Validation of a factor model for factors influencing mathematics learning and performance in Tanzanian secondary schools

Abstract

There are several ways of validating a factor model. Two of such ways are split-half method and a method that involves collecting new data.  In this paper a sample of 520 secondary school students was randomly split into two equal halves using the split-half validation method.  The two subsamples were subjected to factor analysis/principal component method.  Communalities of individual variables and factors were determined.  The analysis showed that the communalities of individual variables of the two subsamples were similar.  Also the factor structures were alike.  Thus, the results of the validation suggest that the results/findings of the study to why the secondary school students in Arusha and Kilimanjaro regions are performing poorly in mathematics can be generalized in Tanzanian secondary schools.