Browsing by Author "Halala, Remigius H."

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    Effectiveness of lesson plan preparation and use for academic performance of pupils in primary schools in Tanzania
    (The University of Dodoma, 2017) Halala, Remigius H.
    This study examines effectiveness of lesson plan preparation and use for primary school pupils’ academic performance in Tanzania. In order to achieve the purpose of the study three specific objectives were developed under this study: Firstly, evaluating teachers’ views towards the preparation and use of lesson plans. Secondly, assessing teachers’ knowledge base towards lesson plans preparation and use and thirdly, assessing the practicability of the prepared lesson plans in teaching and learning process. The study location was Igunga District of Tabora Region. The study employed a sample of 111 respondents among them 60 were teachers from four purposely selected primary schools, 40 were pupils and 11 were key respondents under the following ratio; four head teachers, five school quality assurance officers, one district academic officer and one ward educational coordinator. The data were collected using Interviews, Questionnaires, documentary review and observation were methods used during data collection Through teachers’ views, the findings revealed that there were negative attitudes, low knowledge base and little supportive environment towards the preparation and use of lesson plans to teachers from all primary schools which were included in the study. On top of that negative attitudes and low knowledge base towards the preparation and use of lesson plans to teachers seemed to have a direct proportion with low academic performance to pupils. The study recommends that educational leaders at school, district, and national level should ensure effective preparation and use of lesson plans to teachers through facilitating them with all necessary tools during the preparation of lesson plans, provision of frequent and sustainable training on preparation and use of lesson plans, as well as insisting and motivating teachers to prepare and use lesson plans effectively. On top of that the government should develop effective strategies which will ensure effective training on preparation and use of lesson plans in teachers’ collages.
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    Primary school teachers’ preparation and use of lesson plans in Igunga District, Tanzania
    (GITOYA CENTRE FOR ACADEMIC RESEARCH AND DISSEMINATION, 2022) Halala, Remigius H.; Seni, Abdallah Jacob
    This study examined teachers’ frequency of preparation and use of lesson plans. The study location was Igunga District of Tabora Region in Tanzania. Mixed approach and explanatory research design were used and a total of 69 respondents were sampled. Among them, 60 were teachers from four purposely selected primary schools, four were head teachers and five were school quality assurance officers. Data was collected through a questionnaire, an interview schedule and document. Analysis of data was done through the thematic approach and the descriptive statistics. The established that not all teachers prepared the lesson plans; there were those who prepared frequently, those who prepared occasionally and those who did not prepare at all. It is also concluded that not all teachers used the prepared lesson plans in the classrooms during teaching and learning process. There were those who used lesson plans frequently, those who used lesson plans occasionally and those who did not use the lesson plans at all in the teaching and learning process. The researchers therefore recommended that teachers should be given more in service training on the preparation of lesson plans and they should be closely capacitated for them to refrain from teaching without prerequisite guiding documents including lesson plans. Head teachers as internal quality assurers and the DSQAOs as external quality assurers should closely supervise teachers to fulfill this crucial role as professional teachers. Educational leaders at district and national levels should ensure effective preparation and use of lesson plans to teachers through close monitoring and facilitating teachers with all necessary tools for the preparation of lesson plans