A comparison of classroom performance between regular diploma teachers and crash program teachers in chemistry for o-level secondary schools
| dc.contributor.author | Kimbi, Stanley Peter | |
| dc.date.accessioned | 2020-03-23T21:19:30Z | |
| dc.date.available | 2020-03-23T21:19:30Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QD40.K55) | en_US |
| dc.description.abstract | The study was based on the comparison of classroom performance between regular diploma teachers and crash program teachers, in chemistry for ordinary level secondary schools; with a teaching experience of 1-5 years. Mickel and Hoys’ model was adapted in the study. The model has three components which are input, process and output. The study involved six secondary schools from Kilimanjaro region. The sample included six heads of schools, ten chemistry teachers, and one hundred students. Data were collected through questionnaires, classroom observations, documentary review and interviews. Qualitative and quantitative research approach was used for the study. Findings from the study revealed that majority of both diploma and crash program teachers did not use lesson plans and teaching aids. However, more diploma teachers prepared lesson plans and teaching aids compared to crash program teachers. Crash program teachers lacked enough pedagogical skills and presentation skills as compared to diploma teachers. Also crash program teachers are underprivileged in subject content knowledge than diploma teachers. Crash program teachers fail to utilize and relate the locally available materials to the taught lesson as well as relating the lesson with students’ daily lives. Furthermore, they depended on lecturing methods, while the majority of diploma teachers know how to improvise and mostly use participatory methods of teaching and hence make students more active. Crash program teachers are not as competent as diploma teachers because of the way they have been prepared. The findings also revealed that crash program teachers lacked practical skills, thus could not prepare and conduct practical with students It is therefore, recommended that immediate in-service training program should be given to crash program teachers as well as diploma teachers to enhance the quality of science teacher- The government should establish in- service training center in every zone for science teachers in order to equip them with necessary teaching skills, practical skills improvisation skills, and subject content knowledge. The study also recommended that, the government should build laboratories in ward secondary schools and provide necessary equipment and chemicals to enhance the quality of science teaching and learning. | en_US |
| dc.identifier.citation | Kimbi, S.P (2010) A comparison of classroom performance between regular diploma teachers and crash program teachers in chemistry for o-level secondary schools, Master of education, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/8070 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Chemistry | en_US |
| dc.subject | Performance | en_US |
| dc.subject | Diploma | en_US |
| dc.title | A comparison of classroom performance between regular diploma teachers and crash program teachers in chemistry for o-level secondary schools | en_US |
| dc.type | Thesis | en_US |