Browsing by Author "Hamisi, Madina"

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    Contributions of the acquired literacy and numeracy education support (lanes) professional development skills on enhancing literacy skills to std I and II pupils in Tanzania
    (PENERBIT KUIS, 2020) Hamisi, Madina; William, Francis
    The study investigated thecontribution of learned literacy and numeracy Education Support Programme (LANES) Teacher Professional Skills on Enhancing STD I and II Pupils' Literacy Skills in Tanzania. AndragogyLearning Theory guided the study in order to understand the impact of learned LANES teacher professional skills on enhancing STD I and II pupils' literacy skills specifically the extent to which the learned LANES professional skills enhanced children’s reading and writing competence. The study consisted of 100 pupils from 10 primary schools, 20 Standard I and II teachers, 10 head teachers and 1 District Education Officer. Both qualitative and quantitative approaches were used to generate and analyse the data. The study revealed that LANES training has made a great contribution to improving teaching and learning of literacy skills. Teaching methodology such as interacting with the learner as using instructional aid during lessons as well as perceptions of positive changes in general teaching practices was improved. Moreover, the pupil's performance in reading and writing tasks were good. Averagely, 76% of STD I & II pupils were able to confidently read and write the tasks was given in a specified time. From these findings, the training proved to have a positive contribution and improved pupils’ competence in reading and writing country wise. The study recommends that the government and other agencies should provide regular training to teachers as appropriate measures in updating their skills and knowledge forthe improvement of pupils’ literacy skills.
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    Influence of LANES professional development programmes in enhancing numeracy and literacy skills in Tanzania: the case of selected primary schools in Dodoma municipality
    (The University of Dodoma, 2017) Hamisi, Madina
    The study investigated the influence of LANES professional development programmes in enhancing numeracy and literacy skills, in public primary schools in Dodoma Municipality in Tanzania. The study was based on the Andragogy learning theory which guided the study to understand the LANES influential level on teachers‟ competencies in improving numeracy and literacy skills to children; the extent at which learned LANES professional skills have enhanced children's literacy and numeracy skills; and factors that influence teachers' teaching practice on numeracy and literacy skills towards pupils‟ learning outcome. The study constituted 100 pupils from 10 primary schools, 20 Standard I and II teachers, 10 head teachers and the District Education Officer. Both qualitative and quantitative approaches were used to generate and analyse the data. The study revealed that LANES training has added value to teachers‟ professionalism and consequently improved pupils‟ literacy and numeracy skills. However, the LANES training to teachers was constrained by inadequate time for training, inconsistence of contents during training; and some of the eligible teachers were not involved in the training. The study concluded that LANES professional training provided to teachers influenced positively literacy and numeracy skills to STD I&II pupils in Tanzania. The study recommends that the government and other agencies should improve the provision of in-service training to all teachers as appropriate measures in updating their skills and knowledge for improvement standard I and II pupils‟ literacy and numeracy skills.