Browsing by Author "Shirima, Daines"

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    Classroom teaching practice and its effects on learning of English subject: a case of selected primary schools in Kinondoni municipality
    (University of Dar es Salaam, 2012) Shirima, Daines
    This study examined the classroom teaching practice and its effects on learning of English subject in primary schools in Tanzania with reference to selected primary schools in Kinondoni Municipality in Dar es Salaam region. Specifically, the study assessed the extent to which English is used by teachers in teaching English subject in the class; it assessed the teaching methods used by teachers and assessed the teacher’s class evaluation methods and techniques. A descriptive survey design that combines both qualitative and quantitative research approaches was employed for the study, whereby purposive and random sampling procedures were used to select a sample of 168 participants. Interviews, documentary review, observation and questionnaires were used to collect the data. The findings of the study revealed that many English subject teachers in primary schools used both languages English and Kiswahili when teaching the subject so as to enhance better understanding of the target concept or the topic taught to pupils, also to allow pupils’ participation in classroom discussion. It was also found that many pupils do not know English language and therefore cannot understand what is taught by the teachers if teachers merely used English language. Likewise, the study discovered that teacher-centred methods particularly lecturing and instructing were the dominant teaching and learning methods in teaching English subject in primary schools whereby pupils’ participation was rarely employed throughout the lessons. Lastly, the study found out that English language teachers have inadequate evaluation techniques that led them to rely on oral questions and answers technique largely used during classroom instruction. On top of that, the findings revealed that the evaluation processes done by the teachers do not lead to measure the effectiveness of the target objectives as some teachers do evaluation differently from what they have indicated in their lesson plans. The study recommended that in-service training should be given to English subject teachers, to help them to sharpen their teaching skills and ability to use the language when teaching in the classroom. Also, English subject teachers in primary schools should be trained on how to effectively use the relevant English language teaching and learning methods that give more room for pupils’ participation in the content discussion and have their views listened to. Likewise, the study recommended that teachers should be trained on a variety of evaluation methods that would help them to give proper assessment of the content so that they should not merely depend on traditional methods of asking oral questions to pupils during classroom instruction.