The perceptions of education stakeholders on the use of single text book in teaching and learning in primary schools in Tanzania: a case of Kinondoni municipality

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University of Dar es Salaam
This study investigated the perceptions of Education stakeholders on the use of single text books in Teaching and Learning in Primary Schools in Tanzania Kinondoni district. Specifically this study examined the extent to which the stakeholders were aware of the changes of textbook system in the country, elicited the view points of the stake holders on the types of system between single text and multi-text books they prefer, examined the perceived strengths of using single text book over mult-text books in teaching and learning environment and explored the teachers and students views concerning the availability, quality and suitability of the currently proposed text books. The study used mainly qualitative research approach and descriptive survey design. Purposive and simple random sampling procedures were used to select 185 participants namely 100 pupils, 40 subject teachers, 20 parents, 10 head teachers, 08 examinations officers from NECTA, 06 school inspectors, and 01 Municipality Education officer (Table). The interviews, observation checklist and Focus Group Discussion were used to collect data which were analyzed qualitatively. Findings revealed that majority of education stakeholders are aware of single and multi-text books policies; also, most of the supervisors of education understand about the presence and contents of some important documents in the implementation of textbook policies which were also missing in most of the primary schools. The findings further revealed that majority of respondents preferred the use of multi text books over single textbook policy and they provided both advantages and disadvantages of both systems. Basing on the research findings, it was concluded that in order to enhance the education standards, the issue of quality of the textbooks should be highly considered in line with favorable textbook policy. The study recommended that the government should involve all important stakeholders before implementing any policy dealing with education matters. Also, the task of writing the course books should not be left to private publishers instead to government institution in order to assure quality of the text books which are error free. The study also recommends for further studies in more schools, districts and regions so as to get overall perception of stakeholders.
Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB3048.T34D36)
Textbooks, Primary schools, Kinondoni Mucipality, Tanzania
Daniel, Y. (2013) The perceptions of education stakeholders on the use of single text book in teaching and learning in primary schools in Tanzania: a case of Kinondoni municipality.Master dissertation, University of Dar es Salaam. Dar es Salaam.