Multidimensional Dataset on Mathematics Performance in Tanzanian Secondary Schools (2025)
Description
The dataset used in this study was constructed from primary data collected through a structured questionnaire administered to Form Three students in 2025. The target respondents were students who had completed the Form Two National Assessment (FTNA) in 2024 and had official examination results. The questionnaire was designed to capture retrospective information on factors influencing students’ learning environments during their Form Two academic year, enabling linkage between these factors and their subsequent mathematics performance in FTNA. Data were collected from five regions representing major geographical zones of Tanzania: Dar es Salaam Region (Coastal Zone), Arusha Region (Northern Zone), Dodoma Region (Central Zone), Mwanza Region (Lake Zone), and Mbeya Region (Southern Highlands Zone). To ensure validity, the instrument underwent content validation through expert review and alignment with established theoretical and empirical frameworks. It comprised multiple sections covering demographic characteristics, household assets, instructional practices, student attitudes and perceptions toward mathematics, family structure, and key psychometric constructs such as mathematics confidence and career utility. In total, 106 variables were collected, providing a high-dimensional dataset suitable for advanced machine learning analysis. Prior to full deployment, the questionnaire was piloted among a small group of students at Kisasa Secondary School in Dodoma Region to refine clarity and reliability. The dependent variable (students’ mathematics performance) was operationalized using FTNA results, measured on an ordinal scale ranging from A (Excellent) to F (Fail). To ensure data accuracy and authenticity, students’ reported examination numbers were used to retrieve and verify their official results from the National Examinations Council of Tanzania (NECTA) online results portal. This integration of self-reported and verified administrative data enhances the reliability and robustness of the dataset for subsequent analysis. Version update note: The grade coding of the dependent variable (FTNA_Math_Grade) has been revised in this version to adopt an intuitive ascending scale in which higher values represent better performance: F (Fail) = 1, D (Satisfactory) = 2, C (Good) = 3, B (Very Good) = 4, and A (Excellent) = 5. This update replaces the descending encoding used in the previous version (A=1 to F=5) and ensures consistency with other manuscript associated with this dataset.
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Data Production Process Instrument Design A structured questionnaire was developed to capture factors influencing students’ mathematics performance during their Form Two studies, guided by relevant theoretical frameworks and expert input. Validation and Pilot Testing The questionnaire underwent content validation through expert review and was piloted with a small group of students to ensure clarity, reliability, and consistency. Target Population Identification Form Three students in 2025 who had completed the Form Two National Assessment (FTNA) in 2024 were selected as respondents. Data Collection The questionnaire was administered to collect retrospective data on students’ demographic characteristics, household conditions, instructional experiences, and psychological factors. Examination Number Capture Students provided their FTNA examination numbers within the questionnaire to enable linkage with official results. Results Retrieval and Verification Mathematics results were obtained and verified from the National Examinations Council of Tanzania (NECTA) online portal using the provided examination numbers. Data Integration Questionnaire responses were merged with verified examination results to form a single dataset. Data Cleaning and Preparation The dataset was checked for completeness, consistency, and accuracy, resulting in a structured dataset with 106 variables ready for analysis.
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Funders
- The University of DodomaDodoma, Dodoma