Browsing by Author "Lutahanamilwa, Doreen Johansen Jackson"

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    Participation and problem solving in rural setting: the case of water in Mang'hangu village, Mpwapwa district
    (University of Dar es Salaam, 2007) Lutahanamilwa, Doreen Johansen Jackson
    The study set out to investigate the factors that are vital for enhancing effectiveness of participation in improving lives of rural people in Mpwapwa District. This study used qualitative methodology, specifically, the Participatory Action Research (PAR) in analyzing the problem of scarcity of water in Mpwapwa District. This approach allowed the community members in collaboration with the research team to analyze scientifically the problem and its effects and eventually came up with possible solutions. The findings reveal that there was lack of effective participation in the implementation of the supposedly water project. As a consequent, the community members were not able to learn in the process as one member said “if this education was provided during the time of initiating the project, the shortage of water could have been solved.” Among the causes mentioned during the study include the following: insufficient security around the water pump which led to vandalism, lack of rainfall harvest and the destruction of sources of water. It was learnt that effective participation is very crucial in supporting project development and sustainability. It has been revealed that effective participation is likely to be achieved if some of the following are taken into consideration: provision of education for community members to know their rights and responsibilities. The community must also be informed on policies, programs and legislations immediately relevant to their life, and the maintenance of communication channel among leaders especially bottom up communication in order to instill agreed solutions.
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    Reducing the achievement gap in mastering reading and writing among primary school children in Kinondoni district, Tanzania
    (University of Dar es Slaam, 2014) Lutahanamilwa, Doreen Johansen Jackson
    The study set out to focus on reducing the achievement gap in mastering reading and writing among primary school children in Kinondoni District, Dar es Salaam. Specifically the study intended to assess the teaching methodology in the primary education system that defectively leads to difficulties in reading and writing among school children; to explore mechanisms used to assess children’s performance in reading and writing; and to suggest strategies that can assist teachers in minimizing difficulties in reading and writing. This study used the qualitative research approach, with a sample size of 69 respondents. Data collection tools were observation, documentary review, semi-structured interviews and focus group discussions. The study revealed that there are multiple factors affecting reading and writing performance among primary school children of the age eight to fifteen years mostly connected to pedagogical and assessment processes. The findings revealed that there was an insufficient instructional procedure, including lack of early interventions of teaching of letter-sound relationship. Also there was an inadequate evaluation system in most of the sampled schools. Such that there is no extensive use of strategies and assessments to identify individual specific learning needs as students come with different levels of understanding depending on their background. In addition, there was an inadequate fund to buy instructional resources such as enough reading books, repairing and building school infrastructures. Moreover, teachers encountered challenges including lack of skills in Early Childhood Development (ECD) and classroom pupils ratio was 1: 100 and above; missing a guiding policy for grading children with diverse experiences; lack of team spirit among teachers as well as inadequate school