The effects of the reinstatement of technical subjects’ curriculum in 2006 on the performance of technical subjects: the case of Bwiru boys’ technical secondary school
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Date
2012
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Publisher
The university of Dar es Salaam
Abstract
This study investigated the effects of the reinstatement of technical subjects’ curriculum in 2006 on the performance of technical subjects. In particular, it attempted to determine the proportional of students who prefer to study technical subjects and to examine whether the reinstatement of technical subjects curriculum in 2006, has affected students’ performance in CSEE in technical subjects in recent years. The study employed mainly a qualitative approach informed by the evaluative case study design. A sample of 93 respondents was obtained through purposive sampling. Data were collected through interviews, questionnaires and documentary review. Data were presented using themes, tables, frequencies and percentages The findings revealed that students prefer to study technical subjects. Also the study revealed that after reinstatement of technical subjects curriculum students’ performance in technical subjects has dropped due to students’ lack of motivation on technical subjects, demoralization of technical subject teachers, shortage of teaching and learning requirements, lack of practical in learning technical subjects, shortage of technical subjects’ teachers, syllabus adherence and coverage and lastly the study revealed that, since reinstatement of technical subject curriculum, technical subjects teachers have not attended any in-service programme. Based on the result findings the study concluded that, a reasonable number of students prefer to study technical subjects. Low performance in CSEE does not imply that students are not willing to study technical subjects. Secondly, after reinstatement of technical subjects the performance of students in technical subjects has dropped. Teachers have lost intrinsic motivation on teaching technical subjects in turn students are not motivated to learn technical and the outcomes of this is low performance in CSEE. Lack of motivation to teachers and students was regarded as the major reasons for underperformance. The other factors for low performance such as lack of practices, shortage of teachers and teaching resources, syllabus coverage and adherence come second. Teachers to teach for long time without attending in-service training, is to deny them a chance to expose themselves to new teaching techniques and tactics. The fact that technical subject teachers have not attended any seminar or workshop affects teaching and learning technical subjects. The study recommends students to be properly guided so that they can achieve what they want in technical subjects since they are keen to study technical subjects. Also the study recommends the technical subject curriculum to be reviewed, the MoEVT has to provide financial support for in-service programme and disburse funds for purchasing resources for technical subjects and NECTA should introduce the practical paper in the final exams to necessitate practical conduction.
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Available in print copy
Keywords
International Finance, Financial crisis, Firms' profitability perfomance, Tanzania
Citation
Stephano, M.(2012). The effects of the reinstatement of technical subjects’ curriculum in 2006 on the performance of technical subjects: the case of Bwiru boys’ technical secondary school. Masters dissertation, university of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/search.aspx?formtype=advanced)