Welcome to SUAIRE

Sokoine University of Agriculture  Institutional Repository (SUA IR). This repository was built and is maintained by the university library  (Sokoine National Agricultural Library-SNAL) , in order to collect, preserve and disseminate scholarly output generated by University research community (staff and students) members.

This repository hosts a variety of openly accessible materials including: scholarly articles and books, theses and dissertations, conference proceedings and technical reports. For assistance about depositing your research output in the repository click here. SUA IR Policy  click here or any queries contact us at snal@sua.ac.tz.

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Communities in SUAIRE

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Now showing 1 - 5 of 14

Recent Submissions

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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.
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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.
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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.
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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.
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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.