Browsing by Author "Semwenda Joyceline A."

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Determining factors influencing learners' decisions to develop their professionals through Open and Distance Learning at the learning centres.
(The World Council for Curriculum and Instruction (WCCI), 2025) Semwenda Joyceline A.; Prof, Kira Ernest S.; Dr,Nyangas James A.; Dr,Msangya Benedicto W.; Prof,Athuman Jamal J.
Open and Distance Learning (ODL) is becoming increasingly popular as an alternative mode of education in Tanzania, especially among the adult working class who wish to advance their professions without attending full-time classes. This quantitative study aims to determine the factors that influence learners to pursue professional development through ODL at learning centres. The study involved 576 continuing and graduated diploma learners from the Institute of Adult Education in Mbeya, Ruvuma, and Dar es Salaam. A closed questionnaire was used to collect data from respondents. Key descriptive statistics were used, including tables, frequencies, and percentages, to analyse and present the findings using the Statistical Package for Social Sciences (SPSS version 23). The findings reveal that respondents’ socioeconomic status, age, gender, marital status, and region significantly influence their decision to study through the ODL mode. Considering the needs and preferences of learners regarding this mode of learning is crucial. This consideration will encourage more learners to use open and distance learning, which will increase enrolment and lower dropout rates. The study recommends that the provision of good administrative support services and well-equipped offices at the learning centres will motivate learners’ choices toward the ODL mode of learning. Besides, adequate and qualified staff should be employed in the main offices at the regional centres to promote efficient delivery of services to ODL learners
Investigating the implementation process of open and distance learning for teachers'professional development at the learning centres
(Jhand Publisher, 2024-12-30) Semwenda Joyceline A.; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The effective implementation of open and distance learning (ODL) at the learning centres is vital for helping distance learners to achieve their educational goals. This study examines the implementation process by focusing on the availability and distribution of teaching and learning materials, the provision of face-to-face sessions, the effectiveness of learner support services, the relevance of the ODL program, and the challenges faced by both learners and facilitators during the program's implementation. The research is conducted across ten ODL centres under the Institute of Adult Education in Dar es Salaam, Mbeya, and Ruvuma. A mixed-methods research design was used to provide a comprehensive understanding of the implementation processes of the ODL and its effectiveness in enhancing educational experiences. The study included a total of 608 participants. Data collection methods included closed-ended questionnaires, interviews, and observations. Quantitative data were analysed descriptively, while qualitative data were analysed thematically. The findings reveal statistically significant differences across the regions in the implementation process of the ODL at the learning centres, particularly regarding support services and the infrastructure. The study highlights the critical role of resource availability in creating a conducive learning environment and its impact on learners' academic performance and satisfaction.
Stakeholders’ perceptions about the competences of open and Distance Learning Graduates
(The Research and Scientific Innovation Society (RSIS International), 2025-01-25) Semwenda Joyceline A.; Kira Ernest S.; Nyanga James A.; Msangya Benedicto W.; Athumani Jamal J.
Education plays a vital role in individual and national development. Open and Distance Learning (ODL) is an educational approach that enables learners to study independently within their own environments without attending conventional classes. In ODL, the learning is facilitated through provided course outlines or modules. This quantitative study investigates the perceptions of key stakeholders, including ODL learners, employers, and the head of a nearby school, regarding the skills, values, and competencies of ODL graduates, as well as their ability to perform assigned tasks. The study was conducted at the Institute of Adult Education learning centres found in Dar es Salaam, Mbeya, and Ruvuma, with a total of 622 respondents. The data was collected through closed-ended questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS) version 23. Descriptive statistics, including tables, frequencies, and percentages, were used to present the data, while inferential analysis employed the Pearson Chi-square test to determine relationships between variables. The results indicate that stakeholders, including employers and ODL learners, expressed confidence in the innovative skills developed by ODL graduates. The heads of the nearby schools were particularly confident with graduates' communication skills. Employers showed the highest confidence in the graduates’ ability to effectively manage assigned tasks. Similarly, the heads of the nearby schools were confident in the ODL program for equipping graduates with quality and sustainable skills to serve their communities. They also recognized the graduates' ability to demonstrate a high level of competence when taking on responsibilities. ODL learners consistently expressed confidence in nearly all aspects of the program’s outcomes. The study recommends that ODL institutions partner with employers to understand the skills ODL graduates should possess to succeed in the workplace. Additionally, ODL institutions should ensure that their programs are of high quality so that all graduates meet consistent standards of professional readiness in the labour market.