Assessment of applicability of learner centred approach in teaching COBET classes in Morogoro municipality in Tanzania
| dc.contributor.author | Mahava, Yuditha | |
| dc.date.accessioned | 2019-11-29T16:17:10Z | |
| dc.date.accessioned | 2020-01-08T09:15:31Z | |
| dc.date.available | 2019-11-29T16:17:10Z | |
| dc.date.available | 2020-01-08T09:15:31Z | |
| dc.date.issued | 2014 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC1035.8.T34M33) | en_US |
| dc.description.abstract | The study was done in six Complementary Basic Education Centres (COBET) in Morogoro municipality. The purpose of the study was to assess the applicability of learner centred approach (LCA) in reaching Complementary Basic education (COBET) classes. The objectives of the study were to examine the context within which LCA was introduced in teaching COBET classes, examine the teachers and learners conceptions on learner centred approach (LCA), assess the experience on applicability of LCA in teaching COBET classes, explore the challenges in application of LCA in COBET classes, and examine ways used to address the challenges on applicability of LCA in COBET classes. The study adopted the Context, Input, Process and Product (CIPP) model developed by Stufflebeam (2003). The descriptive case study design was employed with qualitative research approach. The sample size were The ministry of Education and Vocational Training (MoEVT) COBET Coordinator, Municipal Adult Education Officer, Morogoro Municipality COBET Coordinators, Primary School Inspectors, COBET Head Teachers, COBET Teachers and COBET Learners, and were sampled through simple random sampling, purposive sampling and stratified sampling. The data were collected through interviews, focus group discussion (FGD), observation and documentary review. Data were analysed coherence with research objectives. The findings indicated that learner centred approach (LCA) was introduced to make learners central in teaching and learning process. However, it was seen that teachers were unable to apply the LCA due to, lack of qualified teachers on learner centred approach (LCA), lacks of teaching and learning facilities, poor learning environment, and learners‟ poor background. The study recommended that, effort from Morogoro Municipality Adult education Officer, and Municipality Adult education Programme Coordinator is needed for provision of training on learner centred approach (LCA) and for provision of learning facilities. Furthermore more research to be done on similar aspect of learner centred approach (LCA) for the effective implementation. | en_US |
| dc.identifier.citation | Mahava, Y. (2014) Assessment of applicability of learner centred approach in teaching COBET classes in Morogoro municipality in Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4544 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Basic edication | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Classroom learning center | en_US |
| dc.subject | Morogoro municipality | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Assessment of applicability of learner centred approach in teaching COBET classes in Morogoro municipality in Tanzania | en_US |
| dc.type | Thesis | en_US |