Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/79

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Ability of form four students on food test laboratory practicals In the selected secondary schools in Tanzania
(AQUADEMIA, 2022-06) Athuman, Jamal Jumanne
This study sought to assess the understanding of form four students on food test practical in the selected secondary schools in Morogoro Municipality, Tanzania. Food test is one of the fundamental skills to be acquired by biology secondary education students. The study involved 252 form four students in from four secondary schools within the vicinity of Morogoro Municipality. Data collection was done by the researcher during teaching practice assessment period, June to July 2022 using food test practical test. The test of 35 items was constructed and validated by the researcher. The overall mean score was 12.0 (34.1%) means that on overage selected students have a “D” class, which means poor knowledge level on food test. An analysis of independent samples t-test based on sex at α=0.05 produced a ρ of 0.233 and a t-value of 0.373, hence failed to reject the null hypothesis. To have a broader understanding of students’ ability on food test laboratory practicals and attempt generalization through replication of findings, it is advised that a second study with larger samples across the country be conducted.
Assessing ecological literacy among secondary school students in Morogoro Municipality, Tanzania
(AQUADEMIA, 2025) Athuman, Jamal Jumanne
This study assessed the ecological literacy among secondary school students in Morogoro Municipality, Tanzania. The study was conducted with a sample size of 396 secondary school students, consisting of both male and female participants from different grade levels (form one to form four). Multiple data collection tools were utilized, including an ecological literacy test, an environmental perception survey, and practical ecological exercises. The findings indicated a relatively high overall ecological literacy level among the students, with an average score of 75% on the ecological literacy test. The scores ranged from 58% to 88%, demonstrating variability in students’ ecological knowledge, but the majority of students scored above the midpoint, showcasing a solid understanding of ecological concepts. Additionally, the study revealed significant grade-level differences, with form four students achieving the highest average score (80%), followed by form three (78%), form two (73%), and form one (68%) students. Moreover, the study identified minimal gender differences, with both male and female students exhibiting similar average scores on the ecological literacy test. The study’s findings underscore the effectiveness of the current environmental education curriculum in Morogoro Municipality in promoting ecological knowledge and fostering positive environmental attitudes among secondary school students.
Describing the self-efficacy of Tanzania secondary school biology teachers in teaching integrated science process skills
(International Journal of Education and Social Science Research (IJESSR), 2022) Athuman, Jamal Jumanne
This study intended to examine the self-efficacy levels of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. Specifically, the study intended to; (i) determine the self-efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and (ii) determine the influence of teachers’ knowledge level of science process skills on their self-efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997) self-efficacy theory formed the conceptual and theoretical frameworks of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of integrated science process skills and average self-efficacy level. The study recommends an urgent need to refocus on science teachers’ training and professional development programmes.
Effectiveness of the 5E learning cycle in teaching respiration in secondary school biology: a quasi-experimental study on enhancing conceptual understanding and student engagement
(Science Education Quarterly, 2026) Athuman, Jamal Jumanne
This quasi-experimental study explored the effectiveness of the 5E Learning Cycle instructional model in enhancing Form Three students’ conceptual understanding and engagement in the topic of respiration in secondary school biology. Conducted in four public secondary schools in Morogoro Municipality, Tan- zania, the study involved 208 students, divided into an experimental (n = 101) and a control (n = 107) group. The experimental group was taught using the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), while the control group received traditional lecture-based instruction. Data were collected using the Respiration Concept Test (RCT), a Student Engagement Checklist, and a Student Perception Questionnaire. Results revealed that the experimental group achieved significantly greater conceptual gains (mean gain = 6.6, p < 0.001) than the control group (mean gain = 2.2, p < 0.001). Observations indicated higher levels of engagement among experimental group students, particularly in questioning, collaboration, and participation in practical activities. Additionally, students in this group reported more positive perceptions of the learning experience, including increased motivation, enjoyment, and confidence in learning biology. The findings underscore the pedagog- ical value of the 5E model in supporting deeper learning and student engagement. The study recommends its broader adoption and integration into teacher training programs to strengthen science education in Tanzanian secondary schools.
Effects of social media detox interventions on anxiety and sleep patterns among adolescents in selected secondary schools in Morogoro region
(COAS, 2025) Athuman, Jamal Jumanne
This quasi-experimental study investigated the effects of a two-week social media detox intervention on anxiety levels and sleep quality among adolescents in selected secondary schools in Morogoro Region, Tanzania. A total of 95 Form Three students (aged 15–17) were involved, divided into two intact classes: an experimental group from Tushikamane Secondary School (n=48) that abstained from social media and a control group (n=47) from Tubuyu secondary school that continued regular use. Pre- and post-tests utilized the Generalized Anxiety Disorder- 7 (GAD-7) scale and a Sleep Quality Self-Report Index. The intervention included guided abstinence from platforms such as WhatsApp, Instagram, TikTok, and Facebook, complemented by journaling, mindfulness exercises, and psychoeducation. Independent samples t-tests revealed that the experimental group had significantly lower post-test anxiety scores (M=5.12, SD=1.84) compared to the control group (M=8.23, SD=2.01), t(93)=-7.31, p<.001. Similarly, sleep quality improved significantly in the intervention group (p<.01). These findings align with international literature on digital wellness and support the feasibility of implementing low-cost, school-based screen-time interventions. The study concludes that structured social media detox programs can meaningfully enhance adolescent mental health and sleep patterns and recommends their integration into school counseling and health education initiatives in Tanzania.
Evaluating the effects of traditional food knowledge integration in nutrition education on adolescent food preferences in Uyui-Rural Tabora, Tanzania
(AQUADEMIA, 2026) Athuman, Jamal Jumanne
This quasi-experimental study evaluated the effects of integrating traditional food knowledge into nutrition education on adolescent food preferences in rural Tabora, Tanzania. The study was conducted between August and October 2024, involving 271 form two and form three students from four rural secondary schools: Idete, Ibiri, Ndono, and Mabama. Idete and Ibiri served as the experimental group and received an eight-week intervention delivered by trained research assistants, focusing on traditional food knowledge, preparation, and cultural relevance. A food preference questionnaire was administered pre- and post-intervention, and post-test focus group discussions (FGDs) and classroom observations were also conducted. Quantitative analysis revealed a significant improvement in food preferences among the experimental group (mean post-test score = 4.10) compared to the control group (mean = 3.01), with a p-value < 0.001. Thematic analysis of FGDs indicated increased appreciation for traditional foods, intergenerational knowledge sharing, and greater interest in traditional food preparation. Observation checklists confirmed high levels of engagement and participation during sessions. Findings suggest that integrating culturally relevant traditional food education enhances adolescents’ food preferences and engagement in rural contexts. The study supports the incorporation of indigenous knowledge into nutrition curricula to promote healthier eating habits and preserve food heritage among youth in Tanzania and similar settings.

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