Browsing by Author "Bali, Theodora A.L."

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    Assessing the effects of corporal punishment on primary school pupils’ academic performance and discipline in Unguja, Zanzibar
    (Elsevier, 2013) Hassan, Amour Haji; Bali, Theodora A.L.
    This study examined the effects of corporal punishment (CP) in Zanzibar primary schools. It identified, discussed and analyzed data on various effects of CP on disciplining and academic performance of primary school pupils obtained from 125 study participants. Using a comparative case study design, the study focused on four primary schools- two randomly selected and two purposely selected pilot schools under alternative means to discipline in Southern Region of Unguja. Data were collected using questionnaire as the main instrument of data collection, coupled with interviews, documentary review and observation. Data were analyzed using t- test (2- tailed) to compare the two pilot schools under alternative means to discipline and the other two schools that were not under the project. Overall results indicated that CP was poorly managed in schools not under alternative means to discipline project and that there is community including teachers and parents awareness on alternative means to discipline pupils. The study also recommended teacher training on alternative techniques to discipline pupils in primary schools in Zanzibar and Tanzania in general.
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    Exploring classroom teachers' awareness of pupils with learning disabilities: focusing on public primary schools in Tanzania
    (IISTE, 2013) Kafonogo, Focas M.; Bali, Theodora A.L.
    This study explored the presence of pupils with learning disabilities in regular primary schools and whether or not the classroom teachers were aware of their presence. Data were collected using questionnaires, classroom observation guide, interview schedules, and documentary review checklist. Based on exploratory research design, the study was guided by the Activity theory. A sample of 200 participants was drawn out of 11,304 eligible persons (100 pupils out of 10,000 eligible children and 100 teachers out of 1304 in public schools). The collected data were analyzed thematically. The descriptive statistics used included frequencies, means, charts, and tables. Indeed, 15% of pupils in regular schools have learning disabilities even though few teachers were aware of their presence and how to provide appropriate instruction for their learning. This is higher than 10-12% portrayed in the existing literature. Keywords: special needs education, learning disabilities, learning difficulties, disabilities, impairment, and inclusive education.