Buyobe, Sylvester John2019-11-252020-01-082019-11-252020-01-082013Buyobe, S.J(2013)Tutors’ effective teaching and students’ examination pass rates in teacher colleges in Tanzania, Master dissertation, University of Dar es Salaam, Dar es Salaamhttp://localhost:8080/xmlui/handle/123456789/4474Available in print form, East Wilbert Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2131T34B89)This study sought to examine the existing relationship between tutors’ effective teaching and students‟ examination pass rates in teacher colleges in Tanzania. The specific objectives included: an analysis of the national examination results for diploma from 1995-2012 so as to identify the trend rates; an establishment of the relationship between tutors‟ instructional procedures and examination pass rates; and an exploration of the strategic measures for improving quality education. Purposive sampling was used to select 120 respondents from Mpwapwa and Mororgoro Teachers’ Colleges. Questionnaires and documentary reviews were used to collect data. Correlational research design was conducted to test the hypothesis in the quantitative research approach. Pearson correlation coefficient was used to measure the strength and direction of association between the correlated variables. Statistical tests were used at a two-tailed test of significance at p<0.05 probability level of confidence. The findings revealed that there was a statistically significant relationship between tutors’ effective teaching and students’ examination pass rates. From this study it was concluded that, effective teaching has positive consequences in influencing students’ academic performance. Thus, in order to improve the quality of education in teacher education cadre it is recommended that each teachers’ college should be empowered to develop, implement and evaluate its own curriculum/programs rather than it is done by the central government.enTeachers CollegesStudentsAcademic achievementsTanzaniaThesis