Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/79

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Investigation on the applicability of reggio emilia approach in teaching early childhood education: an intensive comparison between China and Tanzania
(Canadian Center of Science and Education, 2016) Chiwamba, Sarah Vincent
There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.
Assessing cognitive development of preschoolers in the selected pre-primary schools in Morogoro municipality -Tanzania
(IJESSR, 2022) Mlaki, Salome R.; Jamal, J. Athuman
This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p <0.00), sex (p<0.00 for early literacy. Based on the type of school, the study found p<0.00 for numeracy, p= 0.02 for executive function and p ≤ 0.00 for early literacy. The study recommend that parents should be encouraged to enroll their children in preschool centers.
Ability of form four students on food test laboratory practicals in the selected secondary schools in Tanzania
(AQUADEMIA, 2022) Jamal, Jumanne Athuman
This study sought to assess the understanding of form four students on food test practical in the selected secondary schools in Morogoro Municipality, Tanzania. Food test is one of the fundamental skills to be acquired by biology secondary education students. The study involved 252 form four students in from four secondary schools within the vicinity of Morogoro Municipality. Data collection was done by the researcher during teaching practice assessment period, June to July 2022 using food test practical test. The test of 35 items was constructed and validated by the researcher. The overall mean score was 12.0 (34.1%) means that on overage selected students have a “D” class, which means poor knowledge level on food test. An analysis of independent samples t-test based on sex at α=0.05 produced a ρ of 0.233 and a t-value of 0.373, hence failed to reject the null hypothesis. To have a broader understanding of students’ ability on food test laboratory practicals and attempt generalization through replication of findings, it is advised that a second study with larger samples across the country be conducted.
Assessing cognitive development of preschoolers in the selected Pre-primary schools in Morogoro municipality -Tanzania
(International Journal of Education and Social Science Research, 2022-09) Mlaki, Salome R; Athuman, Jamal J
This study sought to assess cognitive development of preschoolers in the selected pre-primary schools in Morogoro Municipality as a requisite for successful primary education. Cognitive development focuses on information processing, such as decision-making, attention, memory, language abilities, learning, and perceptional skills. The study involved 213 preschoolers from 10 randomly selected preschools in Morogoro Municipality. The study employed International Development and Early Learning Assessment tool (IDELA) in data collection. Both Kiswahili and English versions of IDELA was used in assessing cognitive development of children. The study found that Morogoro Municipality preschoolers have excellent development in all spheres of cognitive development. For example, preschoolers had the mean of 92 in early numeracy, 80% in early literacy and a mean of 90% in executing executive functions. Furthermore, statistically significant difference in cognitive development of pre-schoolers was found based on their age (at p <0.00), sex (p<0.00 for early literacy. Based on the type of school, the study found p<0.00 for numeracy, p= 0.02 for executive function and p ≤ 0.00 for early literacy. The study recommend that parents should be encouraged to enroll their children in preschool centers.
Ability of form four students on food test laboratory practicals In the selected secondary schools in Tanzania
(AQUADEMIA, 2022-06) Athuman, Jamal Jumanne
This study sought to assess the understanding of form four students on food test practical in the selected secondary schools in Morogoro Municipality, Tanzania. Food test is one of the fundamental skills to be acquired by biology secondary education students. The study involved 252 form four students in from four secondary schools within the vicinity of Morogoro Municipality. Data collection was done by the researcher during teaching practice assessment period, June to July 2022 using food test practical test. The test of 35 items was constructed and validated by the researcher. The overall mean score was 12.0 (34.1%) means that on overage selected students have a “D” class, which means poor knowledge level on food test. An analysis of independent samples t-test based on sex at α=0.05 produced a ρ of 0.233 and a t-value of 0.373, hence failed to reject the null hypothesis. To have a broader understanding of students’ ability on food test laboratory practicals and attempt generalization through replication of findings, it is advised that a second study with larger samples across the country be conducted.
Describing the self-efficacy of Tanzania secondary school biology teachers in teaching integrated science process skills
(International Journal of Education and Social Science Research (IJESSR), 2022) Athuman, Jamal Jumanne
This study intended to examine the self-efficacy levels of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. Specifically, the study intended to; (i) determine the self-efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and (ii) determine the influence of teachers’ knowledge level of science process skills on their self-efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997) self-efficacy theory formed the conceptual and theoretical frameworks of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of integrated science process skills and average self-efficacy level. The study recommends an urgent need to refocus on science teachers’ training and professional development programmes.
The effectiveness of preschools in developing social-emotional well-being of children aged 4- 6 years: A comparative analysis of children staying home and those enrolled in the selected preschools in Morogoro Municipality
(International Journal of Arts, Humanities and Social Studies (IJAHSS), 2022) Athuman, Jamal J.
Children‟s social-emotional development provide valuable information about how children are progressing in areas such as forming relationships, regulating and expressing their emotions, and showing empathy toward others. This study investigated the effectiveness of day care centers in imparting social-emotional skills to children aged 4-6 years as prerequisite for successful schooling later. The effectiveness was measured by comparing social-emotional development of children enrolled to daycare centers against those staying at home. In doing so, the study also assessed the role of teachers/caregivers in fostering social-emotional well-being of these children and the role environment in developing positive social-emotional well-being. The study involved 188preschoolersin which 112were those who have been enrolled in one of the 10 selected daycare centers and the remaining 76 were those who are still staying at home. For the purpose of triangulating the findings, the study also interviewed ten (10) conveniently selected teachers from these daycare centers. Data from children were collected using an adopted socio-emotional competence scale developed by Zhou and Ee (2012). Interviews were conducted to teachers for the purpose of assisting in the filling of the likert scale. Statistical significant p-value was calculated and used for interpretation of results in a p≤ .05 and confidence level of 0.95 formats. An analysis of SPSS independent samples t-test based on whether a child stays at home or enrolled in a daycare center at (α) =0.05 produced a p of 0.04 and a t value of 0.57, hence rejecting the null hypothesis (Ho1).The p=.04implied that there is statistically significant difference in socio-emotional maturity between preschoolers enrolled in daycare centres and those staying at home in favor of those enrolled in the centers. The dimension measured included self-awareness, social awareness, self- management, relationship management, and responsible decision making.
Teachers’ pedagogical competence in dealing with Teaching aids in Tanzania: a case of a few finalist Pre-service Science-teachers
(Asia-pacific publishers, 2021) Makwinya, Noel Mark
The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student- teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher- education and science teaching process.
Bridging secondary school instruction to real-life settings through entrepreneurial instructional approaches
(International Journal of Education and Social Science Research, 2021) Lupeja, Thabita Lameck
Tanzanian educational policy regards secondary education as a strategic weapon in fighting against poverty. This means that classroom instructional practices should equip learners with the knowledge and skills that could be useful in their lives. This article assessed the role of classroom teaching and learning methods in inculcating entrepreneurial related knowledge that could be helpful and applicable to learners' real-life situations. A semi-structured interview was purposely done with Agricultural Sciences, Biology, and Civics subjects’ teachers in ten ward secondary schools in the Mvomero district in Tanzania. Besides, focused group discussion was conducted with secondary education leavers to assess how both teaching and learning methods play the role of inculcating entrepreneurial related skills and knowledge to learners. The study shows both teaching and learning practices employed in secondary schools do not inculcate entrepreneurial related skills and knowledge, and thus, school knowledge does not help fight against poverty. Although the findings revealed the importance of entrepreneurial methods in imparting skills and knowledge in fighting against poverty, resources scarcity was noted as a setback for implementing entrepreneurial approaches. To address the instructional resources scarcity, the study suggests inservice training for teachers to equip them with the knowledge of integrating entrepreneurial skills in the teaching and learning process. The study recommends teachers to be motivated because welltrained and motivated teachers are likely to address instructional- resources scarcity by improvising the locally available resources.
Secondary education attainment and its role in poverty reduction: views of graduates working in informal sector in rural Tanzania
(Journal of Education and Practice, 2017) Lupeja, Thabita Lameck; Gubo, Qi
Education is the process of imparting or acquiring knowledge and skills useful in the development of powers for reasoning and judgment. It contributes to development directly because of its relevance to the wellbeing and freedom of people and indirectly through influencing social change and economic production. This study sought to examine the contribution of secondary education knowledge and skills in enhancing self-employment in informal sectors among graduates residing in Mvomero District of Tanzania. Quantitative methods were used to collect data in which stratified sampling was done to obtain 400 participants, including both primary and secondary education graduates working in informal sectors as entrepreneurs and peasants. This was followed by systematic sampling to select participants from each stratum. The self administered structured questionnaire was used to elicit opinions on the impact of skills and knowledge acquired at school in poverty reduction. The data were analyzed using Mann Whitney U test and the results showed that secondary education has a potential in poverty reduction as the knowledge and skills acquired by graduates during schooling were helpful in managing and opting for a payable economic activity.
Linking classroom assessment approaches to learners’ livelihood context in Tanzania: The disjunction between policy and practice
(International Journal of Novel Research in Education and Learning, 2021) Lupeja, Thabita L.; Komba, Sotco. C.
Assessment is fundamental to students’ learning as it influences learner’s knowledge, skills, and competences. According to the Tanzanian educational policy, the central focus of assessment approaches is to facilitate the building of capability for students to apply the learning outcomes adequately in diversified contexts. This study examines how the nature, modality, and contents of the assessments carried out in secondary schools in Tanzania have been playing the role of testing knowledge and skills relevant to learners’ life. The semi-structured interview was purposively conducted to a total of sixty subject teachers (Agricultural Sciences, Biology, and Civics) and 10 academic teachers in ten ward secondary schools in Mvomero district to assess their views on how formative assessments are being conducted. Besides, focused group discussion was held with secondary education leavers who work in informal sectors in Mvomero district, Tanzania. The findings indicate that there was a disjunction between policy and actual classroom assessment practices. The assessment approaches were conducted not for testing the mastery of learning outcomes but conforming to examination demands. The livelihood knowledge and knowledge and skills such as critical thinking, innovation, creativity, and mastery of diversified livelihood skills were not given due weight. The practical examinations were mainly for students to retrieve the scientific facts rather than orienting towards solving real-life problems. It is, thus, recommended that entrepreneurial assessment approaches should be adopted to bring the school knowledge to reality.
Secondary education attainment and social economic transformation in rural Tanzania: observations from livelihood strategies of primary and secondary education graduates in Mvomero district.
(Journal of Education and Practice, 2016) Lupeja, Thabita Lameck; Gubo, Qi
This paper examines the influence of secondary education in promoting; health awareness, gender awareness and civic awareness. The study sought to assess whether the education policy which considers secondary education as the key instrument in bringing social and economic transformation has been reflected in graduates’ livelihood strategies once they graduate and go back to the societies. The study was conducted in Mvomero district in Tanzania. Quantitative methods were used to assess the relationship between education attainment and one’s social economic awareness. Stratified sampling was employed to get the two strata namely secondary education graduates and primary education both working in informal sectors. Systematic sampling was then used to select the participants from each stratum. The sample comprised of 170 secondary education graduates and 170 primary education graduates making a total of 340 respondents. The data were analyzed by SPSS and Man Whitney U test in particular. The result for the study shows education to have negligible impact in influencing livelihood strategies to graduates as there is no notable difference between Primary and secondary education graduates. The study suggests the ministry of education, policy makers and policy implementers to work together so as to bring about positive results which could reflect the policy statements and manifestations.
Implementation of competence based curriculum in the context of colonial education system in Tanzania
(International Journal of Research Studies in Education, 2021) Lupeja, Thabita; Komba, Sotco
With the aim of producing secondary education graduates with adequate knowledge and skills that could enable them to survive in the ever-changing world, Tanzania introduced the competence-based curriculum in 2005. The curriculum regards learners to have the capability to construct and apply knowledge beyond the classroom context. Since the Tanzania education system passed through different eras, this article assesses the influence of the historical background of education systems on stakeholders’ perspectives on adoption and practice in teaching, learning, and assessment in the competence-based curriculum. Semi-structured interview and focused group discussion was used to collect data on teaching, learning, and assessment methods employed by both teachers and learners. The data were analyzed by thematic analysis. The results show the elements of the colonial rule education system influences classroom teaching, learning, and assessment practices. Since colonial rule educated few Africans to be employed to serve in the colonial administration, this has contributed to school teaching learning and assessment practices to be perceived as stepping stone for formal employment and not the means of equipping useful and applicable knowledge and skills to learners’ life. The focus of classroom instructional practices is to enable learners to memorize the facts and be able to reproduce in the examinations to qualify for further studies and formal employment. This is a setback for quality instructional methods that promote the acquisition of livelihood skills. Given this, the study recommends key stakeholders involved in curriculum development to redefine the roles of school education to align with classroom instructional practices.
Comparing the effectiveness of an inquiry-based approach and traditional method of teaching in the conceptual understanding of genetics to high school students of Morogoro-Tanzania
(2017) Athuman, J.J.
Current perspectives on science education as well as the current curriculum policy in Tanzania stresses on the use of teaching methods that promote active engagement of learners during teaching and learning processes such the inquiry based approach. This study aimed at assessing the effectiveness of an inquiry-based approach on students’ conceptual understanding of genetics by comparing it with traditional or conventional style of teaching. The study used genetic as the case study to find out whether or not these two styles of teaching genetics would develop differently students’ science process skills. Inquiry-based approaches to science have been heavily emphasized by the newly adopted competence based curriculum in Tanzania. Two months (08weeks) were spent during the summer of 2015 in teaching themes within genetics at the selected schools in the vicinity of Morogoro Municipality. The study employed a quasi-experimental research design with pre and posttests. Eight (08) weeks genetics teaching courses were designed on the basis of both the inquiry based learning principles and conventional style. A genetics test of 25 items was used as a data collection tool in the pretest and posttest. Form six classes were taught using conventional method while form five classes in these schools had enough time and were taught using inquiry approach. Both classes had never been exposed to advanced level genetics. Independent samples t-test for experimental group (M = 21.73. s.d = 1.67) and that of control group (M = 21.87, s.d = 1.93), t (261) = 0.606, ρ = 0.545, α = 0.05. Hence, the null hypothesis, that there is no statistically significant difference in genetics posttest scores between the control and the experimental groups was accepted at 0.05 alpha levels. This means that there were no statistically significant difference in the effectiveness of inquiry-based (IBA) approach and the conventional method (TM) in enhancing the conceptual understanding of genetics content to students.
Comparison between the understanding levels of boys and girls on the concepts of environmental degradation, meteorology and climate change in Tanzanian secondary schools
(2015) Kira, E. S.; Komba, S. C.
The study aimed to determine whether there was any significant difference in understanding levels between secondary school boys and girls on the concepts of environmental degradation, meteorology and climate change. Both structured survey and focus group discussions were used to collect information from 480 students, sampled randomly from 12 secondary schools in Morogoro region. The findings indicated that boys were significantly more knowledgeable than girls on the specified environmental concepts. This implies that girls lagged behind their counterparts in understanding important environmental concepts as specified in the school curriculum. Based on the findings of this study, it is recommended that girls should be inspired and encouraged to develop interest in natural science subjects which would enable them to broaden their understanding about environmental issues.
Improvisation in teaching physics concepts: Teachers’ experiences and perceptions
(2016-04) Kira, E.; Nchunga, A.
The purpose of this study was to design and assess the use of Improvised Instructional Materials (IIM) in teaching physics lessons in Tanga region whereby two Community Secondary Schools (CSS) from Korogwe district and the city of Tanga were selected for implementation of IIM. A total of eight teachers were selected from the sampled schools where by each school provided two physics teachers. The researchers planned and prepared the materials in advance before coaching the teachers on how to implement them. Teachers’ ability to execute student centered teaching approaches was assessed before and after coaching. It was found out that the use of improvised instructional materials to run practical lessons has refined and broadens teachers’ knowledge on designing and the use of such local materials to carry out physics experiments in CSS.
Education programmes and curriculum reforms in Tanzania: a comparative review of education for Self Reliance and Poverty Reduction (PR) Programmes
(International Journal of Science and Research, 2019-09) Athuman, Jumanne Jamal
A focus on curriculum issues is central in the achievement of quality education and the overall nation’s education aim. In Tanzania, curriculum reforms have gone through a series of distinct phases reflecting the dominant philosophy and education policies at that period in question. This work is partly a historical review of major education programmes and how they focused on curriculum improvement as requisite for education quality. Two historical phases of education as identified by Galabawa (2005); the Self Reliance (ESR) (1967 to mid 1980s) and the Poverty Reduction (PR) (MKUKUTA) (Mid 1990s to 2005) were compared. The review found that, while education programmes at PR period devoted much on quantitative expansion and input supply leaving aside curriculum and teaching component, programmes during Self Reliance to some extent focused both on access and quality through a periodical focus on curriculum reforms. Finally, the paper highlights some useful lessons that could be incorporated to improve the ongoing education programmes. The paper suggests that an effective educational intervention should address curriculum reforms, access and quality.
Assessing knowledge levels of selected integrated science process skills of Morogoro biology secondary students - Tanzania
(International Journal of Science and Research, 2019-09) Athuman, Jumanne Jamal
This study was partly conducted in order to establish a base level of information on the knowledge levels of Tanzania students in the area ofintegrated science process skills. Specifically the study assessed students’ competence in formulating and identifying testable hypotheses, in controlling variables, in designing experiments, in analyzing data and in defining operationally. Integrated science process skills, as in the Tanzania´s Competence Based Curriculum of 2005, have been identified in the science education literature as an effective inquiry method of teaching science. Advanced level biology students in Morogoro municipality schools were taken as a case study. This study aimed at assessing the knowledge level of advanced level Biology students in the Municipality of Morogoro of science process skills. Based on the Biology process skills test (BPST) scores, it was found that Biology students in Morogoro Municipality had barely average knowledge level of integrated science process skills. The mean of test scores was 17.2 items out of 35 items in the test corresponding to 49.1%. However, Morogoro students performed relative better on items measuring their ability in identifying and controlling variables with score mean of 4.05 out of 07 items and they performed extremely poor on items which measured their skills in analyzing and interpreting data with the mean of 2.34 out of 07 items.
Secondary school teachers’ knowledge level of the concepts of environmental education in Morogoro, Tanzania
(Open University of Tanzania, 2007, 2016) Kira, E.; Kafanabo, E.
The main focus of the study was to determine the knowledge level of the certificate of secondary education geography teachers when teaching the concepts of meteorology, environmental education and climate change. The study involved observing and interviewing 24 classroom teachers who were randomly selected from both rural and urban Morogoro. Teachers could demonstrate ability to present the causes, extent and effects of pollution and wastes including most of the concepts of the elements of weather and the use of power. But there was a disparity between the intended curriculum and the implemented one because of the observed teachers’ misconceptions, inability to link various environmental concepts or to contextualize examples and questions they ask. Therefore there should be well planned environmental education for both pre-service and in-service teachers specifically synchronized with the secondary school curriculum. This should go together with more comprehensive geography syllabus and teachers guide.
Secondary school students knowledge level of the concepts of meteorology and environmental education between rural and urban Morogoro in Tanzania
(2016-03-30) Kira, E.
The study established if there is any significant difference in students‟ understanding levels on meteorology and environmental education concepts between rural and urban areas. A survey method was used to collect information from a sample of 480 form four students who were randomly selected from 12 schools in both rural and urban Morogoro. It was observed that urban students were significantly more knowledgeable of the basic concepts of environmental education and climate change than rural students. However, there was no significant difference in students‟ understanding between rural and urban students on some concepts of climate change and the role of man on the environment. Therefore educational stake holders need to ensure that both rural and urban environmental aspects are clearly understood by all students from the two localities for sustainable utilization of the environmental resources.

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