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Item Teacher’s perception and classroom practices in the application of communicative language teaching in secondary schools in Tanzania(University of Dar es salaam, 2020) Abdala, JafariThis study aimed at investigating teacher’s perceptions of and classroom practices in the application of Communicative Language Teaching (CLT) in the secondary schools in Tanzania. There were three research questions; 1) what are teachers’ perception of Communicative Language Teaching? 2) What are the classroom practices in the teaching and learning of English Language? How do teachers’ perceptions reflect their classroom practices? The study was conducted in Tanga. Tanzania. The study used a qualitative approach and it was a case study by design. It involved six secondary schools and twelve English Language teachers. The study used a constructivist theory and used a conceptual framework to show the relationship of elements of the study. Method used to collect data were classroom observation, interviews and documentary reviews. Data obtained were analyzed qualitatively through thematic analysis. Findings indicate that, teachers perceive CLT as an approach which focuses more on communication and not grammar; as a learner centered or participatory approach rather than teacher cantered and as a very useful approach in Language teaching. However teachers expressed their perceived towards the application difficulties of CLT in the classrooms. They claimed that CLT is difficult to practice because of difficult language used in the books meant for teaching. As such learners cannot comprehend the language contained therein With regard to classroom practice the study found the following: Teachers mostly teach grammar, linguistic forms and analysis and rarely do they teach language for communication. As for classroom activities, it was found that that these contents are taught through question and answers, group or pair tasks, role play and classroom presentations. Contrary to the assumptions of CLT on the use of authentic materials, teachers use books most of the time in the teaching of English Language. Yet, roles of teachers are more instructor or supervisor which is against CLT that calls for the teachers to be facilitators or need analyst. As for assessment, teachers were observed assessing their learners using written tests, assignments either in class or take home and rarely assess learners’ spoken language. It was further learned that teachers’ classroom practices do not fully reflect the CLT principles. This is because CLT activities, roles of the teachers, the use of books to teach and assessing using written test do not align to CLT principles for effective mastery of communicative competence. Further, it was found that teachers’ perceptions do not reflect the classroom practices especially on the content taught. This is due to the fact that teachers perceive CLT as an approach that focuses on communication and not grammar, yet during the sessions, teachers were observed focusing more on grammar and not communication. This study concluded that learners, poor mastery of communicative competence is due to the fact they are partially involved in the classes. The study recommends the following: professional development though training the teachers about CLT so that they gain mastery of the approach. There should be oral assessments in English Language. The government should work out on the challenges of large class size and poor infrastructure. The study recommends for further study about how CLT is practices in the better resourced schools versus poor resourced onesItem Modern Technology and Teachers’ professional ethics in Tanzania: an investigation in the use of mobile phones by Teachers in Secondary Schools.(University of Dar es Salaam, 2020) Mfaume, HamisiThis study investigated the state of the use of mobile phones by teachers in public secondary schools in the Kinondoni Municipality in the Dar es salaam, region , Tanzania. it was guided by four research objectives: to determine teachers; awareness of mobile phone as a potential pedagogical tool; to investigate teachers practice in relation to mobile phone use in schools: to examine the role played by the education authorities in the promotion of the proper use of mobile phones in schools, and explore the respondents; views on the strategies that can be employed in promoting proper use of mobile phones in the school settings. The study drew on the qualitative interpretive research that was informed by a multiple case design. The purposive sampling technique was used to obtain a sample of forty four (44) respondents including 03 heads of school. 18 school teachers, 01 District secondary education officer 03 Teachers’ Services Commission (TSC) Officer, 01 school quality assurance officer and 18 students. Data were sought through semi-instructured interviews. Focus Group Discussion (FGDs) and documentary review. The generated data were subjected to thematic data analysis procedures. The findings of the study indicated that teachers were adequately aware of the educational benefits of mobile phones. However, the majority hardly utilized the services for educational. The under utilization of the devices by teachers was attributed to the lack of knowledge and skills on the pedagogical use of the devices, negative attribute and reluctance to change, lack of awareness of the presence of the ICT policy and the exorbitant cost of the latest devices among others. Also the findings revealed that through teachers demonstrated adequate awareness of what constitutes improper practices regarding the use of mobile phones, they were found to the perpetrators of mobile phone misuse in schools. They used their phones in classrooms, during invigilation of examinations, chatting excessive during the working hours as well as sexting and cyber bullying among other forms of misuse. The misuse of the device s by teachers was attributed to the lack of a national policy and legislation that provide for mobile phone use in school teachers, lack of knowledge of the teachers’ codes of professional conduct, lack of effective probation and mentorship and the lack of students’ empowerment, among others. Misuse of mobile phones indicated to have several adverse effects on the education system and national development as a whole. The findings disclosed that the heads of school and the TSC officers played a significant role to curb misuse of the mobile phones in schools. They oriented teachers about proper use of the devices through various assemblies, made regular visits and classroom inspections, counselling of teachers and provision of copies of various ethical related guidelines. However, their effort was hampered by several constraints, including the absence of mobile phone use guidelines in schools, lack of supporting ethical related materials, poor cooperation between heads of school and TSC officers, the nature and moral character of some teachers and the absence of counselling specialists in schools. In order to promote professionalism in the use of mobile phones in schools, the study recommended for training of teachers on the pedagogical use of the devices, deployment of ICTs in educating teachers on the proper use of the devices and dissemination of ethical guidelines, the formulation of national policy on the formally acceptable and responsible ICT uses in schools, broadening the curriculum of the teacher education by integrating content on the ICT use etiquette and empowering students so that they become assertive in reporting misbehaving teachersItem The role of school environment and pedagogical approaches in enhancing students’ acquisition of science process skills in Mbeya(University of Dar es Salaam, 2020) Bwagilo, Huruma OlofeaThe role of school environment and pedagogical approaches in enhancing students’ acquisition of science process skills in Mbeya Huruma Olofea Bwagilo PhD (Education) University of Dar es Salaam, School of Education, 2020 This study investigated the role of school environment and pedagogical approaches in enhancing students’ acquisition of science process skills in Mbeya. The study was guided by four objectives: to examine school environment and how Biology teachers use the environment to support the teaching and learning of science process skills; to explore Biology instructional activities that support students’ acquisition of science process skills; to assess the extent to which students acquire science process skills during and after conducting Biology practical work; and identify the challenges Biology teachers and students face during teaching and learning for development of science process skills. The study was guided by pragmatic paradigm that enabled the researcher to employ mixed methods research approach to collect and analyze data. Moreover, the study used multiple-embedded case study design to study how Biology teachers used school environment to support students’ acquisition of science process skills; and how instructional activities supported students’ acquisition of science process skills. One group pre-test post-test experimental design was employed to find out students’ acquisition of science process skill during and after Biology practical work. Reliability of instrument (test) used for data collection was moderate with Reliability Coefficient of 075. Qualitative methods such as observations, interviews, documentary review and focus group discussion were used to collect qualitative data while test was used to collect quantitative data such as students’ test scores. Qualitative data were analyzed by using thematic analysis while quantitative data were statistically analyzed by the aid of computer program called Statistical Package for Social Sciences (SPSS) version 20. SPSS was used to perform paired sample t-test. The findings revealed that Schools 1 and 2 had Biology teachers, physical resources such as classrooms, laboratory materials, teaching and learning materials such as models, specimens and Biology textbooks. However, they were insufficient to support effective teaching and learning of science process skills. Method and questions and answers approaches that subjected students into instructional activities such as listening, writing notes, answering questions, and drawing diagrams. Such approaches supported development of few basic science process skills such as communication, observation and classifying. Moreover, the results indicated that there was a significant difference in students’ mean scores in science process skills between pre-test as students’ mean score in pre-test was (M=7.959, S.D=3.224) and post-test (M=13.513, S.D=4.972) with mean difference (t=11.101, p=0.000). furthermore, the findings suggested that there were challenges biology teachers and students faced in teachers and physical resources such as classrooms, laboratory materials, and lack of ICT facilities; large classes and lack of laboratory technicians. Based on the findings, it was concluded that students’ acquisition of science process skills is a process that depends on many factors including supportive school environment and the use of inquiry-based instructional activities. Therefore, the schools need to be supplied with funds, adequate number of qualified Biology teachers, laboratory technicians and physical resources such as furnished classrooms, ICT Facilities and laboratory materials.Item Indigenous education in Africa: a survey, analysis and synthesis of emerging themes in published literature(University of Dar es Salaam, 1978) Ocitti, Jakayo PeterThis 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.Item Conceptions and practices of classroom assessment by primary school English language subject teachers in Tanzania(University of Dar es Salaam, 2019) Rugambuka, Innocent BuberwaThe study reports the findings about teachers’ conceptions and practices of classroom assessment from the perspective of primary school English language subjects teachers. The fundamentals arguments of this study is that teachers’ conceptions and practices of classroom assessment are interrelated aspects with multifaceted foundation. The objectives of the study were to examine teachers’ conception and classroom assessment. A mixed methods research approach (MMRA) was subsequently used based on a pragmatic paradigm. The study used a survey and case study design to collect and analyse quantitative and qualitative data respectively. The methods used for data collection were questionnaire, interview, observation and documentary review. The sample for the study was 72 teachers for quantitative and 10 teachers for qualitative phase respectively. The descriptive statistics suggested that, primarily, classroom assessment was conceived by teachers as a tool for improving teaching and learning and secondly as a tool for accountability. The teachers held both conceptions through the improvement conception surpassed the accountability conceptions. The inferential statistics suggested that among the selected demographic characteristic, there was a statistically significant association between teachers’ teaching experience in terms of years of teaching, teaching level of the teacher and in-service classroom assessment training shaped teachers’ conceptions. Furthermore, the findings indicated that conventional assessment practices were mostly employed regardless disparities in teachers’ conceptions of classroom in teachers’ conception. On the other hand, the findings indicated that the foundation for teachers’ conceptions of classroom assessment is rooted in cultural aspects, education system role modeling, collegial effect and attitude. Thus teachers’ conceptions of classroom assessment are mostly function of contextual factors. The study recommends that teachers’ conception of classroom assessment must be treated as core component in assessment. If a country’s education system aspires for meaningful classroom assessment. Moreover teacher-training colleges should integrate highly classroom assessment courses in the conventional teacher programmes. By doing so, Teacher Training College may produce well-informed teachers about classroom assessment ethos, consequently the teachers may become conceptions change agents, and role models for subsequent novice teachers. Further, it is important to retain teachers in the teaching profession for a long time for them to acquire the practical details of classroom assessment. Finally, it is recommended that professional development programmes for teachers especially in classroom assessment should be made mandatory to all teachers practicing classroom assessmentItem Factors influencing primary school teachers’ retirement planning : The case of Kinondoni district in Dar es salaam region, Tanzania(University of Dar es Salaam, 2019) Medulla, Mkumbo GodwinThis study examined the factors influencing retirement planning among primary school teachers in Kinondoni District of Dar es salaam region in Tanzania. Four objectives guided the study, namely: to assess primary school teachers’ understanding of retirement planning ; to explore the extent to which demographic factors (age, education level, sex, and marital status) influence planning for retirement among primary school teachers; to assess how individual characteristics of primary school teachers influence their retirement preparation plans; and to assess the extent to which primary school teachers use the available knowledge on retirement and planning for their retirement. This study employed both, qualitative and quantitative approach. For the quantitative part of the study, quota and systematic sampling techniques were used to obtain a sample of 170 participants. Questionnaires, semi-structured face to face interviews as well as focus group discussions were employed to obtain data from the field. The results of the study revealed that although the majority of the primary school teachers [109 out of 120 (91%)] agree on the importance of pre-retirement planning; most of them [117 out of 120 (97%] lacked both knowledge on retirement and retirement planning skills. Moreover, the retirees 92.5% (37 out of 40)] had not attended any pre-retirement planning programme before their statutory retirement from active employment. The majority of the employees [117(97%)] who had not received retirement training reported that both employers and social security funds were responsible for offering such education on retirement and planning. It was concluded that lack of information and proper knowledge on retirement and retirement planning from reliable sources were the significant factors which disconnected employees from the psychology “culture” of planning while in employment. The study recommends that the government should introduce RRP specific educative programme and increase the earnings of PSTs. The study further recommends future directions and research on other types of retirement preparations, not only in government institutions, but also in the private sectors and the self-employed.Item Empowerment Programmes and the Quest for Women Transformation The Case of Non- Governmental Organizations In Zanzibar(University of Dar es Salaam, 2016) Ali, Mzuri IssaEmpowerment for women has long been a buzz word in the development lexicon. In Zanzibar, women empowerment programmes emerged in 1980s after the advent of women movements aimed at addressing historical and social injustices. Despite the well evident length of intervention, little has been studied and written about transformation of rural women through programmes as orchestrated by state and non-state actors. The reflections of ground reveal a regressive trend of rural women in both economic and social spheres. This study explored the level of women transformation in Zanzibar through NGOs interventions. This study argues that the transformations passage is engrossed with numerous internal and external hurdles but the “Transformative Empowerment Framework” (TEF) can go a long way to provide an antidote. TEF cut across resource, agency, regular learning, networking and achievement. The Program Impact Assessment Approach (PIAA) as employed to analyses the information. The PIAA also provided provide mechanism for controlling the confounding factors through the control group consisting of experts judgment on the main contributing actors in the women transformation. Women groups which were based mainly in the rural Zanzibar were used as the central unit of analysis. In that light, the study analyzed information from 158 rural groups in 38 shehias/ villages of Unguja and Pemba vis-a-vis22 NGOs involved on empowerment and advocacy. Information obtained was complemented by documentary reviews. The study found that NGOs interventions for women empowerment programs enable women to take individual actions which were motivated by those interventions. The remaining challenge was that these individual initiatives were not translated into collective actions, which would address social and structural injustices perpetuated in the communities. Thus, the study recommends need for thorough rethinking and designing of the NGOs program for women empowerment which will not only promote individual actions but also collective actionsItem 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 HenercoThis 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.Item Conceptions and practices of classroom assessment by primary school English language subject teachers in Tanzania(University of Dar es Salaam, 2019) Rugambuka, Innocent BuberwaThis study reports the findings about teachers’ conceptions and practices of classroom assessment from the perspectives of primary school English language subjectteachers. The fundamental argument of this study is that teachers’ conceptions and practices of classroom assessment are interrelated aspects with multifaceted foundation. The objectives of the study were to examine teachers’ conceptions of classroom assessment; to analyse the assessment practices that teachers use in assessing pupils; to examine the relationship between teachers’ conceptions and classroom assessment practices; and to explore the foundation for teachers’ conceptions of classroom assessment. A mixed methods research approach (MMRA) was sequentially used based on a pragmatic paradigm. A survey and case study designs were used to collect and analyse quantitative and qualitative data respectively. The methods used for data collection were questionnaire, interview, observation and documentary review. The sample for the study was 72 teachers for quantitative and 10 teachers for qualitative phases respectively. The descriptive statistics suggested that, primarily, classroom assessment was conceived by teachers as a tool for improving teaching and learning and secondly as a tool for accountability. The teachers held both conceptions though the improvement conceptions surpassed the accountability conceptions. The inferential statistics suggestedthat among the selected demographic characteristics, there was a statistically significant association betweenteachers’ teaching experience and teachers’ conceptions for classroom assessment as a tool for improvement of teaching and learning. However, the interview data suggested that experiencein terms of years of teaching, teaching level of the teacher and in-service classroom assessment training shaped teachers’ conceptions. Furthermore, the findings indicated that conventional assessment practices were mostly employed regardless disparities in teachers’ conceptions. On the other hand, the findings indicated that the foundation for teachers’ conceptions of classroom assessment is rooted in cultural aspect, education system, role modelling, collegial effect and attitude. Thus, teachers’ conceptions of classroom assessment are mostly a function of contextual factors. The study recommends that teachers’ conceptions of classroom assessment must be treated as core component in assessment if a country’s education system aspires for meaningful classroom assessment. Moreover, teacher-training colleges should integrate highly classroom assessment courses in the conventional teacher programmes. By doing so, Teacher Training Colleges may produce well-informed teachers about classroom assessment ethos, consequently the teachers may become conceptions change agents, and role models for subsequent novice teachers. Further, it is important to retain teachers in the teaching profession for a long time for them to acquire the practical details of classroom assessment. Finally, it is recommended that professional development programmes for teachers especially in classroom assessment should be made mandatory to all teachers practicing classrooms assessment.Item Selectively infrared emitting gases for radiative cooling applications(1986) Lushiku, Elias MRadiative 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.Item Community participation in the development of community based secondary schools in Tanzania: an investigation into perceptions, practices and challenges(University of Dar es Salaam, 2018) John, Dorothea FumpuniThe purpose of this study was to examine the nature and extent of community participation in the development of secondary schools (CBSSs) established in 2000’s in Tanzania, focusing on perceptions, practices and challenges. Four research objectives guided the inquiry, namely; To assess the views of local community members in respect to their participation in the development of CBSSs; To examine the scope and levels of participation among community members at different stages of CBSS development; To establish the reasons for participation or non-participation in CBSSs; and to identify the challenges arising from the establishment of CBSSs in relation to local community involvement. The study principally used a qualitative approach supplemented by selected quantitative techniques. The multiple case study design was employed in which a total of 213 respondents were chosen through purposive and convenient techniques from fourteen CBSSs obtained through simple random in two districts (Sumbawanga and Bariadi). Data collected through interviews, observations and documentary reviews were subjected to content analysis in which qualitative data analysis software, ATLAS. ti was employed for efficient data management. Data obtained through questionnaires were processed by the use of Statistical Package for Social Sciences (SPSS) for descriptive analysis. On the whole, the findings indicated that community members had a limited view of participation and involvement in the development of community schools. A limited scope with varying views of school ownership resulted in varying levels of commitment to school development. Most of community members in Bariadi district believed in owning schools and felt responsible to develop them, while their counterparts in Sumbawanga district held traditional views that schools belonged to the central government which was therefore accountable for their development. Findings indicated a variation in terms of scope and levels of participation with Bariadi district ranking higher in comparison with Sumbawanga. Findings also suggest that community member motivation varied with educational outcomes in terms of student and school academic performance. The study also disclosed that effective leadership was fundamentally important in determining students’ performance and general school development and success. It was also found out that CBSSs faced similar challenges ranging from school design and development to governance. These challenges were associated with limited harmonisation of key stakeholders’ efforts for ensuring consistent involvement of stakeholders in processes of school development. The study recommends a need for awareness-raising and advocacy to community members in order to strengthen their involvement and participation in developing CBSSs. In view of this, more sensitisation of community members in participatory projects and mobilisation of community resources are imperative for effective and sustainable development of community-based secondary schools.Item FIFA youth football coaching education and barriers to effective participation in Tanzania(University of Dar es Salaam, 2016) Tiboroha, Jonas BenedictThis study examined the process of adopting the recommended FIFA standardized Youth Football Coach Education (FSYFCE) and the barrier to effective participation by youth football coaches in the New Preliminary Courses (NPCs). Specifically, the study examined the extent to which the FSYFCE content was adopted and hybridized to form the NPC; assessed the challenges football administrators and instructors faced in the process of adopting, hybridizing and developing the NPC; analyzed the FSYCE spill-over with regard to the trends of organizing the participation of youth football coaches in NPCs across regional FAS; mapped-out the barriers to the coaches’ participation in NPCs; and finally drew evidence-based conclusion on effective adoption and enhancement of coaches’ participation in transnational educational programmes in countries such as Tanzania mixed research methods and a concurrent triangulated mixed methods design were adopted. Documentary review, questionnaires and interviews were used as methods for data collection. A sample of 145 participants was used. In all, 134 coaches were conveniently sampled to participate in the questionnaire survey and among them 12 were purposively selected for in-depth interviews, five Tanzanian football coaches Association (TAFCA) administrators, three regional FA administrative officials and three instructors were also purposively sampled to participate in interviews. Focused content analysis and exploratory factor analysis were used to analyze qualitative and quantitative data, respectively; the study findings indicate that the FSYCE content was not incorporated in the NPC and that the TAFCA maintained old values in the Old Preliminary Course (OPC). Three key barriers; the universal (socio-cultural values), educational system (institutional and instructional) and the profession system (organizational and interactional) influenced not only the adoption, hybridization and formulation of NPC but also the spill-over and the participation of coaches in the NPCs. On the basis of these findings, the study concluded that a successful process to adopt, hybridise local courses such as NPCs and enhance coaches’ participation in such transnational coach education would depend on how the three categories of barriers are addressed.Item Factors at play in career decision making among post-secondary school youths in Garissa municipality, Kenyaa(University of Dar es Salaam, 2017) Ngei, Lucia MusyokaThis study investigated the factors at play in career decision making among post-secondary school youths in Garissa Municipality, Kenya. The study aimed at achieving the following objectives: To examine the career fields considered by post-secondary school youths, to analyze the influencers of career choices among post secondary school youths in Garissa Municipality, to establish the sources of occupational information on career choices among post-secondary school youth and to establish the measures to sound and informed career choices among post-secondary school youths. It is hoped that the findings of this study will help parents guide their children’s career planning and decision making and teachers to articulate interest in career goals among students. The findings of the study will enable educationists, policy makers and curriculum developers to establish and support career development programs for post secondary school youths. The study employed a descriptive survey design and made use of mixed methods approach to collect information from relevant respondents. The study targeted 4 government county youth officers, 720 youth group leaders and 2852 community youths who graduated from Form Four between 2010 and 2012. Purposive sampling technique was used to select the study area and county youth officers who participated in the study. Stratified random sampling was used to select the villages from the five locations. Simple random sampling was used to select the youth group leaders and post secondary school youths from the selected villages. Three instruments used to collect data that included one interview guide for county youth officers a questionnaires for youth group leaders and other one village youths. The research instruments were piloted on a small representative sample identical to but not including the group that was involved in the actual study. The instruments were subjected to analysis by a team of specialists in educational psychology after the pilot study in consultation with the supervisors before the actual data collection was done. For qualitative data, patterns and themes were identified and data for all questions were analyzed descriptively. Quantitative data were analyzed by use of frequencies and percentages. The study established that the main career fields that are considered by post secondary school youths included education, law, health related courses, engineering, architecture, business management and administration. The main influencers of career choices included educational grades, role models, skills and abilities, gender, family, peer pressure and school environment. Sources of occupational information that was available for post secondary school youths included electronic and print search, media friends and family and social networks. The main measures to sound and informed career decision included developing collaborative career programs, engagement of parents in career decision making of the young people, volunteer work and internships. This study recommends that the post-secondary school youths should be given necessary career guidance while in high school or immediately after leaving secondary school in order to make their participation in post-secondary studies more effective and explore clear and specific career options which would also help them make sound and informed career decisions.Item Effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania(University of Dar es Salaam, 2017) Mazzuki, Blandina DanielThis study examined the effectiveness of teacher education in developing teaching commitment among student teachers in Tanzania. With new roles and responsibilities of teachers emanating from the introduction of the learner-centred teaching approach, a knowledgeable teacher without positive attitudes and commitment towards teaching may not sustain quality education. Therefore, developing positive attitudes and preparing teachers who are committed is an invaluable element of the teaching and learning process in teacher education. Guided by the Reasoned Action and Social Learning Theories, the objectives of the study were to (i) analyse classroom practices used by tutors in delivering pre-service teacher education (ii) examine development of teaching commitment among pre-service student teachers, (iii) describe reasons for the level of teaching commitment among pre-service student teachers and (iv) explore other factors associated with the development of teaching commitment among pre-service student teachers in teacher colleges. The study employed mixed methods research approach whereby it used embedded multiple cases and crosssectional designs. Data collection was through classroom observation checklist, faceto-face interviews, self-completion questionnaires, focus group discussions and documentary review. The sample size for this study was 502, comprising 10 tutors and 492 student teachers from four teacher colleges in Dar es Salaam and Morogoro regions. The findings indicated that there were still poor practices of role modelling in teacher training colleges despite the government’s efforts to facilitate role modelling in order to develop positive mind sets and attitudes towards the teaching profession. This situation was a result of inadequate qualifications of tutors and teaching and learning facilities. The study also established that teacher education was not developing teaching commitment among student teachers. There was no significant difference between first year and second year student teachers to allow the conclusion that teacher education developed teaching commitment among student teachers. The findings further indicated that it was important to merge role modelling with other factors such as collaboration between teacher colleges and other communities, insisting on professional courses, improvement of tutors’ autonomy to screen student teachers who are suitable for teaching, and provision of teaching guidelines to student teachers in order to make role modelling more effective. The study further recommends that the endeavour to address lack of commitment among student teachers should be multi-dimensional by involving humanistic nurturing learning and favourable working and living conditions for teachers. The study contributes to the understanding of the importance of teacher education in developing teaching commitment through affective learning specifically role modelling of tutors.Item The influence of learning support services on academic progress of university students with visual impairments in Tanzania(University of Dar es Salaam, 2017) Kija, Lucas LuhendeStudents in higher education institutions (HEIs) are increasingly diverse in nature and have different learning and support needs. The purpose of this study was to explore the influence of learning support services on academic progress of university students with visual impairments (SWVIs) in Mainland Tanzania. Specifically, it sought to find out the types of learning support services desired by and provided to university SWVIs; analyse ways of identifying learning support services required by university SWVIs; determine the appropriateness ofthe available learning support services in relation to student’s level of visual impairment and training on their use; examine the influence of learning support services on student’s continued classroom attendance, effective participation in learning, and successful degree completion; and establish a base-level provision required by SWVIs in Tanzania HEIs.The study utilized a modified social model of disability and universal design as the norm. The study is qualitative and transformative in nature conducted under multiple casestudy design. The researcher purposively selected research sites and participants. Data were collected from SWVIsas well as academic, technical, and administrative staff using in-depth semi-structured interviews, focus group discussions, and document analysis. Findings revealed that SWVIs require self-advocacy skills, assistive technology, accessible learning materials, accessible library, extra funding, personal counselling, Orientation and Mobility skills, professionals in visual impairment, and reasonable teaching/learning and testing adjustments so as to increase their confidence, independence, and flexibility in learning. Apart from the identified requirements, it was found out that there was neither philosophy nor clearly stated policy directing professional service providers on how to identify, plan, provide, and review support services. Service providers had limited awareness of desired support services. They responded to student support needs on ad hoc basis. SWVIs had limited ability to develop strong lines of arguments because of limited knowledge horizons due to increased dependence on untrained and unreliable part-time human readers as well as lack of accessible learning materials and training on assistive technology. Consequently, it was learntthat SWVIs pursued their studies with high stress levels because they were uncertainon delayed receipt ofthe required support services. The study recommends that a policy on support services for students with disabilities be developed for universities to ensure equalization of educational opportunities and full inclusion.Item The relationship between selected psycho-social factors and vulnerability to HIV infection among University teacher trainees(University of Dar es Salaam, 2017) Kobusingye, Loyce KiizaThe research was guided by four quantitative objectives: i). To examine the relationship between intimacy and vulnerability to HIV infection ii). To examine the relationship between HIV risk perception and vulnerability to HIV infection iii). To investigate the relationship between self-efficacy and vulnerability to HIV infection, and iv). To examine the variation in vulnerability to HIV infection between teacher trainees at MUCEES and DUCE. For supplementary/augmentation purposes, the study also investigated the factors for HIV vulnerability among university students. The research was based on four hypotheses: i). There is no significant relationship between intimacy and vulnerability to HIV infection among university teacher trainees, ii). There is no significant relationship between HIV risk perception and vulnerability to HIV infection among university teacher trainees, iii). There is no significant relationship between self-efficacy and vulnerability to HIV infection among university teacher trainees, and iv), There is no significant variation in vulnerability to HIV infection between MUCEES and DUCE teacher trainees. The study was conducted in two university colleges known for teacher training, that is, Makerere University College of Education and External Studies (MUCEES) in Uganda and Dar es Salaam University College of Education (DUCE) in Tanzania respectively. The researcher used a sample of 557 participants selected through systematic random sampling technique. Through questionnaires and focus group discussions, the researcher administered the Sternberg's intimacy scale, the HIV risk-perception scale, the self-efficacy scale for HIV-risk behaviours, and the knowledge and behaviour based vulnerability to HIV infection scale, to measure intimacy, HIV risk-perception, self-efficacy and vulnerability to HIV infection respectively. Data were analysed using Frequencies, Percentages, Factor analyses, Pearson product moment correlation coefficients, t-tests, analyses of variance, logistic regression analysis, multiple regression analysis and thematic analysis. The findings show that of the four hypotheses, only one was rejected as it showed a significant relationship with vulnerability to HIV infection (objective 2), while others were confirmed due to absence of significant relationships and variations (objectives 1, 3 and 4). Analysis of the supplementary qualitative data revealed multiple factors that drive vulnerability to HIV infection among university students in the two universities, including; personal, social, religious, behavioural and economic factors. Based on the above findings, it was concluded that university teacher trainees are high on intimacy, averagely high on HIV risk-perception, high on self-efficacy, and relatively vulnerable to HIV infection. Recommendations were made for more research and focus on the mediators between intimacy and vulnerability to HIV infection, training of university students in the necessary skills to reduce their HIV risk perception, self-efficacy training, enhancement of students' HIV knowledge level from basic knowledge to comprehensive knowledge, and behaviour change programmes (BCP) to enhance HIV protective behaviours and discourage and reduce HIV risk behaviours. It was also recommended that universities should enhance their HIV policies to be more responsive in protecting students against possible HIV infection and other problems associated with sexual behaviour.Item Influence of democratic liberal political culture on the teaching and learning of civics in secondary schools in Tanzania(University of Dar es Salaam, 2017) Sila, JeromeAlthough quarter of a century has elapsed since Tanzania changed from socialist to liberal political system, nothing much was known about the influence of liberalism on the provision of formal civic education in secondary schools. This aroused the curiosity of the researcher to investigate influence of the Democratic Liberal Political Culture (DLPC) on the teaching and learning of Civics in secondary schools. The objectives of the study were to: determine the influence of the prevailing political culture on teachers’ understanding of the Civics curriculum; examine the relationship between Civics teachers’ (CTs’) classroom practices and ideologies of classroom political learning; and determine the influence of teaching and learning of Civics on students’ civic competences. Kinondoni Municipality was chosen as a case study whereby eight secondary schools were purposefully selected. The sample comprised 90 respondents: 16 Civics teachers, 8 school academic teachers (SATs), 2 school inspectors (SIs), and 64 Form Three students. The study used qualitative approach and case study design. Data were collected through interviews, non-participant classroom observations, and documentary review which were later subjected to content analysis. Study findings indicate that CTs were largely influenced by Civics syllabus in their choices of teaching methods. It also indicates that CTs’ classroom relationship with their students was mainly democratic as they largely demonstrated positive interactions with their students. The findings however, indicate that socialization ideologies were dominant among CTs. Then, it shows that CTs’ interpretation of competence-based Civics curriculum was inadequate as they could not clearly define the concept CBC and identify the key features of the Civics syllabus. The findings also indicate that CTs’ delivery of content in the classroom relate with ideologies of socialisation. Further, the findings indicate that assessment for learning activities employed in the teaching and learning Civics were inadequate and not in line with CBC. Lastly, the findings indicate that although classroom teaching and learning of Civics covered content on democracy, the process was dominated by lectures and imparting of facts. Basing on these findings, therefore, the study has contributed knowledge on the nature of influence of DLPC on the teaching and learning of Civics. Specifically, it has revealed that DLPC has minimal influence on the teaching and learning of Civics in the studied secondary schools. Following these findings, it is recommended that MoEST in collaboration with PORALG has to develop and fund in-service teacher professional development programme for Civics teachers. TIE should also review the curriculum for teacher education at diploma level in order to include Civics subject as one of the core subjects for those intending to be Civics teachers. It is further recommended that other studies be conducted to investigate the influence of DLPC on the teaching and learning of Civics or civic education in other levels of education.Item Assessment of the contribution of teacher professional development policies to the quality of primary education in Ankole region, Uganda(University of Dar es Salaam, 2017) Barigye, EnockThe study assessed the contribution of Teacher Professional Development (TPD) policies to the quality of primary education in Uganda, with a particular focus on the Ankole Region. The study was guided by four objectives, namely to: (1) examine the implementation of TPD policies; (2) examine the appropriateness of the TPD policies in improving the TPD programmes; (3) determine the effects of TPD policies on the provision of quality learning in primary schools; and (4) identify the challenges related to implementing TPD policies. The study adopted a pragmatic paradigm, employing a concurrent triangulation mixed method approach. The study used a cross sectional survey design, where a sample of 426 respondents was obtained using purposive and simple random sampling techniques. Data were collected through questionnaires, interviews, documentary analysis and Focus Group Discussion. The analysis was undertaken using the mixed method approach, whereby quantitative data were analysed using SPSS version 20, which helped to obtain descriptive statistics. Content analysis was used to analyse the qualitative data. The results show that TPD policies existed in all the primary schools and districts, yet there were many gaps in the implementation of these policies. The study found that the common programmes that guide TPD Policies (PPD) include peer teaching, refresher courses, in service education, seminars, peer supervision, and workshops. The study established that the districts formulated TPD policies in line with the human resource policies that guide civil servants. However, there was little empirical evidence about how current TPD policies appropriately guide the TPD programmes, as the majority of the policies did not include rigorous steps for scrutiny, which allowed mediocre teachers to pass through the system unrestrained. It was further revealed that school-based TPD policies and programmes had enormously positive effects on teachers’ practice and students learning and therefore were seen to have strong influence on students’ learning outcomes. The study revealed that the major characteristics of appropriate TPD policies were based on classroom instruction. The study further revealed that effective teacher development policies were closely linked to improved teachers’ pedagogical and subject content knowledge, that rate highly in terms of improving students’ learning outcomes. The major challenges to the implementation of TPD policies were poor funding, lack of time as well as the teachers’ lack of interest. The study therefore concluded that, when TPD policies are constructed focusing on programmes that are tailored to improving classroom practice and the implementation is aligned to classroom related teacher competences; they immensely contribute to the provision of quality primary education. The study, thus, recommends that a TPD standards unit should be established at the district level to plan, implement and evaluate TPD policies and programmes. Above all, it is recommended that schools and districts should mainstream TPD policies in their planning, implementation and evaluation of all primary education programmes. In the same vein, it is recommended that a study be carried out in other regions to see if similar results can be obtained.Item The dynamics of implementing competence based education and training approach in selected Tanzanian tertiary technical training institutions(University of Dar es Salaam, 2017) Lugimbana, Annita AlfredThis study investigated dynamics of implementing the competence-based education and training approach in selected Tanzanian tertiary technical training institutions. The study was guided by four objectives, which were; examining the effectiveness of the CBET approach orientation programmes in TTTIs, examining instructors’ practices in the implementation of CBET approach, determining students’ learning experience under CBET approach and exploring institutional support to the implementation of the CBET approach. The study employed qualitative research approach using multiple case study design. Data for the study were generated through semi-structured interviews, focus group discussion, participant observation as well as documentary analysis. The study involved 55 participants; 3 deputy principals, 25 instructors and 27 undergraduate students (NTA-8). The study revealed the following major findings. First, the study disclosed that the three institutions in collaboration with NACTE training team conducted orientation programmes prior to the implementation of the CBET approach. The first orientation programme which involved all instructors was conducted in one week while the second for Heads of Departments took more than one week, the participants confirmed that the CBET approach was significantly effective, but its implementation has been a critical issue. The point was evidenced by prevalence of conflicting opinions on the practicality of the approach in the three institutions. On one hand, some of the participants maintained that the approach was good and relevant when implemented in a classroom with few students instead of the current crowded classrooms. On the other hand, some participants argued that CBET approach was difficult to implement especially in the Tanzanian context due to lack of teaching and learning resources. The other challenge mentioned was the CBET approach was very demanding and time consuming particularly during the lesson preparation. Secondly, the study revealed the teaching and learning environment did not change however instructors had to rewrite their teaching modules, use different types of assessment tools and the teaching. Thirdly, the study established that students had a general understanding of the CBET approach. They experienced it through both theoretical and practical assessments they were getting. Finally, findings pointed that participating TTTIs did not receive any financial assistance prior to the implementation of the CBET approach instead, instructors from the three institutions attended orientations training on the approach. The study concluded that the implementation of the CBET approach in TTTIs was inadequately prepared in terms of both human and fiscal resources; the orientation of instructors was done in a short time. There were no follow-up of the actual practice of the CBET approach practice in TTTIs. Instructors were facing some challenges in the implementation of CBET approach. The TTTIs were implementing CBET approach in the same environment using the same resources. The study recommends that prior to the implementation of any innovation or instructional practices; there is a need of conducting a pilot study and involving the key implementers.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 MedardThis 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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