEVEMENT PROFILE....................................................................9

1.6 POSSIBLE REASONS FOR THE ACADEMIC ACHIEVEMENT PROFILE.................................10

CHAPTER TWO.........................................................................................................................12

ACTIVITIES PERFORMED IN THE TEACHING PRACTICE.........................................12

2.0 INTRODUCTION.....................................................................................................................12

2.2.3 Provision of Tests and Assignments..............................................................................13

2.2.4 Marking Tests and Assignments....................................................................................13

2.2.5 Relation with Teachers and Students............................................................................14

2.2.6 Working as A Teacher on Duty.....................................................................................14

2.2.7 Attending Meetings.......................................................................................................15

CHAPTER THREE.....................................................................................................................17

REFLECTIONS ON THE TEACHING PRACTICE..............................................................17

3.0. ASSUMPTIONS OF THE SCHOOL LEARNING ENVIRONMENT BEFORE TEACHING PRACTICE17

3.1 SCHOOL RESOURCES............................................................................................................17

3.2 FACILITIES SUCH AS DESKS, CHAIRS...................................................................................18

3.3 STUDENT-TEACHER RELATIONSHIP......................................................................................19

3.4 TEACHER-TEACHER RELATIONSHIP......................................................................................19

3.5 TEACHING WORKLOAD AMONG TEACHERS...........................................................................19

3.6 STUDENT COMMON PROBLEMS IN SCHOOLS........................................................................22

CHAPTER FOUR.......................................................................................................................23

vii
CONCLUSION AND RECOMMENDATIONS.......................................................................23

4.0 INTRODUCTION.....................................................................................................................23

4.1 UNDERSTANDING ABOUT THE SCHOOL LEARNING ENVIRONMENT.....................................23

4.2 RECOMMENDATIONS BASED ON MY DATA AND INTERPRETATION OF THE SCHOOL LEARNING

ENVIRONMENT............................................................................................................................23

4.3 CONCLUSION.........................................................................................................................23

viii
 CHAPTER ONE

SCHOOL BACKGROUND INFORMATION

1.1 Introduction

Mukilima Secondary school is a community based school that built due to the efforts of the citizens

coming from the different wards. Therefore, this chapter clarifies the all important information

concerning the Mukilima Secondary school like short history of the school, the time it was established,

and its leadership.

1.1.1 History of School

MUKILIMA Secondary school is a community-based school. The name of the school is an

abbreviated acronym representing the neighboring areas where efforts of building it came from

M-Mwembetogwa, U-Ubena, K-Kilimahewa., I-ikwete, L-Lyamkena, I – Idofi, MA - Majengo.

The school was officially opened in 16/February/2007 following the central government policy

of each ward having its secondary school. Mukilima now is belonging to Majengo ward.

1.1.2 School Establishment

The school was established on the response of government policy (each ward to have one

secondary school) citizens around the area built the school. So MUSS is a community based

school, established due the government policy that each ward must have a secondary school.

According to MoVET (2010), the establishment of ward schools intended to increase number of

schools so as to improve education in Tanzania. Hence, the establishment of MUSS was part of

achieving this objective.

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1.1.3 School Leadership Structure

Hierarchy observed ranking from the top to bottom as described in the diagram. The leadership

structure of Mukilima secondary school is one way that is top down wise. There are the various

structures of the administration structure according to [ CITATION MoE09 \l 1033 ].

Figure 1: Shows the Mukilima Secondary School leadership structure

2
Source: School Records (2020)

1.1.1. Heads of School

3
 MUSS started as recognized public institution on February 2007 with the following heads of

school.

Table 1: Represents Names of Head of Mukilima Secondary School

S/N Duration Name of Headmaster/Mistress

01 February 2007 – November 2007 Mr. Sanga
02 November 2007 – December 2008 Mr. Makwaya .A.
03 December 2008 – July 2011 Mr. Mnaroma .H.
04 July 2011 – January 2013 Mr. Mgaya .B.
05 July 2013 – To Date Ms. Ngogo .E.
Source: School Records (2020)

1.1.2. Number of Teachers in the School

MUSS has 45 teachers whereby males are 24 and females are 21.

1.1.3. Number of Students in The School

The table below shows the number of students at Mukilima secondary school from form

one to form four. The number of students tend to decrease from form one to form four as

the table below shows, number of students who begin form one always seen to be a large

number but as the years go on till form four, the number tend to decrease due to various

challenges that are seen to be common in most of government schools of Tanzania.

Table 2: Total number of students at MUSS from form I to form IV

Class Male Female Total

FORM ONE 118 108 226
FORM TWO 109 113 222
FORM THREE 84 93 177
FORM FOUR 78 85 163
TOTAL 389 399 788
Source: School Records (2020)

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1.1.4. Adequacy of Teachers in the School

The arts teachers at Mukilima secondary school are adequate because it reaches a point

where two teachers teach the same subject on the same class. Example form three has two

Kiswahili teachers Madam Mvela and Madam Estelina. Science subject teachers at Mukilima

Secondary School are inadequate. This is due to the reality that science subject teachers have

a big work load than art subject teachers. Example madam Mwiru teach both form two and

form three the subject of chemistry, Sir lupila teaches Physics in both form II and III. This

proves that science subject teachers are inadequate.

1.2 School Location

Mukilima secondary school is located Westside of Mbeya road 1km from the main road

coming from Dar es Salaam. MUSS is found 5km from Head office of Makambako town

council. Also is surrounded by private and government schools like Genesis high school,

Naboti secondary school.

Table 3: Shows Map locating Mukilima Secondary School

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 Source: Google Map (2020).

1.3 School Vision and Mission

(i) School vision ‘To produce the quality learners who will deliberately develop the

Tanzania economy in the future’.

(ii) School mission ‘The school shall make sure that the curriculum delivered in the

conducive environment of learning and teaching are provided by improving

techniques of meeting the objectives of the community who built the school and the

nation at large.

1.4 Challenging in Attaining School Mission and Vision

These challenges have been caused by the major four reasons as follows: -

i. Reasons caused by students themselves

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 Sports betting: Some students are involved in gambling at gambling houses.

This situation is dangerous for the wellbeing of the students especially in their

academic performance, because at the time they return back at home, they

spent most of time in gambling houses rather than studying.

 Excessive truant behavior: The school is surrounded by the bushes where

some of students use those bushes to hide themselves instead of going to the

school. Large percent of students especially boys come late at the school and

leave early before the departure time, where they use the break time to leave

from the school.

 Love affairs: Due to the investigation made by the school, is that most of

students engage in love affairs, where they use the weekend days to meet with

their lovers, also students use the public holidays to meet with their lovers.

Also, because of owning telephones secretly has influenced large of

percentage students to engage in love affairs.

 Lack of private study time: This is caused by being busy with the work at

home after returning back at home like spending the whole weekend

performing home activities like doing business in the market.

 Globalization reasons: Most of students spent most of time using telephones,

watching TV instead of concentrating in their studies.

 Inability of having personal goals: Most of students do not have the goals

concerning what they want to achieve. Due to this reason led to this student to

be easily influenced with bad friends to engage in improper behavior like

smoking, love affairs.

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 ii. Reasons caused by parents.

 Poor participation in school affairs: Less participation of the parents in the

school activities for the betterment of their children. Parents show poor

response at the time they are required to attend the parent meetings at the

school. Usually these parents’ meetings are carried so as to discuss various

important issues to help students to perform better in their studies. Like

contribution of money so as students can have lunch from the school. Because

of less response of parents in school activities has led to a lot of strategies for

raising students’ performance to fail.

 Poor quality formation. Most of parents are busy with their daily activities.

Most of parents do not take a time to talk with their children. Like to know the

general performance of their children, to teach their children concerning the

issues of having good habits and abstain from engaging in dangerous practices

like theft, love affairs.

iii. Reasons contributed by teachers.

 Lack of motivation: At any place for an employee to have morale at work area

needs more care and some of motivation out salary they get, like to be given

lunch service. This is supported by Jared (2011) who states that incentives for

teachers and students have not been done to the extent that they can stimulate

creativity and hard work.

 In the current situation many teachers are under a lot of stress due to the

difficult economy that has resulted in many of them being indebted to formal

8
 and informal institutions. This situation deprives them of peace and so their

performance cannot be seriously considered.

iv. Administrative reasons.

 Not providing competitive incentives: Every year the administration must

devise a way to motivate stakeholders to carry out their responsibilities more

effectively. For example, some of parents have failed to participate in a lunch

donation program and others are unable to contribute money to set aside extra

time to help children in rehabilitation classes.

 School crated by three wards: MUSS is formed and managed by three wards

which are MAJENGO mother ward, MWEMBETOGWA ward and KITIDI

ward. These wards are the ones that provide children who come to study

MUSS. When it comes to the management of school planning and strategies at

the country level, monitoring is very difficult as these wards have different

leaders with different attitudes, priorities and readiness. For example, the issue

of lunch enforcement and monitoring absentee students has become a

challenge for this reason.

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1.5 School Academic Achievement Profile

Table 4: Represents Student performance in form two national examinations 2015-2019

Year/Division I II III IV 0
2015 17 17 21 78 4
2016 8 15 43 58 2
2017 21 17 35 76 3
2018 30 27 36 87 3
2019 12 19 38 12 21
Source: School Academic Office (2020)

In 2015, the GPA’s calculation system was different from next year’s 2016-2019 at that time

A=5, B+ = 4, B= 3, C = 2, D = 1, E = 0.5 and F = 0.

The table shows the performance of form two students in the national assessment (FTNA). This

table notes the following: -

1. Girls had better performance than boys for four consecutive years except in 2019.For

three years’ girls had performance of 100%. This is probably because girls have been

under a lot of pressure to get performance for fear of getting pregnant. This has had

positive academic results unlike boys who are left unattended closely.

2. 2019 had worse results than other years where the percentage of failures rose from 1.7%

in up to 11.4% in 2019.

Table 5: Represents Student achievement in CSEE exams 2015-2019

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 Year/Division I II III IV 0
2015 0 8 13 60 62
2016 1 6 17 49 16
2017 3 13 14 50 34
2018 0 5 22 66 17
2019 0 21 10 65 42

Source: School Academic Office (2020).

This table shows performance of form four students in their form four exams (CSEE). This table

notes the following: -

1. Student performance has been rising and falling. In 2018, performance was higher than in

other years was 84.5%.

2. In 2015, the school had the lowest pass rate of 54.6%.

3. The division of achievement by grades has not been good as most candidates pass fourth

grade (division IV).

1.6 Possible Reasons for theFacilitating and Hindering Academic Achievement

Profile

These points below shows the reasons for academic achievement profile of Mukilima secondary

school. These reasons are of the two sides where some contributes and some are hindrances to

the achievement of good results.

Factors for facilitating academic achievement:

 To complete the syllabus as early in July each year and having enough time to

practice/preparation

 To advise to students concerning academic issues.

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  Closely monitoring classroom teaching

Factors for hindering academic achievement:

 Insufficient science and mathematics teachers as well as laboratory technicians

that can reduce intermittent load and increase efficiency in teaching.

 Absence of hostels to alleviate the challenges facing students due to unfriendly

environment.

CHAPTER TWO

ACTIVITIES PERFORMED IN THE TEACHING PRACTICE

2.0 Introduction

Written data below are not counterfeiting information but are really information. These are some

of the activities I performed during my teaching practice field. But other activities I have not

included them are like having assigned a role of being an examination invigilator of form four

Pre–National Examinations at MUSS from 05/10/2020 to 19/10/2020. Also, I participated fully

12
in the most crucial and important activities like football ground leveling activity took place on

02/10/2020.

2.1 Office Works

The offices work carried out during my teaching field were as follows: -preparing of lesson

notes, lesson plan, providing tests and assignments, marking the tests and assignments, scheme

of work, supervising form four pre national examination.

2.2.1 Preparation the Scheme of Work

 Scheme of work was well prepared where I prepared a scheme of work that contained

only three topics which are three dimensional figures, Linear programming, and Areas

and Perimeters in the subject of Basic Mathematics form four.

 Scheme of work was well prepared containing three topics because are only topics that

remained out of twelve (12) topics present in form four class according the syllabus of

2010 where I succeeded to cover both three topics within the time. Also out topics

depicted on the scheme of work needed to be taught there was a time table for form four

pre national examinations that took place from 05/10/2020 to 09/10/2020.

2.2.2 Preparation Lesson Plans

The lesson plan written well before the period hour has reached. I had to teach two classes per

week that has a total of twelve periods per week whereby in each class had six periods per week.

Some of subtopics like Inequalities in Linear programming topic needed me to teach for three

periods according to the syllabus, but I tried to manage and taught them for only three periods

because of its length and weight, that is why I taught them for only two periods. It is not only this

13
subtopic, but also there were other subtopics that needed me to take longer time to teach while

seen to be taught only for shorter time because of their Lengths and weights.

2.2.3 Provision of Tests and Assignments

At the end of each topic assignments provided to the students where total of three assignments

were provided. And one test was provided that contained two topics three dimensional figures

and linear programming.

2.2.4 Marking Tests and Assignments

I enjoyed the marking process of tests and assignments given to the students. The method of

marking one question throughout made me to enjoy the marking process. I learned this method in

the course of EDU 204 taught by Madam Kiwara. This method gave me ability to mark the test

very fast, also gave me ability to notice the common mistakes has been made by the majority of

the students. During the marking process I used to jot down the common mistakes that have been

made by the majority of the students that gave me simplicity to make correction during the

making correction in the class. Also, the obtained results from given assignments and tests were

submitted to the academic office for different uses.

2.2.5 Relation with Teachers and Students

Relation with teachers was good. I had good relation with almost all teachers. Also, I had a good

relation with the academic office where I assisted them to fill the marks on particular subjects in

the excel sheet via computer including the preparation of form one and form three midterm

examination results.

Relationship with students, where students felt comfortable at my presence to them where they

14
were feeling free to express their issues, demands, problems and many things to me. They were

free to bring questions that seen to be difficult for them in the class. Also, I had relation with

students in such a way that they felt free to ask me even other issues out of the classroom

activities. Examples of these questions are like: What is the best combination to study at

Advanced level? What is better choice, to go directly to the advanced level or to the

college/University after the completion of form four while I have passed well form four national

examination and am qualified to join at any higher learning institution?

2.2.6 Working as a Teacher on Duty

I had been a teacher on duty from 28/09/2020 to 04/10/2020. It gave me a lot of lessons and

experiences in the professional of being a teacher like to play a role as a judge, choir Master,

Doctor, Comforter and so many things. I had to make sure that am the first teacher to reach at the

school environment out of all teachers about 06:45 am. Where I ensured students are doing

cleanliness surrounding the whole school early in the morning, also to make sure students are

behaving in discipline manner, observing the school time table, to punish all students who are

rate comers, to make sure there is the friendly and comfortable environment at the school, to

make sure the timetable for remedial class is well observed and there is the presence of quietness

at the school environments. Also, at the end of each day after the class hours has reached at an

end, I wrote the report that shown in summary the whole activities carried in the particular day.

Below is the summary of the daily report

 Morning roll call

 Morning activities.

 General class attendance of the whole school.

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  Teachers ration: That is the ratios between the teachers have attended on the particular

day and the registered teachers of the school.

 Visitors: If any visitor attended at the school on the particular day.

 Food service: If was provided or not provided on the particular day.

 Events: If there was any event occurred on the particular day.

 Teachers on Duty names and signatures.

2.2.7 Attending Meetings

Since I reached at my teaching field area at MUSS, I attended various meetings. These are some

of them, where one meeting involved all teachers excluding head of the school and one meeting

that involved all teachers including head of the school.

 First meeting was carried on 13/09/2020 where the chair of the meeting was the head of

the school. The main agenda the head of the school emphasized ware: - as employed

teachers have to minimize the number engaging themselves in loan issues, that make

them to have large number of debts. The head of the school added by saying that even the

loans that teachers are taking must be made from the known government financial

institutions and not on unknown non-government financial institutions. Also emphasized

that teachers must observe the timetable for their periods that is even though a teacher has

finished syllabus in the particular class must enter the class and provide revision

questions to the students even other important activities can be given to the students so as

to keep them in the realm of being competent in the particular subject.

 Second meeting was carried on 23/09/2020 that was concerned with the caring status of

teachers themselves. That is how the teachers who have been faced with problems like

16
 sickness and those who have lost their beloved one can be comforted. Where they agreed

to visit them at their home place with something on their hands.

CHAPTER THREE

REFLECTIONS ON THE TEACHING PRACTICE

3.0. Introduction

This chapter clarifies how my assumption was about the school environments. Also clarifies

about school facilities and resources, the relationship between teachers to teachers, teachers to

students and teacher with parents, also this chapter shows working load among teachers

including student common problems at Mukilima secondary school

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 3.1. Assumptions of the School Learning Environment before Teaching Practice

 Presence of conducive and friendly learning environment like classrooms, enough desks

 Availability of teaching and learning resources like enough text books, teaching aids.

 Close relationship between teachers and students.

 Regular provisions of tests, assignments, homework to the students.

3.2 School Resources

 Well enriched in both human resources and physical resources.

 The school has about 45 teachers.

 Enough learning facilities including classrooms, desks and chairs as well as laboratories

for chemistry, biology and physics.

 The biggest infrastructure problem at the moment is the lack of halls and libraries.

Table 6: Represent Various Facilities of Mukilima Secondary School

2015 2016 2017 2018 2019 2020

M Y U M Y U M Y U M Y U M Y U M Y U
Classrooms 16 15 1 16 15 1 16 15 1 18 15 3 20 17 3 20 17 3

18
.
Desks 60 63 - 60 63 - 60 63 - 68 64 4 77 60 16 79 78 18

0 0 0 0 0 0 5 0 5 1 7 4 9 1
Laboratory 3 3 - 3 3 - 3 3 - 3 3 - 3 3 - 3 3 -
Hostel 5 - 5 5 - 5 5 - 5 7 - 7 8 - 8 8 - 8
Toilet vents 27 25 2 27 25 2 27 25 2 30 25 5 35 25 10 36 25 11

Hall 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1
Library 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1
Source: School Academic Office (2020)

3.3 Facilities Such as Desks, Chairs

 With a number of students, the school has, there are enough desks and chairs for students

to facilitates the teaching and learning processes;

 None students lack of desks and chairs during the process of teaching and learning.

 Much more, the school has electronic devices which simply well in academic matters. It

has a computer system (Printers and photocopies machine).

 The administration block and two classes have been installed electricity which makes this

institution to look the modern one.

3.4 Student-Teacher Relationship

 There is good relationship between students and their teachers, teachers are humble

and direct well their students in regards to school laws and regulations. Teachers

have a special time to talk with their students on the various important issues like

education on the impact of love affairs in schools.

3.5 Teacher-teacher relationship

 It has been observed that teacher -teacher relationship is well.

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  There is good cooperation among teachers’ activities is conducted in team work like

teaching, marking the examinations etc.

3.6Teaching workload among teachers

Table 7: Shows Teaching Load 2020 Mukilima Secondary School

SUBJECT TEACHER’S CLAS NUMBER NUMBER NUMBE TOTAL

NAME S OF OF R OF NUMBE

STUDENT STREAM PERIOD R OF

S S S PER PERIOD

STREAM S

PER

WEEK
CIVICS MAZOLA C I 217 5 2 10
SAMSON N II 233 6 2 12
NGAJILO R III 178 4 2 8
KOMBA D IV 167 4 2 8
HISTORY MKOLO D I 217 5 3 15

AND

MSHINDO H
MADETE D II 233 6 3 18

AND

MHAGAMA

D
NJIKU J III 178 4 4 16
MHEMA N IV 167 4 4 16
GEOGRAPHY KING’IMA A I 217 5 3 15

AND

MNG’ONG’O

20
 S
LUPENZA D II 233 6 3 18

AND

MAYEMBA
MWAKISI J III 178 4 4 16

AND

MBALASU S
SAJDAH P IV 167 4 4 16

AND

NYAVA R
KISWAHILI PAZA B I 217 5 3 15
LWIVA S II 233 6 3 18

AND

MSIGWA E
MVELA A III 178 4 4 16

AND

ESTELINA
KIHUNDO A IV 167 4 4 16

AND JACOB

S
ENGLISH PALWA P I 217 5 6 30

LANGUAGE AND ELIAS I

ALFRED K II 233 6 6 36

AND

MKOLONGO

B
MSOMPA M III 178 4 6 24

AND

21
 GLADNESS

K
FIHAVANGO IV 167 4 6 24

E AND

METIVAN E
LITERATURE NGULO M III 178 2 2 4

IN ENGLISH MKOLONGO IV 167 1 2 2

B
PHYSICS LUPILA T I 217 5 3 15
NGILANGW II 233 6 3 18

AB
LUPILA T III 178 4 1 4
NGILANGW IV 167 4 1 4

AB
CHEMISTRY CHAMGENZ I 217 5 3 15

IL
MWIRU N II 233 6 3 18
MWIRU N III 44 1 4 4
CHAMGENZ IV 31 1 4 4

IL
BIOLOGY NYASI A I 217 5 3 15
LULIMO N II 233 6 3 18
LULIMO N III 178 4 4 16
NYASI A IV 167 4 4 16
BASIC MBILINYI E I 217 5 6 30
JENIPHER M II 233 6 6 36
MATHEMATIC MLWALE A III 178 4 6 24
KYEJO Y IV 168 4 6 24
S
Source: School Academic Office (2020)

3.7 Student Common Problems in Schools

Few problems were noticed.

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  Some students are truants.

 Some of them do not eat food at school because of negligence’s of parents.

3.8. Teacher-Parent Relationship

 The school has regular meeting with parents two times per year, they meet and discuss

various matters on school progresses.

 Also, teachers use to consult parents immediately when they notice something wrong

from their children.

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 CHAPTER FOUR

CONCLUSION AND RECOMMENDATIONS

4.0 Introduction

This chapter explains my understanding about the school environment of Mukilima secondary school,

also my recommendations from general information depicted in this report form chapter one to chapter

three plus conclusion.

4.1 Understanding about the School Learning Environment

Mukilima secondary school is at good geographical position where there is no any kind of

distractions like noises from the people, motor vehicles, industries that brings positive impact to

the teachers and students. These positive impacts are like: -

 It helps students to concentrate on their studies.

 Teachers and students achieve peace of mind.

4.2 Recommendations

Facilities like desks should be added, science subject teachers should be added, also Physics,

Biology, Chemistry laboratories to be improved due to inadequate teaching and learning

resources during the practical sessions.Also, teachers’ salaries should be improved as well. This

is in line with Marie & Yahl (2015) who argue that teachers’ salaries and environment must be

improved so as to create good learning and teaching state.

4.3 Conclusion

The government of Tanzania should play a great role to support the government schools

financially and to supply enough resources like science teachers so as students can fulfill their
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dreams. Mukilima secondary school is the government school and most of problems that face

this school like pregnancies, poor performance in studies is due to lack of money and inadequate

science subject teachers.

REFERENCES
Jared, N. B. (2011). Influence of Head teachers' Genaral and Instructional Supervisory. .: .

Marie, & Yahl. (2015). Education in Tanzania. Free Education in Tanzania , 24.

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MoEVT. (2009). Guidelines for School Supervision. Dar es Salaam: MoEVT.

MoEVT. (2010). Proposed Secondary Education Deveopment Program(SEPD) 2010 - 2014.

Dar-es-Salaam: MoEVT

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