Analysis of stakeholders’ opinions toward introducing english communication skills subject in advanced level secondary schools in Tanzania: a case of Bagamoyo district
| dc.contributor.author | Ikombe, Raphael | |
| dc.date.accessioned | 2019-10-31T06:31:59Z | |
| dc.date.accessioned | 2020-01-08T09:14:18Z | |
| dc.date.available | 2019-10-31T06:31:59Z | |
| dc.date.available | 2020-01-08T09:14:18Z | |
| dc.date.issued | 2014 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1631.T34I56) | en_US |
| dc.description.abstract | This study analysed stakeholders’ opinions towards introducing English communication skills subject in advanced level secondary schools in Bagamoyo District. It analysed the opinions of stakeholders to find out whether they liked communication skills subject or not. It also analysed opinions about the contemporary situation of English communication skills capacity of advanced level secondary school students in Tanzania and their opinions towards future intervention of the matter. The study utilized qualitative approach and a case study design. The area of study was Bagamoyo District in Coast Region. The sample was composed of four advanced level secondary schools from which forty students, twenty teachers and four heads of school were involved. Also, two district education officials, two Non Governmental Organization (NGO) representatives, and four parents respectively. The study employed purposive and random sampling techniques, and data were collected through interviews, observation schedules, focus group discussion and documentary review. Data from interviews were analysed by using descriptive display matrices and some quotations were reported, while data from observations, checklists, focus group discussion and documentary review were subjected to content analysis. Findings revealed that, stakeholders support the idea of introducing English communication skills subject not only in advanced level secondary schools, but also in lower levels. Further, the findings showed that Tanzania’s students lack communication skills in English language. Uniquely, the study found that, respondents did not know that the communication skills topic has been removed in GS. Thus, stakeholders strongly recommended that the minimal qualification to join the teaching profession, especially for English language teachers in both primary and secondary schools should be a ‘C’ grade. | en_US |
| dc.identifier.citation | Ikombe, R. (2014) Analysis of stakeholders’ opinions toward introducing english communication skills subject in advanced level secondary schools in Tanzania: a case of Bagamoyo district, Master dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4320 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | English language | en_US |
| dc.subject | Secondary school | en_US |
| dc.subject | Bagamoyo district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Analysis of stakeholders’ opinions toward introducing english communication skills subject in advanced level secondary schools in Tanzania: a case of Bagamoyo district | en_US |
| dc.type | Thesis | en_US |