An evaluation of the grade "A" mathematics teachers' programme in Tanzania mainland

In this study an attempt has been made at evaluating the grade ‘A’ Mathematics Programme in Tanzania Mainland by taking into consideration the kind of input and output variables to the programme. Often details within a programme viz. Particular learning experiences offered, frequency of schedule or pattern of classroom organisation have become ends to be sought rather than to be validated. Thus evidence regarding effectiveness of a programme in view of changes both cognitive and affective made in students has to be obtained. The study involved 398 second-year teacher-trainees from seven teachers’ colleges. The seven colleges were sampled from a total of 15 colleges which offer grade ‘A’ teacher training courses. Respondents were given a test in Mathematics which was aimed at soliciting evidence with regard to students’ cognitive ability in the subject. Further, questionnaires were given to students as well as their mathematics tutors. These were designed to collect descriptive information of the many variables that are likely to affect mathematics performance. The analysis of the data makes use of the F-test. All the attributes investigated by the hypotheses have been found to be statistically significant by the F-test at the 5% level of significance. A substantial weakness in performance among teacher-trainees of the various items in the achievement test was noticed. The various attributes pertaining to the learning of mathematics in colleges can be said to be interrelated-ranging from programme developers, the ministry concerned, student and teacher community to institutions charged with the enforcement of the programme. In view of the nature of results, some changes in the present mathematics syllabus in use alongside proper selection of the teacher-trainees have been recommended. This of course does not overlook the question of the many subjects studied by the teacher-trainees in the colleges.