Welcome to SUAIRE
Sokoine University of Agriculture Institutional Repository (SUA IR). This repository was built and is maintained by the university library (Sokoine National Agricultural Library-SNAL) , in order to collect, preserve and disseminate scholarly output generated by University research community (staff and students) members.
This repository hosts a variety of openly accessible materials including: scholarly articles and books, theses and dissertations, conference proceedings and technical reports. For assistance about depositing your research output in the repository click here. SUA IR Policy click here or any queries contact us at snal@sua.ac.tz.
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- The Agroforesty Community is a collaborative network dedicated to advancing sustainable land-use practices that integrate trees, crops, and livestock. It serves as a platform for knowledge exchange, research dissemination, and practical innovations in Agroforestry. By fostering connections among researchers, practitioners, policymakers, and local communities, the Agroforestry Community promotes environmental conservation, enhanced agricultural productivity, and resilient livelihoods.
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Recent Submissions
Meta-analysis of legumes and groundnut production trends and variability in the global South
(Elservier, 2024) Fukah, Francis Kloh; Magubika, Aneth Japhet; Tryphone, George Muhamba; Nassary, Eliakira Kisetu
This study examined the production trends and variability of grain legumes in the Global South from 2000 to
2022, with a particular emphasis on groundnut yields and regional differences. From 2000 to 2022, global
legume production in the Southern Hemisphere increased by approximately 20–30 %, driven by rising demand
for plant-based proteins and expanded cropping areas in countries like Brazil and Argentina. Improved agri-
cultural practices have further enhanced yields. In contrast, groundnut production experienced a more moderate
growth of around 10–15 %, influenced by favourable conditions and expanded cultivation in regions such as
Argentina and South Africa. While demand for groundnuts remains strong, market fluctuations and competition
with other crops continue to shape its production dynamics. The analysis covered a range of legumes, including
common beans (Phaseolus vulgaris), cowpeas (Vigna unguiculata), pigeon peas (Cajanus cajan), groundnuts/pea-
nuts (Arachis hypogaea), soya beans (Glycine max), bambara groundnuts (Vigna subterranea), chickpeas (Cicer
arietinum), lentils (Lens culinaris), mung beans (Vigna radiata), black gram (Vigna mungo), faba beans (Vicia faba),
lablab beans (Lablab purpureus), tepary beans (Phaseolus acutifolius), African yam beans (Sphenostylis stenocarpa),
Kersting’s groundnut (Macrotyloma geocarpum), lima beans (Phaseolus lunatus), black beans (Phaseolus vulgaris),
adzuki beans (Vigna angularis), moth beans (Vigna aconitifolia), horse gram (Macrotyloma uniflorum), broad beans
(Vicia faba), winged beans (Psophocarpus tetragonolobus). Regional data revealed significant differences in legume
production. In Sub-Saharan Africa, cowpeas and groundnuts are vital, with cowpeas grown over 11.4 million
hectares on average yielding 450 kg ha 1, and groundnuts covering 9.1 million hectares with an average yield of
1007 kg ha 1. Chickpeas and pigeon peas dominate South Asia’s production, whereas Latin America features
prominent soya bean and groundnut cultivation. Oceania’s legume farming is less extensive, focusing on
chickpeas and mung beans. Descriptive statistics revealed that Egypt led in groundnut production with an
average yield of 3279.1 kg ha 1 and a low coefficient of variation (CV) of 4.89 %, indicating stable production.
Conversely, Mozambique had the lowest average yield at 322.9 kg ha 1, with a high CV of 30.23 %, reflecting
greater variability. The Principal Component Analysis (PCA) identified five principal components explaining
70.9 % of the total variance, with the first two components (PC 1 and PC 2) accounting for 51 %. Bangladesh and
Brazil were major contributors to PC 1, while Algeria and Senegal influenced PC 2. These findings highlight the
considerable regional variability in yields and stability in legume production. Future research should address
these disparities and enhance resilience through targeted agricultural practices and policy interventions.
Exploring teaching and learning resources available in open and distance learning for teachers’ professional development at the Learning Centers
(GlobeEdu Group, 2024-08) Semwenda Joyceline Adine; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The success of Open and Distance Learning (ODL) programs hinges on the availability of high-quality and sufficient
teaching and learning resources. The role of ODL institutions is to clear up any confusion among facilitators and
learners regarding the resources available at ODL learning centers. This study aimed to explore the teaching and
learning resources needed for effective instruction in ODL and for teachers' continuing professional development at
these centers. A qualitative approach was employed to collect and analyze the data. The study was conducted in ODL
learning centers located in Dar es Salaam, Ruvuma, and Mbeya, involving 16 participants. These included four officials
from the Institute of Adult Education (IAE), three regional IAE coordinators, and nine center coordinators, all selected
purposefully. Data collection methods included semi-structured interviews, document reviews, and observational
checklists. The study revealed that regional learning centers faced shortages in financial resources, academic staff,
and equipment. Based on the study's findings, well-defined steps should be taken to solve the issues with teaching and
learning resources that this educational modality faces. The government should keep funding educational institutions,
especially ODL Learning institutions, as many of them failed to fulfill their stated objectives due to financial
limitations.
Factors influencing parents’ involvement in students’ performance of homework: A case study of primary schools in Morogoro Municipality
(Scholar Touch Publishers, 2022-09) Dilunga Kassim A.; Nyangas James A.; Msangya Benedicto, W.
Parental involvement in children’ performing their homework has gained much importance as it has an impact
on students’ overall academic performance. It is so unfortunate that not all the parents are motivated to
support their children in homework performance in spite of the importance of doing so. This prompt the
researcher to examine the factors influencing parents’ involvement in their children's performance of
homework in the primary schools located in Morogoro municipality as there was no study previously
conducted in the area. In order to achieve the study purpose, a mixed study approach was adopted, whereby
both quantitative and qualitative methods of sample selection, data gathering, and data analysis were
deployed. In this context, multi-stage sampling was utilized, in which a purposive selection of six primary
schools in Morogoro municipality was done, followed by a random selection of six head teachers, 42 students,
and 42 parents to form a sample population. Data collection methods included interviews conducted with head
teachers, focus group discussions carried out with students, and questionnaires distributed to the parents.
Thematic analysis was used in qualitative data analysis while multiple regression analysis with the aid of the Statistical Package for Social Science (SPSS) version 21.0 was used to analyze quantitative data. Multiple
regression results indicated that predictor variables including parents’ education, parents’ income level, home
learning atmosphere, and availability of learning materials had statistically significant influences on parents’
involvement in students’ performance of homework, which is the study’s outcome variable. Qualitative findings
also added that educated parents or parents with awareness of the importance of supporting their children in
the learning process had a tendency to support their children in homework performance. In addition, factors
such as parents’ income level and ambitions for children’ academic success influence parents’ involvement in
students’ performance of homework. This study concludes that parents’ education level, parents’ income level,
home learning atmosphere, and availability of learning materials are the factors influencing the involvement
of parents in supporting their children to do their homework in Morogoro municipality.
Assessing the perceptions of teachers and students on the integration of technology- enhanced teaching and learning in Secondary Schools in Dodoma City
(International Journal For Multidisciplinary Research, 2024) Kusupa Sophia Ally; Dr. Nyangas James Anthony; Dr. Nyerere Nkuba
The increase in demand for technology usage has influenced many sectors, including education. However,
teachers’ and students’ perceptions have a great impact on the effectiveness of technology-enhanced
teaching and learning. Therefore, the purpose of this study was to assess teachers’ and students’
perceptions of the use of technology-enhanced teaching and learning and find out if there was an
association between teachers’ and students’ demographic characteristics and their perceptions of
technology use in teaching and learning. A cross-sectional design was used to gather information from the
field. Secondary school teachers and students in Dodoma City constituted the study population. 83
teachers and 393 students from 10 secondary schools were selected purposefully. The self-administered
questionnaire was used to gather data from both categories (teachers and students). The data was analyzed
by using percentages and statistical tests, including Chi-square goodness of fit and one-way ANOVA, to
determine the association and relationship between teachers’ and students’ perceptions in relation to the
selected demographic characteristics. The study found that teachers and students have positive perceptions
of the use of technology in teaching and learning in public secondary schools. Furthermore, it was found
that the education level of teachers, the class of students, and the age of teachers influenced the perceptions
of the use of technology in teaching and learning. The study recommended that the government should
ensure pieces of training for teachers, motivation, and a conducive environment for the use of technology
in teaching and learning in secondary schools.
Analysing rice (Oryza sativa L.) production trends area harvested, quantity and yield stability in Tanzania
(Discover Agriculture, 2025-04) Magubika, Aneth Japhet; Fukah, Francis Kloh; Nassary, Eliakira Kisetu; Tryphone, George Muhamba
This study examined the trends in rice (Oryza sativa L.) production and yield stability in Tanzania, with a focus on harvested
area, total production, and yield per unit land area. We utilized data from FAOSTAT (https://w
ww.fao.org/faostat/en/#
home), focusing on the "Production Domains (Crop and Livestock Products)" for the "United Republic of Tanzania."
Filters were applied for "Area harvested," "Yield," and "Production Quantity" under "Items (Crops, Primary)" for the period
2000–2022. Other data and information were obtained from literature and government official reports. Mixed statistical
analyses (Univariate and Multivariate) were performed. The univariate was performed to assess harvested area, total
production, and grain yield through descriptive statistics, while multivariate analysis examined relationships among these
variables and yield stability using Generalized Linear Models (GLMs) and Principal Component Analysis (PCA). The results
revealed a significant increase in the area harvested, peaking at 481,000 hectares in 2020, compared to 250,000 hectares
in 2000. Yield fluctuations were notable, with a significant decline in 2008 (− 729.29 kg ha−1) followed by a recovery in
2018 (791.28 kg ha−1). A strong positive correlation was confirmed between harvested area and production (0.00035791)
and yield (0.0013233). PCA results demonstrated that the first three principal components accounted for 87% of the total
variance. Statistical tests showed substantial yield differences between 2000 and 2010, reaching 720,690.1 kg ha− 1, with
yield stability between 2021 and 2022 noted, resulting in a minor difference of 18,802.6 kg ha−1. The findings reveal that
harvested area significantly affects rice production, but yield variability remains a challenge. While expanding cultivated
areas has increased output, yield stability is a concern. This emphasizes the need for targeted strategies to optimize
cultivation and enhance food security amid changing agricultural conditions.