Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/4314

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Massification in Universities: Are assessment tools still reliable? A reflection from Sokoine University of Agriculture, Tanzania
(IISTE, 2021) Mayeka, James George; Kira, Ernest Simon
1. Introduction A tremendous increase of the number of students in universities has been experienced by almost every country all over the world. While, the global universities’ enrolment has risen from 13.8% in 1990 to 29% in 2010, Sub- Saharan Africa has experienced a doubling of gross enrolment ratios from 3% in 1990 to 7% in 2010 (Hornsby & Osman, 2014). In Tanzania, the situation has become more evident in the recent past (Kapinga & Amani, 2016). According to Memba & Feng (2016), students’ enrolments in Tanzanian universities increased from 98,915 to 354,430 between 2008/2009 and 2015/2016 academic years, respectively. Sokoine University of Agriculture which is one of the public universities in Tanzania was established in 1 st July, 1984 (Sokoine University of Agriculture, 2007). Since its establishment, the university has also been experiencing the massive increase of the number of student just like other universities in the country. For example, the number of students raised almost four times from 2729 in 2008/2009 to 8296 in 2016/2017 academic years. Following this increase in number of students in universities, the instructor-student ratio has been greatly affected leading to ineffective provision of quality teaching and student assessments (Ntim, 2016). Large classes in education institutions affect much the interaction among instructors and students. Increase in numbers of students lead to poor communications among instructors with their students and the general practices of designing and using appropriate assessment tools (Alomari & Akour, 2014). Large classes hinder instructors to organize quizzes and regular class tests resulting into inefficient assessment of teaching and learning process (Yelkpieri, Namale, Esia-donkoh & Ofosu-dwamena, 2012). The increase in number of students in any education institution has turned the normal way of conducting assessment among students in universities. Regardless of the increasing number, universities would wish to maintain the quality of the programs offered. One of the means of maintaining quality of training is through effective evaluation of teaching and learning process. Effective evaluation requires valid and reliable assessment tools. Therefore, the need to check for internal consistency of the assessment tools used for teaching and learning in Tanzanian universities is one of the important aspects for effective assessment.
Exploring attachment styles and the influence of demographic variables among preschool teachers in Morogoro municipality
(International Journal of Current Research and Applied Studies, 2023) Lema, Regina E; Athuman, Jamal J
The study investigated the attachment styles exhibited by preschool teachers in Morogoro Municipality and whether demographic variables have significant influences of their attachment patterns. The study utilized the well-established Relationship Scale Questionnaire (RSQ) to assess attachment patterns among a sample of 71 preschool teachers. The findings revealed that the most prevalent attachment style among the teachers was secure attachment, with 60% of the respondents displaying this pattern. However, a significant proportion of teachers demonstrated insecure attachment styles, with 25% exhibiting insecure-avoidant patterns and 15% displaying insecure-anxious patterns. This indicates that the majority of preschool teachers in the area have the capacity to establish emotionally secure connections with their students, contributing to a safe and supportive learning environment. The study also explored attachment styles based on teacher variables such as sex, age, education level, and years of teaching experience. Interestingly, no statistically significant gender differences in attachment styles were found, (p > 0.05) indicating that promoting secure attachment is equally important for both female and male teachers.
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.
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.
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.
The provision of early childhood education in pre-schools in Tanzania; a case of Morogoro Rural District
(International Journal of Academic Multidisciplinary Research (IJAMR), 2022-05) Mwakililo, Pendo Samson
This study aimed at assessing the provision of early childhood education in pre-schools in Tanzania. Specifically, the quality of education services provided by the pre-schools basing on process and structure quality. The study was guided by Vygotsky’s socio-cultural learning theory, and it employed both qualitative and quantitative techniques in data collection and analysis. The sample of 20 pre-schools was involved. Interview, documentary review, questionnaire and observation, were used in collecting primary and secondary data. Data were analysed by Content Analysis and SPPS software. The study indicated that the quality of education service provided by ECE centres in the district were poor as a result of different factors including teaching and learning materials, teachers’ qualifications, in-service training, availability of funds, teachers-pupils’ ratio, pedagogy of teachers, and other related factors which measures the quality of education services. Generally, the study concludes that , the quality of education service offered in pre-schools was poor due to the reason that most of the requirements for the quality of education were not found in the sampled pre-schools in the district. On the other hand the study recommends that, the ministry of education through its quality assurance department should establish different guidelines for establishing early childhood education (ECE) centres and monitor their quality if they continue meeting the standards.
The prevalence and timing of sexual activities among adolescents in Dar es Salaam, Tanzania
(JESTP, 2021-01-27) Seguya, Swaib Y.; Mgaya, Athuman J.
Adolescents’ sexual behaviors have attracted significant attention from developmental psychologists and researchers from related disciplines with the aim of understanding the factors associated with the behavior, its timing and outcomes. This study used a survey method to specifically estimate the prevalence of sexual activities, timing and the perception that adolescents in Dar es Salaam hold as to what would be the appropriate age to debut sexual activities. Data were collected using a pre-tested structured questionnaire from a sample of 389 adolescents who had a mean age of 17. ANOVA, Chi-square and regression analysis were used in the analysis. Results showed that 31.6% had debuted sexual activities by the age of 15.8. The appropriate age was reported to be 20.5. Demographic factors that were statistically associated with the dependent variables are presented. It is concluded that sexual activities are prevalent among adolescents in Dar es Salaam at early ages. This exposes them to the risk of acquiring sexually transmitted diseases such as HIV/AIDS because they are in no position to negotiate for safe sex. It is recommended that guidance and counselling on matters related to adolescents’ sexuality be highly reinforced in secondary schools by the responsible ministries and organs.
The influence of parents’ involvement in student’s academic achievement in community secondary schools in Tanzania - a case of Mbeya City, Tanzania.
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mwakililo, Pendo Samson; Mgaya, Athumani Juma
The study focused to assess the influence of parents’ involvement in on students’ academic achievements in community secondary school in Tanzaniaa case of Mbeya city Tanzania. Specifically examined the pattern and extent to which parents’ involvement in students’ academic achievement. Literatures revealed that students’ academic achievement is associated with parental involvement in school matters where the child is studying though there are some barriers that hinder parents’ effective involvement in school activities. Both qualitative and quantitative research approaches were used. 475 respondents were included in the study. These include; students, parents, heads of schools, class teachers, and school committee members. Data were through interview schedules, questionnaire and documentary reviews. Collected data were analysed quantitatively using SPSS Version 20, where Pearson product-moment was performed to examine the relationship between parents’ involvement in school activities and students academic achievement. Descriptive statistics were employed to analyze the nature and desirability of parents’ participation in school activities that improves students’ academic performance. Findings revealed that there was a strong and positive relationship between parents involvement in school affairs and students academic achievement. This means that students whose parents were more involved in their education had better chance of improving their academic achievement than whose parents were less involved. The study recommend that school administrators, teachers, and parents should be sensitized on the relationship between parental involvement in school matters and their children’s achievement so that they can develop more effective and productive strategies including learning from other successful schools that facilitate parent engagement in their children’s education.
Perceptions of the effectiveness of sex education in reducing pregnancies in schools
(International Journal of Academic Multidisciplinary Research (IJAMR), 2021-11) Mgaya, Athumani Juma; Mwakililo, Pendo Samson
The objective of this study was to explore perceptions and views of parents, teachers and students on the effectiveness of sex education in reducing the magnitude of pregnancies and related risky sexual behaviours in schools. The study consisted of 542 respondents where 100 were parents, 150 teachers and 292 students. Descriptive survey design and quantitative approach were used through questionnaires. By using an independent t-test and ANOVA, the Statistical Packages for Social Sciences (SPSS) version 20 were used for data entry. The statistical p-value was p≤ .05 and the confidence level was 0.95(CL of 95%). The results showed that about 70% of parents, teachers and students had positive views on sex education that it will reduce risky sexual behaviours including pregnancies contrary to 45% of respondents who suggested that sex education will lead to prostitution. There were variations in opinions about the appropriate level of students to be taught sex education whereby using t-test there were variations of opinions with their gender with p< .001 for parents, p> .08 for teachers and students. The study recommends the education policy and curriculum be reviewed so that sex education is set as an independent and impartial subject in schools.
Exploration of the global developmental delay cues in children through peer-related interactions among pre-schoolers in school environments
(International Journal of Child Development and Mental Health, 2021-12) Mgaya, Athumani J.
The study explored if and extents to which peer-related interactions provide signs of global developmental delays and suggest the appropriate measures (if any). It involved six hundred and twelve 612 respondents among which five hundred and fifty-eight (n=558) were preschoolers randomly selected using the lottery method and fifty-four (n=54) teachers conveniently selected. Mixed approach with a cross-sectional design, using observation for preschoolers and interview for teachers, the analysis made using ANOVA and Chi-square, with a statistically significant p-value of p≤ .05 and confidence level of 0.95(CL of 95%) with the application of SPSS version 20 and thematic content analysis. Only 3.2% of preschoolers were in very serious delays in the cognitive domain on communication difficulties showing no significant difference in sex and their class level, 14.5% in physical delays with an inability to perform simple tasks significantly with their age and 1.4% showed behavioural delays as they always need reprimanded, restless and prolonged tantrums while 0.7% were unable to participate in discussions significantly with their age and sex. Above 50% of teachers suggested about Early Intervention (EI) to children with developmental delay signals. Interactions should start to children below school age for Early Stimulation (ES), additionally, parents and caregivers are to be provided with guidelines from experts as a way to identify and or resolve the problem, a longitudinal study can be done on developmental delay cues from the age of three to eight years can be conducted, but also large sample from the survey could be used for generalisation.

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