Browsing by Author "Ntara, Thea Medard"

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    Investigating assessment practices of science subject in primary schools in Tanzania: the study of competency-based approach
    (University of Dar es Salaam, 2017) Ntara, Thea Medard
    This study investigated assessment practices of science subject in primary schools in Tanzania following implementation of the competency-based curriculum in the year 2005. Specifically, the study investigated different assessment practices involved in assessing science subject in twelve primary schools in Kinondoni district in Dar es Salaam region and Manyoni district in Singida region which were categorised into high and low performing schools. The study objectives were: to identify assessment practices carried out by science teachers; to examine how teachers incorporated Competency Based Curriculum (CBC) in teaching and learning process and to examine how educational authorities were supporting the implementation of competency Based Assessment (CBA). The study adapted constructivism philosophical perspective and used qualitative approach. A single embedded case study design was used with various methods of data collection including unstructured and semi-structured questionnaires, interviews, focus group discussions, classroom observation and documentary guides relating to objectives. Through content analysis, information was presented in the form of narratives, figures and tables. The findings of study revealed that, though teachers from both school categories of high and low performance employed the six main assessment practices such as tests, questions and answers, investigation, portfolio, teacher observation as well as self and peer assessment in the teaching and process not familiar on how to practice other assessment techniques. On the other hand, while teachers tried though with difficulty to build pupils’ competencies using different assessment practices, like tests, only the National Examinations Council of Tanzania (NECTA) final examinations were recorded to give final grades for science subject in primary education contrary to what was suggested in the CBC. Teachers from the sampled schools had little knowledge of integrating CBA elements in the teaching and learning process. Further, instead of employing a variety of teaching methods as suggested by constructivists, teachers frequently used tests, questions and answers. Similarly, majority of sampled schools lacked teaching and learning resources such as laboratories, book stores and science textbooks. The findings indicated that there is little support for teachers on the implementation of CBC as well as CBA in primary schools. Following these findings, the study concludes that competency-based assessment practices are essential in transforming assessment practices which follow CBC. Therefore, it is recommended that teachers should equally regard and practice other types of assessment practices and record for motivating and helping pupils to reflect on their work. The government needs to make a follow up to ensure science rooms/classrooms are well equipped in schools for pupils to conduct practical activities and investigation. In the same line, the government should design a mechanism to directly allow the budget to school inspectors rather than depending from central government to make inspectorate activities effective. The study suggested the government to include all organs, for example, Ministry of Education Science and Technology (MoEST), Tanzania Institute of Education (TIE) and NECTA to review and conduct pre-programmes of new approach to teachers and develop assessment guidelines to meet the implementation of CBA as stipulated in the CBC.
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    A study on application of problem solving in teaching science in primary schools
    (University of Dar es Salaam, 2006) Ntara, Thea Medard
    Many researchers including parents have shown a concern over the poor performance of science subject in almost all levels. The purpose of this study therefore was to explore the activities of problem solving in primary school science in Tanzania. The study was conducted in Ruvuma region. Two classes (class iii and IV) from two different schools were investigated. The sample comprised of 60 respondents that included 50 pupils, 8 science teachers and 2 heads of schools. Data collection was undertaken through interviews, observation, questionnaire and focus group discussions. Most of the data were qualitative in nature and were analyzed through content analysis. Study findings revealed that majority of science teachers were not under qualified and; teacher-demonstrations, observations, use of objective questions and teacher explanations were the only approaches that dominated. In light these findings, suggestions given include the conducting of professional training in in-service programmes, workshops, seminars and introducing specialization for science teachers. Conducting further studies that would take wider samples has also been suggested.