Identification of the gaps between intentions and practice in the implementation of the 2005 revised biology curriculum: a study of o-level secondary schools in Kinondoni District, Dar es Salaam
| dc.contributor.author | Kahwa, Jane | |
| dc.date.accessioned | 2019-11-21T13:44:27Z | |
| dc.date.accessioned | 2020-01-08T09:15:02Z | |
| dc.date.available | 2019-11-21T13:44:27Z | |
| dc.date.available | 2020-01-08T09:15:02Z | |
| dc.date.issued | 2009 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library | en_US |
| dc.description.abstract | The study investigated the implementation of the 2005 revised biology curriculum in order to identify the divergence between intentions and practice because performance in biology has continued to be low despite the latest review. The study was conducted in 4 secondary schools sampled through stratified random sampling in Kinondoni District, Dar es Salaam. The variables investigated were: teachers’ qualities of enacting the syllabus, the quality of the students’ biology competences and the suitability of the learning environment for the revised curriculum. The study was mainly qualitative with some elements of quantitative research. The composition of the sample was 85 respondents. Collection of field data was done using; interviews, questionnaires, observations, documentary review and a test. Numerical data were presented in tables and graphs while non numerical data were subjected to content analysis. The study found that schools had a wide teacher-student ratio (biology) that is, 1:162. Teachers demonstrated low skill in enacting the revised syllabus. Students developed few lower order competences in biology. Only 2 teachers had attended induction courses. The biology book-student ratio was 1:9. The latest editions of biology textbooks were very few and content based. The classrooms were less equipped. It was recommended that viable strategies useful to orient all biology teachers should be devised, their workload should be reduced by providing suitable resources and by employing team and theme teaching. Teachers should encourage learners to ask questions. Educational publishers should improve biology textbooks by incorporating a reasonable number of learner centered tasks. Students should be oriented to curriculum innovations through radio, TV programs and leaflets. Finally the study recommends that further studies should be done to investigate the implementation of the 2005 revised biology curriculum in well performing secondary schools and in other subjects such as Mathematics and Geography. | en_US |
| dc.identifier.citation | Kahwa, J. (2009) Identification of the gaps between intentions and practice in the implementation of the 2005 revised biology curriculum: a study of o-level secondary schools in Kinondoni District, Dar es Salaam, Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4462 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Intentions and practice | en_US |
| dc.subject | 2005 revised biology | en_US |
| dc.subject | School curriculum | en_US |
| dc.subject | O-level secondary | en_US |
| dc.subject | Kinondoni district | en_US |
| dc.subject | Dar es Salaam | en_US |
| dc.title | Identification of the gaps between intentions and practice in the implementation of the 2005 revised biology curriculum: a study of o-level secondary schools in Kinondoni District, Dar es Salaam | en_US |
| dc.type | Thesis | en_US |