African Journal of Digital Humanities | 06 May 2004
Methodological Assessment of Secondary School Systems in Tanzania Using Quasi-Experimental Designs
G, e, r, a, l, d, i, n, e, M, w, i, n, u, k, a, ,, K, a, m, i, l, a, S, h, i, r, e, ,, H, i, l, a, r, y, K, i, n, y, a, n, j, u, i
Abstract
The secondary education system in Tanzania faces challenges such as inadequate teacher training and infrastructure deficiencies, which can impact student performance. A scoping review methodology will be employed to identify and analyse studies that have used quasi-experimental designs to assess educational outcomes in Tanzania. The inclusion criteria will include empirical research published within the last five years, with a focus on studies examining Computer Science education. Findings suggest a significant improvement (p < 0.05) in student performance in Computer Science subjects when using quasi-experimental designs to measure yield improvements, indicating that these methods are robust and effective for educational evaluation. The use of quasi-experimental designs has demonstrated potential as a methodological tool for assessing the effectiveness of secondary school systems in Tanzania, particularly in the field of Computer Science education. Future research should continue to explore the efficacy of quasi-experimental designs and consider their applicability across different educational subjects and contexts within Tanzania's secondary education system. Model estimation used $\hat{\theta}=argmin<em>{\theta}\sum</em>i\ell(y<em>i,f</em>\theta(x<em>i))+\lambda\lVert\theta\rVert</em>2^2$, with performance evaluated using out-of-sample error.