Browsing by Author "Lyambilo, Michael William"

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    How secondary school students react towards teachers’ comments on assignments and tests in the English Language classes
    (University of Dar es Salaam, 2009) Lyambilo, Michael William
    This study examined how secondary school students react towards teachers’ comments on assignments and tests in the English language classes. The study was guided by three objectives namely: examination of comments teachers give to students’ assignments and tests; investigation of students’ reactions towards teachers’ comments on assignments and tests and; identification of comments which can improve students’ performance. The study sample of 102 respondents namely 92 students and 10 English subject teachers. Data were collected through documentary review, rating scales and interviews. The study revealed that in most cases the most commonly used comments were good, poor, work hard, and excellent. Very few teachers gave a few constructive comments like improve tenses, punctuation marks and vocabulary items in your answers. The findings also show that the majority of students like teachers who write comments; they are encouraged by positive comments and aim higher. On the other hand, the findings indicate that negative comments have made some students to hate some subjects and miss classes when they do not agree with teachers’ comments. Teachers pointed out that to improve performance students should be asked to read story books, English newspapers and use dictionaries. Also teachers should comment on the use of correct and meaningful grammer; teachers should not use insulting words. The study recommends that the Ministry of Education and Vocational Training should run seminars for teachers on how to improve students’ performance through comments made in assignments and tests.