The Impact of Fee-free Education on Primary Schools’ Academic Performance in Dodoma City, Tanzania

Magreth Kisanga & Elizabeth Msoka
St John’s University of Tanzania, Dodoma
Email: kisangamagreth462@gmail.com

Abstract: The government of the United Republic of Tanzania introduced fee-free education (FFE) as part of its international and local policy commitments to ensure that all students have access to basic education. While well-intentioned, its impact on academic performance remains debated. This study assesses the influence of FFE on primary students’ academic performance by comparing results from 2014 (before implementation) and 2024 (after implementation). The study also examines whether changes in performance are statistically significant. A mixed-methods approach with a Concurrent Triangulation Design was employed, involving 107 randomly selected teachers and purposively sampled education stakeholders, including the District Education Officer, District Academic Officer, Ward Education Officer, and head teachers. Data were gathered through questionnaires, interviews, and academic records, and analyzed both quantitatively and qualitatively. Findings indicated that students’ performance improved significantly following the introduction of FFE. T-Test results showed a strong, positive, and statistically significant change in performance between the two periods. The study concludes that FFE has expanded access and enhanced performance but requires complementary measures to sustain its benefits. It recommends increased investment in infrastructure, recruitment of more teachers, improved provision of teaching and learning materials, expansion of school facilities, and strengthened community participation to maximize the long-term impact of FFE on academic outcomes.