Abstract:
The purpose of the study is to determine the effects of selective and non-selective secondary schools on academic achievement of students in Masvingo, Zimbabwe. An explanatory sequential design was opted in this study. A Wide Range Achievement test L2 revised-mathematics sub-test was used to measure students’ achievement levels. Two secondary schools in the same catchment area (S1) and form one classes were purposely selected. Ndama is selective while Muchini is not, at form one level. Two classes from each school participated, giving a sample size of 131 students (F=66, M=65). 16 teachers from Ndama School volunteered to participate in the study. The results show that students at Muchini school got lower scores (M=30.64, SD=5.72), than those at Ndama school (M=36.37, SD=3.87), t (129) = 38.83, p < 0.01, two tailed. The size of this effect is large (effect size r = 0.96). Students at Ndama School, in class 1A5 got lower scores (M=33.75, SD=2.86) than did those in class 1A1 (M=38.91, SD=2.86), t (65) = -7.38, p < 0.05, two tailed. The size of this effect is large (effect size r= 0.67). A significant main effect for school, in which Ndama school (M=36.37) is achieving better than Muchini (M=30.64), F (1, 127) = 46.05, p < 0.01. The effect size for school is quite large (effect size r = 0.60). Teachers at Ndama School generally agreed that that high achieving pupils benefit from learning with similar peers.
