Browsing by Author "Kiula, Wellu Daniel"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Extracurricular activities and perceived academic self-efficacy in biology subject in secondary schools a case study of kigamboni municipal council
    (University of Dar es salaam, 2020) Kiula, Wellu Daniel
    The study investigated the extracurricular activities (ECAs) and perceived academic self-efficacy in Biology subject in the secondary schools sampled from Kigamboni Municipal Council. The purpose of the study was to assess the effects of ECAs on the development of perceived academic self-efficacy. The specific objectives were to examine the effects of ECAs on the development of perceived academic self-efficacy (PASE), to establish the relationship between the level of perceived academic self-efficacy and performance in Biology subject and to determine the differences between the levels of PASE of students who participated in ECAs and those who did not. The study employed a mixed method approach more inclined towards the use of quantitative approach with combination of the qualitative approach. Concurrent embedded research design was employed using a sample size of 313 respondents. The sample size included 8 Heads of Departments, 7 sports and games teachers, 20 Biology subject teachers and 278 students. Heads of departments, sports and games teachers as well as Biology subject teachers were selected using purposive sampling while students were selected using both stratified and random sampling. The instruments of data collection were questionnaires, interview and documentary review. Descriptive statistics and Logistic regressions analysis were computed to analyse quantitative data while thematic analysis was used to analyse qualitative data. The findings revealed that there is no significant evidence between the ECAs and development of PASE but the qualitative data established that the variables were related. The study also revealed that there is a difference in Biology subject performances between students who participate in ECAs and those who did not. The study has concluded that there is a relationship between ECAs and development of PASE. Secondly, ECAs promote development of PASE in Biology subject through enhancing critical thinking skills, social relationships, confidence and persistence in the completion of academic activities. Thirdly, there is a positive relationship between the level of PASE and performance in Biology subject. Lastly, students who participate in ECAs have high level of PASE than those who do not. The study provides three recommendations. Firstly, there is a necessity of policy makers to prepare clear parameter that will insist educational stakeholders to promote the use of ECAs as a healthy step of student’s involvement in ECAs. Secondly, school organizations through sports and games departments should collaborate with teachers to promote and encourage students to participate in ECAs.
  • Thumbnail Image
    Item
    Extracurricular activities and perceived academic self-efficacy in biology subject in secondary schools: a case study of Kigamboni Municipal Council
    (University of Dar es salaam, 2020) Kiula, Wellu Daniel
    The study investigated the extracurricular activities (ECAs) and perceived academic self-efficacy in Biology subject in secondary schools sampled from Kigamboni Municipal Council. The purpose of the study was to assess the effects of ECAs on the development of perceived academic self-efficacy. The specific objectives were to examine the effects of ECAs on the development of perceived academic self-efficacy (PASE), to establish the relationship between the level of perceived academic self-efficacy and performance in Biology subject and to determine the differences between the level of PASE of students who participated in ECAs and those who did not. The study employed a mixed method approach more inclined toward the use of quantitative approach with combination of qualitative approach. Concurrent embedded research design was employed using a sample size of 313 respondents. The sample size included 8 Heads of Departments, 7 sports and games teachers as well as Biology subject teachers were selected using purposive sampling while students were selected using both stratified and random sampling. The instruments of data collection were questionnaires, interview and documentary review. Descriptive statistics and logistic regressions analysis were computed to analyze quantitative data while thematic analysis was used to analyze qualitative data. The findings revealed that there is no significant evidence between the ECAs and development of PASE but the quantitative data established that the variables were related. The study also revealed that there is a difference in Biology subject performances between students who participate in ECAs and those who did not. The study has concluded that there is a relationship between ECAs and development of PASE. Secondly, ECAs promote development of PASE in biology subjects through enhancing critical thinking skills, social relationships, confidence and persistence in the completion of academic activities. Thirdly, there is a positive relationship between the level of PASE and performance in Biology Subject. Lastly, students who participate in ECAs have high level of PASE than those who do not. The study provides three recommendations. Firstly, there is a necessity of policy makers to prepare clear parameter that will insist educational stakeholders to promote the use of ECAs as healthy step of student’s involvement in ECAs. Secondly, school organizations through sports and games departments should collaborate with teachers to promote and encourage students to participate in ECAs.