The Predictors of Students’ Performance in Physics Examination: A Case of Four Selected Secondary Schools in Dodoma, Tanzania

This study investigates the predictors of students’ performance in the Physics subject within secondary schools, focusing on four selected institutions in Dodoma City Council. A crosssectional research design was employed, and both probability and non-probability sampling techniques were used to select a sample of 384 participants. In this study, data were collected through structured questionnaires and analysed using the Statistical Package for Social Sciences (SPSS). A binary logistic regression model was utilised to identify the socioeconomic determinants significantly associated with students’ academic performance in Physics. The analysis revealed that students’ age, parental involvement, participation in private tuition, transportation to school, educational level of parents or guardians, and commuting time to school were statistically significant factors influencing Physics performance (p < 0.05). Furthermore, improved performance in Physics is crucial for fostering students’ interest and competence in Science, Technology, Engineering, and Mathematics fields. Based on the findings, the study recommends that the Ministry of Education should revise and update the Physics curriculum to align with contemporary educational demands. Additionally, strategic investments should be made to enhance Physics education through the provision of well-equipped laboratories and adequate instructional materials.