Complete sample of Academic research report

This is a sample of academic research report in which covers basic information or guides on how to write research report ready to be submitted.Before working on this sample make sure you have already prepared your research proposal, because research proposal help you to choose the suitable topic and research method in which you will use in your study. For the complete guide on how to write academic research report , take a look on below sample.

Chapter one

This chapter covers back ground of the problem, purpose or aim of the research, research questions, significance of the research, and definition of the key terms and finally delimitation of the study.

1.1 Background of the problem

Education is a process through which individual acquire skills, competencies, and attitude. It is the right of every child to be educated; it can be traditional or western. Thus, education it has been regarded as culture to man, people and the nation of the world at large. This explains why man has to educate himself and his offspring in the society. Poverty is one of the factor militating against man from carrying out his educational activities perfectly. Because of the various perception and complexities of the term poverty, a universally agreed definition cannot be arrived at. But then, poverty according to the oxford advanced learners dictionary (2000), poverty is the state of being poor. Mike (2005) sees poverty as a way of life characterized by low calories intake, inaccessibility of adequate health facilities, low quality education system, low life expectancy, unemployment and under-employment. It will therefore be considered in a broader way which implies that, it has been viewed in various perspectives which include one national state and home background. At the national level, a nation can be considered poor when her economic standard is very low and this automatically makes the nation underdeveloped. The economy of a country that does not reached certain stage of development in terms of infrastructure and other development indices. As regard poverty in the family level, we are referring to the home background. Even before the indigenous education or western type of education, the home has always been the agency through which man learns various aspect of life to enable him live a meaningful life in his environment. The home which is also known as traditional way of educating the young ones is still regarded as the first school of a child before he or she enters the larger society. The role of the home cannot be over emphasized because the general assumptions that, states of poverty in the family or home goes to a long way to determine the extent of youth or students’ educational development. Education is seen by many as the route to alleviate poverty. There is no doubt that meaningful; education is the most potential instrument for alleviating and eventually abolishing poverty. In considering the effect of poverty on academic performance of students to be precise, the home background is the most important phenomenon that need to be seriously considered in order to enhance the effective study of the relationship between poverty and students academic performance. In view of this, some factors that needed to be considered in the home or family background are parents’ academic qualification, socio-economic class and facilities available in home or home environment as well as parent status.

1.2 Statement of the problem

This research sought to investigate and identify the impact of family poverty on the primary and secondary school students’ in academic performance at East Usambara, whereby despite the Government effort to improve academic performance of students by provisions of human and material sources such as more training teachers and learning materials, and constructing more classrooms and laboratories, but still academic performance of students in East Usambara remained poor. Hence a researcher decided to look on the other hand of family to find out how family poverty affect academic achievement of students, because family play a greater role upon students academic performance .Hence calling up on researcher to make an investigation on how family poverty affect students academic performance.

1.3.0 Objective of this research

The following are the objectives of this research whereby they are categorized into two types, which are, the main objective and specific objectives:-

1.3.1 Main objective

The main objective of this research was to investigate the impact of family poverty on academic performance of students in primary and secondary schools.

1.3.2 Specific objectives

This research sought to achieve the following specific objectives;-

i. To analyze the challenges facing students from poor families in relation to academic performance.

ii. To assess the effect of poor academic performance on students from poor families.

iii. To suggest possible solution to the problem.

1.4 Research Questions

The following are sample of questions helped a researcher in the process of data/ information collection and gathering:-

(i) Does family poverty affect academic performance of children?

(ii) In which ways family poverty affect academic performance of children?

(iii) In which ways academic performance of children from poor families can be improved?

1.5 Definition of the key terms

(i) Poverty is the deficiency symptoms in various sphere of life such as health, education, water sanitation and employment.

(ii) Family poverty is the situation where by a family cannot afford to meet the required basic needs, such as food, shelter, and water.

(iii) Academic, in this research, means reading studying and technical skills. (Oxford Advanced learners Dictionary, 1997)

(iv) Performance, in this research, refers to the act of or process of performing a task, or an action etc. (Oxford Advanced Learners Dictionary 2006)

1.6 Significance of the research

(i) The research intended to be useful as the resource data and practical entity in formulating education policy toward primary and secondary schools as far as the role of family in matter is concerned.

(ii) To show and prove the importance of family in children academic achievement.

(iii) This study sought to create awareness among parents, government, students and other stakeholders in the society on the impact of family poverty in relation to academic performance

1.7 Scope of the study

Cohen et al, (2000) argues that it is very important for a researcher at the planning stage to clearly specify and define the area to be researched. Therefore this study carried out in Amani Muheza at East Usambara ( Tanga Region). This research covered all schools in Amani area. Thisresearch carried in this area because the area has many students who most of them perform poorly in their academic, including poor National examination results. Also, there are a large number of students who drop out from school before time and engage in early marriage, drug abuse and other activities like Agriculture and Bodaboda . Hence researchers wanted to know whether family poverty has an effect on students’ academic performance

Chapter two: literature review

2.1 Introduction

This chapter covers literature review as related to the research problem, related theory review, and demonstration of the knowledge gap after the readings. The following are related literatures:-

Poverty is defined as sufficient income in cash or kind to meet the most basic biological needs for food, clothes and shelter. This kind of poverty is commonly known as absolute poverty. It is also means miserable condition of life inadequate sanitation, health services and education Malunda, (2002). He further explains that, as many as 1.2 billion people or 23 percent of the world’s population live in this type of poverty that is absolute poverty. In Tanzania for example it’s estimated that in 1983, 655 percent of all Tanzanians living in village were living in poverty.

Poverty in the world is great problem associated with number of problems in explaining this, Jensen (2009:7), asserts that poverty involve complex array of risk factors that involves adversely affect the population in malt attitude ways. He further, argues that the four primary risk factors afflicting families living in poverty are such as emotional and social challenges, acute and chronic stressors, healthy and safety issues and finally cognitive lags.

Clause, (2010), however, argues that poverty considered every significant at risk. According to him at risk factor in relation to education means dropping out from school, and also on the other hand engaging in drug abuse and alcohol, in criminal action and attempt suicide among other consequences. He explains more that when examine poverty in school two types of poverty are looked at. The first is poverty on an individual level and the second is measure of poverty level in school. For individual statement poverty is typically determined by whether or not children are eligible to receive free or reduced price lunch where by a school poverty level seen a percentage of its student having receive a reduced price. Students who eligible to receive free or reduced price which these student are risk of academic failure. This may not be surprising however the consequence of high poverty in school is revealing as to how poverty gains momentum and can cause an entire system Detroiter.

Family economic level may influence academic performance in different ways. According to Marzono. (2004: 521), parent economic resources can influence self esteem in several ways, parent income bring both children and parent social status and respect that can translate into individual self esteem. He further explains that income can also enhances children’s self esteem by reducing the emotional or supportive qualities of parents home. The pressure that limited economic resources can place on marital relationship and can in turn translate into negative parent relationship and lower level self esteem.

In examining the effect of family poverty on children academic performance, clauss (2010: 737), points out three effects whereby he asserted that, first, stressful effect that poverty has on family may led to affect children academic performance, family living in poverty often lack some of the key components that, contribute to academic success such as security and access to basic resources. Second he argues that parents from poor families may be hindered from living positive emotional relations with their children’s due to a number of problems associated with poverty, related reasons such as having work long hours, being single parents and therefore having less time to spare with their children and being under constant stress. Finally he explains that, there is little hope for students living in poverty in school setting and poor academic will lead to a life chronic poverty.

Jensen (2009), also he pointed out the effect of family poverty on academic performance, arguing that poor children have fewer and less support network than their more affluent counterpart do. According to him children from poor families have fever cognitive enrichments opportunities, they also have fewer books at home, and they visit library less often and spend considerable more time watching Television than their middle income counterpart do. He further explains that children from poor family live in chaotic unstable households, they are likely to come from single guardian home, and their parent’s hood strains resources and correlates direct with lower chance of attend college.

Ross (2000) looks family poverty on academic performance by comparing students who are in urban and rural. According to him family background and social economic status have consistently been shows to be related to study student achievement. In emphasizing his argument, he pointed out times factors such as follow, first situation in urban public school overall had less desirable experiences than those in other locations on 8 of the 20 measures, analyzed even after counting for higher poverty concentration in urban schools. Second, he explains that situation in public schools on every measure except the availability of minority staff and student use of alcohol. Third, he asserted that students in high poverty urban public schools had less desirable school experiences than those in urban sub urban schools on two of indicators, fourth, student in high poverty in urban schools have unusually high rates of watching Television comparing with other groups of children or students, exceeding the rate that would be predicate from difference location and poverty concentration combined. Finally he concluded that students in urban high poverty schools had more disciplinary problems and were much likely to watch a lot of television.

Head (2008), in his study remind the society that, children of poverty truly lives in conditions that is unlike condition of middle class and wealthy children. He added that, children of poverty suffer from breathing problem. Also impoverished children wish for ordinary things like pets and nice clothes. But he argues that the hopes and dreams of children from poor families are not different from other children.

Barr et al (2008), however points out the effect of economic impoverishment on student learning, that is, to them, poor nutrition has a debilitating effect on children poverty and homes of poor children’s often lack the education enrichment supports to maintain and enrich what happens during the school day as a result poverty level children have a poor recode of completing home work, assignment and arrive at school next day less prepared than their advantage peers. They also assert that, children of poverty suffer significantly during the Summer time, whereby chose children from poor family during the summer time they spent their time going to the city and state parks taking swimming and dance lesson and participating in organized sport programmers.

Tsai (2008) indicates that economic status including parent’s education status, employment status and parental income can have an influence either direct or indirectly on student’s performance. He argues that those children who come from financially low family backgrounds or live with unemployed parents are more likely to be accused for academic failure and leaving School early. He continued to emphasize that family structure can also lead to poor academic performance, example, unstable family structure, such as single parent home blended families, and extended family homes have potential to interface with student performance at school. However parental involvement in children school activities is important in student attitudes toward education and their school performance. This is because poor educated parents do not possess the adequate skills and information to participate in their children with home work assignment and to solve academic and behavior. Therefore this also can led to poor academic performance because the students has no a person to direct him or her to do his or her home work assignment, hence poor performance.

2.2 Theory regarded the study

Ragner Nurkse, in his theory of vicious circles of poverty believes that society is poor because it is poor. He claims that a society with low income has both low level of saving and low level of consumption.

Nurkse believes that a circle of poverty is a phenomenon where poor family has become trapped in poverty for at least three generation and those families have either limited or no resources. To clarify his argument, Nurkse takes poor man as his example, as a consequence of lower income, the poor man continue to grow weaker and inefficient there by perpetuating his poverty.

In addition, poverty can have many dimension, low earning and low level of skill or ability, lack of assets and access to training and education, poor health malnutrition, lack of shelter and food are also the sign of poverty. However on an individual level the circle of poverty starts with the statement that a poor person cannot pay for an adequate supply of food and thus is poor. The circle of poverty starts all over again with a situation where person does not have money to get nutrition’s food, and this process goes on and on.

Furthermore the vicious circle of poverty implies a circular constellation of forces tending to act and react in such way to keep a country or person on in state of poverty. According to Kathel (2011; 220), a poor man not have to eat being under fed, his health become weak, being physically weak, his working capacity is low, which means that he will not have enough eat and so on.

Therefore, in relation to this study, the vicious circle of poverty implies that poor man will not be able to send his children to schools, especially in high school and higher level. And this will leads to illiteracy and unemployment hence both children and parents remain poor because children remain uneducated and therefore have no access to employment opportunities hence the vicious circle of poverty takes place.

Vicious Cycle of poverty

Source

2.3 Research gap from review of literature

The surveyed literature from different source of materials on the impact of family poverty on children academic performance they based on psychological effect, relationship between parents and children, parents’ income, single parents and comparing the students who are in urban and rural schools. Example, Clauss (2010; 737), in his study pointed out psychological effects based on stress that has on family as a source of children poor academic performance. He has also shown the relationship between parents and children, and single parent to have effect on children academic achievement, where by the study regard poor relationship between parent and children as a source of children poor academic achievement due to parents being busy with work, the whole day, leading them to have no time to spare with them. Also in the study carried by Barr et al (2008), based on comparing parent income and economic impoverishment on student learning to have an effects on children academic achievement, the study indicates that parent income may have direct or indirect contribution to children academic achievement. Finally, the study done by Ross (2000), based in comparing the students who are in rural and urban schools, the study indicated that there are little materials access in rural schools like network, which may lead to poor academic achievement of children comparing to urban schools.Therefore, from the analysis of different literature, it clearly show that, there are many studies which have done on the impact of family poverty upon students academic achievement but these studies are too wide and unspecified to a certain area . Therefore, this study sought to find out and identify the impact of family poverty on the student’s academic performance in primary and secondary school, particularly in Amani rural area as a case study.

Chapter three, Research methodology

3.1 Introduction

This chapter covered research approaches, research design, population of the study, sample size, location of the study, sampling procedure, data collection methods, data analysis of the study.

3.2 Research Approach

The researcher used mixed approach because the study need descriptive and quantitative data, therefore mixed approach were used so as to gather required information

3.3 Research design

In this study the researcher adhered to use qualitative and on the other hand quantitative design. This is because the study dealt much on the impact of family poverty situation on students in primary and secondary schools.

3.4 Targeted population

In this study three wards schools were visited. Where by the population included students, teachers, parents, and heads of schools. Therefore the researcher used all mentioned respondents because are the one who concerned with the problem, so they were used by a researcher as respondents and provided required information to the researcher

3.5 Sample size

Since it was not possible for everybody within the targeted population to be involved in the study, the researcher planned a small sample groups, therefore the population from which data gathered was, 100 respondents.

3.6 Location of the study

Cohen et al, (2000) comment that it is very important for a researcher at the planning stage to clearly specify and define the area to be researched. Therefore this study carried out, Amani Area in Tanga Region. The study covered three ward schools. The study carried in this area because the area has many schools with many students who most of them perform poorly in their academic, including poor National examination results. Also, there are a large number of students who leave the school before time and engage in early marriage,drug abuse and other activities like Agriculture and Bodaboda. Hence researchers wanted to know whether family poverty has an impact on the students academic performance in this areas.

3.7 Sampling procedure

Simple random sampling was used during the process of gathering information or data. This provided equal chance to female and male to give information in this study, so it reduced biasness and errors.

3.8 Instrument for data collection

The study involved questionnaires, interviews, and documentary review in gathering required information

3.8.1 Questionnaire method

During the course of investigation two types of questionnaire were used, that was closed – ended questionnaires and open – ended questionnaires. Questions were employed to students where by different questions were formatted for the respondents to answer through writing the answers on the papers provided. This helped to provide a wide chance for the respondents in which they gave out their views and their suggestions concerning with the problem. This method was useful because large amount of information were collected from a large number of people in a short period of time and in a relative coast effectively way. Also through this method the results were quickly and easily quantified by a researcher or through software package. The method also helped to get data based on qualitative, that is numbers and tables.

3.8.2. Interview method

The researcher used oral questioning or conversation with respondents, where by structured interview was employed. This method was administered to the parents, head of schools and teachers. During data collection the interaction was in form of face to face conversation between a researcher and the respondents. This method was useful because it helped in investigating issues in a depth way and discovered how individuals think and feel about a topic or a problem and why they hold a certain opinion. Also the method was useful because it was helped in obtaining details, information about personal feelings, perception and opinion, and also it was avoided an interviewee from not influenced by others in the group, and therefore it was helped in obtaining correct information from interviewee.

3.8.3. Documentary review method

Researcher used this method to gather information through studying the written documents such as textbooks, journal, news papers, speeches, articles, picture and diagrams. The researcher read different documents and results records or data which enabled him to gather required information for analysis. The researcher visited ward schools and has got required information. This method also helped to get access to information that was difficult to get in any other way such as for those people or case who were not will to talk in a formal research interview . Also it helped in making collection of data over a longer period of time as well as large samples

3.9 Data analysis plan

The information which was collected through all the mentioned methods were presented in different ways such as descriptive forms, and also processed into figures. They were also presented into simple percentages to indicate the responses of each item in chapter four

Chapter four: data analysis, interpretation and discussion Introduction

This chapter processes data, present and analyses the findings from the field. It presents the findings in both qualitative and quantitative approaches. Principally the study aimed at investigating the impact of family poverty on primary and secondary school students academic performance, in Amani area. Thus, the data processing, presentation and analysis based in tables and analysis.

4.1 Data processing and presentation

The collected data was processed by the researcher after the completion of data collection, where by the researcher put together the interview and questionnaires for further classification of responses which had risen by the respondents. The researcher labeled the questionnaires and interviews by numbering them from 1 to 300. This was because there were about 300 respondents, who responded in total. From this then, the researcher cross-checked all the responses in questionnaires and interviews to get similar or alike responses in each particular question asked and hence a researcher grouped the responses. Therefore data in this study was presented in different form including tables and analysis.

4.2 Data analysis

The researcher analyses the data in accordance with the research objectives, where by the analysis based on quantitative and qualitative description of the field result as presented by the respondents in questionnaire and interviews. Therefore, the researcher analyse the findings with reference to research objectives, in accordance with the above two approaches

4.3 Demographic information of respondents

During the field research the researcher attended the total of three ward schools. The respondents were categorized in different groups with their size, such as 50 teachers from all three schools, 135 students and 15 Head of school from all three ward schools, also 20 civilians (parents) in the ward. The following is the table showing general demographic information of the respondents involved in the process of data collection. {present your data in table)

References

Ballis,J.(2008) The globalization of World’s politics Oxford, Oxford University Press.

Barr et al (2008) saving our students, saving our Schools. Corwn Press, Mathura road, NewDelhi India.

Clauss-enhlers(2010) Encyclopaedia of cross-cultural School psychology, The state University of New Jersey U.S.

Jensen, E. (2009)Teaching with poverty in mind, United state of America.

Kathel et al (2011) Ragner Nurkse classical economic development and its relevance for today. UK & New York.

Lippman (1996) Urban Schools. The challenges of location and poverty. US, Department of Education.

Ross, M. (2000) School level correlates of academic achievement.US, Department of Education.

Rural Poverty portal (2005-2012), http;//www.ruralpovertyportal.org.country/home.

Tsai (2008) A study of at risk students; Experience in residential alternative girls. The Universityof Incarnate ,United State of America.

Vicious circle of poverty/http;//www.preservativearticle.com/ what is vicious circle of poverty.

World Bank Country study (2002) Tanzania Social sector review. United State of America

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Six reasons why teachers should not date with their students

Teachers dating with students

I have been a teacher for the past 6 years, teaching secondary school students.I have experience several issues with in teaching as my main job. Some of the issue i have been experiencing is the dating or close relationship between some students and some teachers. As we know that dating in schools is strictly prohibited by the government or law.

Six reasons why teachers should not date students.

• Dating is a kind of romantic or sexual relationship in which two people establishes and meet socially.
• Dating students may results into several problems, both for a teacher and a student, however, statics shows that male teachers are the ones who are highly rating to date female students. Few of male teachers are dating male students.
• The following may be the outcomes of having dating male students or female students in a given institution.

Teaching ethics violations.

• When a teacher establish sexual relationship with a student, he or she is violating the ethics of being a teacher, in another words i can say that he is not qualified to be a full teacher. This is because teaching ethics strictly prohibit involvement of teachers in sexual relationship with their students. Even the government is strictly against this issues in both private and public schools.

Source

A student will perform poorly your subject

• This means that, if you are teaching that student, she or he will actually fail in your subject, this is because she or he will never pay attention when teaching him or her, instead she or he will keeping thinking about you. This will completely make her or him fail in your subject and much more worse thing is , the failure might not only be in your subject but also other subjects from other teachers.

May result into unwanted pregnancy

• This is commonly to female students, that is a female students who has sexual relationship may be impregnated and this might be the end of her journey of studying, as she might be a mother, and once she become a mother then she will only be busy with caring the baby. In another side of the teacher who caused such situation, he will rote in a jail, this depend on the country's laws. Example in Tanzania, once a teacher or civilian impregnate the student, he will be accused and sent to jail and spend about 30 year in jail.

The teacher will lose his her job

• Having dating with a student, may results into losing your job when you get caught and or impregnate a student. This is for male teachers, that is when a male teacher date a student and unfortunately impregnate her, he might lose his job as he will be sent to jail for about 30 years, depending on the country's law. Example in Tanzania when you are a civil servant and go against or violate some of the laws, then you get caught and put in jail for couple of month, then you are subjected as the one who is disqualified to serve the government. For that case you will lose your job.

Disrespect

• Dating with a student will result into being not respected by the one who you are dating with or by other students if they may find out. This may lead to poor academic performance of your students as they cant pay attention to you when teaching them, this is because of the absence of social distance between you teacher and your students.

May result into conflicts

• Dating with your student may results into different conflicts due to different reasons, example, you may have personal conflict, if you will impregnate the student as you will always think how will you solve that case of being impregnate her. Another conflict may rose when the student you date has another teacher or student dating her or him, so you may enter into a conflict when they tend to find out. Another conflict may come from the students parents or guardians when thing will goes wrong, i mean when you impregnate the student and her family find out that you are the one who cause such situation, then you are at risk for causing such great burden.
  

Conclusion

• Generally, dating with students in a given institution is violation of teaching ethics and government Law which sometimes may results into many chaos than the above mentioned. if you are a teacher or civilian, please ! adhere to the country's law and if you are a teacher, adhere to the teaching ethics.

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Factors which lead to students' poor Academic performance in most of African Secondary Schools.

Case study of Tanzania 

• Tanzania Ward Secondary schools are those schools particularly secondary schools which most of them built in rural areas by the Government with the aim of providing education services to the young people of Tanzania. The government aimed to achieve its plans that every child in Tanzanian must get education and by fulfilling its plan they built many schools in every ward so as to make it easier for the children to attend the school. The plan to build these schools was implemented well and almost all ward in Tanzania regions and Districts have schools, however some wards missed this opportunity from the government and some students manage to attend to the nearest schools which built in other wards.
  

Lack of learning materials

• Most of ward established schools in Tanzania has no enough learning materials for their students, these include books and other related publications. Example you may find the class of 50 students, only 10 books available for a certain subject. This is a greater challenge to both teachers and students, because students need books for them to learn.

Environment

• Environment also is one of the great challenge to students where by most of the schools located far away from where the students reside, therefore students tend to walk long distance from school to home, example you may find that the school is located 5 to 10 KM from where students resides. This make student to walk long distance from home to school, hence the students get tired while they are at school due to long distance, for this students tend to sleep in the class while teacher is teaching as a result they can’t focus and pay attention on what is going on in the class.

Family poverty

• Most of students in these schools come from poor families which they can not afford to offer all school basic needs such as books, pens, proper uniform and food or pocket money. This make student to be full of stress all the time she or he is at school, due to this students do not focus on learning rather they always think on how they can survive well at school. The stressful effect that a student she or he has make him or her from not performing well in his or her academic activities.

Poor learning environment at home

• Due to family poverty many students do not have a proper and good learning room and or house, this is because most of village house are mud walled house with no access to electricity despite the government effort to build an electricity infrastructures in villages. You may find that the house has no even large windows and large rooms for students to have enough space for him or her study quietly. The environment at home may be worse as some of students they don’t have tables, chairs and bed at home. This is greatest challenge for these students and due to this students may perform poor ly because she or he has no favorable learning environment.

Lack of support from parents and or guardians

• This means that, many parents or guardian they are not even caring about their children, they are not even daring to check out their progress in their academic, parents and or guardian are busy with work due to poverty, most of the parents are busy working to get something for the family, in order to make living for the whole family. On the other side other parents decide to be drunker, that is, they tend to consume alcohol due to stress that he has about his or her family. Due to this reason they tend not to care about their children, as a result a child tend to decide what to do on her own. Some of them try to engage in small activities to make them get a little money to make him or her survive well at school. Due to this it is obvious that a student will perform poorly in her or his studies as she or he has no enough time to keep himself or herself busy learning.

Overworking at home

• Due to family poverty students tend to have many works to do while she or he is at home, that is they tend to help their parents and or guardians to do some activities at home like, washing clothes, farming, selling different products including green vegetables, cooking and so on. These activities make a child to lack enough time to revise what she or he has taught at school, further more it make him or her tired and hence he she cant read while she or he is at home.

Lack of motivation from parents and or guardians

• Motivation can make someone to do great job, and motivation is of different types, so because most of parents and or guardians are busy, they are not motivating their children as parents themselves are busy with their own business, it is obvious that they have no time to spend with their children and promising them to get rewards when doing great in their academics. As results a child goes to school without knowing what she or he is doing.

Other challenges include :-

• Other things include, distance from home to school, hungry while she or he is at school, lack of challenges from other schools, nature of the students themselves, and readiness of students themselves, that is you may find out he students themselves are not ready to receive secondary education, others they are even forced to go to school by the local government leaders. Also the issue of hungry while they are at school play great part in making them perform poor in their academic activities.

Conclussion

• There might be several factors which may lead to poor academic performance but the above mentioned are the most commonly factors that cause or may lead to poor academic performance

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Reasons why most of students are incompetent in English language.

English language is widely spoken all over the world, it is used as one among of the foreign language and as second language in many countries. English language is used as a medium of instruction in many African's secondary schools, and it is used as a subject in both primary and secondary schools. However secondary school students are completed their secondary schools education level with poor written and speaking English language due to different reasons. The following are common reasons for why these learners are incompetent in English language, such as follows:-

The following are the reasons for students being incompetent in English Language.

These reasons are based much in non-native countries especially, African countries, like Tanzania.

Lack English language teachers

• Despite the government effort to hire more teachers every year, still the numbers of English language teachers are small. This make the emphasis on teaching English language being poor as you may find that, the school with about 500 students or more has only one or two English language teachers. This tends to make the teacher feel over burden having all large number of students. And this will make teaching activities difficult to teachers as they can’t be able to teach effectively due to the large numbers of students. English language need more exercise for the learner to be competent, that is learners should do more quizzes and exercise, there fore having a large number of students with fewer teachers make the teaching activities being hard, as a results learners become incompetent.

Teachers incompetence’s

• This means that, there are some teachers who are not competent in English Language, this may be due to the several reasons, but one among of the reason is teachers background and or the reason mentioned above, that is ,teachers came from incompetent teachers they can not also be competent. This may results into learners’ incompetence’s.

 Another reason is frequency use of local languages including Swahili in school

• That is learners spend their much time speaking their vernacular languages rather than English Language, this may be due to the school poor supervision and poor English speaking program implementation at school. There fore the less the learner practice speaking English language, the less competent they become.

Lack of English language books and publications at schools

• This is one among of the reason for why English learners in these school are incompetent, this is because learners are not getting many publication and English books to make them learn from them. Example you may find out that the class of 50 students, only 10 or less books are available. This obvious will result into learners incompetency.

Source

Poor English language program supervision at school

• That is most of school establish several plans at school to make learners speak English language, these plans include, morning speech where by learners or students required to produce speech at school , every morning at assemble. Debate, school plan for school debate to make the students learn English through debating, essay writing competitions at school and so on, all these programs meant to make students being competency, however things are quiet different as these programs are initiated but no one cares about them, most of schools leave the students to carry these programs on their own, as a result of poor implementations of what has planned by the school, hence students complete their studies empty handed in English language.

Lack of cooperation among teachers

• There is a belief to some teachers that the issue of speaking English language to the student is all about English teachers duty and other English teachers are not even concerned, some teachers they cant even pay attentions to they students and some of them tend to discourage students from not using English language, example you may find a teacher tell a student that “English is foreign language, it came with airplane” don’t ever use it when you are with me. These are obvious discouraging words, and they show that there is not cooperation among teachers at a certain school. This will results into negative perception to learners as a learner is already discouraged by the teacher.

English to be used as the medium of instructions in secondary schools and higher learning institutions.

• That is, in Tanzania, English is used as a subject in primary level, where by Swahili language is used as a medium of instructions in primary schools, while English language is used as a subject and also as the medium of instruction in secondary schools and higher learning institutions. There fore in this case its obvious that the base of English language to the learners will be poor as they were supposed to use English language as the medium of instructions from primary schools. This could have built their good foundation of speaking English Language.

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Sample of best constitution for your NGO

I have been struggling to write Constitution for my NGO for a couple of months, then i finally made it. There fore from the experience i have got, i would like to share with you, as it might be helpful to you. The following is complete sample and authorized in my government, i believe that it will help you to create yours.

Content 

There should be content list. This is require to help the reader to read your constitution easily.

Start with Introduction

• Example
• EAST USAMBARA RELIEF ORGANIZATION (EURO)

Shall be nongovernmental organization which is not concerned with politics, religion, and non -profitable and voluntary organization.

The organization work with charity, respect, dignity and fraternity to help orphans and vulnerable children to fulfill or success to their dreams for the benefit of East Usambara (Amani) area and Tanzania at large.

The institution was established according to the National law as well as this constitution. The idea was introduced (innovated) and developed by Peter Michael, and initiated by Justine Mnzava, Gasper Pembe, Florian Kagombe and Julius Mishael who have acquired Bachelor degree of Education.

The East Usambara area have the problem of student drop out from school, lack of fundamental needs of children suffering from ill fortune, housing, essential nourishing, and basic education as result grinding poverty of their families and many of them are orphans and vulnerable children, hence for this had to choose this area as a starting point of developing this idea and Tanzania at large.

The Institution is in initial stage of its duty with objective (aim) of providing fundamental services to these orphans and vulnerable children. EURO has been helpful in providing services for orphans and vulnerable children’s through providing fundamental needs like school uniforms, exercise books, meal, text books,etc.

Reason for EURO

• Due to the fact that majority of students from poor family drop out from school as result of lacking fundamental needs.
• Due to the fact many students lack essential learning materials like uniforms, pencil, pens, text books etc
• It want to reduce or if possible to eradicate the problem of students pregnancy and early marriage
• Due to the fact that majority of population living in rural area living under extreme poverty hence there is necessity of handling them.
• Due to the fact that most students are affected by malnutrition which makes them drops out from school.

Chapter one

Article 1.0. Meaning of key words.

In accordance with this constitution, words which have been used have real or concrete meaning as translated and not otherwise.

- General meeting –is a highly instrument (organ) for making decision in the

Organization (EURO).

- Directorial board- is highest Executive Board of EURO in administration,

Monitoring management and controlling all activities.

- Secretariat – it is the daily Executive board /active organ of all EURO

Activities.

- The Beneficiaries/profitable - Tanzanian society and EURO stakeholders.

- Resources / financial – this means all fund and assets received and invested by EURO for the purpose of fulfilling its objectives

- Developmental project – means all projects initiated by EURO.

- Founder /Initiators of the organization – means the executive founders/leaders ofthe organization.

- Founder members – means the founder members of the organization.

Chapter two

Article 2.0. Name and address.

2.1.The name of an Organization shall be EAST USAMBARA RELIEF ORGANIZATION.

2. 2. The acronym of organization is EURO.

2.3. Address shall be

CHAIRPERSON OF EURO

P.O. BOX.434,

MUHEZA.

PHONE NO:.

2.4.The head quarter of an organization ( EURO) shall be AMANI – MUHEZA.

2.5.Area of the project shall be Amani – Muheza, then after extend all over country

Article 3.0. Official Language

EURO shall conduct its activities through Kiswahili and English language and rarely other vernacular language so as to facilitate services to reach all targeted or intended group.

Chapter three

Article 4.0. Mission, Vission and objectives.

Section 4.1. Vission:

The vision of this organization are, all children are entitled to the basic right of access to food, security, education, vocational training, health care, shelter, and participation in community development

Section 4.2 Mission:

Our mission is to provide opportunities to the people to enjoy their lives through effective care and education regarding provision of basic needs, payment of school fees and other essential needs like food and security and to ensure that all orphans and vulnerable children in the community to be able to complete.

Section 5.0. Objectives:

5.0.1 To improve the lives of vulnerable children and orphan in schools by providing the assistance in social services such as education food and shelter

5.0.2 To improve the living standard of children by sponsoring them, through EURO supplies them with the school fees transportation, basic school uniform, shoes, and stationeries for an education that will then enable them to make a change for their future

5.0.3 To cooperate with other international organization with similar vision of facilitating development to this vulnerable children and orphan who living in extremely poverty.

5.0.4 To establish rehabilitation hostels for orphan and vulnerable children who study in this schools

5.0.5 To create awareness among east Usambara community on importance of education for economic development and poverty alleviation.

5.0.6 To teach vulnerable children and orphan about entrepreneurship on how they can help them self to attain basic needs and payment of school fees.

5.0.7 To strengthening the capacity of families and community to provide children living under hardship condition because every child regardless of race creed statue or religion deserve the promise of future

Chapter four

Membership, responsibilities, rights and ceasing of membership.

Article 7.0. Membership.

Membership of EURO shall be to those who have desire and request for the membership from the organization

7.1. Should not be under 18 years.

7.2. Should be with complete mental fit and good loving heart and a person who is ready to cooperate with others.

7.3. Tanzanian by Nationality.

7.4. Without prejudice Article 7.3 membership of EURO shall be divided into:-

a) Individual Membership, this shall include an individual member to join the organization.

b) Groups Membership, this shall all others Groups, or Institution or NGO’s having interest to cooperate with EURO within and outside Tanzania.

c) Honorary Membership, this category shall be given to any person who by his/her effort shall geared toward EURO objective achievements.

7.5. In accordance with Article 7.4 any person or group who wants to be member of EURO shall apply in accordance with constitution role Article 7.0.

7.6. The application of membership shall be done by writing to the Executive Director then discussed by Board of Directors within 14 days, if accepted or rejected applicant of membership shall be notified or informed by writing and there after the acceptance shall be supposed to pay an entrance fee for membership,

7.7. Without prejudice Article 7.4. the participant (staffs) have an option of being a member or not a member of EURO.

Article 8.0. responsibilities of members.

Any member shall have the following responsibilities;-

8.1. To participate, contribute, vote and give suggestion to the meeting.

8.2. To pay application membership fee, membership registration fee, contributions, dues, debts and other payments which are to be paid at the right time.

8.3. In accordance with this constitution, the membership fee shall be paid depending on the value of money at that time and all fees of membership shall be arranged by the Board of Directors, depending on time being.

8.4. To provide or deliver useful information to the EURO for the benefit of Tanzanian community.

8.5. To show love/ kind to fellow members without discrimination regarding their Tribe, Religion, Status, Academics, Political, Ideology or Nationality.

8.6. To participate in all EURO activities in accordance with roles and regulation instructed or provided.

8.7. To vote in electing the Board of Directors as it has been explained in Article 8.1 Except the founder and all initiators of the organization who shall be the permanent Directors of EURO.

8.8. To pay Annual fees, each fee must be paid to the treasure during the beginning date not exceeding 7^th date of July. Any among members who shall fail or delay to pay up to the mentioned date will pay the same amount with a penalty of 20% of the Annual fees payment.

Article 9.0. Rights of members.

In accordance with this constitution, EURO members shall have the following rights:-

9.1. To attend the General Meeting of the organization as EURO constitution demanded Him /Her to participate.

9.2. To ask and receive any information concerning all functions implemented by EURO.

9.3. In accordance with Article 9.0 members shall not be allowed to receive any information without permission and shall not be allowed to give out organization information without permission from the Administration.

9.4. He/ She has right to vote or voted in any post depending to the qualification he/she has Except the Chairperson who shall be the founder of the organization in accordance with Article 8.7.

9.5. To give personal suggestion concerning the progressive/ development of EURO and Tanzanian community.

9.6. To defend himself / herself in case any problem depending to the rules and regulation of the EURO constitution.

9.7. Member has right to access and use EURO resources at a time he/she will be working on EURO concerning issues.

Article 10.0. CEASING OF MEMBERSHIP.

In accordance of EURO constitution, the ceasing of EURO membership will as follows;

10.1. Death.

10.2. To resign.

10.3. To undergo mental unfit in accordance with Article 7.2.

10.4. Failing to attend meetings or activities of EURO which are responsible to him/ her for three periods without notification.

10.5. To participate in any activity that is against EURO constitution as well as the constitution of the United Republic of Tanzania.

10.6. To be ceased by the General Meeting of EURO due to misconduct accordance with Article 10.4 and 10.5 after he/she has given an apology.

10.7. Fail to return money or any assets belong to EURO which had been passed on him/her in accordance with his/her position in EURO without any reason and cause the organization to get loss.

10.8. in accordance with Article 10.7 the Board of Director shall have no power of ceasing membership of any member who shall go against EURO constitution until decision reached by the of members in the General Meeting except for the international members and honorary members whose membership may be ceased by the Board of Directors.

10.9. A terminated member can ask to be a member again after one year of termination date.

Chapter five:

Article 11.0 Organizational structure/hierarchy.

The organization and administration hierarchy of EURO shall have the following structure.

1. General Assembly/ Meeting.
2. Directorial board/ Board of directors.
3. Secretariat

Article 11.1. General meeting:

1. This shall be final or highest decision making body of EURO.
2. Shall be attended by all boards’ members and all initiators or founders members of EURO.
3. Each year shall summoned one general meeting for assessing achievements of an organization, but it will be summoned when it is needed to be.
4. All General Assembly notice shall be notified/ announced 30days (one month) before an agenda of the meeting shall be sent before General Assembly.
5. The second notice shall be submitted two weeks before a date of the General Assembly if the first notice was not responded
6. The General meeting shall be conducted at any time and any quorum if the first and second notice was not responded.

11.2. responsibilities of general assembly/ meeting:

11.3. 1. To receiving, discussing and approve EURO policies.

2.To employ and approval of leaders who are in the following position,

• The General Secretary
• Field workers
• Treasures/accountants.
• Board of director but not Chairperson who is the founder of organization

3. To choose or elect advisory board. 

4. To discus and approve projects programs, planning, budget and implementing schedules of EURO. 5 . To discus and give advice/suggestion on different reports delivered by general secretary on behalf of Directorial Board. 

6. To terminate leaders of EURO except the founder and the initiators of the organization.

Article 12.0. Annual general meeting

There shall be Annual General meeting which shall be conducted at the end of each working year according to EURO constitution Article 16.2 of this constitution which shall have the following responsibilities;

1. To discus and approve the last year expenditure.

2. To suggest and approve the income and expenditure budget of the coming year.

3. To discus implementation plans.

Article 13.0 Directorial board:

This shall be directorial board which is appointed by the General meeting. The Board of director shall include the top officials of organization who are the founders of organization and permanent member of board of director.

Directorial board shall have not less than five (5) members and not more than ten (10). The board meeting will be hold by chairman.

1. The General Assembly shall suggest the name of members of the Board of Director except the founder of the organization.
2. The board members will meet after two (2) month or at any time when necessary.
3. The Board of Director meeting shall be presided by chairperson who is the chief speaker of EURO.
   Article 13.2. Responsibilities of directorial board.
   13.2.1. To give advice to the secretariat and administer the implementation of all activities of EURO. 13.2.2. To approve the employment of Executive leaders of EURO secretariat.
   13.2.3. The directorial board shall have power of claiming indebted.
   13.2.4. To discuss and sign contracts and agreement on behalf of EURO.
   13.2.5. To punish workers who had bad behavior and EURO constitution which portray bad image within the community except for the honorary members?
   13.2.6. To prepare rules and regulation which govern EURO activities?
   13.2.7. To receive and discus the monthly report, quarter reports and annual reports from the General Secretary and financial director (treasurer).
   13.2.8. To create the committee/department that shall speed up delivery of services to the targeted population.
   Article 14.0. Secretariats.
   14.1 All administration activities implementation shall be performed by secretarial board under guidance/ supervision of Executive director, General Secretary, heads of department and other officials.
   14.2.In accordance with to Article 13.2(2) all Executive staff shall be employed by Directorial Board.
   14.3. Responsibilities of secretariat.
   1. Acting /implement on day to day activities of EURO.
   2. To advise and provide appropriate procedures/ measures employed for the success of EURO goals (activities) for the betterment of Tanzania community.
   3. To deal with emergence cases/problems and challenges hinder EURO in everyday activities and give suggestion to the Board of Director.
   4. To collect and provide/ divide resources to the targeted group.
   5. To defend and protect EURO’s constitution and its policies
   Section 14.3.1. Secretariat departments:
   There shall be the following departments to EURO programs, namely;
   1. Department of finance and economy.
   2. Department of education and counseling.
   3. Department of research.

 

1. 13.2.9. To defend and protect EURO constitution and its policies

Part 14.4.2 education and counseling department

1. To control and monitor all activities concerning education, training on EURO’s organization. 

2. To educate the community on importance of cooperating/participating on developmental project.

 3. To prepare department plans and budget. 

4. To provide guidance and counseling on targeted group. 5. To defend and protect                    EURO’s constitution and its policies.

Part 14.4.3. Research department.

1. To conduct research on how poverty leads students drop out from school.
2. To conduct research on fundamental needs vulnerable children and orphans.
3. To prepare departmental planning and budget.
4. To prepare research proposal, research report and recommend present to the directorial board (management body)
5. To defend and protect EURO’s constitution and its policies.

Article 15.0. Responsibilities and duties of euro’s officers.

1. Chairperson.
2. Board of director.
3. General secretary
4. Executive director.
5. Financial director/ Treasurer.
6. Heads of Department.
7. Staffs

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The best top ways to deal with the group of slow Learners Students.

Slow Learner

Slow learner is a child who has a limited ability of learning or a child who its intelligence is below average due to different reasons.

Fore word

Teaching slow learner is not a simple task like 1,2,3. It needs some one who is patient, caring and who love teaching others to be be perfect in something. As the definition explains above that , slow learner is a child whose its intelligence is below average, there fore you must consider different teaching Technics so as to come up with the best results, and if you will find out that among of your Technic is more helpful, then apply it.

How to deal with group of slow learners

• first you have to identify them. that is if a school has large number of students, then they have to be sorted out first. Sorting them out will help the teachers to know exactly number of slow learner who they are going to work with.
• Second, they have to be distributed to the number of teachers available in a certain school, that is if the school has 10 teachers and the total number of slow learner is 10, every teacher will work with only one student. this will simplify working with one slow learner, as it will be easier to make assessment,working with him or her any time, the learner will feel special and it will help a learner to pay attention to what his or her teach instruct as the learner is alone.

After being sorted and distributed to teachers.

• Choose the best teaching methods to work with your learner. This will work by trying to apply different teaching methods, that is, at the beginning try to apply different methods as you can when teaching him or her, this will help you to understand which method is the most suitable for your student, as you make an assessment to your student in each every methods you use.
• Assessment, if you real want to have better to have better result to your student, please make sure you assess him or her as more as you can. This will help you as a teacher to understand the progress of your student, however it will have more advantage to your student, as the more test, quizzes, exams and or any other form of assessment will build your student with confidence to do activities you provide to him or her.
• Do not give up so easily, that is you have to be patient and kind as i have said before that teaching a slow learner is not a simple task. There fore you do not have to give up so easily because you may find that, you have taught him or her yet after giving him or her the work or an assignment ,either quiz, or test and or exam, and she score zero, do not be frustrated, what you are supposed to do is to try another teaching methods which will make him or her do the best next time.

One more thing to work with your Learner

• Try motivating him or her . In this case you are not supposed to apply negative motivation like punishment, rather you are supposed to apply positive motivation such as interesting gifts.This will make your learner to work hard as she or he knows that is going to have something she like when do good in her or his learning activities. for this to work out, try to read your student first, that is try understand him or her well the thing she or he likes the most, and promise him or her to give him or her when she will do best. You must also be honesty so as when she or he do good work you truly give him or her the gift.
• Also you have to provide productive punishment when she or he misbehave or did something wrong, that is instead of using sticks and or any other harsh punishment, try to give him or her the work that will become more advantageous to him or her and you. Example if you are teaching him or her English language, give him or her a task to write a single sentence and she he must fill 15 pages or above of same single sentence.

Things to avoid when teaching your student.

• Avoid being aggressive.
• Avoid being harsh.
• Avoid him or her to give up on his or her work.
• Generally, transmitting knowledge skills from one person to another need some one is ready, loving, caring and patient. There fore teaching slow learner need kind of teacher who is qualified to teach slow learners because as i have said above that teaching slow learner is not simple task, there for teaching slow learner is not a job of everyone, that is not every one can be able to teach slow leaner.

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