Student participation in Tanzania secondary school classrooms
| dc.contributor.author | Mbise, Akundaeli Safari | |
| dc.date.accessioned | 2019-08-26T22:28:25Z | |
| dc.date.accessioned | 2020-01-08T09:13:54Z | |
| dc.date.available | 2019-08-26T22:28:25Z | |
| dc.date.available | 2020-01-08T09:13:54Z | |
| dc.date.issued | 1976 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | Classroom interaction in Tanzania lacks a well developed literature which can enable the teachers, and to some extent other educators to understand the processes of teaching and learning. Even though learning is greatly a consequence of the interaction between teachers and students, the different roles played by the teachers and the students in the classroom have not yet been systematically studied. Knowledge of these roles is vital if innovation is to be introduced in the classroom, especially as called for in the Education for Self Reliance (1967) paper. The Problem for investigation in this study was thus to find out systematically, through observation, the different roles the teacher and the students play in the teaching and learning processes in live classrooms in Tanzania with emphasis on student participation. The method of inquiry was through direct recording and observation of the classroom in action. Four Form Three classes and four teachers, two teachers in Political Education and the other two in History, were observed over a period of two months. Twenty lessons equally divided for political Education and History were taped, transcribed and analysed to give tabular results. The Bellack’s Classroom Language Analysis model was used for classifying and analysing the data. The observations showed that despite the 1967 call for more student centred teaching where student participation would be maximized, teaching was still teacher centred and that student participation needed motivation. The predominant teaching method was the lecture teacher talk student listen. In average teachers made 67 per cent of all the pedagogical moves and students in the classroom shard the remaining 33 per cent. Similarly, teachers communicated 59.0 per cent of the pedagogical meanings while students shared the 41.0 per cent. The meanings dominated by the teachers were the substantive logical and the instructional logical type. Thus, teachers dealt with the explanatory and interpretational aspects of the lessons. Classroom management was done by the teachers. They also assigned and evaluated student activities without students taking part. The amount of control exerted by the students on instruction and classroom management was very limited. Therefore to achieve greater student participation, one of the ideals in democratizing instruction, activities which stimulate student discussion need to be sought so that students are not merely answering the teachers’ questions. The medium of instruction too needs to be clearly mastered by the learners. The evidence from the research indicated that students were uncertain of whether Kiswahili or English should be the medium of instruction. The ambivalence suggested that both languages could still be used interchangeably in the classroom and yet the ambivalence is difficult to be accounted for. | en_US |
| dc.identifier.citation | Mbise, A. S (1976)Student participation in Tanzania secondary school classrooms, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx ) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4228 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Education | en_US |
| dc.subject | Secondary | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | Student participation in Tanzania secondary school classrooms | en_US |
| dc.type | Thesis | en_US |