Doctoral Theses

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Browsing Doctoral Theses by Author "Ali, Ali Chai"

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    Assessment of the practices on the provision of pre-primary education in Zanzibar: experiences from pre-primary schools in the Mjini Magharibi region
    (The University of Dodoma, 2022) Ali, Ali Chai
    This study assessed practices on providing pre-primary education in Zanzibar. Experiences from Pre-Primary Schools in the Mjini Magharibi Region. The study was undertaken to assess the pre-primary education practices associated with children's learning outcomes. Four specific objectives guided the study, namely examining the existing teaching and learning practices on the provision of pre-primary education in Zanzibar based on the PPE guidelines, exploring educational stakeholder's perceptions on the provision of pre-primary education, assessing the involvement of educational stakeholders in the provision of PPE in Zanzibar and establish the strategies for effective provision and implementation of pre-primary education in Zanzibar. Ecological System Theory provided theoretical underpinnings of the study. A qualitative research approach was employed. The study adopted a single case study design. Purposive sampling was used to select pre-primary schools and participants involved in the study from Mjini Magharibi Region. Observation, semistructured interviews and document reviews were the methods used to collect data from the study participants. The study involved 56 participants, including 21 preprimary school teachers, 6 heads of pre-primary schools, 5 quality assurance officers, and 24 parents or guardians. The collected qualitative data were analysed using thematic analysis. The study findings have shown that PPE teachers had little knowledge on PPE and their teaching and learning practices. Also, the study findings indicate that free and teacher-guided plays such as songs, free play, question and answers, role plays, teacher guide strategy, group strategy, use of teaching aids, tracing, and storytelling are teaching and learning strategies used by teachers in PPE. The study revealed varied educational stakeholders' perceptions of pre-primary education, which was influenced by the educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. Furthermore, the study revealed different ways that educational stakeholders get involved in PPE, including parenting, helping children's academic works, curriculum designing and implementation. The revealed strategies to improve the provision and implementation of PPE were improving teacher's professional development, provision and dissemination of teaching and learning resources, conducting effective school inspection, involvement of parents in the learning of their children both in social and academic activities as well as employing qualified teachers in PPE. The study concludes that improving teacher-parents partnership help to support children’s learning in PPE. Also, PPE teaching and learning practices are very important to develop children with reading, writing, social and cognitive development skills when teachers are trained with necessary knowledge and skills as well as when the learning environments are conducive. The study recommends that teachers should be empowered with adequate knowledge and skills to improve their teaching and learning strategies. Finally, there is need to improve school learning environments and involved educational stakeholders for effective provision and implementation of PPE.