School of Education

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Impact of faith based organisations in Public primary Education: a case of compassion international Tanzania In Arusha region
(Sokoine University of Agriculture., 2009) Mbiso, Allen Adam
The poor socio-economic background of many primary school pupils especially in rural areas is still one of the major challenges facing the country today. Holistic approach to addressing problems of vulnerable children that touches all aspects of children’s lives is required. This study was done in Arusha region in 2008 to student centres sponsored by Compassion International Tanzania (CIT). The study investigated the impact of CIT as an example of the faith based organisations in supporting public primary education. It employed multi-stage random sampling technique. The first stage was to select 10 student centres sponsored by CIT thereafter followed by randomly selection of 10 pupils, boys and girls, from each student centre. Purposive sampling was used to select key information providers who were: primary school teachers, student centres staff, and CIT head office staff. Data from questionnaires was analysed by computer using the Statistical Package for Social Sciences Version 12.0 (SPSS 12.0 for windows). Descriptive statistics such as frequencies and percentages were employed to address the patterns of the findings. The results showed CIT’s support to public primary school pupils enhanced good environment for learning by addressing the socio-economic backgrounds of the children. Furthermore, they helped to retain pupils in schools, improve their social welfare as well as their ethical standards though many poor children are yet to be reached by CIT. In order to improve education in Tanzania the study recommended as follows; there is a need of direct measures on addressing the socio-economic background of the poor primary school pupils. Strong partnership between both public and private sectors be strengthened. The contribution of private sectors needs to be appreciated-by the government and integrated into the government strategies.
Impact of faith based organisation in public primary education: A case of compassion international Tanzania in Arusha region
(Sokoine University of Agriculture., 2009) Mbiso, Allen Adam
The poor socio-economic background of many primary school pupils especially in rural areas is still one of the major challenges facing the country today. Holistic approach to addressing problems of vulnerable children that touches all aspects of children’s lives is required. This study was done in Arusha region in 2008 to student centres sponsored by Compassion International Tanzania (CIT). The study investigated the impact of CIT as an example of the faith based organisations in supporting public primary education. It employed multi-stage random sampling technique. The first stage was to select 10 student centres sponsored by CIT thereafter followed by randomly selection of 10 pupils, boys and girls, from each student centre. Purposive sampling was used to select key information providers who were: primary school teachers, student centres staff, and CIT head office staff. Data from questionnaires was analysed by computer using the Statistical Package for Social Sciences Version 12.0 (SPSS 12.0 for windows). Descriptive statistics such as frequencies and percentages were employed to address the patterns of the findings. The results showed CIT’s support to public primary school pupils enhanced good environment for learning by addressing the socio-economic backgrounds of the children. Furthermore, they helped to retain pupils in schools, improve their social welfare as well as their ethical standards though many poor children are yet to be reached by CIT. In order to improve education in Tanzania the study recommended as follows; there is a need of direct measures on addressing the socio-economic background of the poor primary school pupils. Strong partnership between both public and private sectors be strengthened. The contribution of private sectors needs to be appreciated-by the government and integrated into the government strategies.
Does it matter the type and nature of sports and games on developing students’ sense of belonging at school?
(International Journal of Education and Research, 2014-10) Makwinya, Noel M.
Children’s participation in extracurricular activities is associated with numerous positive outcomes, including fostering students’ sense of belongingness. The objectives of this study were firstly, to investigate the role nature of sports/games can play in influencing students’ sense of feeling part of the playing-teams; secondly to investigate whether presence of local-based and context-specific games in school can improve general sense of relatedness among students. Using 103 sixth-primary school graders, in a pretest-posttest design, results showed that relatedness among students improved when students were given chances to play context-specific games. Following these results, teachers and other educational practitioners are recommended to allow school-children to play African-based games together with those innovated outside Africa. Since context-specific sports improved students’ sense of belonging, in a long-run, it is expected that this will help to improve students’ daily school attendance.
Empowerment of school committees and parents in Tanzania: delineating existence of opportunity, its use and impact on school decisions
(University of Bergen, 2014-12-05) Masue, Orest Sebastian
Since the end of the twentieth century, public administration systems in developing countries have undergone significant transformation. This comes as a result of the global shift from centralized to decentralized political, fiscal and administrative systems. Through such transformation, governments seek to empower people at the grassroots level and to improve service delivery in all sectors. This dissertation examines the empowerment of school committees and parents in school governance, focusing on the sub-sector of primary education in Tanzania. In particular, it accomplishes three key goals: First, it delineates the empowerment of school committees and parents using Alsop and lleinsohn’s (2005) and Alsop et al.s' (2006) three-level framework for measuring empowerment. The three levels are the Degree of Existence of Opportunity (DEO) for people at the grassroots level to participate in decision making, the Degree of Use of the Opportunity (DUO) and the Degree Of Impact (DOI) that the use of opportunity has on the decisions made by a school. Second, the dissertation determines factors affecting the empowerment of school committees in Tanzania. As for the third goal, the dissertation suggests important policy issues to be addressed for increasing the empowerment of people at the grassroots level in school governance The study from which this work is written was carried out in 2012 and 2013 in seven purposefully selected districts/municipalities in Tanzania. The study employed a mixed methods approach. 214 members of school committees and 96 non-members from 101 schools answered a survey questionnaire. Additionally, 17 in-depth interviews with education officials, teachers and parents were conducted. As a follow-up to the emerging issues from the survey, the study also involved two focus-group discussions (one each) with parents and members of school committees. The survey data were analyzed quantitatively through the comparison of means, independent sample t-tests, correlation analysis and multiple-linear regression analysis, all of which are presented in the dissertation mainly through tabulation. The data from interviews and focus groups were analysed through content analysis and are presented here in narrative form. The results show interesting trends for the three levels of empowerment, that is, DEO, DUO and DOI. Measured on an index scale of 10 (the lowest) 60 (the highest), DEO had the highest mean index (42), followed by DUO (39) and DOI as the lowest (37). These trends suggest that people at the grassroots level often are unable to use existing decision-making opportunities. There are various reasons for this. Even when they are able to use the opportunity to participate, their priorities may not be taken into consideration when the final decisions are made. This explains the phenomenon of the perceived degree of empowerment declining along the continuum from DEO to DOI. The findings also indicate that gender, access to information and being a member of a school committee are significant for determining the degree of empowerment in decision making, not only for the members of school committees but for parents more generally. Respondents who reported a high degree of access to information also indicated a high degree of empowerment. This finding suggests that in order to play an active role in local education-development initiatives, parents and school committee members, in addition to being aware of their own local community interests, need to be well informed about issues of national interest for instance policy intentions, education priorities and curriculum content and direction. Regarding gender, the study reveals that men dominate the decision making process in school governance, and that this is due to constraints posed by the opportunity structure, especially the patriarchal culture of formal and informal institutions in society. The study therefore suggests the need for multisector efforts, not only to create awareness of educational issues amongst men and women at the grassroots level, but to address gender inequality in decision making, particularly regarding the control of schools and how children's schooling should proceed The findings of this study also indicate that being a member of a school committee is an important factor for individual empowerment. This confines the proposition that people at the grassroots level become more powerful and capable of exerting influence in decision making if they are well organized in groups. In accordance with the ‘local organization capacity thesis', this study suggests that the empowerment of individuals at the local level can achieved through self-organized neighborhood groups, and that such groups can significant role in school governance. In light of the findings, the study concludes, first, that while the empowerment of parents and school committees in Tanzania has convincingly been achieved, especially with regard to local people taking adequate responsibility in the construction and maintenance of school buildings, resource contribution and other fundamental aspects, there is insufficient progress in increasing their influence on critical issues such as the national education policy, the curriculum and pedagogy. Secondly, little attention has been paid to the important enablers of local empowerment. The study provides evidence of the insufficient training of school committee members at the local level. There is also inadequate information on the government's education policy and the curriculum. Financial matters pose another barrier for local empowerment. There is a lack of transparency about bank transactions on behalf of schools, and the schools are plagued by inadequate funding. This is due to the low income base of the population, insufficient allocation and delays in the disbursement of grants from the central government Based on the findings and the identified challenges, it is hereby suggested that the current empowerment efforts - that is, the efforts to empower people at the grassroots level to be involved in school-related decision-making processes - need to advance from the establishment of institutional frameworks for people's engagement to building those people's capabilities. In order for this to happen, the people need to receive adequate resources and training as well as increase their level of public awareness. Such goals could be obtained through a multifactor/network approach involving the state, the private sector, non-governmental organizations and the local communities. This approach, in my view, can work better in addressing the currently identified resource and training gaps, and it could also improve accountability
Evaluating a curriculum using the same style and strategy across years: lessons gained from Tanzania
(American International Journal of Research in Humanities, Arts and Social Sciences, 2015) Makwinya, Noel M.
Policy and practice in relation to curriculum evaluation systems are under review in many countries. Previous studies have indicated that, public examination system used in many countries, especially those using pen and paper to evaluate students’ mastery of the curriculum objectives can provide us with illusions regarding how best a curriculum is implemented at school. In this study, Public examination conducted by the National Examination Council of Tanzania were studied to see whether, the type and structure of exams, and coverage of such exams do not affect teachers’ curriculum implementation practice. Through content analysis of Grade twelve (form four) Public examinations offered since the year 2010 to 2014; and following an interviewing with students in grade twelve, results showed that: “what is measured” and “how it is consistently measured” through National summative examinations in Tanzania affect what is taught, what is assessed, and to a large extent, what is valued in the schooling process during curriculum implement ation.
Gender disparities in sciences: the question of parental influence on children’s self-concept and utility-value
(Journal of Education and Practice, 2015) Makwinya, Noel M.; Hofman, Roelande H.
Self-concept and utility-values are thought to influence differences in choices, participation and performance in schools-careers between students of different genders and ages. This study was investigating existence of gender differences in such constructs regarding science. Further, the study investigated whether development of such constructs is still influenced by how children feel their parents perceive them in relation to sciences. Using a 30- item, Lickert-type questionnaire, data were collected from a random sample of 184 second and third graders. Results showed that, students’ self perceptions and those of parents regarding science are positively related. Further, self-concept and utility-values were higher among boys than girls. Based on the result, it was concluded that, parents’ gender-based perceptions regarding science that are still communicated at home might be the reason for the development of children’s gender-based self-perceptions regarding sciences.
Managing science teachers’ adoption of the 2005 Tanzanian Inquiry and Student-centred curriculum: revealing schoolbased leaders’ practices and achievements
(Edith Cowan University, 2020) Makwinya, Noel Mark
Many countries have made considerable changes to their education systems in response to the forces of globalisation. Tanzania is no exception. The most recent educational change attempt in Tanzania relates to the introduction of the 2005 Tanzanian Inquiry and Student- Centred Curriculum. Sound change-leadership is a necessary condition for the realisation of change, particularly in influencing its adoption. Within the descriptive qualitative research paradigm, this study employed a Type IV (embedded and multiple) case-study design to examine and describe science teachers’ lived experiences in dealing with this latest Tanzanian curriculum and the role played by school-based leaders in influencing such experiences. The study was carried out in three case-study schools. Data regarding change leadership were collected from both teachers and school leaders by means of personal interviews, observations, and document reviews. Data regarding science teachers’ levels of adoption of this curriculum and related concerns, all of which helped to gauge the effectiveness of change-adoption leadership provided by School-Based Leaders, were collected using semi-structured interviews and a Stage of Concern Questionnaire and were triangulated through document reviews and in- class observations. The findings show that school-based leaders in all case-study schools guided adoption of change primarily using authoritarian strategies. Nevertheless, there was some evidence to suggest that school-based leaders in the high performing and the medium performing case- study schools tended to employ additional strategies that inclined towards collective and empowering leadership approaches. This difference appeared to covary with the science teachers’ levels of use of this curriculum and their concerns about it in the three case-study schools. Adoption challenges and those affecting leadership of change are also detailed. These findings extend the ongoing academic discussion about the leadership of adoption of educational changes in schools. The understanding of pedagogical change gained through this study has implications for both policy and practice, and these are discussed in the last chapter. Leaders of these and other schools in equivalent contexts may use findings of this study to reflect upon their change-leadership practices in schools and improve the way they enhance pedagogical transformations and the professional development of their teachers.
Massification in Universities: Are assessment tools still reliable? A reflection from Sokoine University of Agriculture, Tanzania
(IISTE, 2021) Mayeka, James George; Kira, Ernest Simon
1. Introduction A tremendous increase of the number of students in universities has been experienced by almost every country all over the world. While, the global universities’ enrolment has risen from 13.8% in 1990 to 29% in 2010, Sub- Saharan Africa has experienced a doubling of gross enrolment ratios from 3% in 1990 to 7% in 2010 (Hornsby & Osman, 2014). In Tanzania, the situation has become more evident in the recent past (Kapinga & Amani, 2016). According to Memba & Feng (2016), students’ enrolments in Tanzanian universities increased from 98,915 to 354,430 between 2008/2009 and 2015/2016 academic years, respectively. Sokoine University of Agriculture which is one of the public universities in Tanzania was established in 1 st July, 1984 (Sokoine University of Agriculture, 2007). Since its establishment, the university has also been experiencing the massive increase of the number of student just like other universities in the country. For example, the number of students raised almost four times from 2729 in 2008/2009 to 8296 in 2016/2017 academic years. Following this increase in number of students in universities, the instructor-student ratio has been greatly affected leading to ineffective provision of quality teaching and student assessments (Ntim, 2016). Large classes in education institutions affect much the interaction among instructors and students. Increase in numbers of students lead to poor communications among instructors with their students and the general practices of designing and using appropriate assessment tools (Alomari & Akour, 2014). Large classes hinder instructors to organize quizzes and regular class tests resulting into inefficient assessment of teaching and learning process (Yelkpieri, Namale, Esia-donkoh & Ofosu-dwamena, 2012). The increase in number of students in any education institution has turned the normal way of conducting assessment among students in universities. Regardless of the increasing number, universities would wish to maintain the quality of the programs offered. One of the means of maintaining quality of training is through effective evaluation of teaching and learning process. Effective evaluation requires valid and reliable assessment tools. Therefore, the need to check for internal consistency of the assessment tools used for teaching and learning in Tanzanian universities is one of the important aspects for effective assessment.
The prevalence and timing of sexual activities among adolescents in Dar es Salaam, Tanzania
(JESTP, 2021-01-27) Seguya, Swaib Y.; Mgaya, Athuman J.
Adolescents’ sexual behaviors have attracted significant attention from developmental psychologists and researchers from related disciplines with the aim of understanding the factors associated with the behavior, its timing and outcomes. This study used a survey method to specifically estimate the prevalence of sexual activities, timing and the perception that adolescents in Dar es Salaam hold as to what would be the appropriate age to debut sexual activities. Data were collected using a pre-tested structured questionnaire from a sample of 389 adolescents who had a mean age of 17. ANOVA, Chi-square and regression analysis were used in the analysis. Results showed that 31.6% had debuted sexual activities by the age of 15.8. The appropriate age was reported to be 20.5. Demographic factors that were statistically associated with the dependent variables are presented. It is concluded that sexual activities are prevalent among adolescents in Dar es Salaam at early ages. This exposes them to the risk of acquiring sexually transmitted diseases such as HIV/AIDS because they are in no position to negotiate for safe sex. It is recommended that guidance and counselling on matters related to adolescents’ sexuality be highly reinforced in secondary schools by the responsible ministries and organs.
Massification in universities: are assessment tools still reliable? a reflection from Sokoine University of Agriculture, Tanzania
(Journal of Education and Practice, 2021-08-31) Mayeka, James George; Kira, Ernest Simon
A tremendous increase of the number of students in universities has been experienced by almost every country all over the world including Tanzania. The Increasing number of students has greatly affected the instructors’ workload and general practices of student’s assessment and evaluation. This study aimed at determining the reliability of the assessment tools at Sokoine University of Agriculture. Retrospective record review was done on education undergraduate students who sat for an EDP 100 in 2014/2015, 2015/2016 and 2017/2018 academic years where the course was selected through random procedures. A total of 214 scripts were systematically randomly sampled from each cohort. The results revealed a drop in internal consistency of the scores obtained from EDP 100 course across the three cohorts. Majority of the questions for the EDP 100 though were moderately difficulty, their discrimination powers were poor. However, the variation in difficulty and discrimination indices for the three cohorts was statistically not significant (p˃0.05 for MCQ and MIQ) except the discrimination index for MIQ which shows significant variations (p˂0.05). It is therefore recommended that similar studies should be done to determine both validity and reliability of the assessment tools for the other subjects at the University.
The influence of parents’ involvement in student’s academic achievement in community secondary schools in Tanzania - a case of Mbeya City, Tanzania.
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mwakililo, Pendo Samson; Mgaya, Athumani Juma
The study focused to assess the influence of parents’ involvement in on students’ academic achievements in community secondary school in Tanzaniaa case of Mbeya city Tanzania. Specifically examined the pattern and extent to which parents’ involvement in students’ academic achievement. Literatures revealed that students’ academic achievement is associated with parental involvement in school matters where the child is studying though there are some barriers that hinder parents’ effective involvement in school activities. Both qualitative and quantitative research approaches were used. 475 respondents were included in the study. These include; students, parents, heads of schools, class teachers, and school committee members. Data were through interview schedules, questionnaire and documentary reviews. Collected data were analysed quantitatively using SPSS Version 20, where Pearson product-moment was performed to examine the relationship between parents’ involvement in school activities and students academic achievement. Descriptive statistics were employed to analyze the nature and desirability of parents’ participation in school activities that improves students’ academic performance. Findings revealed that there was a strong and positive relationship between parents involvement in school affairs and students academic achievement. This means that students whose parents were more involved in their education had better chance of improving their academic achievement than whose parents were less involved. The study recommend that school administrators, teachers, and parents should be sensitized on the relationship between parental involvement in school matters and their children’s achievement so that they can develop more effective and productive strategies including learning from other successful schools that facilitate parent engagement in their children’s education.
Perceptions of the effectiveness of sex education in reducing pregnancies in schools
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mgaya, Athumani Juma; Mwakililo, Pendo Samson
The objective of this study was to explore perceptions and views of parents, teachers and students on the effectiveness of sex education in reducing the magnitude of pregnancies and related risky sexual behaviours in schools. The study consisted of 542 respondents where 100 were parents, 150 teachers and 292 students. Descriptive survey design and quantitative approach were used through questionnaires. By using an independent t-test and ANOVA, the Statistical Packages for Social Sciences (SPSS) version 20 were used for data entry. The statistical p-value was p≤ .05 and the confidence level was 0.95(CL of 95%). The results showed that about 70% of parents, teachers and students had positive views on sex education that it will reduce risky sexual behaviours including pregnancies contrary to 45% of respondents who suggested that sex education will lead to prostitution. There were variations in opinions about the appropriate level of students to be taught sex education whereby using t-test there were variations of opinions with their gender with p< .001 for parents, p> .08 for teachers and students. The study recommends the education policy and curriculum be reviewed so that sex education is set as an independent and impartial subject in schools.
Exploration of the global developmental delay cues in children through peer-related interactions among pre-schoolers in school environments
(International Journal of Child Development and Mental Health, 2021-12) Mgaya, Athumani J.
The study explored if and extents to which peer-related interactions provide signs of global developmental delays and suggest the appropriate measures (if any). It involved six hundred and twelve 612 respondents among which five hundred and fifty-eight (n=558) were preschoolers randomly selected using the lottery method and fifty-four (n=54) teachers conveniently selected. Mixed approach with a cross-sectional design, using observation for preschoolers and interview for teachers, the analysis made using ANOVA and Chi-square, with a statistically significant p-value of p≤ .05 and confidence level of 0.95(CL of 95%) with the application of SPSS version 20 and thematic content analysis. Only 3.2% of preschoolers were in very serious delays in the cognitive domain on communication difficulties showing no significant difference in sex and their class level, 14.5% in physical delays with an inability to perform simple tasks significantly with their age and 1.4% showed behavioural delays as they always need reprimanded, restless and prolonged tantrums while 0.7% were unable to participate in discussions significantly with their age and sex. Above 50% of teachers suggested about Early Intervention (EI) to children with developmental delay signals. Interactions should start to children below school age for Early Stimulation (ES), additionally, parents and caregivers are to be provided with guidelines from experts as a way to identify and or resolve the problem, a longitudinal study can be done on developmental delay cues from the age of three to eight years can be conducted, but also large sample from the survey could be used for generalisation.
Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum
(Tailor and Francis Group, 2022) Makwinya, Noel M.; McKinnon, David H.; Lummis, Geoﬀrey W.
Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. Case study research: Design and methods 5th ed. SAGE) to investigate their concerns in dealing with this curriculum. It employed the Concern-Based Adoption Model (CBAM) as its lens and collected data using the Stage of Concern (SoC) questionnaire. In addition, the study used background information of the participants themselves and their context collected using one-on-one interviews to enrich the interpretation of revealed concerns. The ﬁndings revealed variations in the nature and intensities of concerns amongst science teachers in the case-study schools. These variations were partly due to the diﬀerences in contextual and background characteristics of staﬀ of the three case-study schools. The implications of these ﬁndings for both policy and practice are discussed.
The provision of early childhood education in pre-schools in Tanzania; a case of Morogoro Rural District
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-05) Mwakililo, Pendo Samson
This study aimed at assessing the provision of early childhood education in pre-schools in Tanzania. Specifically, the quality of education services provided by the pre-schools basing on process and structure quality. The study was guided by Vygotsky’s socio-cultural learning theory, and it employed both qualitative and quantitative techniques in data collection and analysis. The sample of 20 pre-schools was involved. Interview, documentary review, questionnaire and observation, were used in collecting primary and secondary data. Data were analysed by Content Analysis and SPPS software. The study indicated that the quality of education service provided by ECE centres in the district were poor as a result of different factors including teaching and learning materials, teachers’ qualifications, in-service training, availability of funds, teachers-pupils’ ratio, pedagogy of teachers, and other related factors which measures the quality of education services. Generally, the study concludes that , the quality of education service offered in pre-schools was poor due to the reason that most of the requirements for the quality of education were not found in the sampled pre-schools in the district. On the other hand the study recommends that, the ministry of education through its quality assurance department should establish different guidelines for establishing early childhood education (ECE) centres and monitor their quality if they continue meeting the standards.
Assessing the determinants of graduates' willingness to pursue Self-employment in agribusiness; a case study of the Sokoine University of Agriculture finalists
(International Journal of Education and Social Science Research, 2023) Athuman, Jamal Jumanne
In order to achieve the goal of modernizing agriculture in Tanzania, it is crucial to tap into the potential of highly skilled young individuals, particularly graduates from agricultural faculties. This study aimed to investigate the factors influencing the intention of agricultural students at the Sokoine University of Agriculture (SUA) to engage in agribusiness for their future self-employment. Data was collected through a field survey of 292 final year students. Descriptive analysis and Chi-square statistics were employed to analyze the data. The results revealed a statistically significant influence of students' perceptions regarding the prospects of agribusiness enterprises in Tanzania on their intention to pursue self-employment in agribusiness in the future, with significance levels of 1% and 5%. Additionally, factors such as age, marital status, place of residence, parental educational background, practical agricultural experience, and risk tolerance were found to significantly influence students' intention to engage in agribusiness for future self-employment. Based on the findings, it is recommended that students in tertiary education and related programs should be provided with practical agricultural training and be adequately informed about the potential of agriculture as a pathway to self-employment after graduation.
Exploring attachment styles and the influence of demographic variables among preschool teachers in Morogoro municipality
(International Journal of Current Research and Applied Studies, 2023) Lema, Regina E; Athuman, Jamal J
The study investigated the attachment styles exhibited by preschool teachers in Morogoro Municipality and whether demographic variables have significant influences of their attachment patterns. The study utilized the well-established Relationship Scale Questionnaire (RSQ) to assess attachment patterns among a sample of 71 preschool teachers. The findings revealed that the most prevalent attachment style among the teachers was secure attachment, with 60% of the respondents displaying this pattern. However, a significant proportion of teachers demonstrated insecure attachment styles, with 25% exhibiting insecure-avoidant patterns and 15% displaying insecure-anxious patterns. This indicates that the majority of preschool teachers in the area have the capacity to establish emotionally secure connections with their students, contributing to a safe and supportive learning environment. The study also explored attachment styles based on teacher variables such as sex, age, education level, and years of teaching experience. Interestingly, no statistically significant gender differences in attachment styles were found, (p > 0.05) indicating that promoting secure attachment is equally important for both female and male teachers.
Techno-pedagogical content knowledge of undergraduate preservice teachers majoring in biology based on their demographic variables in Tanzania
(International Journal of Education and Social Science Research, 2023) Athuman, Jamal Jumanne
This study was designed to examine Techno-pedagogical Content Knowledge of Preservice Undergraduate Preservice Teachers based on their demographic Variables in Tanzania. Basically, the study investigated perceptions Sokoine University of Agriculture teacher students on their knowledge with regards to the integration of ICT in their instructional practices. Descriptive, comparative and correlational analyzes were carried out using SPSS version 23. The non-probabilistic sample consisted of 404 Preservice Undergraduate Preservice Teachers from the Sokoine University of Agriculture in Tanzania. A recently constructed TPACK tool by Paidican (2019) was used as a data collection instrument. The results show that preservice teachers had higher levels of pedagogical and content knowledge compared to technology knowledge. Female prospective teachers showed higher levels of knowledge in the Technological Knowledge, Pedagogical Knowledge and Content Knowledge subscales. In addition, a positive correlation between the variables studied was confirmed. The analysis of the results showed that the prospective teachers appear to believe that they have a good level of knowledge with regards to the TPACK domains, i.e., content, pedagogy and technology. However, most teachers perceived themselves as not able to integrate their TPACK knowledge in order to design and implement meaningful ICT-based interventions in their classroom. Statistically significant differences were also recorded in relation to teachers’ factors, i.e., sex, years in the University and their subjects in education.
Correlating emotional development and cognitive maturity of preschoolers in some selected daycare centres in Morogoro Municipality
(International Journal of Education and Social Science Research, 2023) Athuman, Jamal Jumanne
The early years of a child's life are a critical period for growth and development in both emotional and cognitive domains. Recent research has emphasized the interdependence and potential correlation between emotional development and cognitive maturity in preschool-aged children. This mixed- methods study aimed to investigate the relationship between emotional development and cognitive maturity in preschoolers, exploring specific aspects of emotional development associated with cognitive maturity. Quantitative measures of emotional development and cognitive maturity, along with qualitative interviews with parents or guardians, were employed. The findings, based on a sample of 300 preschoolers in Morogoro Municipality, reveal a significant positive correlation between emotional development and cognitive maturity (r = 0.72, p < 0.001). Emotional regulation emerged as a significant predictor of cognitive maturity (β = 0.40, p < 0.001), highlighting its role in promoting cognitive development. Parental involvement and environmental factors were identified as influential factors in moderating the relationship. These findings provide valuable insights for educators, parents, and policymakers, emphasizing the importance of promoting the holistic development of preschool- aged children through effective emotional regulation, parental involvement, and supportive environments.
Investigating assessment literacy of secondary school biology Teachers in the context of competence-based curriculum: a case Study in Morogoro municipality, Tanzania
(International Journal of Current Research and Applied Studies, 2023) Athuman, Jamal Jumanne
This study investigated the assessment literacy of secondary school biology teachers in Morogoro Municipality, Tanzania, within the context of the competence-based curriculum. The research aims to identify the level of understanding and knowledge among teachers regarding assessment principles and practices. A sample of 165 biology teachers was surveyed, and inferential and descriptive statistics were utilized to analyze the data. The findings indicate that 40% of the teachers demonstrated a strong grasp of assessment principles, 30% exhibited a moderate understanding, 20% had limited understanding, and 10% showed misconceptions or significant gaps in understanding. Moreover, an inferential analysis revealed a significant difference in assessment literacy scores between teachers with more than 10 years of experience and those with less than 5 years of experience. Experienced teachers tended to have higher assessment literacy scores. A positive correlation was found between teachers' assessment literacy scores and their students' academic achievement. Higher assessment literacy among teachers was associated with better academic performance among students. The study provides valuable insights into the assessment literacy of biology teachers in Morogoro Municipality, Tanzania, and the challenges they face in implementing competence-based assessment practices. The results emphasize the importance of ongoing professional development to enhance teachers' competencies in assessment design and aligning assessments with the competence-based curriculum.

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