Late Entry In Primary Education: Implications On Learning Achievement Evidenced at Dodoma, Tanzania

Abstract

This study examined the late entry in primary
education, Implications on learning achievement
evidenced at Dodoma, Tanzania. The study employed
a cross-sectional survey design to capture and collect
data from 128 respondents, mainly; seven heads of
schools, fourteen ordinary teachers, and thirty-five
for late entry and on time pupils respectively (Five
from each school). Other respondents involved thirty
five parents/guardians including two Ward Executive
Officers (WEO). The selection of respondents were
guided by both probability and non-probability
technique while descriptive and non-descriptive data
were collected through questionnaire and review of
various literatures to produce such a clear overview
and presentation using computation of percentage
and tabulation. The findings revealed that strong
relationship of late entry in primary education and
poor academic performance as a results of learning
achievement. This is mainly due to high level of
absenteeism among late entrants to keep up with
teaching lessons, prevailing indiscipline records
including drop outs. The overall review indicated the
need of consorted efforts among parents, teachers,
government and other stakeholders to table and
enforce earlier or mandatory on time enrolment of
pupils.