Browsing by Author "Makiago, Anna Elieza"

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    Secondary school stakeholders’ perceptions towards commerce subject in enhancing economic growth in Arusha city council, Tanzania
    (University of Dar es Salaam, 2023-04) Makiago, Anna Elieza
    The aim of this study was to explore secondary school stakeholders’ perceptions towards Commerce subject in enhancing economic growth in Arusha City Council in Tanzania. The study was guided by three objectives. Firstly, to examine teachers, students and policy makers’ views on the contribution of Commerce subject in enhancing economic growth in Arusha City Council. Secondly, to explore strategies used in teaching and learning of Commerce subject to enhance practical skills to students for economic growth. Thirdly, to explore challenges faced by teachers and students in teaching and learning of Commerce subject for economic growth. The review of the related literature discussed the context of the problem in a wider panorama. The study employed a qualitative research approach with an embedded single-case study research design. Purposive and snowball sampling procedures were employed to select participants. The sample size included 20 secondary school graduates who had commerce background in their secondary education, eight Commerce subject teachers and two education policy makers from the Ministry of Education, Science and Technology. Data collection tools include semi-structured interviews, non-participant observation and documentary reviews. Data were analysed qualitatively using the thematic analysis strategy. Findings unveiled the following. First, Commerce subject instils the skills and competencies required for practical business and management to the youths. Second, findings found that commerce subject teachers were not encouraging students to study Commerce subject which resulted to low uptake of commerce subject. Third, findings revealed that few Commerce subject teachers applied the teacher-centred strategies like lecture method instead of the learner-centred strategies such as project-based learning and field trip during teaching and learning of Commerce. Four, findings uncovered that commerce teachers were important resources in monitoring/supervising and facilitating students’ participation in different types of activities performed during teaching and learning process although they did not receive sufficient in-service trainings. The study recommends that the Ministry of Education, Science and Technology in cooperation with education stakeholders should recruit Commerce subject teachers to cater for the current needs including, in particular, to equip youths who lacked business and financial skills. Likewise, the Ministry of Education, Science and Technology should prioritise commercial studies and provide sufficient number of professional trainings to Commerce teachers to update their professional knowledge. In addition, the government should allocate adequate funds for teaching and learning resources including books in secondary schools. Finally, the study recommends an exhaustive quantitative study should be conducted to check whether or not the teaching and learning of Commerce in secondary schools reflect competence-based teaching and learning methodologies.