Department of Education

Permanent URI for this communityhttp://10.10.97.169:4000/handle/123456789/75

Browse

Now showing 1 - 20 of 38

Comparison between the understanding levels of boys and girls on the concepts of environmental degradation, meteorology and climate change in Tanzanian secondary schools
(2015) Kira, E. S.; Komba, S. C.
The study aimed to determine whether there was any significant difference in understanding levels between secondary school boys and girls on the concepts of environmental degradation, meteorology and climate change. Both structured survey and focus group discussions were used to collect information from 480 students, sampled randomly from 12 secondary schools in Morogoro region. The findings indicated that boys were significantly more knowledgeable than girls on the specified environmental concepts. This implies that girls lagged behind their counterparts in understanding important environmental concepts as specified in the school curriculum. Based on the findings of this study, it is recommended that girls should be inspired and encouraged to develop interest in natural science subjects which would enable them to broaden their understanding about environmental issues.
Integrating moral and ethical values in the general studies syllabus at advanced level secondary school in Tanzania: challenges and opportunities
(2015) Kira, E. S.; Komba, S. C.
This study sought to achieve two specific objectives: First, to examine the challenges of teaching and learning moral and ethical values at advanced level secondary school in Tanzania and, secondly, to recommend ways of improving moral and ethical values among the youth. The study involved 80 students and 12 teachers, randomly selected from 4 secondary schools found in Morogoro Municipality. The data were collected using interviews, focus group discussions and review of curriculum materials. The findings were as follows: First, it was revealed that the teaching of moral and ethical values in schools faced a number of challenges, including lack of role models, inadequate human and material resources, and weaknesses of the content of the syllabus in use. Secondly, the respondents recommended that for the teaching of moral and ethical values to be effective, a tripartite of stakeholders, including teachers, parents, and the general public should work collaboratively. In light of these findings, it is recommended that the entire society and parents in particular, should serve as role models to ensure that children are both morally and ethically upright as they are brought up.
Integrating the concepts of meteorology and environmental education concepts in the certificate of secondary education geography syllabus: Tanzanian context
(2015) Kira, E.; Komba, S.
This article analyses the experts and teachers views to determine the adequacy and relevancy of the concepts of meteorology and environmental education (EE) in raising awareness of secondary school students’ on management of environmental problems and conservation. The study involved collection of the interview responses from the experts of environment, meteorology, forest and secondary school geography teachers that were used to analyze the content of the syllabus. It was found out that the concepts of climate change, meteorology and environmental education; are included in the syllabus but not comprehensively because they are not linked to one another and with the concepts dealing with human activities. Therefore establishing such a link is a means for raising students’ awareness on management of the environmental problems. It is recommended that some concepts of meteorology and environmental education found in the geography syllabus should be integrated with subjects such as chemistry, biology and civics.
Relationship between school enrollment patterns and academic achievement in Tanzania
(2015-07-07) Kira, E. S.; Komba, S. C.
This study sought to determine if there was any difference in academic achievement between two categories of students enrolled at different times in Tanzania by employing both quantitative and qualitative methods. Quantitative analysis indicated that the second category performed significantly lower in their examinations than the first category; That is, -18.8>-1.96 for a two tailed Z-test. The same category of students performed lower than the first one when the examination results were segregated according to the year of study or subject-wise. Qualitative data indicated that deviant behaviors undesirable for students learning were associated with greater number of students from the second category than the first one. Thus, the researchers highlighted that enrolling all students at once should be viewed as one of the important strategies for improving the performance of the secondary school students.
The Status of geography textbooks for teaching and learning of the concepts of meteorology and environmental education in Tanzanian secondary schools
(2015-09) Kira, E. S.; Komba, S. C.
The study was on determining the availability, utility and relevancy of the certificate of secondary education textual materials from randomly selected 12 secondary schools in Morogoro region. It was observed that the most utilized textual materials were those which could often be sited by examiners. Approved textbooks were outdated hence they were least utilized compared to the reference books which were more current according to the syllabus in use. Though the most utilized textbooks covered most of the concepts as specified in the syllabus, they were some unclear concepts regarding the issues of environmental degradation, weather and climate, power use and climate change. Rural students are more likely to be affected by the observed weaknesses in the schools textual materials than urban ones because of the restricted opportunities for information sources in rural areas. Key words: Geography
Utilization of the internet facility in Dar es salaam secondary schools in Tanzania
(2015-09-30) Kira, E.; Mahumbwe, N.
Various ICT based projects have been implanted in schools with the purpose of improving educational accessibility, quality and the management system. The aim of this study is to determine the extent to which ICT tools particularly internet is utilized to improve provision of education in secondary schools. Various types of data collection tools such as interviews, questionnaires and documentary review were used to collect qualitative information in four secondary schools. It was observed that internet use in secondary schools is basically for searching materials for both teachers and students. Accessibility of materials from the internet has helped some teachers to advance their carriers especially through the Open University of Tanzania. However, there is little application of the internet facility in these schools to develop classroom pedagogy. Therefore, further exploration of the challenges facing internet use in secondary schools is a mile stone towards improving internet utilization in schools.
Adopting competence-based curriculum to improve quality of secondary education in Tanzania: “is it a dream or reality”?
(2015-11-11) Makunja, G.
This paper assessed the adoption of competence based curriculum (CBC) to improve quality of secondary education in Tanzania whether is a dream or reality. This paper tries to determine teachers’ knowledge in implementing competence based curriculum. The study employed a mixed research approaches which utilised a descriptive survey design. Purposive and simple random sampling procedures were used to select a total of 162 respondents from six public secondary schools in Morogoro Municipality; six heads of secondary schools, six academic teachers, 102 class teachers and 48 secondary students. The questionnaire, interviews and observations were used to collect requisite information. Quantitative data were analysed by using descriptive statistics to determine frequency and percentage whereas qualitative data were subjected to content analysis. The study established that the majority of teachers lacked requisite knowledge for implementing competence based curriculum during the teaching and learning process. On the basis of these findings, the study concluded that, adoption of competence based curriculum to improve quality of secondary education in Tanzania has yet to translate into quality secondary education. Indeed, teachers, who are the major implementers, lacked knowledge and skills for implementing competence based curriculum effectively. The study, therefore, recommended that efforts be made by the government through the Ministry of Education and Vocational Training (MOEVT) to conduct immediate and regular in-service training to teachers to equip them with necessary knowledge and skills for implementing competence based curriculum efficiently and effectively.
Investigation on the applicability of reggio emilia approach in teaching early childhood education: an intensive comparison between China and Tanzania
(Canadian Center of Science and Education, 2016) Chiwamba, Sarah Vincent
There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.
Secondary education attainment and social economic transformation in rural Tanzania: observations from livelihood strategies of primary and secondary education graduates in Mvomero district.
(Journal of Education and Practice, 2016) Lupeja, Thabita Lameck; Gubo, Qi
This paper examines the influence of secondary education in promoting; health awareness, gender awareness and civic awareness. The study sought to assess whether the education policy which considers secondary education as the key instrument in bringing social and economic transformation has been reflected in graduates’ livelihood strategies once they graduate and go back to the societies. The study was conducted in Mvomero district in Tanzania. Quantitative methods were used to assess the relationship between education attainment and one’s social economic awareness. Stratified sampling was employed to get the two strata namely secondary education graduates and primary education both working in informal sectors. Systematic sampling was then used to select the participants from each stratum. The sample comprised of 170 secondary education graduates and 170 primary education graduates making a total of 340 respondents. The data were analyzed by SPSS and Man Whitney U test in particular. The result for the study shows education to have negligible impact in influencing livelihood strategies to graduates as there is no notable difference between Primary and secondary education graduates. The study suggests the ministry of education, policy makers and policy implementers to work together so as to bring about positive results which could reflect the policy statements and manifestations.
Secondary school teachers’ knowledge level of the concepts of environmental education in Morogoro, Tanzania
(Open University of Tanzania, 2007, 2016) Kira, E.; Kafanabo, E.
The main focus of the study was to determine the knowledge level of the certificate of secondary education geography teachers when teaching the concepts of meteorology, environmental education and climate change. The study involved observing and interviewing 24 classroom teachers who were randomly selected from both rural and urban Morogoro. Teachers could demonstrate ability to present the causes, extent and effects of pollution and wastes including most of the concepts of the elements of weather and the use of power. But there was a disparity between the intended curriculum and the implemented one because of the observed teachers’ misconceptions, inability to link various environmental concepts or to contextualize examples and questions they ask. Therefore there should be well planned environmental education for both pre-service and in-service teachers specifically synchronized with the secondary school curriculum. This should go together with more comprehensive geography syllabus and teachers guide.
Inclusion of real life materials in teaching physics concepts: students’ experiences and perceptions
(2016-01) Nchunga, A.; Kira, E.
The purpose of this study was to determine students’ perceptions and experiences following the design of Real Life Instructional Materials (RLM) in teaching concepts of elasticity and the law of floatation in physics. The study involved four ordinary level community secondary schools from Rural Moshi district and the urban Moshi. A total of seventy one students from the four schools were involved in the study. Also, four teachers were selected from the sampled schools where by each school provided one physics teacher. The researchers planned and prepared the materials in advance before coaching the teachers on how to implement them. Teachers’ ability to execute student centered teaching approaches was assessed before and after coaching. It was found out that the materials could enhance students’ involvement in the learning process and also students developed positive attitude towards the use of real life materials in learning the selected concepts. It was recommended that improvisation of instructional materials for teaching the same or different concepts in physics should be encouraged in order to alleviate the problem of material scarcity in the community secondary schools. But selection of such materials should vary according to the nature of the students immediate environments.
Secondary school students knowledge level of the concepts of meteorology and environmental education between rural and urban Morogoro in Tanzania
(2016-03-30) Kira, E.
The study established if there is any significant difference in students‟ understanding levels on meteorology and environmental education concepts between rural and urban areas. A survey method was used to collect information from a sample of 480 form four students who were randomly selected from 12 schools in both rural and urban Morogoro. It was observed that urban students were significantly more knowledgeable of the basic concepts of environmental education and climate change than rural students. However, there was no significant difference in students‟ understanding between rural and urban students on some concepts of climate change and the role of man on the environment. Therefore educational stake holders need to ensure that both rural and urban environmental aspects are clearly understood by all students from the two localities for sustainable utilization of the environmental resources.
Improvisation in teaching physics concepts: Teachers’ experiences and perceptions
(2016-04) Kira, E.; Nchunga, A.
The purpose of this study was to design and assess the use of Improvised Instructional Materials (IIM) in teaching physics lessons in Tanga region whereby two Community Secondary Schools (CSS) from Korogwe district and the city of Tanga were selected for implementation of IIM. A total of eight teachers were selected from the sampled schools where by each school provided two physics teachers. The researchers planned and prepared the materials in advance before coaching the teachers on how to implement them. Teachers’ ability to execute student centered teaching approaches was assessed before and after coaching. It was found out that the use of improvised instructional materials to run practical lessons has refined and broadens teachers’ knowledge on designing and the use of such local materials to carry out physics experiments in CSS.
Comparison between university undergraduates and school teachers’ perceptions on the role of information technology in teaching and learning in Morogoro municipality
(2016-10-01) Kira, E. S.
This study determined the perceptions of undergraduates (University teacher trainees) and school teachers on the use of information technology in Teaching and learning in Morogoro municipal. Questionnaire was used to collect data from 216 undergraduates who were pursuing Bachelor of Science with Education courses at Sokoine University of Agriculture and 160 school teachers. Data were analyzed by using Statistical Package for the Social Sciences (SPSS) whereby chi-square test statistic was applied. It was observed that there is greater number of undergraduates than school teachers who responded that, using IT in teaching raises enjoyment, save time, motivates learners and that text book is easily used than using IT. However, the percentage of teachers who thought that IT improves the school administration was higher than that of undergraduates. Also, both male and female teachers and undergraduates have nearly similar perceptions on the role of IT in simplifying teachers’ role in the classroom.
Perceptions on resilience to climate change variability among farmers in Meatu and Iramba districts, Tanzania
(IOSR, 2016-11) Nyangas, J. A.; Chingonikaya, E. E.; Urassa, J. K; Mbwambo, J. S.
Though knowledge on climate change has increased over time, previous studies showed that knowledge on farmers’ perception on resilience to climate change and its variability was lacking. This study examined farmers’ perceptions on resilience to climate change and its variability in Meatu and Iramba districts, Tanzania. A cross-sectional research design was used whereby, information was collected from 183 randomly selected households using a questionnaire. In addition, key informant interviews and focus group discussions were used to collect data. Statistical Package for Social Sciences (SPSS) was used to analyse quantitative data. In addition qualitative data were analyzed by using content analysis. Over 73% of household heads perceived to be highly resilient. Among the socio-economic factors for perceived household resilience, household head’s income levels (χ²=30.16; df=6; p=0.000), marital status (χ²=27.78; df=2; p=0.000) and land ownership (p=0.000) were statistically significant. Based on the results it can be concluded that most important socio-economic factors of perceived household resilience were, income levels, marital status and land ownership of the household heads. This study therefore, recommended that there is need for provision of training which would enable household members to engage on various non-farm economic activities, provision of access to agricultural extension to the households.
General insights of the implementation of the learner centered teaching
(2017) Ishemo, Rwegasha
The transformation from teacher centered to learner centered teaching has been one of the most important contemporary trends in the provision of education. Studies in various national and cultural contexts have been reporting several issues addressing about this shift. The issues include how the transformation is promoted, implemented, as well as challenges in the course. This article discusses general insights of the implementation of the learner centered teaching. It describes conceptualization of the learner centered teaching. It also explains the processes of promoting and implementing the learner centered teaching. The article ends by summarizing conclusions made about the implementation of the learner centered teaching.
Secondary education attainment and its role in poverty reduction: views of graduates working in informal sector in rural Tanzania
(Journal of Education and Practice, 2017) Lupeja, Thabita Lameck; Gubo, Qi
Education is the process of imparting or acquiring knowledge and skills useful in the development of powers for reasoning and judgment. It contributes to development directly because of its relevance to the wellbeing and freedom of people and indirectly through influencing social change and economic production. This study sought to examine the contribution of secondary education knowledge and skills in enhancing self-employment in informal sectors among graduates residing in Mvomero District of Tanzania. Quantitative methods were used to collect data in which stratified sampling was done to obtain 400 participants, including both primary and secondary education graduates working in informal sectors as entrepreneurs and peasants. This was followed by systematic sampling to select participants from each stratum. The self administered structured questionnaire was used to elicit opinions on the impact of skills and knowledge acquired at school in poverty reduction. The data were analyzed using Mann Whitney U test and the results showed that secondary education has a potential in poverty reduction as the knowledge and skills acquired by graduates during schooling were helpful in managing and opting for a payable economic activity.
Household’s vulnerability to climate change among farmers in Meatu and Iramba districts, Tanzania
(Medwell Journals, 2017) Nyangas, J. A.; Chingonikaya, E. E.
Understanding how the fanning households are affected by climate change is important in formulating policies to strengthen household's adaptive capacity which are instrumental in poverty reduction and increasing food security. This manuscript analysed fanning household's vulnerability to climate change in Iramba and Meatu districts. A cross sectional design was used whereby data were collected from 183 randomly selected households from 3 villages, 2 from Meatu District and one from Iramba District. Data analysis was based on indices constructed from selected indicators for exposure, sensitivity and adaptive capacity. The indicators were weighted using principal component analysis. Inter-district analysis of the vulnerability index shows that there was no significant difference in household vulnerability on based districts. However, on exposure, the results shows that Iramba was highly significant (p = 0.001) compared to Meatu. Generally, occurrence of drought contributed positively to the household's vulnerability due to the impact of climate change. According to the absolute value of the weights, occurrence of natural disaster such as drought contributes more to the exposure index compared to other indicators. Based on the results it can be concluded that, vulnerability of the framing households in the study area is low. Involvement of the household on non-farm income generating activities and unreliable rainfall were the most important determinants of a household's vulnerability. In addition, the impact of climate change on the study areas included the loss of lives, decline of both animal and crop production and loss of household properties such as damage to houses. Therefore, it is recommended that to improve the capacity of fanning households there is need to improve adaptive indicators such as improving the irrigation facilities in the local area. Similarly, creating opportunities for non-farm income to reduce the extensive dependence of the community on natural resource based livelihoods.
Industrializing secondary schools in Tanzania through scientific innovations
(2017) Kira, E. S.
There has been a gap between the role played by universities and industries in improving the quality of science education in Tanzania as there is no established link between the three parties. The objective of this paper is to analyze the possible opportunities for industrializing secondary schools by up scaling scientific innovations using secondary schools, possible challenges and the way forward. The study has surveyed undergraduate students and instructors teaching and learning experiences at Sokoine University of Agriculture (SUA) and found out that very few industrial or outdoor practices are integrated with teaching. Also, University students’ expectations are basically unrealistic as they are less informed about the way they will apply theoretical perspectives in the field of work. These observed experiences are rooted in schools where university instructors and students emanate. Through review of various innovations developed by universities including SUA, it was established that there are several innovations in different fields especially in crop cultivation, animal husbandry and natural resource management that can be introduced and then amplified in secondary schools as there are unutilized opportunities in such schools. It means, schools can be turned into industrial centers that can directly and indirectly benefit the community, production industries and more importantly improve the quality of science education at all levels as an engine for advancing development of science and technology. Though there are foreseen challenges in industrializing the schools, collective efforts of various stakeholders backed with political will can break through the challenges successfully.
Correlating students’ knowledge levels of science process skills with their conceptual understanding of biology and intrinsic motivation levels a case study of Morogoro high school students in Tanzania
(2017) Jamal, J. A
The aim of this study was to correlate students’ knowledge levels of science process skills with their conceptual understanding of biology and intrinsic motivation levels. Participants of the study were 263 advanced level Biology students (age range 19-20) from three selected secondary schools in Morogoro Tanzania. The three schools were Kilakala (145 students), Alfagerms (87 students) and Bigwa sisters (31 students) were involved in the study. The data were collected using i. Biology Process Skills Test-BPST”, ii. Genetics test and Science Motivation Questionnaire-II adapted by researchers by examining studies related to this field. Results showed that there was a moderate positive correlation (r= 0. 45) between science process skills and genetics knowledge. This correlation was significant at 0.05. The amount of change in science process skills level of Morogoro students also significantly correlated with their amount of change in their conceptual understanding of Biology contents (genetics being the case) with r=0.352. However, no statistically significant relationship between students’ achievement in science process skills and their intrinsic motivation to learn science were observed. The amount of change in science process skills level of Morogoro students also did not significantly correlate with their amount of change in their intrinsic motivation to learn science.

Browse

Browsing Department of Education by Issue Date