Browsing by Author "Athuman, Jamal Jumanne"

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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.
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.
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.
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.
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.
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.