Effectiveness of Academic Camping in Raising National Examination Results in Public Secondary Schools: A Case of Bagamoyo District, Tanzania

Authors

  • Njiro Rukia Makubusho Secondary School
  • Prospery Mwansa Mwila St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i2.232

Keywords:

Academic Camping, National Examination Results, Student Preparedness, Motivation and Confidence

Abstract

This study investigated the effectiveness of academic camping as a strategy to improve national examination results in public secondary schools in Bagamoyo District, Tanzania. It focused on how academic camping influences students’ academic performance by providing structured and focused learning opportunities. A mixed-methods design was employed, combining quantitative and qualitative approaches. Data were collected through questionnaires, interviews, focus group discussions, classroom observations, and documentary review. The sample included 110 participants: 10 schools selected via stratified random sampling, 40 students and 30 teachers purposively selected, 10 academic teachers through convenience sampling, 15 parents, and 5 Ward Education Officers using mixed sampling methods. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined thematically. The study was guided by Vygotsky’s Sociocultural Theory and Bloom’s Mastery Learning Theory, highlighting the roles of guided learning, scaffolding, and structured practice in enhancing academic outcomes. Findings indicated that academic camping significantly improved student concentration, study discipline, preparedness, and performance in national examinations by providing a structured, distraction-free learning environment. Activities such as intensive revision sessions, mock examinations, structured timetables, group discussions, and mentorship were widely valued by both students and teachers. The study concludes that academic camping is an effective educational intervention for boosting examination performance, though its long-term success depends on careful planning, stakeholder collaboration, and adequate resource allocation. It is recommended that the Ministry of Education, school administrations, and local communities work together to strengthen camping programs by ensuring sufficient funding, improving infrastructure, providing teacher incentives, and fostering parental involvement to sustain and expand the benefits of academic camping.

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Additional Files

Published

2025-12-17

 

How to Cite

Rukia, N., & Mwila, P. M. (2025). Effectiveness of Academic Camping in Raising National Examination Results in Public Secondary Schools: A Case of Bagamoyo District, Tanzania. Journal of Teaching, Learning & Curriculum, 1(2), 293–307. https://doi.org/10.61227/jtlc.v1i2.232

Issue

Vol. 1 No. 2 (2025): Journal of Teaching, Learning & Curriculum (JTLC)

Section

Articles

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Copyright (c) 2025 Authors

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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