Disparities in Final Examinations Performance between Science and Arts Subjects in Secondary Schools in Tanzania

Abstract

This study examines stream placement in secondary schools, focusing on student perceptions of subject difficulty, preferences, and factors influencing their comfort with science and arts subjects. Using mixed methods approach, the study adopted a convergent mixed methods research design and involved five randomly selected secondary schools. Stratified random sampling yielded 230 participants: 200 students (40 per school, equally divided between Form Three and Form Four) and 30 teachers (6 per school, equally representing both streams). Data collection included open-ended and closed-ended questions. The study highlights the role of Form Two National Examination results in stream placement, raising concerns about fairness, particularly when students perform similarly. It underscores the importance of aligning subject choices with students’ interests while emphasizing guidance from teachers and parents. The findings challenge the assumption that science subjects are inherently more difficult, showing that subject difficulty depends on motivation, teaching quality, and the learning environment. Recommendations include transparent stream placement processes that consider students’ career goals and interests, addressing disparities between public and private schools, improving resource allocation, providing counseling and support programs, dispelling myths about subject difficulty, and addressing gender stereotypes and parental pressures. These strategies aim to create an inclusive educational environment, fostering academic success and enhancing students’ future career opportunities.