Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/4018

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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.
Factors influencing student’s use of various gender based violence strategies implemented in Ilemela Municipal Secondary Schools
(Consortia Academia Publishing, 2025-03) Massawe, Agatha Philip; Nyangas, James Anthony
This study explored factors influencing students' use of GBV prevention strategies in secondary schools. The study was conducted at Ilemela Municipal. A total of 381 respondents were used as sample size, among them were 378 students and 3 school counselors. Employing a mixed method concurrent triangulation to collect and analyse data among respondents in the study area. Data collection methods included self-administered questionnaires, interviews with key informants and focus group discussions. The quantitative data were analysed by using binary logistic regression and thematic analysis was used for qualitative data. The binary logistic regression model identified critical factors, such as sex, courage of speaking out and awareness and education, impacting students' participation in GBV interventions. The validation of the instrument was conducted through pilot testing to assess its validity. Additionally, expert opinions were sought from the supervisor and senior researchers to ensure the quality of data gathering instrument. To enhance the reliability, the researcher utilized the test-retest method. Ethical consideration obtaining relevant authority and consent and insuring the willingness of respondents to participate in study by providing relevant data to fulfill the study objectives. Results indicated that female students were more likely to engage in workshops and peer education sessions, while courage of speaking out and awareness significantly hindered participation. Recommendations include creating supportive environments to encourage male student participation, establishing confidential reporting mechanisms, and implementing awareness campaigns to address knowledge gaps. By addressing these factors, schools can enhance the effectiveness of GBV interventions, fostering safer and more inclusive learning environments.
Gender-based violence preventation strategies among student in Ilemela Municipal Secondary Schools
(Chronopub Publication, 2024) Massawe Agatha Philip; Nyangas James; Joshua Joel Matiku
Gender-based violence (GBV) is a worldwide concern that affects secondary school students with different socioeconomic backgrounds. This study examined GBV prevention strategies among students in Ilemela Municipal secondary schools in Tanzania. The study employed a mixed-methods approach to collect and analyse data among respondents in the study area. Quantitative data were analyzed by using descriptive analysis, binary logistic regression and qualitative data were analysed by using content analysis. The assessment covered demographic information and the GBV prevention strategies including, reporting methods, GBV desks, and prevalence of GBV campaigns. The results showed that the study area used various GBV prevention strategies, in which GBV desks, workshops, and counselling services were the most frequently used strategies. Different reporting methods for GBV incidences were used by respondents, in which over 50% reported the use of GBV desks, while small proportions preferred to report to local leaders (6.6%), teachers (3.7%), and religious leaders (0.6%). This implies that respondents had more preference to report in the GBV desks than local leaders, teachers and the religious leaders. Also, the study revealed that among the strategies, peer education, workshops and counseling services had the highest proportions (52.8%, 55.3 and 58.53%), respectively in addressing GBV in secondary schools was further found that workshops and counseling services had statistically significant (p ≤ 0.003 and p ≤ 0.001 respectively) influence in seeking GBV help. Basing on these results, this study recommends that the collective utilization of these strategies would improve help seeking thus assisting in combating GBV among secondary school students.
Assessing the effectiveness of employable learning pathways in vocatinal education and training in VETA Lindi and Mtwara Centers
(Chronopub Publication, 2025) Peter Atuwene; Kyaruzi Athman A.; Nyangas James A
This study assessed the effectiveness of employable learning pathways in Vocational Education and Training (VET) in two Vocational Education and Training Authority (VETA) centres; Lindi and Mtwara in Tanzania. VET plays a crucial role in youth employment, but there are challenges in ensuring that graduates' skills align with market demands. The study employed a survey research design and gathered data from 123 respondents, including 116 trainees and seven instructors, through closed questionnaires. The study was guided by human capital theory. Data were analysed using SPSS version 26. Descriptive statistics and chi-square tests were employed to assess the effectiveness of the curriculum in teaching methods and learning resources at those centres, as well as to evaluate resource availability. Findings revealed that work-based learning particularly industrial attachments positively impacts skills development, but language barriers, outdated equipment and inadequate resources hinder effectiveness. The study concluded that there is a need for improved language support programs, and modern facilities to enhance VET outcomes. The study recommends that improving infrastructure in vocational institutes and resource compatibility with industry standards can better equip students for the job market, thus reducing youth unemployment in Tanzania.
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.
Opinions for enhancing employment pathways for VET graduates: A case Study of the Mechanics’ Trade Program in Lindi and Mtwara VETA Centres
(The Research and Scientific Innovation Society (RSIS international), 2024-11)
This study aimed to examine strategies to enhance the employability of graduates from the mechanic trade program at VET centres in Lindi and Mtwara, focusing on bridging the gap between VET education and workforce integration. The study employed qualitative methods, including interviews with graduates and employers and focus groups with continuing trainees, and analysed the data thematically. The findings revealed that VET programs address employer needs, provide career guidance, and offer internship opportunities or industrial attachment, all of which are important in imparting hands-on skills required by the labour market. However, challenges such as discrimination, bribery, and outdated equipment were also revealed. The study recommends aligning VET curricula with industry demands, increasing collaboration between VET institutions and employers, enhancing career guidance services, introducing anti-discrimination policy changes, and anti- bribery laws, promoting gender inclusivity, and modernising training equipment. These recommendations are intended to improve VET strategies, reduce unemployment, and enhance economic output by equipping young people with market-relevant skills.
Stakeholders’ perceptions about the competences of open and Distance Learning Graduates
(The Research and Scientific Innovation Society (RSIS International), 2025-01-25) Semwenda Joyceline A.; Kira Ernest S.; Nyanga James A.; Msangya Benedicto W.; Athumani Jamal J.
Education plays a vital role in individual and national development. Open and Distance Learning (ODL) is an educational approach that enables learners to study independently within their own environments without attending conventional classes. In ODL, the learning is facilitated through provided course outlines or modules. This quantitative study investigates the perceptions of key stakeholders, including ODL learners, employers, and the head of a nearby school, regarding the skills, values, and competencies of ODL graduates, as well as their ability to perform assigned tasks. The study was conducted at the Institute of Adult Education learning centres found in Dar es Salaam, Mbeya, and Ruvuma, with a total of 622 respondents. The data was collected through closed-ended questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS) version 23. Descriptive statistics, including tables, frequencies, and percentages, were used to present the data, while inferential analysis employed the Pearson Chi-square test to determine relationships between variables. The results indicate that stakeholders, including employers and ODL learners, expressed confidence in the innovative skills developed by ODL graduates. The heads of the nearby schools were particularly confident with graduates' communication skills. Employers showed the highest confidence in the graduates’ ability to effectively manage assigned tasks. Similarly, the heads of the nearby schools were confident in the ODL program for equipping graduates with quality and sustainable skills to serve their communities. They also recognized the graduates' ability to demonstrate a high level of competence when taking on responsibilities. ODL learners consistently expressed confidence in nearly all aspects of the program’s outcomes. The study recommends that ODL institutions partner with employers to understand the skills ODL graduates should possess to succeed in the workplace. Additionally, ODL institutions should ensure that their programs are of high quality so that all graduates meet consistent standards of professional readiness in the labour market.
Determining factors influencing learners' decisions to develop their professionals through Open and Distance Learning at the learning centres.
(The World Council for Curriculum and Instruction (WCCI), 2025) Semwenda Joyceline A.; Prof, Kira Ernest S.; Dr,Nyangas James A.; Dr,Msangya Benedicto W.; Prof,Athuman Jamal J.
Open and Distance Learning (ODL) is becoming increasingly popular as an alternative mode of education in Tanzania, especially among the adult working class who wish to advance their professions without attending full-time classes. This quantitative study aims to determine the factors that influence learners to pursue professional development through ODL at learning centres. The study involved 576 continuing and graduated diploma learners from the Institute of Adult Education in Mbeya, Ruvuma, and Dar es Salaam. A closed questionnaire was used to collect data from respondents. Key descriptive statistics were used, including tables, frequencies, and percentages, to analyse and present the findings using the Statistical Package for Social Sciences (SPSS version 23). The findings reveal that respondents’ socioeconomic status, age, gender, marital status, and region significantly influence their decision to study through the ODL mode. Considering the needs and preferences of learners regarding this mode of learning is crucial. This consideration will encourage more learners to use open and distance learning, which will increase enrolment and lower dropout rates. The study recommends that the provision of good administrative support services and well-equipped offices at the learning centres will motivate learners’ choices toward the ODL mode of learning. Besides, adequate and qualified staff should be employed in the main offices at the regional centres to promote efficient delivery of services to ODL learners
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.
Challenges and cultural attributes influencing the implementation of the learner centered approach
(International Journal of Science and Research (IJSR), 2020) Ishemo, Rwegasha
Many developing countries have been implementing the learner centered approach to improve learning and poor performance of students. The approach enables the system of education to achieve quality education. This article discusses the characteristics of the learner centered approach in an educational provision. Execution of the foregoing learning paradigm encounters various challenges. The observation indicates challenges that have been affecting teachers, students and in general the system of education. It explains teachers’ misconceptions and students’ resistances against the preceding educational approach. In addition, the article describes the influence of cultural attributes on this style of teaching and learning. It ends by presenting suggestions for improving the implementation of the learner centered approach as well as the educational provision.
Observations of curriculum implementation and fee-free education policy
(International Journal of Progressive Sciences and Technologies (IJPSAT), 2020) Ishemo, Rwegasha
The system of education has been introducing philosophy and policies to guide the educational provision. The philosophy and policies enable the system of education to facilitate the implementation processes and achieve quality education. This article describes some educational aspects which have been established in Tanzania to support the provision of education at various levels. It discusses the progress of implementation of the philosophy of education for self-reliance, learner centered approach, and fee-free education policy. The observation indicates the implementation processes and the challenges encountered during the process of implementation. The article ends by presenting suggestions for improving the implementation processes and the fee-free education policy as well as the quality of education.
Challenges facing the implementation of competence Based curriculum in Tanzania
(2017) Ishemo, Rwegasha
In recent years, a greater attention has focused on the assessment of education quality based on the ability of students to demonstrate the competencies they have acquired in schools. To ensure the attainment of competencies, the Ministry responsible for education in Tanzania reviewed the school curriculum. The aim was to ensure high-quality education and to accelerate the socio-economic development. The implementation of a competence based curriculum in Tanzanian secondary schools started in 2005. However, the implementation process has not been impressive as evidenced by the low performance of students in their examinations. This article is an attempt to demonstrate some of the challenges facing the implementation of competence based curriculum and to provide some suggestions for improvement.
Teaching science by constructivist approach as a means of reducing the gap between secondary school students’ experiences and the society needs/demands in Tanzania
(Summer, 2012) Ishemo, Rwegasha P.
The essence of teaching is to bring about a change in the behavior, attitude and thinking in the students. The teaching principle a teacher adopts in order to bring about this change matters a lot; this is because students learn most effectively when the learning environment is stimulating and when teaching is lively, interesting and relevant to students’ prior knowledge and experience of the world around them. The teaching principle, to be of value, needs the interaction of sensitive teachers to challenge student thinking, exposing them to new ideas. The vision of a teacher using an effective teaching approach is to develop classrooms where students are helped to make sense of, and reflect on, their experiences, assess their work and set future learning goals. In such classrooms students are always encouraged to articulate how they learn; they should be able to express what the problem is that they are working on, what questions and prior ideas they have, and what their plans are to solve the problem. They should know how they are going to evaluate and present their experimental results. Teaching and learning in these classes should be inseparable, in that learning is a criterion and product of effective teaching. In essence, learning is the goal of teaching, that is to say someone has not taught unless someone else has learned something. So teaching is to try and help someone learn something, or more formally to help someone acquire or change some behavior, i.e. some competencies, attitudes, knowledge and skills, ideas or appreciations (Agbulu & Idu, 2008; Perrot, 1989).
Inconsistencies that happen during the implementation of the learner centered teaching
(THE INTERNATIONAL JOURNAL OF SCIENCE & TECHNOLEDGE (THEIJST), 2018) Ishemo, Rwegasha
Educators have been insisting on the utilization of the learner centered teaching during the teaching and learning process. To accomplish that aim, several countries have been instructing teachers on employing the learner centered teaching in the classrooms. This educational approach has been stating to be effective for improving teaching, learning, and students’ performance. The implementation of the learner centered teaching has been observed to face some challenges. One of the arguments is the inconsistencies between teacher’s perceptions and practices. The inconsistencies found to occur when teachers carry out the teaching and learning process in the classrooms. In this case, teachers found to be unsuccessful in performing effective practices as suggested in the learner centered teaching. They support facilitating students by employing the learner centered teaching, but in the real teaching, they mix with the teaching methods/practices that are not effective.
Progress of the implementation of the learner centered approach in Tanzania
(International Journal on Integrated Education, 2021) Ishemo, Rwegasha
Many developing countries have adopted the learner centered approach to be employed during the teaching and learning process. The purpose was to implement the educational practices guided by the learner centered approach to improve teaching, learning, and performance of students. This paper discusses the development of various educational programs that are guiding educational practices in Tanzania. It describes the aims of these programs in supporting the educational provision. The execution of the learner centered approach encounters various challenges. The observation indicates challenges that have been affecting teachers, students, and the system of education. In addition, this paper explains the educational transfer and borrowing of educational programs from overseas. It describes the instructions and suggestions on how to make a quality curriculum and its implementation. It ends by presenting the suggestions of educators on how to improve the implementation of the learner centered approach in the Tanzanian context.
Improving the provision of education by borrowing policies and practices from a foreign country
(International Journal of Progressive Sciences and Technologies (IJPSAT), 2019) Ishemo, Rwegasha
Many developing countries have been borrowing educational policies and practices from abroad. These nations need foreign programs in efforts to improve teaching, learning, and students’ performance. Educators aimed at learning and adopting educational policies and practices from countries and systems that demonstrate excellent educational provisions. They expect to acquire education programs to achieve quality education in their home countries. This article provides knowledge regarding the borrowing process. It discusses the process, principles and states why educators should accomplish the task. It gives some insights regarding the accurate ways for borrowing. Based on these perspectives, the article presents the model of borrowing and features and suggests the perfect methods to carry out the borrowing properly.
Are school leaders in Tanzania effective in fostering instructional change? Unveiling this black box from the feedback perspective
(European open science publishing, 2022) Makwinya, Noel Mark
Feedback is among the most powerful influences on learning a new skill. Surprisingly, very little attention has been given to studying this issue in relation to interactions between school leaders and frontline teachers particularly during the adoption of educational changes. This qualitative study provides findings on feedback provided to teachers by school leaders in relation to the adoption of a new Tanzanian curriculum. The data were collected from teachers and leaders in three schools using document reviews and individual interviews, and were processed through thematic analysis. Findings revealed various technical issues with regard to feedback method, timing, and quality. Factors that influenced these and their likely influences on the professional growth of the teachers are discussed within the context of reviewed literature. Recommendations for policy and practice are provided.
Every child: In school and in class, every day and on time
(CONSORTIA ACADEMIA, 2017) Makwinya, Noel Mark
Links between truancy and academic performance have been well established in research. As such, different measures have been employed to combat truancy across the world. Despite these struggles, current data accessed from different parts of the world show this problem to continue at different degrees. The objectives of the present research were twofold: First, to explore whether the number of students whose truancy is limited to part of the school day is less than those who miss the whole day. Secondly, the study aimed to study the practices of school-administrators in monitoring students’ school-attendance and their impact on combating truancy. The results showed that: (i) there are truants of different types: those who miss whole school-day, those who miss some sessions and those who practice both types, (ii) school administrators rely on the same strategy of monitoring students’ school-attendance regardless of the truancy-style that is predominant, (iii) in average, whole-day truants perform lower that those who missed part of the day; and, (iv) the prolonged use of the same strategies in monitoring truancy, especially if it is well-known by students has; and, (iv) the use of general and one strategy of monitoring truancy has little impact on schools’ struggles to combat truancy. The study recommended educational experts and other stakeholders to categorize truants in their records, and use unique strategies to control different categories of truants.
The constraints of linking instructional methods to learners’ real-life settings in the context of resources scarcity
(AkiNiki Publications New Delhi, India, 2021) Lupeja, Thabita Lameck; Makwinya, Noel Mark
According to the Tanzania educational policy, formal education should be useful and applicable to learners’ real-life settings. In this sense, classroom instructional approaches should have the power to enhance the acquisition of real-life related skills and knowledge. It is for this reason Tanzania reformed its secondary school curriculum in 2005 from the one that focused on the mastery of subject contents to the one that enhances acquisition of competences among students. For this change to materialise, the new Tanzanian secondary school curriculum emphasizes the use of inquiry and student-centred pedagogies such as problem-based, demonstrations, hands-on activities and conducting real-life related projects. This study assessed the extent to which teachers employed these methods in their classrooms. Data were collected using semi-structured one-on-one interview involving sixty Agricultural Sciences, Biology and Civics teachers, and ten academic teachers. Besides, focused group discussion was conducted with teachers to discern the linkage between classroom instructional approaches to learners’ real-life settings. The study shows the disjunction between the policy and practice due to resources scarcity. The inadequacy of both human and physical resources appeared to be the main setbacks for teachers to practice instructional methods that could enable learners to acquire real-life knowledge and skills. The scarcity of human resources appeared to be a big issue because teachers were also incompetent in both content and pedagogical knowledge. The study recommends the concerned stakeholders allocate adequate and necessary instructional resources for teachers to practice teaching methods that could inculcate skills applicable to students’ life.

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