IJSSER

Title: Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania
Authors: Nicco Abel Kombe , Prof. Eliza Mwakasangula and Dr. Orest Masue (PhD)
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Nicco Abel Kombe1 , Prof. Eliza Mwakasangula2 and Dr. Orest Masue (PhD)3 1,2,3. Department of Public Service and Human Management -Mzumbe University, Tanzania
MLA 8 Kombe, Nicco Abel, et al. "Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania." Int. j. of Social Science and Economic Research, vol. 9, no. 8, Aug. 2024, pp. 2704-2712, doi.org/10.46609/IJSSER.2024.v09i08.009. Accessed Aug. 2024. APA 6 Kombe, N., Mwakasangula, P., & Masue, D. (2024, August). Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania. Int. j. of Social Science and Economic Research, 9(8), 2704-2712. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i08.009 Chicago Kombe, Nicco Abel, Prof. Eliza Mwakasangula, and Dr. Orest Masue. "Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania." Int. j. of Social Science and Economic Research 9, no. 8 (August 2024), 2704-2712. Accessed August, 2024. https://doi.org/10.46609/IJSSER.2024.v09i08.009.
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ABSTRACT: Literature acknowledges on the importance of assessment for learners at all levels of education. Specifically, the study sought to determine indicators of performance of students with physical disabilities in secondary schools in Tanzania. The focus of the study was on level of attendance in classroom, frequency of attendance in sports, ability to accomplish assignments and tests, and grades attainment in assignments and tests (Academic and non-academic performance indicators). The study was conducted in Dodoma which is the recent capital city of Tanzania. The study used a quantitative approach by employing a multistage sample of 294 teachers and 33 students with physical disabilities. Data of the study were collected through the use of a cross-sectional survey with structured questionnaires data collection tools. On the other hand, data analysis was done through descriptive and analysis of variance (ANOVA). The study findings show that attendance in classroom, and completion of tasks and assignment significantly predict performance of students with physical disabilities in secondary schools. However, participation in sports and attainment in tests and assignments’ statistical significance in predicting or indicating performance was low. It is thus conclusive that attendance of students with physical disabilities in classroom and outside activities, and accomplishment of tasks and assignments are essential indicators of performance of students with physical disabilities in secondary schools in Tanzania.

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