The Tanzanian secondary school system is characterized by a diverse range of educational institutions, varying in quality and efficiency across the country. A quasi-experimental design was employed to assess the impact of different teaching methodologies, resources allocation, and teacher training programmes on student performance in Physics across Tanzanian schools. The study utilised pre- and post-test scores from a sample of students to measure efficiency gains attributable to these intervention factors. The analysis revealed significant variance in Physics test scores between schools with well-resourced and trained teachers compared to those without such support, indicating the importance of equitable resource distribution and teacher development programmes. This study provides evidence that targeted interventions can lead to substantial improvements in student performance in Physics within Tanzanian secondary schools, suggesting a pathway for enhancing educational outcomes. School administrators should prioritise investment in teacher training and resource allocation to promote more equitable learning environments across all institutions. Tanzania, Secondary School Systems, Quasi-Experimental Design, Physics Education, Efficiency Gains The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.