Poor student’s performance in geography examinations in Tanzania an enquiry into possible role of the teacher’s methods in selected advanced-level secondary schools
| dc.contributor.author | Rupia, Clara Justinian | |
| dc.date.accessioned | 2019-12-02T10:23:08Z | |
| dc.date.accessioned | 2020-01-08T09:15:32Z | |
| dc.date.available | 2019-12-02T10:23:08Z | |
| dc.date.available | 2020-01-08T09:15:32Z | |
| dc.date.issued | 2007 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF G73.T34R86) | en_US |
| dc.description.abstract | The purpose of this study was to investigate the nature and level of the teacher's pedagogical performance in the teaching in Geography as a discipline in Tanzanian schools. This was motivated by a consistently poor record of performance in Geography in the national examinations. The study was conducted in nine Advanced-level schools in Kagera region. Of these, five Advanced-level schools represented rural schools while the other four represented urban schools. Data were collected from fourteen Geography teachers and nine heads of school by use of questionnaires, interviews and observation. The data were analyzed using frequency distribution and percentages. The findings revealed that Geography teachers are facing many problems, the major ones being deficiency in application of teaching methods, little supply and poor use of teaching/learning resources, weakness in instructional planning, as well as inability to involve students in independent project work. Since the teacher is the centre of successful learning, these problems that affected teaching must surely contribute to poor performance also at the national level of examinations in this sub sect. In the light of these findings it is recommended that teachers should be trained in and practice creatively altering the teaching/learning methods to ensure maximum participation of the students. The Ministry of Education and Vocational Training should emphasize frequent use of professional in-service training programmes to complement pre-service training which is not adequate for effective teaching. In addition, teachers in school should be encouraged to prepare instructional materials to mitigate the shortage of books. The education budget should be increased so as to meet the demand for textbooks and other teaching/learning resources for Geography and in secondary schools in general. | en_US |
| dc.identifier.citation | Rupia, C.J (2007) Poor student’s performance in geography examinations in Tanzania an enquiry into possible role of the teacher’s methods in selected advanced-level secondary schools.Master dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4547 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Education(secondary) | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Selected and appointment | en_US |
| dc.subject | Geography | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Aids and devices | en_US |
| dc.subject | Examination | en_US |
| dc.title | Poor student’s performance in geography examinations in Tanzania an enquiry into possible role of the teacher’s methods in selected advanced-level secondary schools | en_US |
| dc.type | Thesis | en_US |