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

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 thirtyfive 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.