Department of Education

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Ability of form four students on food test laboratory practicals in the selected secondary schools in Tanzania
(AQUADEMIA, 2022) Jamal, Jumanne Athuman
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.
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.
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.
Assessing cognitive development of preschoolers in the selected Pre-primary schools in Morogoro municipality -Tanzania
(International Journal of Education and Social Science Research, 2022-09) Mlaki, Salome R; Athuman, Jamal J
This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p <0.00), sex (p<0.00 for early literacy. Based on the type of school, the study found p<0.00 for numeracy, p= 0.02 for executive function and p ≤ 0.00 for early literacy. The study recommend that parents should be encouraged to enroll their children in preschool centers.
Assessing cognitive development of preschoolers in the selected pre-primary schools in Morogoro municipality -Tanzania
(IJESSR, 2022) Mlaki, Salome R.; Jamal, J. Athuman
This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p <0.00), sex (p<0.00 for early literacy. Based on the type of school, the study found p<0.00 for numeracy, p= 0.02 for executive function and p ≤ 0.00 for early literacy. The study recommend that parents should be encouraged to enroll their children in preschool centers.
Assessing knowledge levels of selected integrated science process skills of Morogoro biology secondary students - Tanzania
(International Journal of Science and Research, 2019-09) Athuman, Jumanne Jamal
This study was partly conducted in order to establish a base level of information on the knowledge levels of Tanzania students in the area ofintegrated science process skills. Specifically the study assessed students’ competence in formulating and identifying testable hypotheses, in controlling variables, in designing experiments, in analyzing data and in defining operationally. Integrated science process skills, as in the Tanzania´s Competence Based Curriculum of 2005, have been identified in the science education literature as an effective inquiry method of teaching science. Advanced level biology students in Morogoro municipality schools were taken as a case study. This study aimed at assessing the knowledge level of advanced level Biology students in the Municipality of Morogoro of science process skills. Based on the Biology process skills test (BPST) scores, it was found that Biology students in Morogoro Municipality had barely average knowledge level of integrated science process skills. The mean of test scores was 17.2 items out of 35 items in the test corresponding to 49.1%. However, Morogoro students performed relative better on items measuring their ability in identifying and controlling variables with score mean of 4.05 out of 07 items and they performed extremely poor on items which measured their skills in analyzing and interpreting data with the mean of 2.34 out of 07 items.
Assessment of students’ levels of science process skills and the effectiveness of inquiry-based approach as the main features of the current competence-based curriculum in Tanzania
(2017-02) Jamal, J. J.
This study was conducted in order to establish a base level of information on whether or not Tanzania students are acquiring competence in science process skills as prescribed in the competence based curriculum of 2005. The competence based curriculum of 2005 was designed to reduce teacher-centered instruction in favor of student-centered learning characterized by active learning, solving problems, challenging existing knowledge, and participating in lively discussion, which is thought to be achieved by an inquiry-based approach . Firstly, the study developed and validated a science process skills test specific for Biology (BPST) to be used in assessing students’ competence in this area. In the second stage, the study employed the test that has been developed and validated in the first stage (BPST), to examine the knowledge level of science process skills of advanced level secondary school Biology students in the municipality of Morogoro. Science process skills are one among many competences strongly advocated by the competence based curriculum to learners. In the third stage, the effectiveness of inquiry-based approach on students’ scientific process skills development, conceptual understanding of contents and motivation was investigated. Inquiry-based approach to science has also been heavy emphasized by the new curriculum in Tanzania. Eight (08) weeks genetics lessons were designed for a quasi-experimental intervention from Tanzania Biology syllabus on the basis of both inquiry-based learning principles and conventional style. Through careful attention to the standards for developing validity arguments of a psychometric test, the study provided comparative validity evidence related to test content, response process, and internal structure. Findings from an analysis of data gathered in the pilot study using the developed test (BPST) involving 610 Morogoro students indicated that the test is reliable and valid enough to be employed in a large scale study. The developed Biology process skills test (BPST) had an internal consistency reliability of 0.80 cronbach alpha, a difficulty index of 0.447 and an overall discrimination index of 0.48. Furthermore the content validity of BPST is 0.88, concurrent validity of 0.51 and a construct validity (discriminant correlation coefficient) of 0.34. The readability level of BPST is 72 (fairly easy). The test may also be a useful means of classroom-based research, evaluation of instruction and learning, curriculum validation, as well as an alternative to authentic methods of assessing scientific skills acquisition. In the second stage of the study which examined the knowledge level of Morogoro students in the area of science process skills, the validated BPST found that students had a barely average knowledge level of the skills. The mean of test scores was 17.2 out of 35 items in the test which is equivalent to 49.1%. Specifically, Morogoro students performed relative better on items measuring their ability in identifying and controlling variables with score mean of 4.05 (57.8%) out of 07 items and they performed extremely poor on items which measured their skills in analyzing and interpreting data with the mean of 2.34 (33.4%) out of 07 items. Due to the influence of social forces, culture and gender roles in the Tanzania, anecdotal evidence would suggest male students to have higher levels of achievement in science-related disciplines than females. However, the findings from Morogoro Biology students in this study did not support that assertion. Based on the science process skills test scores of the 246 females and 107 males in the study, independent samples t-test found a statistical significant differences in favour of female students. In the third phase, an analysis of BPST posttest scores revealed that the experimental group students performed better in science process skills after undergoing treatments of inquiry constructivist activities as compared to their counterparts in the control group. An analysis of independent samples t-test based on type of instruction students received at (α) =0.05 produced a p of 0.047 and a t value of 0.633, hence rejecting the null hypothesis (Ho1). However repeated measures ANOVA found that regardless of the method of teaching, there were significant within-groups effects with regard to the development of science process skills. The same result were also obtained with respect to achievement in genetics and motivation. On the otherhand, students scientific skills did not correlate with variables of motivation and genetics. However, generalization of these findings is not possible because of the nature of the study and the sample size used in each stage. It is therefore suggested that replication of the similar study in alternative educational settings is needed before generalization.
Bridging secondary school instruction to real-life settings through entrepreneurial instructional approaches
(International Journal of Education and Social Science Research, 2021) Lupeja, Thabita Lameck
Tanzanian educational policy regards secondary education as a strategic weapon in fighting against poverty. This means that classroom instructional practices should equip learners with the knowledge and skills that could be useful in their lives. This article assessed the role of classroom teaching and learning methods in inculcating entrepreneurial related knowledge that could be helpful and applicable to learners' real-life situations. A semi-structured interview was purposely done with Agricultural Sciences, Biology, and Civics subjects’ teachers in ten ward secondary schools in the Mvomero district in Tanzania. Besides, focused group discussion was conducted with secondary education leavers to assess how both teaching and learning methods play the role of inculcating entrepreneurial related skills and knowledge to learners. The study shows both teaching and learning practices employed in secondary schools do not inculcate entrepreneurial related skills and knowledge, and thus, school knowledge does not help fight against poverty. Although the findings revealed the importance of entrepreneurial methods in imparting skills and knowledge in fighting against poverty, resources scarcity was noted as a setback for implementing entrepreneurial approaches. To address the instructional resources scarcity, the study suggests inservice training for teachers to equip them with the knowledge of integrating entrepreneurial skills in the teaching and learning process. The study recommends teachers to be motivated because welltrained and motivated teachers are likely to address instructional- resources scarcity by improvising the locally available resources.
Challenges and opportunities for the advancement of GIS education in Tanzania
(2018) Sumari, N. S.; Shao, Z.; Kira, E.
Rapid developments in science and technology have driven utilization of Geographical Information Science (GIS) in various fields of Planning, Management, and exploitation of environmental resources and provision of social services. As information technology gains momentum, GIS uses information science infrastructure to address the problems of geography, cartography, geosciences locations and related branches of science and engineering; that is shortly referred to as Geo-informatics. Increased application of GIS calls for more demand of advanced Geoinformatics education worldwide. This study has established major challenges for the advancement of Geoinformatics education in Tanzania and any possible opportunities which can be utilized for the improvement of the same. Prominent challenges identified could be associated with lack of reliable power, internet connection, computer system and accessories and appropriate software. Other challenges were related to the nature of the school curriculum and insufficient knowledge and skills of the human resources. Opportunities identified involve available government plans for increasing power supply, increasing mobile phones networks, Tanzania ICT and education and training policy with a major aim of improving ICT education and the competency based school curriculum under implementation. But the government should further support directly or indirectly all efforts by various groups that participate in advancing Geo-informatics education in the country.
Comparing the effectiveness of an inquiry-based approach and conventional teaching in the development of students’ self-concept towards practical laboratory experimentation
(2017-10) Jamal, J. A.
Educational studies in the area of motivation have led to the conclusion that learners with a high sense of self-concept tend to approach school related tasks with confidence and that success in those tasks reinforced their self-confidence. The major aim of this study was to compare the effectiveness of an inquiry-based approach and conventional teaching in the development of students’ self-concept towards practical laboratory experimentation. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ perceived selfconcept towards science experimentation. Inquiry-based approaches to science have been heavily emphasized by the newly adopted curriculum policy in Tanzania. Two months (08weeks) of February and March 2015 were spent in teaching themes within genetics at the selected schools in Morogoro Municipality using two different methods. These genetics lessons were not designed specifically to contribute to students’ self-concept towards scientific experimentation. Yet, it was assumed that it might have a positive effect on the student attitudes. The study employed a quasi-experimental research design with pre and posttests. The FSWEx self-concept scale by Damerau (2012) was used as a data collection tool. The questionnaire measures students’ self-concept in three subscales of experimentation namely planning of experiments, actual experimenting and analyzing data. Although it was conceptualized that the experimental group would develop higher positive self-concept towards experimentation in science than the control group, this was not the case in this study. No statistically significant difference was found on students the development self-concept posttest scores in all three subscales based on the type of instruction they received when null hypothesis was subjected to independent samples t-test. However, the linear model with repeated measures found that regardless of the method of teaching, there were significant gains in the self-concept of students towards scientific experimentation overtime.
Comparing the effectiveness of an inquiry-based approach and traditional method of teaching in the conceptual understanding of genetics to high school students of Morogoro-Tanzania
(2017) Athuman, J.J.
Current perspectives on science education as well as the current curriculum policy in Tanzania stresses on the use of teaching methods that promote active engagement of learners during teaching and learning processes such the inquiry based approach. This study aimed at assessing the effectiveness of an inquiry-based approach on students’ conceptual understanding of genetics by comparing it with traditional or conventional style of teaching. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ science process skills. Inquiry-based approaches to science have been heavily emphasized by the newly adopted competence based curriculum in Tanzania. Two months (08weeks) were spent during the summer of 2015 in teaching themes within genetics at the selected schools in the vicinity of Morogoro Municipality. The study employed a quasi-experimental research design with pre and posttests. Eight (08) weeks genetics teaching courses were designed on the basis of both the inquiry based learning principles and conventional style. A genetics test of 25 items was used as a data collection tool in the pretest and posttest. Form six classes were taught using conventional method while form five classes in these schools had enough time and were taught using inquiry approach. Both classes had never been exposed to advanced level genetics. Independent samples t-test for experimental group (M = 21.73. s.d = 1.67) and that of control group (M = 21.87, s.d = 1.93), t (261) = 0.606, ρ = 0.545, α = 0.05. Hence, the null hypothesis, that there is no statistically significant difference in genetics posttest scores between the control and the experimental groups was accepted at 0.05 alpha levels. This means that there were no statistically significant difference in the effectiveness of inquiry-based (IBA) approach and the conventional method (TM) in enhancing the conceptual understanding of genetics content to students.
Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of students’ science process skills
(LOOK Academic publishers, 2017-10-03) Athuman, J. J.
This study aimed at assessing the effectiveness of an inquiry-based approach on students’ scientific process skills development by comparing it with traditional or conventional style of teaching. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ science process skills. Inquiry-based approaches to science have been heavily emphasized by the newly adopted competence based curriculum in Tanzania. Two months (08weeks) were spent during the summer of 2015 in teaching themes within genetics at the selected schools in the vicinity of Morogoro Municipality. The study employed a quasi-experimental research design with pre and posttests. Eight (08) weeks genetics teaching courses were designed on the basis of both the inquiry based learning principles and conventional style. Form six classes were taught using conventional method while form five classes in these schools had enough time and were taught using inquiry approach. Both classes had never been exposed to advanced level genetics. An analysis of Biology Process Skills Test (BPST) posttest scores revealed that the experimental group students performed better in science process skills after undergoing treatments of inquiry constructivist activities as compared to their counterparts in the control group. An analysis of independent samples t-test based on type of instruction students received at (α) =0.05 produced a p of 0.047 and a t value of 0.633, hence rejecting the null hypothesis (Ho1). However repeated measures ANOVA found that regardless of the method of teaching, there were significant within-groups effects with regard to the development of science process skills.
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.
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.
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.
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.
Education programmes and curriculum reforms in Tanzania: a comparative review of education for Self Reliance and Poverty Reduction (PR) Programmes
(International Journal of Science and Research, 2019-09) Athuman, Jumanne Jamal
A focus on curriculum issues is central in the achievement of quality education and the overall nation’s education aim. In Tanzania, curriculum reforms have gone through a series of distinct phases reflecting the dominant philosophy and education policies at that period in question. This work is partly a historical review of major education programmes and how they focused on curriculum improvement as requisite for education quality. Two historical phases of education as identified by Galabawa (2005); the Self Reliance (ESR) (1967 to mid 1980s) and the Poverty Reduction (PR) (MKUKUTA) (Mid 1990s to 2005) were compared. The review found that, while education programmes at PR period devoted much on quantitative expansion and input supply leaving aside curriculum and teaching component, programmes during Self Reliance to some extent focused both on access and quality through a periodical focus on curriculum reforms. Finally, the paper highlights some useful lessons that could be incorporated to improve the ongoing education programmes. The paper suggests that an effective educational intervention should address curriculum reforms, access and quality.
The effectiveness of preschools in developing social-emotional well-being of children aged 4- 6 years: A comparative analysis of children staying home and those enrolled in the selected preschools in Morogoro Municipality
(International Journal of Arts, Humanities and Social Studies (IJAHSS), 2022) Athuman, Jamal J.
Children‟s social-emotional development provide valuable information about how children are progressing in areas such as forming relationships, regulating and expressing their emotions, and showing empathy toward others. This study investigated the effectiveness of day care centers in imparting social-emotional skills to children aged 4-6 years as prerequisite for successful schooling later. The effectiveness was measured by comparing social-emotional development of children enrolled to daycare centers against those staying at home. In doing so, the study also assessed the role of teachers/caregivers in fostering social-emotional well-being of these children and the role environment in developing positive social-emotional well-being. The study involved 188preschoolersin which 112were those who have been enrolled in one of the 10 selected daycare centers and the remaining 76 were those who are still staying at home. For the purpose of triangulating the findings, the study also interviewed ten (10) conveniently selected teachers from these daycare centers. Data from children were collected using an adopted socio-emotional competence scale developed by Zhou and Ee (2012). Interviews were conducted to teachers for the purpose of assisting in the filling of the likert scale. Statistical significant p-value was calculated and used for interpretation of results in a p≤ .05 and confidence level of 0.95 formats. An analysis of SPSS independent samples t-test based on whether a child stays at home or enrolled in a daycare center at (α) =0.05 produced a p of 0.04 and a t value of 0.57, hence rejecting the null hypothesis (Ho1).The p=.04implied that there is statistically significant difference in socio-emotional maturity between preschoolers enrolled in daycare centres and those staying at home in favor of those enrolled in the centers. The dimension measured included self-awareness, social awareness, self- management, relationship management, and responsible decision making.
Evolution of atmospheric boundary layer structure and its relationship with air quality in Wuhan, China
(Springer, 2017-09) Mbululo, Y.; Qin, J.; Yuan, Z. X.
Airpollutiondata,airqualityindex(AQI)dataandLband sounding data of Wuhan City from January 1 to February 28, 2015, were used in this study. Since air quality is mainly determined by the condition of the atmospheric boundary layer structure (ABLS), a detailed analysis was carried out in order to determinethe evolutionof thislayer anditsrelationship withair quality.Duringtheinvestigationperiod,thehighestvalueofAQI was 307 on January 26 and the lowest was 33 on February 28 indicating ‘severe pollution’ and ‘excellent’ air quality, respectively. The concentrations of PM2.5 during the days with the highest and lowest AQI were 142.61 and 9.78 μg/m3, respectively. The percentage of days in which the ratio of PM2.5 in PM10 was more than half was 83.05% which means that the greaterportionofpollutantswerecomposedofsmallerparticles. Moreover, four PM2.5 episodes (three or more consecutive days ofPM2.5≥75μg/m3)wereidentifiedandtheaveragepercentage of elementary carbon (EC) in PM2.5 during episode 1 (prior to the episode) was 6.274% (6.276%), episode 2 was 5.634% (7.174%),andepisode4was4.067%(7.785%).Higherconcentrations of EC prior to episodes suggest biomass burning to be one of the reasons for episodes occurrence. Analysis of the ABLS during polluted days show that the boundary layer was dry and warm and had weak low-level wind and dominance of northerlywinds.Adifferentscenarioisseenoncleandaysasthe boundary layer is observed to be wet and cool, and there is dominance of strong winds. Back trajectory analysis results show that polluted days were dominatedbyair mass from north China while on clean days, the dominant air masses were from East China Sea, Mongolia, and west China
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.

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