Assessment of home economics teaching-learning resources in Tanzania Primary Schools: a case study in Morogoro urban district
| dc.contributor.author | Hamdani, Salha M.. | |
| dc.date.accessioned | 2016-05-09T02:16:23Z | |
| dc.date.accessioned | 2020-01-08T09:12:47Z | |
| dc.date.available | 2016-05-09T02:16:23Z | |
| dc.date.available | 2020-01-08T09:12:47Z | |
| dc.date.issued | 1983 | |
| dc.description.abstract | The purpose of this study was to investigate whether the launching of home economics as a compulsory subject in all Tanzanian Ppimary schools was efficiently planned so that the required human and physical resource inputs for this important and practically oriented subject were effectively met. Human resource requirements for this subject would necessitate retraining of competent home economics teachers in specialized colleges of National Education. Requirements for physical resources include the supply into schools of basic home economics equipment, laboratories, textbooks and allocation of funds specifically for this subject. The researcher was tempted to examine the situation of home economics teaching resources as a result of inspectorate reports that this subject is neglected in primary schools. This study was conducted in all the 23 Morogoro urban primary schools. Data which was collected through documentation, checklist, interviews and questionnaire were subjected to quantitative analysis using the CHI - square test of significance. Information from the data source showed that there was a significant difference between what was observed in schools and what ought to be available for home economics, in terms of equipment, textbooks, laboratories and financial allocation. The whole programme showed an acute shortage of all the crucial physical resources. Despite this finding, it was evident that there were no plans for in-service training of these teachers. In view of the above findings, it was recommended that the quality of the programme be improved through the involvement of parents, teachers and pupils. Self-help schemes using local resources such as burnt mud bricks could be employed for building laboratories. For equipment, it was recommended that the worthwhile alternative is to encourage improvisation for equipment such as charcoal-boxes using local iron scrap or clay. To ease the problem of textbook it was recommended that teachers be encouraged to write handouts for pupils and that self-reliance activities ensure stimulation of specific funds for home economics specifically so that purchase of tangible items and other necessities could be made possible. The whole study has been organized into six chapters. The first chapter describes the problem, purpose, and significance of the study. The second chapter reviews the related literature and the hypotheses while the methods of investigation are outlined in chapter three. Chapter four presents the findings of the study and a discussion of the findings. Chapter five consists of summary and conclusion. Chapter six consists of recommendations. | en_US |
| dc.identifier.citation | Hamdani, S M. (1983) Assessment of home economics teaching-learning resources in Tanzania Primary Schools: a case study in Morogoro urban district, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref=) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/3831 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Home economics | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Assessment of home economics teaching-learning resources in Tanzania Primary Schools: a case study in Morogoro urban district | en_US |
| dc.type | Thesis | en_US |