School of Education

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Browsing School of Education by Subject "Ability testing"

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    The impact of communication skills course on students' development of communicative abilities at the Sokoine University of Agriculture: an appraissal
    (University of Dar es Salaam., 2008) Komba, Sotco
    This study is about the Impact of the Communication Skills (CS) Course on Students' Development of Communicative Abilities at SUA. The general purpose of the study was to conduct an appraisal on the teaching and learning of the CS Course. It was undertaken as a case study. The data collection instruments included questionnaires, interview schedules, observation schedules, and review of textual materials. The major findings for this study included the following: First, most of students had deficiencies in communication skills at the time they joined the university. Secondly, the teaching of note-taking and writing skills was mainly done through non-interactive lectures. Third, majority of students did not employ writing techniques during lectures and in their assignments and they exhibited deficiencies in writing skills even after doing the course. Fourth, the CS Course did not meet students' expectations in addressing their communication skills needs. Fifth, the course was designed to offer general communication skills regardless of the students' differences in academic disciplines. The author recommends for a situational analysis to be done with a focus on matching students' diverse academic communication requirements to communication and study skills taught in the CS course. Furthermore, this study recommends to the Ministry of Education and Vocational Training to improve English Language Teaching at all lower levels of education.
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    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.
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    Teachers’ competence-based assessment practices in chemistry among selected ordinary level secondary schools in Bagamoyo district Tanzania
    (University of Dar es Salaam, 2018) Kibani, Leoncia Henerco
    This study investigated “teachers’ Competence-Based Assessment (CBA) practices in chemistry among selected ordinary level secondary schools in Bagamoyo district in Tanzania”. The study was guided by four objectives which were to: Explore teachers’’ understanding of Competence-Based Assessment (CBA) practices; examine teachers classroom instructional practices that support implementation of CBA practices in chemistry, Identfy teachers’ implementation of CBA practices in chemistry classes. The study employed a mixed methods research approach to collect data from 5 secondary schools in Bagamoyo District. The study involved 7 chemistry teachers, 5 heads of schools 4 laboratory technicians, one curriculum developer and 384 students, thus forming population of 401 participants. Data were collected through interview, questionnaires, focused group discussion; observations, documentary review, activity-based tasks, pictures and tests. The study employed a multiple case study where every chemistry teachers was a case. Quantitative data were analyzed through using IBM SPSS version 21 to obtain descriptive statistics such as mean, standard deviations, frequencies and percentages. Also non-parametric analysis was used to compare mean of two groups through t-test and ANOVA. Qualitative data were analyzed through thematic analysis. The main findings of the study revealed the following: Teachers lacked clear understanding of CBA practices and its components. Teachers’ conceived CBA as assigning students a heap of questions to perform on their own issues of tests and examinations and issues of tests and examinations. The instructional practices used by teachers did not facilitate CBA practices since they were found incomplete, incorrect and not competence-based. Learning activities given to students contains improper and incomplete instructions which limits students learning for understanding. The analysis of teacher’s instructional practices revealed that teachers given instructions were not understood well by themselves and by students thus making them fail to answer well asked questions. Teachers implemented CBA practices were of traditional type and mainly partial CBA practices. Assessment methods techniques were not directed to students’ development of learning competences. Teachers were not competent implementing CBA practices including practical lessons. Teachers’ lack of knowledge, skills and abilities in constructing competence-based qustions and activities. Moreover teachers CBA practices do not consider subject-specific skills and technicalities particularly in chemistry. Majority 89(89%) students demonstrated limited abilities in reading, writing and interpreting and recognizing chemistry concepts. All 7(100%) teachers were unable to identify and assess students’ desired competences in their learning of chemistry. Independent samples t-test and ANOVA indicated that there was a statistically significant difference in performance between untreated (CBA practices) and untreated (traditional practices) classes (p-value=0.009). These results indicate that CBA practices improve students’ learning and understanding to competences level. Findings from guided and unguided questions show that there was statistically significant difference in performance between guided and unguided classes (p-value=0.000). Unguided class had significantly higher performance as compared to guided class, meaning that students have experienced traditional types of questions (Unguided) and not competence-based questions (Guided). Teachers’ are challenged by the nature of syllabi, lack of training, shortage of laboratory equipment, pressure from administrators and overcrowded classes. Fortunately this study proposed strategic material approach to be used in supporting teacher’s implementation of CBA practices in assessing students’ learning competences in chemistry as it was used in treated and untreated classes in this study.