RUAHA CATHOLIC UNIVERSITY

The study assessed the effectiveness of academic strategies applied to enhance students’ academic performance in public secondary schools in Ulanga District, Tanzania. A mixed-methods research approach with convergent parallel design was employed. Both purposive and random sampling techniques were used to select ten public secondary schools with 110 participants (10 school heads and 100 classroom teachers). Data were collected through questionnaires, interviews and documentary review. Qualitative data were analysed by thematic analysis, while quantitative data were analysed by descriptive and inferential statistics by using Statistical Package for Social Science (SPSS) version 21.0. Findings from the study revealed that the schools used a variety of strategies to enhance students’ academic performance including maintaining student’s discipline, reinforcement rewards, different assessment methods and teacher-student relationships in the teaching and learning process. The strategies were effective only they were well-formulated and properly implemented to attain the desired goals regardless. It is concluded that there is a positive relationship between effective strategies and students’ academic performance.

Academic Performance, Academic Strategies, Effectiveness