Leaners’ Aspirations as the Determinants of Academic Performance in Open Secondary Schools in Dar Es Salaam, Tanzania

The effectiveness of an education system is often assessed by the quality of its graduates, which also reflects the ability of the system to provide equitable and quality learning opportunities. In Tanzania, the National Examination Council of Tanzania (NECTA) utilises national examinations to evaluate the quality of graduates across various educational levels, including secondary education. However, limited attention has been given to understanding the role of learners’ aspirations in shaping academic performance within non-formal education settings, particularly in open secondary schools. This study employed a descriptive correlational design to examine the relationship between learners’ aspirations and academic performance in open secondary schools in Dar es Salaam. Data were collected through questionnaires administered to 454 respondents drawn from 30 open secondary schools across the districts of Ilala, Kinondoni, Temeke, and Ubungo. Learners’ aspirations, as revealed by the findings, extended beyond solely acquiring subject-specific knowledge. They sought to obtain academic qualifications, earn certificates that reflected improved results compared to previous attempts, and develop life and problem-solving skills. The study concluded that these aspirations were closely associated with relatively low academic performance in national secondary school examinations. The study underscores the importance of understanding the diverse motivations driving learners to enrol in open secondary schools, which can inform more responsive and supportive educational interventions.