Browsing by Author "Nyangas James A."

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Exploring teaching and learning resources available in open and distance learning for teachers’ professional development at the Learning Centers
(GlobeEdu Group, 2024-08) Semwenda Joyceline Adine; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The success of Open and Distance Learning (ODL) programs hinges on the availability of high-quality and sufficient teaching and learning resources. The role of ODL institutions is to clear up any confusion among facilitators and learners regarding the resources available at ODL learning centers. This study aimed to explore the teaching and learning resources needed for effective instruction in ODL and for teachers' continuing professional development at these centers. A qualitative approach was employed to collect and analyze the data. The study was conducted in ODL learning centers located in Dar es Salaam, Ruvuma, and Mbeya, involving 16 participants. These included four officials from the Institute of Adult Education (IAE), three regional IAE coordinators, and nine center coordinators, all selected purposefully. Data collection methods included semi-structured interviews, document reviews, and observational checklists. The study revealed that regional learning centers faced shortages in financial resources, academic staff, and equipment. Based on the study's findings, well-defined steps should be taken to solve the issues with teaching and learning resources that this educational modality faces. The government should keep funding educational institutions, especially ODL Learning institutions, as many of them failed to fulfill their stated objectives due to financial limitations.
Factors influencing parents’ involvement in students’ performance of homework: A case study of primary schools in Morogoro Municipality
(Scholar Touch Publishers, 2022-09) Dilunga Kassim A.; Nyangas James A.; Msangya Benedicto, W.
Parental involvement in children’ performing their homework has gained much importance as it has an impact on students’ overall academic performance. It is so unfortunate that not all the parents are motivated to support their children in homework performance in spite of the importance of doing so. This prompt the researcher to examine the factors influencing parents’ involvement in their children's performance of homework in the primary schools located in Morogoro municipality as there was no study previously conducted in the area. In order to achieve the study purpose, a mixed study approach was adopted, whereby both quantitative and qualitative methods of sample selection, data gathering, and data analysis were deployed. In this context, multi-stage sampling was utilized, in which a purposive selection of six primary schools in Morogoro municipality was done, followed by a random selection of six head teachers, 42 students, and 42 parents to form a sample population. Data collection methods included interviews conducted with head teachers, focus group discussions carried out with students, and questionnaires distributed to the parents. Thematic analysis was used in qualitative data analysis while multiple regression analysis with the aid of the Statistical Package for Social Science (SPSS) version 21.0 was used to analyze quantitative data. Multiple regression results indicated that predictor variables including parents’ education, parents’ income level, home learning atmosphere, and availability of learning materials had statistically significant influences on parents’ involvement in students’ performance of homework, which is the study’s outcome variable. Qualitative findings also added that educated parents or parents with awareness of the importance of supporting their children in the learning process had a tendency to support their children in homework performance. In addition, factors such as parents’ income level and ambitions for children’ academic success influence parents’ involvement in students’ performance of homework. This study concludes that parents’ education level, parents’ income level, home learning atmosphere, and availability of learning materials are the factors influencing the involvement of parents in supporting their children to do their homework in Morogoro municipality.
Investigating the implementation process of open and distance learning for teachers'professional development at the learning centres
(Jhand Publisher, 2024-12-30) Semwenda Joyceline A.; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The effective implementation of open and distance learning (ODL) at the learning centres is vital for helping distance learners to achieve their educational goals. This study examines the implementation process by focusing on the availability and distribution of teaching and learning materials, the provision of face-to-face sessions, the effectiveness of learner support services, the relevance of the ODL program, and the challenges faced by both learners and facilitators during the program's implementation. The research is conducted across ten ODL centres under the Institute of Adult Education in Dar es Salaam, Mbeya, and Ruvuma. A mixed-methods research design was used to provide a comprehensive understanding of the implementation processes of the ODL and its effectiveness in enhancing educational experiences. The study included a total of 608 participants. Data collection methods included closed-ended questionnaires, interviews, and observations. Quantitative data were analysed descriptively, while qualitative data were analysed thematically. The findings reveal statistically significant differences across the regions in the implementation process of the ODL at the learning centres, particularly regarding support services and the infrastructure. The study highlights the critical role of resource availability in creating a conducive learning environment and its impact on learners' academic performance and satisfaction.