The Relationship between Convergent Thinking and School Performance among Secondary Schools in Tanzania

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Author(s) Joel Matiku Joshua
Pages 462-472
Volume 5
Issue 10
Date October, 2016
Keywords Convergent Thinking in Tanzania; School Performance in Tanzania; School Performance and Convergent Thinking; School Ownership; Geographical Location of the Schools.
Abstract

This research aimed at investigating the relationship between convergent thinking and school performance among secondary schools in Tanzania. About 444 students were categorized basing on their school rank in Form four national examinations. The groups were students from high performing schools group (N=218) and students from low performing schools group (N=226). The two groups were then compared in their scores of convergent thinking test. Specifically, two research questions were addressed. First, what is the difference in convergent thinking between students from high performing schools and students from low performing schools? To what extent could convergent thinking explain school performance when other variables such as sex, school ownership and geographical location are controlled for? An independent t-test revealed that students from the high performing schools group scored higher in all components of convergent thinking than students from the low performing schools group. It was further found that school ownership and geographical location were crucial confounding variables in the relationship between convergent thinking and school performance. While school ownership was the strongest predictor of school performance, only mathematical insight tasks component of the convergent thinking made uniquely significant contribution in the school performance. Both practical and theoretical implications are discussed as well as potentials for future research.

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