Browsing by Author "Komba, Sotco Claudius"

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    Informatics education enhanced by problem-based learning model via e-Learning:
    (IGI Global, 2018) Sanga, Camilius; Ndyetabula, Daniel Wilson; Komba, Sotco Claudius; Mafu, Safari
    This book chapter presents an assessment of the implementation of a blended approach (Problem Based Learning and E-learning) in teaching Research Methods for Computing and Information Management course to Informatics students at Sokoine University of Agriculture, in Tanzania. The respondents comprised of 55 students and 10 instructors from the Department of Informatics. The students were taught Research Methods for Computing and Information Management course for 16 weeks using Problem Based Learning and E-learning principles. The results revealed that the use of Problem Based Learning enabled students to develop problem solving and critical thinking skills. Also, it was revealed that, in spite of the benefits of Problem Based Learning and E-learning in improving student-student and student-teacher interactions, the implementation of Problem Based Learning and E-learning in teaching Research Methods for Computing and Information Management course faced a number of contextual and infrastructural challenges such as lack of adequate Information and Communication Technology infrastructure, lack of external support, low Internet bandwidth, inadequate number of computers, lack of knowledge on E-learning and Problem Based Learning by facilitators, and lack of a unified policy for blending approach for teaching and learning different courses in most Higher Learning Institutions of developing countries. This book chapter recommends the adoption of flipped classroom instructional strategy in which Problem Based Learning and E-learning are used to promote student participation during the process of teaching and learning
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    The predictive validity of form two secondary education examination (FTSEE) on students’ performance in the certificate of secondary education examination (CSEE) in biology subject: a Tanzanian perspective
    (IISTE, 2013) Komba, Sotco Claudius; Kafanabo, Eugenia Joseph; Tryphone, Dorice; Kira, Ernest Simon
    This article is based on the study which sought to examine the predictive validity of Form Two Secondary Education Examination (FTSEE) on students’ performance in the Certificate of Secondary Education Examination (CSEE) in Biology subject. A sample of 120 students from some selected secondary schools in Morogoro Municipality, Tanzania, was involved. The collected data were analyzed using computer software, Statistical Package for Software System (SPSS), Version 18. In the data analysis, the Pearson’s Product-Moment Correlation (r) technique was used in order to determine the strength, direction and significance o of the relationships of all the variables included in the study. The findings indicated that there was a strong relationship between the students’ performance in the FTSEE and CSEE (i.e. from r=0.442, p<0.01 to r=0.726, p<0.01) regardless of sex and type of school. Nevertheless, the relationship was found to be higher for females (r=0.726) than males (r= 0.613). In addition, for the case of the studied Day school, male students in the Day school had a higher correlation coefficient between the two examinations (r=0.65) than female students (r=0.442). This implies that female students performed slightly better than males in Boarding schools while in the Day school, male students performed better than females. Therefore, on the basis of these findings, it is recommended that the FTSEE should be sustained in order to improve the students’ performance in the CSEE in Tanzania
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