PhD Theses

Permanent URI for this collection

http://192.168.13.253:4000/handle/123456789/3800

Browse

Browsing PhD Theses by Subject "Academic achievement"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    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.