Browsing by Author "Nyangas James Anthony"

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Teachers, pedagogical, skills, students, attitudes, towardstechnology, enhanced, teaching, learning, Morogoro Secondary, Schools, Tanzania
(ALPINUS PUBLICATION, 2024) Nyangas James Anthony
Technology provides pedagogically enhanced tools and facilities, allowing teachers to more effectively replace traditional methods of instruction. Technology in teaching and learning is essential for Tanzania's development. The Ministry of Education, Science, and Technology encourages technology-based learning in national curricula through a wide range of initiatives. This study examined teachers pedagogical skills and students' attitudes towards the use of technology to improve teaching and learning in Morogoro Municipal Secondary Schools. The study employed a survey design involving a sample of 140 municipal secondary school students and 40 teachers. The Statistical Package for Social Sciences (SPSS) was used for analysing descriptive statistics. The findings indicate that smart phones are the most widely used technologically advanced tool among teachers. While teachers use the internet to find instructional materials, LCD projectors for lesson delivery, and online platforms for flipped classrooms, the study found that the majority of them lack the technologically enhanced pedagogical skills needed to deliver lessons online, such as the use of digital technologies to promote inclusive education, the use of learning management systems (LMS), and the selection and use of appropriate software tools for instruction. The majority of respondents felt positive about technology-enhanced teaching and learning, despite concerns about bullying when using social media for learning purposes. Based on these findings, the study suggests teacher training programmes to enable successful technology-enhanced teaching and learning. The study also suggests that school administrators adopt safety measures and educate students on how to protect themselves when engaging in online learning platforms.
The pedagogical implications of ability grouping on students performance in Secondary Schools in Tanzania
(Invention Journals, 2025-02-18) Nyangas James Anthony
Students learning abilities vary from one individual to another. This implies that teaching instructions must be modified to reflect students’ capacities, leading to ability grouping as one of the strategies for this purpose. This study was conducted to examine the effects of ability grouping in secondary schools in Tanzania. A descriptive phenomenological design embedded with qualitative approach was used for this study. Ten secondary school teachers were interviewed for the study, among them five were male and five female teachers. The findings of the study revealed some various opinions about ability grouping. The positive implications were shown, whereby, higher-achieving students were grouped in the fixed grouping and some positive implications when learners in the low-ability group were placed in the mixed grouping. However, there were also negative effects of ability grouping, whereby ability grouping is not effective as it causes many harms and damages to students; there are no overall effects of ability grouping on academic performance if students are grouped by achievement; it is not only ability grouping itself that increases students’ performance but also the role of peers. It is also not clear whether teachers really use appropriate strategies to instruct groups with different abilities. Many teachers use the ability approach as a mechanism to identify low achievers in learning; in some cases, teachers even demoralize lower achievers or pay less attention to the lower achievers, attributing their poor performance to laziness. Consequently, the tendency towards labelling results in the declining performances of lower achievers. This study recommends the use of effective practices and alternatives to ensure equality and access to learning. There is a need to conduct a study to determine teachers’ use of strategies along with ability grouping.