Comparison between Teachers’ and Pupils’ Perceptions on Factors Affecting Boy-Child Retention in Primary Schools in Nzega District Council, Tanzania

Benisia Jackson Luhuha, Millicent Adhiambo Ojwan’g & Petronilla Ndungwa Mwangi
University of Eastern Africa, Baraton
Email: benesialuhuha@gmail.com

Abstract: This study compares teachers’ and pupils’ perceptions on factors affecting boy-child retention in public primary schools in Nzega District Council, Tanzania. The study targeted all 12 schools with low retention rate below 70%. Respondents included 94 teachers and 221 standard seven boys. Comparative research design was employed. Questionnaires were used to collect data. Means and Standard deviations were used to analyse descriptive data. The Mann-Whitney U test was used to establish whether there was a significant difference between the perceptions of teachers and pupils on school-based and house hold factors on boy-child retention in school. The findings indicate that school-based and household factors had both positive and negative effects on boy-child retention in school. Mann-Whitney U test yielded p- value of 0.595, which is greater than 0.05 (0.595>0.05.). The null hypothesis was accepted because there was no statistically significant difference between the perceptions of teachers and pupils on school-based and household factors affecting boy-child retention. It was recommended that Tanzania Social Action Fund programs should review on how to assist the boy-child, especially those from poor families. Additionally, the government of the United Republic of Tanzania should formulate and enforce laws that protect the boy-child and improve physical facilities in public primary schools and that school lunches be provided and excessive punishments be reduced.