The Relationship Between Form Four Examination Performance and Academic Outcomes in Health Sciences Non-Degree Programs in Health Training Institutions in Tanzania

This study explores the relationship between Form Four examination performance and academic success in health sciences non-degree programs in Tanzania. Using a quantitative correlational research design, it involved 54 tutors and 308 students from various health training institutions in Mbeya. Findings show that while Form Four examination performance is a significant predictor of academic success in health sciences non-degree programs, it is not the sole determinant of student outcomes. The findings reveal that other critical factors—such as personal commitment, study habits, teaching quality, and institutional support—also play pivotal roles in shaping academic performance. While 71.1% of students had strong secondary school results (Division I or II), 64.2% achieved a GPA of 3.1 or higher at the college level, indicating that motivation and study habits can compensate for weaker entry qualifications. Correlation analysis reveals strong relationships between motivation, study habits (r = 0.942), and teaching quality (r = 0.855). Form Four results correlated moderately with college success (r = 0.538 to 0.492, p < 0.001), while institutional support alone showed weaker predictive power. The study also discusses the debate on raising entry qualifications, with 59.3% of tutors and 80.5% of students supporting the change, while others stress the importance of motivation and institutional support. It is recommended that health training institutions adopt a balanced admission approach that considers both academic qualifications and non-academic factors such as motivation and study habits. Additionally, enhancing academic resources, faculty development, and student support systems is essential to producing competent healthcare professionals.