PhD Theses

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A survey of present trends in the teaching and learning of biology in Tanzanian secondary schools with proposals for improvement
(University of Dar es Salaam, 1978) Meena, Alfred Salema
The purpose of this study was an attempt to determine the attitudes/opinions of teachers and pupils toward the objectives and practices of biology curriculum in their respective schools. The study therefore, was to examine whether or not some of the instructional objectives and the biology education practices of the modern trends as perceived by curriculum designers were being observed. The purpose of this study was to determine the extent to which selected teachers and pupils in a number of Tanzanian secondary schools accepted the objectives and practices of the biology curriculum. More specifically to determine the opinions of teachers and pupils on the biology teaching strategies, biology resources in their schools, academic assessment of biology in relation to the philosophy of the biology curriculum and constraints which affected the efficient implementation of the biology curriculum in general. The sample of the study was selected by a stratified random sampling consisting of 795 Form II and 799 Form IV pupils made up of 931 boys and 633 girls. The teachers sample consisted of 70 teachers of whom 28 were graduate and 42 were non-graduate teachers. The data were collected through a questionnaire instrument designed and tested by the researcher. In addition, supplementary information was collected through structured interviews with 37 teachers. The research was carried through a period of one year (September 1975 March 1977). The main findings were as follows: 1. The current biology curriculum (syllabus) was acceptable to the majority of the secondary school teachers surveyed. 2.The biology teachers surveyed knew the aims and objectives of studying biology in this country. 3. The teaching and learning resources were found to be quite deficient in the majority of the schools surveyed. 4. The methodology used was mostly teacher-centred rather than pupil-centred/society centred which involves pupils in active learning. 5. The current academic assessment practices of the biology curriculum were acceptable by both the pupils and the teachers. 6. Both the teachers and the pupils perceived some problems that tended to affect the effective implementation of the biology curriculum. It is the hope and the recommendation by the author that constant formative evaluation should be carried out from time to time until there is a stable and an agreeable formula to these problems.
Indigenous education in Africa: a survey, analysis and synthesis of emerging themes in published literature
(University of Dar es Salaam, 1978) Ocitti, Jakayo Peter
This dissertation represent on incision, not into an established body of knowledge, but into potentialities of an area of inquiry with relevance for present day education and research. For well over one hundred years, there have appeared a spoke of publication on the area of indigenous education in Africa. But many of such publications are scottered and difficult to located. However, the information contained in most of them does not appear to the widely known, even among many professional educationists in Africa today. The first purpose of this dissertation was thus to identify and organize the scottered publication in order to provide a possible integrated source for study and reference on the area of indigenous education in Africa. The second purpose was to make a broad review of the origins and growth of the publications thus identified. Finally, it was the concern of the dissertation to undertake an analysis of the contents of some of the same publications. In chapter, the research issues for each of the dissertation purpose are raised and the main analytical frameworks in the forms of broad assumptions, propositions and evaluative criteria are formulated. A documentary survey, analysis, critique and synthesis constitute the main features of the method used. And in chapter II through The results of the investigation have been reported, as is summarized here below. The progenitors of the “study” of indigenous education in Africa were mainly pre-1900 foreign travellers, explorers, missionaries and early colonial government officials. Coming mainly from western cultures where the image of Africa and its peoples had been damaged since the pre-slave trade period, they produced largely prejudiced writings on some aspects of indigenous education. Since around the beginning of this century, many more writers representing more organized disciplines such as evolutionary, social and cultural schools of anthropology, developmental psychology and professional education have become increasingly interested in the investigation of indigenous education in Africa. This time, disciplinary biases, perhaps much more than the factors of ethnocentrism, have given rise to varying conceptual and methodological perspectives on indigenous education. The accumulated knowledge on the topic of indigenous education as found in the cited publications contains features of both uniformity and diversity. Features of uniformity are largely reflected, among other things, in the widespread attitude towards education as a lifelong and life-space process of learning; as being concerned more with social than merely with individual personal development; in the stress on practical performance than on memory work alone; and in the observation of the media of learning as being largely coterminous with many of the activities of the everyday process of living. In other respects, the same publications reveal that indigenous ‘’system’’ of education have been as different as there are various African societies. Ecological adjustments to different natural environments, historical vicissitudes, culture contacts and development, sex and age of individuals, among other factors, have contributed to a greater or lesser degree to the variation in the setting, organization, purpose, contents and methods of indigenous education across the African continent and, to some extent, within each society. In chapters XI, a summary of the study findings is presented, firstly, in terms of emerging themes in the ‘’type’’ and ‘’growth’’ of published literature on the area of indigenous education in Africa. Secondly, emerging themes on the ‘’study’’ the ‘’nature’’ and the ‘’utility’’ components of the ‘’tentative’’ knowledge on indigenous education in Africa are presented. Chapter XII concludes the investigated through reflections on the findings and give pertinent recommendations. As a tentative body of knowledge, the study attempts, on the one hand, to provide a description of potential contributions to general education at all levels of formal education, and on the other hand, to enrich the professional education of teachers in the area of educational foundations. As a form of educational thought, the subject of indigenous education is viewed as an important source of some useful ideas with potential contribution to the principles, policies and practice of present-day education. Finally , as an area of scientific investigation, the study points to the problems confronting ‘’studies’’ of indigenous education and make suggestion as to how they could be overcome, thereby helping to make the area of indigenous education become an attractive field of modern educational study and research.
Selectively infrared emitting gases for radiative cooling applications
(1986) Lushiku, Elias M
Radiative cooling occurs under clear sky conditions because the atmospheric emittence is low in the wavelength interval 8-13ͧµm particularly if the air is dry. Efficient radiative cooling is feasible with materials which radiate predominantly is feasible with materials which radiate predominantly in the 8-13 µm wavelength range and are non-absorbing elsewhere. This thesis reports on gases which are strongly emitting only in the 8-13 µm wavelength range and which therefore can be used for radiative cooling to low temperatures. We carried out a general discussion of characteristic absorption frequencies due to molecular vibrations and rotations to identify a number of candidate’s gases. Three of the most promising ones-ammonia, ethylene, and ethylene oxide-were studied in detail. Infrared transmittance spectra were recorded for 5-50 µm by spectrophotometry. These data were used to compute the basic cooling parameters and relations between cooling power and temperature difference for pure and mixed gases. Radiative cooling tests were performed by use of simple devices. Cooling to 15◦C and 10◦C below ambient temperature was absolved with ammonia and ethylene gas respectively. The radiative cooling resource was evaluated by means of LOWTRAN computations based on radiosonde data for the dry seasons of 1970 and 1975 in Dar es Salaam, Tanzania under favourable meteorological conditions it is predicted that a cooling power of 20wm² can be achieved for blackbody-like surfaces at ambient temperature, and that a minimum temperature lying 30◦C below that of ambient could be reached with a highly infrared-selective substance incorporated in a thermally well isolated device. Some estimates of radiative cooling resource based on newly developed relations between atmospheric emittance and dew point temperature were also given.
Shortage and job satisfaction among teachers in public secondary schools in Tanzania mainland
(University of Dar es Salaam, 1987) Muze, Mishael Shogholo
This study investigated the problem of the shortage of public secondary school teachers in mainland Tanzania as it relates to job satisfaction. The major purposes of the study were: to collect relevant demographic data about public secondary school teachers; examine work factors to which teachers attach a great deal of importance in the proper execution of their job as well as those which contribute to teachers’ dissatisfaction. Finally to attempt an analysis of the efforts made by the government since 1981 to improve skills, working conditions and the general welfare of teachers. Vital information on teachers' working conditions and the degree of shortage and job satisfaction was obtained through the administration of a questionnaire. Other documents such as the annual reports, budget speeches, ordinances, syllabi were also examined. The 1976 questionnaire was administered to 328 teachers from 13 of the 78 public secondary schools which existed then. It was discovered that had the majority of the teachers trained since independence remained in the teaching profession, the current shortage of teachers in public secondary schools would be non-existent. Fourteen factors were examined out of which good administration and policies, good student discipline and good salaries and allowances were found to be the leading factors that teachers considered important in the proper execution of their job. Lack of teaching facilities and limited opportunity for professional advancement were found to be two leading factors among 22 factors to have contributed to job dissatisfaction among teachers. A cross-tabulation was done by using statistic n four variables namely: sex, level of education, type of school and nationality; on the factors concerning 'importance` and 'job dissatisfaction '. In general, the null hypothesis developed was accepted in most of the factors of the three variables studied but rejected in the fourth variable dealing with nationality. The study, in a nutshell, has shown that job dissatisfaction contributed heavily to the general shortage of teachers. A number of recommendations are therefore made in the last chapter. They touch on the ways of making the improvement to the teachers' salaries and allowances, the administration of schools and the curriculum.
Screening and assessment for developmental and learning delays among young school-age children in Tanzania
(University of Dar es Salaam, 1989) Mbise, Akundaeli Safari
Developmental screening and assessment of pre-school and school children in Tanzania should be an integral part of childhood services. Research on early childhood education and stimulation in the family has indicated that children’s development and learning can be enhanced and handicapping conditions can be prevented. One area of great concern has been the importance of the family environment in early childhood development and learning, especially the role played by various family processes and interactions. The present study attempted to explore the developmental characteristics of young school-age children and the characteristics of their home environment in Tanzania. The intention was to identify children’s developmental strengths and symptoms of possible developmental problems. The home environment was analyzed for factors enhancing or inhibiting children’s development and learning. The five questions which guided the study sought to identify children’s current developmental and functional characteristics, family provisions supporting children’s development, whether the MPI and the JOME inventories differentiated children’s developmental functioning, and the characteristics of the home environment, whether the MPI and HOME were ecologically appropriate for screening and assessing children in Tanzania, and the extent to which the family helped children to develop school related skills. To address this problem, a cross-sectional design was employed to study 100 five and six year old children with mean ages of 59.2 months and 73.2 months, respectively, from five city locations in Dar Es Salaam. Children’s parents (100) provided information on (Children’s) developmental characteristics and functioning as represented in the MPI. The HOME was administered to parents to explore the characteristics of the home environment. Children’s knowledge of language, quantitative reasoning and memory functioning was assessed with selected items from the Binet Form IV version for pre-school children. Three scores were obtained from each child and two inventory-based scores were obtained from parents. Interviews were conducted on 20 parents to validate the appropriateness of the items on the inventories. The independent variables in the study were centre, sex and age. The dependent variables included the eleven developmental and problem subscales of the MPI and the eight HOME subscales, and the three cognitive tests were analyzed for means, standard deviations and tested for statistical significance. Graphic presentation was employed for MPI results to provide visual contrast of children’s developmental characteristics. Results from the MPI supported by parent interviews indicated that the five and six year old children were developmentally normal and functioning efficiently in the family. Results from the interviews revealed that parents understood their children’s developmental abilities and could detect developmental and behaviour problems. The family environment provided children with variety of stimulation, but some constraints limited various aspects of environmental stimulation thus affecting children’s acquisition of some skills adversely. The results further indicated that most items on the MPI and a few items on the HOME were ecologically appropriate, however they required insight into cultural interpretations of developmental characteristics and behaviour. It was suggested that further research with the inventories is required before ecological and construct validity could be established.
An appraisal of intergrated versus non-intergrated approach in teaching: the case of Kiswahili composition and literature in Tanzania mainland
(University of Dar es Salaam, 1992) Mbunda, Fulgens Linus
The purpose of this study was to compare and contrast the teaching and learning effectiveness between schools that used an integrated behaviour approach in teaching Kiswahili composition and literature and those which did not use the approach. The study was prompted by a controversy regarding the usefulness of instructional objectives in teaching. Literature review in the area yielded an equivocal stance regarding the effectiveness of using instructional objectives. This study was thus developed under the assumption that there were conditions under which instructional objectives would tend to enhance the quality of teaching and learning. The literature survey led to the hypothesis that one of the conditions was the teacher's ability to state and use the objectives in an integrated behaviour approach, that is, in an effort to effect the development of all the human capabilities of the cognitive affective and psychomotor domains. Such an integration was seen to be most appropriate in language skills since linguistic theory advocates the development of the human being as an organism in the learning of language through listening, speaking, reading and writing. According to this study, an involvement of all the human capabilities in the three behaviour domains was regarded as an integrated behaviour approach in teaching and learning. An involvement of capabilities in only two or one domain was considered non-integrated. The study adopted the pretest posttest control group design in order to compare the teaching and learning effectiveness of Kiswahili composition and literature between experimental and control groups using the integrated and non-integrated behaviour approaches respectively. Stufflebeam's Context, Input, Process and Product (CIPP) model of evaluation along with a corresponding evaluation plan were randomly used for the collection of data. There were six schools for the experiment, three from each group chosen on the basis of a previous survey conducted throughout the zones of Tanzania mainland. The accessible population, Forms II and III, was chosen because of the satisfactory entry characteristics in the respective subject areas, namely, Kiswahili composition and literature, from which streams were picked out randomly for the pretests and posttests. Students from both groups had similar geographical locations, academic biases, types of school and sex; and their Kiswahili teachers had similarities in their qualifications and teaching experiences. Research instruments which were used in the study included teachers' questionnaire which collected data for the input evaluation, and students' questionnaires which were meant for assessing the extent of behaviour integration during the process evaluation. There was also an observation schedule modified after Flanders interaction Analysis Categories used during the process of teaching for the process evaluation stage. This was supplemented by documentary analysis of lesson plans of teachers from the experimental schools, as well as unstructured interviews with teachers from the control schools. Finally, the study used achievement tests in both Kiswahili composition and literature. The tests, based on the current Kiswahili syllabus for secondary schools and format as used in previous researches, such as that by Fagan et al. (1975 ), were meant to compare the learning outcomes between the two groups during the product evaluation stage. These tests as well as the questionnaires were piloted in Azania and Forodhani Secondary Schools in Dar es Salaam (eastern zone) to ascertain further their validity and acceptability. Findings related to the hypotheses have shown that as a result of the Context and Input evaluations the Kiswahili syllabus for secondary schools as it was then was not adequate enough to cater for the integrated behaviour approach in terms of how its objectives were stated as well as of content and teaching guidelines for both Kiswahili composition and literature. The expectation that there would be better teaching and learning atmosphere where integrated behaviour approach was used in teaching was realized in the sense that, during the process evaluation, the experimental group indicated a higher level of behaviour integration than the control group. Finally, statistical analyses have shown that in most of the tests made the experimental group was in more favourable circumstances in achievement during the product evaluation than the control group. The similarities that were observed during the study, especially in the teaching of Kiswahili composition in both groups could be attributed to the positive attitudes towards the subject area that teachers and students had, and to the interdependence of the behaviour categories whereby there is the tendency for one to evoke the other easily. Generally, the findings have shown that instructional objectives when stated and used in an integrated behaviour approach will engender better teaching and learning atmosphere and outcomes than otherwise in the teaching of Kiswahili composition and literature in secondary schools in Tanzania mainland.
Participation or rural girls’ in the complementary basic education in Tanzania (COBET): the case of Kilwa District
(University of Dar es Salaam., 2008) Hinju, Ernest Xavery
The purpose of this study was to investigate effectiveness of Complementary Basic education in Tanzania (COBET) scaling up project on rural girls` access, attendance drop out, and academic performance in Kilwa district. Basically, the study used both aspects of qualitative and quantitative approaches. Data were collected by means of questionnaires, interviews, documentary reviews, and observation. The study consisted a sample of 61 respondents (36 females and 25 males). The ,major findings from the study were the following (a)more out of school rural girls than rural boys were not cotrolled in COBET scaled up phase: (b) most COBET stakeholders have not intensive training on COBET such that they are awareness of boy`s (c) total rural boy`s attendance rate was higher than girls; and (d) total rural girl`s drop out rate was higher than boys. Lower levels of access for girls to COBET programme were caused by various factors including long distance from girl`s homes to COBET centers and existence of culture of priority for educating boys in the research area. The reasons for girl`s low distance and drop out were found to be existence of socially women/ girls subordinates role in the research area. The implication of the study includes the need to establishment more COBET centers so as to reduce the problem of long distance to centers. It is also seem meaningful to train and deploy adequate female facilitators and teachers in rural COBET centers and schools to act as role models in rural areas.
The psychological effects of traumatic experiences resulting from post-election violence among primary school children in Kenya
(University of Dar es Salaam, 2011) Mwania, Jonathan Muema
This study sought to find out the psychological effects of traumatic experiences resulting from the post election violence among primary school children in Kenya. The population included all the standard seven pupils in six primary schools in Kibera and Kayole settlements. A random sample of 164 pupils in each location was selected. The instruments included: personal experiences during post election violence, psychological stability scale, and post traumatic experience psychological scale. The findings showed that, at 0.05 level of significance, there were tremendous differences in traumatic experiences between children in the violence ridden areas and those in areas which did not witness violence (0.000). There was a significant difference In the level of psychological stability between pupils who experienced communal violence and those who did not (0.000).There was also a high level of PTSD (75-45 per cent) among the pupils who experienced violence but there were no significant gender differences in the level of PTSD among the affected pupils (0.649 and 0.706 for the two scales. There was no significant difference between pupils of different socioeconomic status in levels of PTSD. It is recommended that there should be a provision for parent teacher communication; availability of school psychologists and counsellors; in school setting. The establishment of school-based programs on convict resolution, emotional literacy, arid anger management skills from early childhood is also recommended.
Student militancy in secondary schools in Kenya: a sociological analysis of its Manifestation, causes and consequences
(University of Dar es Salaam, 2011) Ngesu, Lewis Muli
The purpose of this study was to investigate student militancy in secondary schools in Kenya, focusing on a sociological analysis of its manifestations, causes and consequences. The study was motivated by the recent spate of incidents of student unrest in secondary schools. The study was conducted in 16 secondary schools in Machakos District. Theories and literature on student militancy were reviewed and a conceptual framework developed to guide the study. Data was collected from 238 students, 16 secondary school Head teachers, educational experts and community stakeholders by use of questionnaires, focus group discussion and interviews. The collected data was quantitatively and qualitatively analyzed. The findings revealed that student militancy is a social phenomenon common in many Kenyan secondary schools, although its nature and magnitude varied across the geographical locations of the sampled schools. The research revealed that the wave of student militancy would leave a permanent mark on the victim, perpetrator, government, and school administration. A theoretical model was developed to help in understanding the relationships involved in student militancy. In the light of these findings, it is recommended that the Ministry of Education should review the situation existing in Kenyan schools with a view to determining the social problems that make students’ lives more and more meaningless. Professional in-service training programmes for teachers and school managers should also be emphasized for effective administration. In addition, the parents and the community should be involved in school matters, including the formulation and implementation of school rules. The study concludes with recommendations for further research on student militancy from a broader perspective in the contexts stated.
Effectiveness of school based - sexuality education in promoting knowledge and skills relating to prevention of pregnancies and hiv in tanzania
(University of Dar es Salaam, 2012) Bilinga, Magreth Joseph
The purpose of this study was to investigate the effectiveness of school based sexuality education in promoting knowledge and skills relating to the prevention of pregnancy and HIV and AIDS. The rationale was that understanding how teachers and pupils experience sexuality education in schools could perhaps contribute to better ways of mitigating HIV/AIDS and pregnancies. In this regard, the study was guided by five research objectives: to explore what and how SE is provided in primary schools, to explore teachers’ knowledge for providing effective SE, to find out pupils’ understanding of SE, to assess teachers pupils and parents’ attitudes to SE and finally to assess the challenges that affect the provision of SE. The study used a Mixed - Method design, whereby both quantitative and qualitative approaches were utilized. The study population was drawn from a total of 390 participants which include heads of schools parents, teachers and pupils. Data collection methods included observation, questionnaires, interviews, and documentar. Data were analyzed and presented both quantitatively and qualitatively. The research findings show that although SE has provided some knowledge on various aspects in schools, pupils lacked appropriate skills necessary for prevention of pregnancy and HIV infection. The results also show that while pupils demonstrated significant knowledge on HIV/AIDS they had inadequate knowledge on other aspects related to sexuality. This was marred by teachers’ lack of correct knowledge and skills for effectively teaching SE topics and little public discourse on sex. The study uniquely reveals that teachers, pupils and parents had positive attitudes toward the provision of SE in primary schools. However, different challenges deterred teachers and pupils from learning about SE topics including inadequate policy, lack of training, cultural barrier and personal behaviours. The study recommends several measures to improve the teaching of SE in primary schools. These include, among others, introducing training and in-service training to improve pedagogical knowledge and skills among teachers for effective teaching of SE as well as teaching SE while focusing on all integrated aspect so as to improve pupils’ SE knowledge holistically. Indeed, pregnancy content should be introduced as early as possible as HIV and AIDS. Correspondingly, it is recommended that dialogue and open discussions on SE among various stakeholders such as parents, pupils religious leaders and politicians should be encouraged and promoted. The study also calls for other studies to investigate how pupils use SE knowledge and skills to protect themselves from sexual risks, particularly pregnancy and HIV.
The predictive validity of the communication skills examination on students’ overall academic performance at the Sokoine University of Agriculture
(University of Dar es Salaam, 2012) Komba, Sotco
The study investigated the Predictive Validity of the University Communication Skills (CS) Examination on the Students’ Overall Academic Performance at the Sokoine University of Agriculture (SUA). The objectives of the study were: firstly, to determine the extent to which the CS examination predicts the overall performance expressed in terms of the University GPAs; secondly, to identify whether the predictive validity varies by sex, type of school, and type of degree programme; thirdly, to examine whether the CS examination is a better predictor for the university GPAs than students’ entry qualifications; and fourth, to compare the students’ overall academic performance with their abilities in the English written Skills test. The respondents were 358 finalists from six programmes selected randomly out of the 20 degree programmes at the SUA. The findings indicated that the University CS examination positively predicted the overall students’ performance expressed in terms of GPAs. The significant relationship was found to be r=0.416, p< 0.01. Furthermore, the predictive validity of the CS examination scores on the University GPAs varied by sex and was higher for males (r=0.483, p<0.01) than females (r=0.272, p<0.01). Moreover, the CS examination scores predicted the University GPAs better than the students’ university entry points. However, the type of school attended at both CSEE and ACSEE levels and type of degree programme enrolled at SUA had insignificant influence on the predictive validity of the CS examination. It was also revealed that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). Content analysis of the EWST showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions. From the above findings, firstly, there is need for the Sokoine University of Agriculture to review its course assessment procedures for students taking different courses at the university. Secondly, the Sokoine University of Agriculture should carry out a study to review objectives, materials, and methodologies for the teaching and learning of the Communication Skills course. Lastly, a similar study to involve more than one university should be conducted in order to compare the effectiveness of the University Communication Skills examination.
Effective leadership for quality improvement: characteristics, practices and challenges in public secondary schools in Morogoro, Tanzania
(University of Dar es Salaam, 2012) Urio, Perpetua John
The purpose of this study was to explore effective leadership qualities for improving quality of secondary education in Morogoro Tanzania by analysing characteristics, practices and challenges. The study was conducted in Morogoro Region, using a sample of fifty nine respondents from four secondary schools. The study used qualitative approach. Data was collected through interviews, focus group discussions, documentary review and observations, and was later subjected to content analysis. Study findings revealed that effective leadership characteristics are perceived differently by respondents in the two categories of schools involved in the study. Leaders in best performing schools demonstrate effective leadership characteristics, while it was observed that leaders in worst-performing schools demonstrate more ineffective characteristics than effective ones. Contextual factors affect leaders’ practices in the two categories of schools differently, with greater severity observed in worst-performing schools. Leaders in best-performing schools demonstrate ability to set direction by articulating the school vision; but it was found out that neither category of schools had developed their respective schools vision, nor were stakeholders involved in the vision development process. Leaders of best-performing schools are able to manage instructional programmes through timely planning and monitoring students’ performance. Both categories of schools do not supervise teachers during classes and neither do they have mechanisms to hold teachers’ accountable for their performance. Motivation to teachers is provided according to jobs well done, especially on how students perform in national examinations. Leaders in best-performing schools give teachers opportunities to attend training seminars and workshops but schools lack plans for professional development. These leaders demonstrate ability to make collective decisions, to engage school communities in collaboration and teamwork, as well as ability to delegate with empowerment, support and trust. Such practices are rarely demonstrated by leaders in worst-performing schools. Following these findings, the study concludes that effective leadership with transformational characteristics and skills in Tanzania is crucial in transforming inputs into outputs and outcomes for realization of quality education. Based on these findings, it is recommended that school heads change the style of managing schools and adopt leadership styles that encourage power sharing. School leaders should also groom others to be leaders, and plan for other forms of professional development (such as organisational learning strategies). It is further recommended that the Government allocates enough resources to school leaders so that they can cope with their various and demanding responsibilities under the current reforms. Most importantly, school heads should be given more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for quality improvement.
School level fundraising: exploring equity and governance in Tanzanian secondary schools
(University of Dar es Salaam, 2013) Phumbwe, Dorothy Godfrey
Due to a lack of government sources for funding education, self-help initiatives have been practiced by schools and are being promoted internationally and within the policies of national governments as a viable means for funding schools. They are also regarded as valuable for enabling school-led quality improvements. Currently, there is rapid secondary education expansion in Tanzania, achieved through building community schools. These are constructed through cooperation between the government and local communities. Self-help activities have also been practiced in schools in order to supplement government resources. Although scholarship dealing with community financing exists, there is little research in Tanzania on school self-help activities. This study analyses the process of school level fundraising in Tanzania within the context of the rapid expansion of secondary education and considers the implications for social equity and school governance. The study draws upon critical theory to analyse social-power relations, social inequality and their effects on school governance and communities. Robertson, Banal and Dale’s governance framework and Bourdieu’s social-capital theory are employed to explore the relationship between education governance and social and cultural reproduction. This is an exploratory study using mixed-methods with the qualitative component being more dominant. Although schools in Tanzania are supposed to report on the self-help activities they conduct, there is no clear overview and no records available from education offices. This necessitated a mapping exercise to find out what activities are being implemented on the ground through a questionnaire, to which 42 schools responded. This was followed by in-depth case studies conducted at two government- funded schools in Kilimanjaro region, a community school and a long-established school, on the role of different stakeholders and how they actually work. Informants included teachers, educational officials, members of the community and school board, who are key actors in the mobilisation of resources at school level. Although the public expansion of secondary education is aimed at reducing inequality, the findings suggest that there is class-based social reproduction as the flow of private finance increases the resource gap between schools and students. Community schools, which receive lower capitation grants from government, tend to serve a greater number of socio-economically disadvantaged students and hence are less likely to be able to raise funds. The findings also raise concerns about the possible low impact of self-help initiatives on improving quality. Uncertain social-power relations among stakeholders at different levels participating in the activities, lack of accountability and lack of effective support for schools at all levels, all have effects on school governance. The findings have implications for a policy of rapid secondary education expansion that expects significant community support for new schools. Despite the drawbacks, secondary expansion is still a step forward for equity as it has given access to secondary education, albeit of a lower quality, to many young people who otherwise would have had none. This study suggests policy priorities that are necessary to go along with the approach in order to ensure a positive impact. These consist of making sure that schools have certain essential resources; building capacities for education governance in communities and establishing a functioning education governance system which supports schools with more emphasis on improving quality and reducing inequalities.
Effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania
(University of Dar es Salaam, 2013) Masanja, Siston
This study investigates the effects of workplace conditions on primary school teachers’ job satisfaction in Tanzania. The significance of studying the effects of workplace conditions on teachers’ job satisfaction is that few comprehensive studies have been undertaken where specific workplace conditions, such as administrative support and leadership, teacher cooperation, teacher competence and parental support, have been examined and related to primary school teachers’ job satisfaction. The predictor-outcome model guided the study, in which workplace conditions were treated as predictor variables and job satisfaction as an outcome variable. Data were collected through a questionnaire involving 1,021 teachers from four regions of Tanzania. The findings show that the teachers had positive views regarding administrative support and leadership, teacher cooperation and teacher competence, but felt less satisfied with the parental support. The findings also indicate that the teachers were satisfied with their job except for their lack of promotion opportunities. The findings indicate further that the workplace conditions affected teachers’ job satisfaction positively and significantly. On the basis of these findings, it is recommended that workplace conditions should be improved in order to raise the satisfaction level of teachers with their job and subsequently the level of pupils’ academic performance and quality of education. Suggestions for further studies are also provided.
Supporting licensed science teachers’ professional development in adopting learner-centred pedagogy in Tanzanian secondary schools
(University of Dar es Salaam, 2013) Anney, Vicent Naano
The purpose of this study was to obtain a better understanding of the professional learning needs of Tanzania science teachers who were recruited using and alternative route approach to teacher recruitment and to seek ways to address these needs. The alternative route to teacher recruitment usually refers (but not always) to the enlistment of university graduates, who are trained in a non-accredited teacher education programme, and then licensed or certified to teach in schools. In Tanzania teachers trained in this way are referred to as ‘licensed teachers’. This study first identified the licensed teachers’ professional learning needs in relation to pedagogical content knowledge (PCK) by examining their effectiveness in using learner-centred teaching methods in the classroom. The findings from this first phase of the investigation revealed that the licensed science teachers rarely used learner centred strategies and their PCK was underdeveloped in this area. In the second phase of the study a professional development intervention (PDI) was developed and implemented to enhance the licensed science teachers’ PCK and improve their classroom teaching practices. This study used a multiple case study approach underpinned by an interpretive research paradigm. The study adopted the situativity theory to inform the professional development intervention, with the view that teachers’ learning and knowing are situated in and influenced by the physical and social context and participation in authentic activity as a community of learners. The participants of this study were six licensed teachers, twenty-four students and five education officials. Data were collected from multiple sources such as classroom observations, one-to-one semi-structured interview, focus group discussion, documentary reviews and teachers’ reflective notes. The data were analysed thematically using the five components of PCK identified by Magnusson, Krajcik, and Bortko (1999), as the analytical framework. The results from the first phase of investigation showed that the licensed science teachers had underdeveloped PCK and did not use / understand learner-centred teaching methods. Instead their classroom teaching practices were dominated by teacher-centred teaching methods and they lacked the skills of preparing learner-centred science lessons. Also tests and examinations prepared the licensed science teachers were found to be mostly testing the lower levels of Bloom’s knowledge taxonomy, that is, knowledge, comprehension and application, with few items relating to analysis. The evaluation of the PDI indicated that it had a positive impact on licensed science teachers’ PCK, with the licensed teachers showing improved classroom teaching practices after the PDI. Students’ learning was enhanced as a direct result of licensed science teachers’ improvement in their ability to design and teach lesson using learner-centred teaching methods. This study has implications for teacher education practice and students’ learning in countries using an alternative approach to teacher recruitment and for educational research. This thesis offers suggestions for reform in teacher education institutions, policy and practice and for further research into how to improve this form of alternative route to teacher recruitment. The most significant of these suggestions is the setting up of PLCs of teachers with on-going expert support and school leadership (headmasters/mistresses, district educational officers) involvement. This on-site structure for sustained, supported professional learning offers a way forward for improving PCK of many untrained licensed teachers currently working in Tanzanian rural community secondary schools. The thesis concludes that unqualified licensed science teachers working in schools need school-based professional development support to enhance their underdeveloped PCK, since students taught by licensed teachers are unlikely to be receiving the levels of knowledge and skills potentially needed to compete in the global economy.
Promoting children’s learning through quality pre-primary education in Tanzania
(University of Dar es salaam, 2013) Machumu, Asstaricko Manyonyi
This study investigated the quality of pre-primary education and the extent to which it promotes children’s learning in Tanzania. Four research questions that guided the study focused on children’s competence promoted by pre-primary education; the extent to which pre-primary schoolchildren were taught in a developmentally appropriate manner; the contribution of pre-primary education to children’s performance at primary school and the linkage between the content of pre-primary and primary school curricula. The study used a mixed methods research design, employing questionnaires, interviews, observation, children’s tests and content analysis as data collection and generation tools. Simple random, stratified and purposive sampling techniques were used to obtain a sample of 411 participants, involving policy makers, parents, children and teachers. The results of this study show that the provision of pre-primary education in Tanzania tends to focus mainly on promoting academic competence, with little focus on promoting social, emotional and psychomotor competences. As such, the provision of pre-primary education in Tanzania does not promote children’s holistic learning. The results also reveal that developmentally inappropriate teaching methods, such as lecturing and writing notes on the board for children to copy, are predominantly used in pre-primary classes. Nevertheless, the study indicated that primary school children with pre-primary school experience perform better than their peers without such experience in terms of academic and socio-emotional outcomes. Additionally, the study revealed that the content of the curricula used in pre-primary classes and primary school standard I is linked appropriately. However, teachers’ lack of specialized training in early childhood education results in an overlap of learning experiences between the two levels. The study recommends that the pre-primary education curriculum be re-examined with a view to integrating all learning areas. The study also recommends the rigorous and specialized training of pre-primary and primary school standard I and II teachers.
The influence of knowledge-based economy imaginary on higher education policies and practices in Tanzania
(University of Dar es Salaam, 2013) Kahangwa, George Leonard
This dissertation report on a study that critically examines the influence of Knowledge Based Economy (KBE) discourses on Higher Education (HE) in Tanzania its main contribution is empirical evidence from a low-income country (LIC); that the construction of a KBE has shaped HE policies and practices in ways that align with global political and economic tend, rather than with Tanzania’s social and economic development concerns in the late 1990s, multilateral organisations and international institutions, such as the World Bank, challenged countries to use HE to construct a KBE in order to more competitively participate in the global market economy. The World Bank argued that countries should have an efficient innovation system and workforce, developed through HE, that equips them with the knowledge and skills for a modern economy. Existing literature has highlighted different approaches and contested ideas on how a KBE can be constructed, and the extent to which KBE can be of benefit to a country’s development in the global economy. To date, however, little research has been undertaken on the ways in which the Bank’s particular imaginary of a KBE shapes the nature, form and outcomes of HE policies and practices in low-income countries (LICS). The main of the present study is to explore the influence of KBE discourses on HE policies and practices in Tanzania. The study focused mainly on the World Bank’s model of KBE, but also reviewed the perspectives presented in other models. To achieve the aim, the study adopted a critical Cultural political Economy of Education (CCPEE) theoretical framework to examine the articulation of KBE discourses in the policies and their influence on practices of selected higher education institutions (HELs). The study employed a multi-site case study design; the Ministry of Education and Vocational Training (MoEVT) headquarters and two universities – The University of Dar-es Salaam (UDSM) and Sokoine University of Agriculture (SUA). This enabled the review of both national and institutional policies as well as practices in the respective universities. The participants of the study were education policymakers in Tanzania, University administrative officials, and Academics from the two universities. Three methods of data collection were employed, namely, documents review, in-depth interviews, and group discussions (arranged as workshops). The data that were collected were analysed using Critical Discourse Analysis and Thematic Analysis. The main findings of the study are that the Bank’s KBE imaginary has continued to link HE to foreign agendas and interests. HE policies have been influenced to largely serve the interests embedded in neo-liberalism which conflict with the wider social, political and economic interests of Tanzanias. Furthermore, KBE has transformed universities into business institutions. It has encouraged academics to act in a more commercial and competitive rather than collegial manner, and encouraged them to acquire business-like identities. In this way KBE has turned academics into subordinate agents of an exploitative economic system, workers for other institutions rather than their employers, and exhausted ‘jacks of all trades rather than disinterested specialized intellectuals. These can be traced back to the model of a KBE adopted in ‘Tanzania. It is argued that LICs would be better served if they designed and implemented their own models of KBE that were more relevant for the countries’ context. The study also sets out recommendations and areas for further research that it is hoped will assist the Tanzanian government and HEIs in Tanzania to begin to articulate an alternative vision of a KBE appropriate for Tanzania development needs.
The impact of universal secondary education programme on the quality of education in Mbarara district, Uganda
(University of Dar es Salaam, 2014) Katushabe, Alice Mwesigwa
This study investigated the extent to which the universalization of secondary education has impacted the quality of education in Uganda secondary schools. A discussion of the implementation of USE in Uganda was undertaken with particular emphasis on probing the level of involvement of key stakeholders and the extent to which the mission, goals and objectives of USE have been implemented. The study employed a cross-sectional survey of participants to obtain the options of respondents on the study questions. Five specific objectives guided the study, which were finding out how environmental scanning for USE was done, assessing the extent to which the mission, goals and objectives of USE were implemented, examining how basic inputs were provided, finding out how the process, design and implementation of USE affected the quality of education and finding out what ought to be done to address emerging challenges in implementing the USE programme. Data for the study was generated through interviews, FGs, documentary analysis, observation and questionnaires. Data are collected from six USE schools selected from Mbarara district in western Uganda and participants were all key stakeholders. Survey data was processed and analyzed using SPSS software. The study findings were that there had been no wide consultative planning and preparation before the USE programme was launched. It was further established that the government has tried to supply the necessary teaching and learning materials and deploy more teachers. Nevertheless, it was found that school lack external inspection by government officials and the government policy of bringing a packed lunch and the automatic promotion of students were not supported by the majority of respondents recommended that the government should improve the condition of the workers, regularly remit government grants and revisit some of the unpopular policies. The study concluded that the quality of education in USE schools is not as expected. The study noted that key stakeholders should have been fully involvement in making plans for USE and recommends that they should now be engaged in organizing for the successful implementation of USE. The USE programme needs to be fully owned by all stakeholders.
Subsidising public primary schooling costs through child-work in Tanzania
(University of Dar es Salaam, 2014) Kajigili, Daudi Anyigulile
The study was aimed at examining the extent to which children, particularly those from poor socio-economic backgrounds in Tanzania, contribute towards the financing of their public primary schooling through their involvement in household chores and income generation activities. The study used a case study design that focused on two districts of Kinondoni and Rungwe in Dar es Salaam and Mbeya regions, respectively. This largely qualitative study used interviews, focus group discussions (FGDs) to collect information from head-teachers, classroom teachers, pupils, working children and heads of household. The study also used participant observation and documentary reviews to collect requisite data. The largely qualitative data collected were subjected to content and thematic analysis. The quantitative elements were calculated manually and presented in tabular form.The study established that children as young as 10-15 year-olds from poor socio-economic backgrounds do contribute towards meeting household basic needs and financing of their public primary schooling through their involvement in various household chores and income generation activities. The study found that without such child-work, the majority of these children from poor households would not stay in school and complete their studies. Orphans and children from child-headed households contribute an average ranging from 20-100 percent of their family incomes, part of which goes towards meeting their schooling costs. These school children were found to be an invaluable asset to poor families, whose direct and indirect contribution through production units remains largely unacknowledged. Low incomes in households, coupled with limited government involvement in the education of children from poor backgrounds, were key factors that pushed children into such income generation activities. The study also established that there are socially-beneficial impacts if children’s involvement in child-work is properly channelled to safeguard the education interests of the affected children. Moreover, child-work was found to play a notable custodial function, as during work engagements children are protected from committing illegal acts and behaviour.Therefore, it is recommended that the government should re-think its strategy and subsidise the public education of children from poor backgrounds in a more forthright way so that child-work does not remain a primary means for subsidising such education and for it to remain largely a part of their socialisation process.
Learning approaches and their relationship to undergraduate students’ academic performance at the University of Dar es Salaam
(University of Dar es Salaam, 2014) Kasumba, Flora Obadiah
The purpose of this study was to investigate students learning approaches at the University of Dar es Salaam (UDSM) and their relationship to academic performance. It examines the context of teaching and learning and how these have determined students learning approach and whether academic performance can be associated with particular learning approaches. The objectives of the study were first, to examine learning approaches commonly used by students, secondly, to investigate lecturers’ views about the learning approaches used by their students and thirdly, to examine the relationship between learning approaches and students academic performance. The respondents were firstly, 1280 undergraduate students who were enrolled in different courses offered by the UDSE for the academic year 2010/2011 at the same time taking various courses from UDBS, CASS, CONAS, IDS, IKS. Secondly, were 39 lecturers from the same six teaching units. Data were collected using a modified Study Process Questionnaire (SPQ). The results on 15 out of the 20 SPQ items suggest that overall; UDSM students predominantly use deep learning approaches. Surface learning approaches featured highest on items related to assessment and examinations. Chi-square analysis based on students’ age; gender; type of school attended at ACSE show that learning approaches differ significantly in some items of the SPQ. For example, in terms of age, students above 24 years seem to have an elaborate study time; more males than females pay attention to details of assessment demands, learn more by rote, tend to question the things they hear in lectures and read in books and tend to look for suggested readings that go with lectures. In terms of type of school attended at ACSE, students from urban schools seem to use surface learning approaches more than those from rural schools; those from boys only schools use surface learning approaches more and pay more attention to assessment demands; those from girls’ only schools tend to use deep learning approaches and restrict their study to what is specifically set; those from boarding schools only use surface learning approaches and find the best way to pass examinations is to remember answers to likely questions. There was a significant difference in terms of programmes enrolled where those in BEd (Early Childhood Education) seem to relate new information with what they know more than those in the other programmes. There was no significant difference with regard to mode of entry to the University; and whether they attended public or private school. The correlation between GPA scores and learning approaches scores were significant in favour of females above 24 years of age, males of 18-24 years, public schools, boys’ only schools, and boarding schools and BEd (Early Childhood Education). The results were not significant in terms of location of school attended at ACSE (rural vs urban). From the above findings the study recommends that teaching and learning at UDSM to revisit the area of assessment and examination where students seem to depend highly on surface learning approaches. There is a dire need for comparative research in students learning approaches between UDSM and other Higher Learning Institutions in Tanzania

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