Correlation of students’ performance in basic applied mathematics and accountancy in advanced level secondary school from 2017 to 2024: A case study of four secondary schools in the Northern Zone of Tanzania Mainland

This research examined the performance of Basic Applied Mathematics (BAM) students in four advanced secondary schools situated in northern Tanzania over an eight-year span from 2017 to 2024, utilizing a systematic quantitative methodology. Essential indicators such as pass rates, absenteeism, and failure rates were assessed to uncover trends that could guide educational policies and instructional methods. Grounded in the Transfer of Learning Theory, this study investigated how students utilize their previous mathematical knowledge in new situations, especially in relation to their performance in accounting (AC). The study involved the four Advanced Secondary Schools within the Northern Zone of Tanzania. The correlation analysis shows critical joins between BAM results and AC outcomes, uncovering a solid positive relationship between BAM disappointment rates and both BAM disappointment rates (r = 0.72) and AC pass rates (r = 0.74). Negative correlations were found between BAM failure rates and AC pass rates (r = -0.46), as well as between BAM failure rates and AC pass percentages (r = -0.59). Additionally, a weaker positive correlation (r = 0.33) and a weak negative correlation (r = -0.10) were identified among various performance metrics. These results emphasize the variations in academic achievement affected by students' capacity to transfer learning, highlighting the necessity for focused interventions to bolster foundational skills in BAM and improve overall academic performance.