An evaluation of the teaching and learning of English language in faith based and non-faith based primary schools in Dar es Salaam.
| dc.contributor.author | Lwakatare, Ruth | |
| dc.date.accessioned | 2020-03-10T10:03:49Z | |
| dc.date.available | 2020-03-10T10:03:49Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1525.6.T34L92) | en_US |
| dc.description.abstract | The purpose of this study was to evaluate the process of teaching and learning of English language in Faith Based and Non Faith biased English medium schools in Dar-es-Salaam region. Four research tasks guided the study, namely examining the qualification of human resources; exploring the material resources; exploring the teaching and learning methods; and lastly assessing the financial resources. The Context-Input-Process-Product (CIPP) model developed by Staff lebeam was used to guide the study. A case study research design was employed to obtain relevant data. The related literature was used to confirm the existence of the problem. Eight Non Government English Medium Primary Schools (EMPS) were researched. The sample included school directors, head teachers, English teachers and standard VI and Vll pupils. Purposive and stratified random sampling techniques were used. Data were collected through triangulation using interviews, documentary reviews, observation and questionnaires. Only qualified teachers were employed in EMPS where as education level, ability of teaching the language, language fluency and confidence, and experience were considered. Text books, reference books and other appropriate teaching and learning materials were looked into. Both participatory and non participatory teaching methods were assessed. However, participatory was mostly used. It was also learned that most funds were school fees from parents. The study recommends that the MOEVT, 'TIE, NECTA, as well as administrations policy makers and other education stake holders should work together towards improving English learning in all schools especially in government schools. Further. course content in teachers' colleges, level of education and teachers' qualification, distribution of teaching and learning materials, construction of more schools arid capacity building should be improved to facilitate the teaching and leading of English in Tanzania. | en_US |
| dc.identifier.citation | Lwakatare, R. (2011). An evaluation of the teaching and learning of English language in faith based and non-faith based primary schools in Dar es Salaam. Master dissertation, University of Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/7603 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | English language | en_US |
| dc.subject | Study and teaching (Primary) | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Dar es Salaam | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | An evaluation of the teaching and learning of English language in faith based and non-faith based primary schools in Dar es Salaam. | en_US |
| dc.type | Thesis | en_US |