Asian Journal of Education and Social Studies

This study examined the causes of barriers to academic accessibility for students, as perceived by school leaders in ward secondary schools within Morogoro Municipality, Tanzania. The study was guided by Adams’ Equity Theory, which explains how fairness and motivation influence students’ academic participation and outcomes. A mixed-methods approach was used to collect, analyse and interpret data from 30 respondents, comprising school leaders and ward education officers. Quantitative data were collected through questionnaires, while qualitative data were gathered through interviews and analysed thematically. The findings indicated that students’ academic accessibility was constrained by several interrelated factors, including long distances from home to school, limited access to academic resources, inadequate technological and digital tools, insufficient awareness of academic practices, delayed policy updates, and a mismatch between school policies and students’ learning needs. The study also found that limited parent-school communication, inadequate feedback from parents and students, and insufficient support for flexible learning contributed to barriers in ward secondary schools. The qualitative findings supported the quantitative results by showing that resource shortages, distance, policy implementation gaps and limited stakeholder involvement continued to affect students’ academic participation. The study concludes that improving academic accessibility requires coordinated efforts from schools, communities, government authorities and policymakers. It recommends further research on practical measures for reducing barriers to academic accessibility among students in ward secondary schools.