College of Natural and Applied Sciences
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Browsing College of Natural and Applied Sciences by Subject "Academic achievement"
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Item 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.Item 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.