UDOM IR :: Browsing by Author "Mbalamula, Yazidu Saidi"

Browsing by Author "Mbalamula, Yazidu Saidi"

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Application of participatory teaching and learning approach in teacher training colleges in Tanzania
(SCIENCEDOMAIN international, 2017) Omollo, Abich D.; Nyakrura, Bahati; Mbalamula, Yazidu Saidi
In this study, the use of participatory approach in t eaching and learning in teachers colleges was explored with an aim of finding out whether tutors apply participatory approach in the classroom in order to improve teaching and learning among teacher trainees. Two public teachers colleges that are Tarime and Bunda teachers colleges were studied. Qualitative approach supplemented with quantitative data was employed. Stratified sampling, simple random sampling and purposive sampling procedures were used to select 96 respondents for the study. Furthermore, the study used semi-structured interview, Focused Group Discussion, questionnaires, observation and document review to collect data. The quantitative data were manually analysed and presented in frequencies, percentages and tables while qualitativedata were subjected to content analysis. The study found that tutors use participatory approach in teaching and learning with the question and answers technique in the classroom. The study found tha t tutors had the positive attitude towards the use of participatory approach. The study recommends that the government should direct more resources to teacher colleges and schools to render the working environment conducive for effective teaching and learning. Planned in-service training programmes and workshops should be initiated and sustained at school, college, district and national level to update teachers and tutors content knowledge and pedagogical skills
Complementing lecturing as teaching pedagogy and students' learning styles in universities in Tanzania: state of issues
(Academic Journals, 2017) Mbalamula, Yazidu Saidi
Lecturing remains a popular and predominant teaching pedagogy in Higher Education Institutions and Tanzanian universities are no exception. However, due to increase in enrollments, lecturing encounters serious challenges as burgeoning diverse nature of students’ learning needs associated with physiological, psychological, professional and biographic factors. This study employed cross-sectional survey to investigate on undergraduate students’ learning styles and extent lecture pedagogy complements students’ learning needs in inclusive classes during lecture sessions. The study involved 206 undergraduate students to whom semi-structured questionnaires were administered. The quantitative data were analyzed by SPSS, while qualitative data were subjected to content analysis. The results show majority of undergraduate students were accommodators, preferring more to experiment with their concrete experiences. Furthermore, results show that there is significant difference across their academic year, subject major, working experience and students’ exceptionality. The study concludes that lecturing is but a part of teaching pedagogy which has to be flexible to suit the prevailing contexts of inclusive teaching and learning to entail students’ differences including academic year, subject major, work experience and exceptionality characteristics of students in lecture halls. The study recommends more studies on lecturing and learning styles to augment theory and practice of inclusive teaching in universities.
Corporal punishment as a strategic reprimand used by teachers to curb students’ misbehaviours in secondary schools: Tanzanian case
(Elsevier, 2018) Kambuga, Yusuph Maulid; Manyengo, Patrick Renatus; Mbalamula, Yazidu Saidi
Corporal punishment is the most commonly used strategy to deal with students’ misbehaviours across public schools in Tanzania. This study examined status of discipline and the use of corporal punishment to address students’ repugnant behaviours. The study was conducted in Dodoma municipal involving a total of 50 teachers and 99 pupils selected from five government secondary schools. Data were collected through questionnaires and analysed using SPSS. The results revealed that 86% of the teachers preferred Corporal punishment and continue using it as the only alternative punishment strategy. The study found that the majority of students were of the view that corporal punishment should be eliminated due to its harm and cause for students skipping classes and absenteeism. The study recommends that the Ministry of Education, Science and Technology (MoEST) and other stakeholders continue capacitating teachers on the appropriate use of harmless strategies of executing corporal punishment approved by the government.
Effect of group versus individual assessments on coursework among undergraduates in Tanzania: implications for continuous assessments in universities
(Modestum Publishing LTD, 2018) Mbalamula, Yazidu Saidi
The study analyzes students’ performance scores in formative assessments depicting the individual and group settings. A case study design was adopted using quantitative approach to extract data of 198 undergraduate students. Data were analyzed quantitatively using descriptive statistics - means and frequencies; spearman correlations, multiple regression and independent sample t-test. The findings show students perform better in groups than in individual settings as evidenced by weak and negative monotonic correlation between tests scores and randomized group assessments scores (rs = -.318, p < .000). Further, students’ scores in randomized groups increased with increase in number of members in a group. Moreover, both tests and group assignments had statistically significant effect on coursework scores, however, the scores from randomized groups had the highest effect on coursework (R2 = .186). The results confirm that randomized group assessments are better than students’ chosen referenced group assignments, though both being commendable than individual tests. The study recommends more studies in all assessment categories reflecting on group and individual settings to broaden an understanding of learning assessments efficacy in universities.
Information Communication and Technologies (ICT) and its implication for education management information systems (EMIS) in Tanzania
(GRIN, 2014) Mbalamula, Yazidu Saidi
Education Management Information System (EMIS) is essential to empower planning process to translate educational policy into actions. The application of Information, Communication and Technology (ICT) in Educational settings is equally important for developing economies such as that of Tanzania to pursue two mutually reinforcing stimulation of socioeconomic and global agenda of economy prosperity goals. There is close link between ICT and EMIS, and the efficiency and effectiveness of latter is considerably affected by the former. It is in this contention that as per analysis made in this paper which reveals that ICT is still suffering from serious shortcomings, which unless solved, EMIS will continue to be ineffective and inefficient strategy. Three major problems identified in the paper include the (i) lack of infrastructure and systems in place to facilitate effective monitoring as a result utilization of ICTs in Tanzanian education institutions are dismal due to low connectivity and teledensity (ii) insufficient numbers of qualified technical personnel to manage and maintain ICT resources, (iii) inadequate training and capacity development resulting in underutilization of ICT facilities. This paper provides a basic and general review of how ICT influences and hampers EMIS effectiveness and efficiency. Also recommendations are provided at the end on how to improvise EMIS in order to maintain quality information in various educational processes.
Professional scaffolding of student-teachers during practicum in Tanzania: roles, skills, and challenges
(SCIENCEDOMAIN international, 2016) Mbalamula, Yazidu Saidi
This study investigated on student teachers’ professional experiences during teaching practicum in Tanzania. In precedence, three objectives were pursued to identify roles of school based teachers, the skills acquired by student teachers, and challenges encountered by student teachers during practicum. The study employed qualitative design integrating documentary review and interviews for data collection. The content analysis was used to analyze reflection reports and interviews from 35 student teachers and 12 school based teachers respectively. The study was conducted during teaching practice period session of the eight (8) weeks from July 13th to September 4th, 2015. The analysis showed that both school managers and mentor teachers played a critical role to engage student teachers in various essential roles that help them to acquire various skills that transform them into professional teachers including handling of learners’ behavior in schools; leadership and supervision process; school-community partnership, strategizing the teaching and learning process; and on other school contexts. In addition, the study has identified several challenges including, accommodation; time wastage, large class size; inadequate infrastructures; contextual conflicts; declining student teachers activities; inadequate and late financial remittance; and inadequate and late classroom assessments and feedback. Notwithstanding, student teachers had benefited from the teaching practice which supports and confirms the usefulness of practicum in the preparation process of teachers, however, the latter will only be realized if all conditional factors are available. Moreover, the study provides recommendations and established several areas of further investigations.
Role of ICT in teaching and learning: influence of lecturers on undergraduates in Tanzania
(SCIENCEDOMAIN international, 2017) Mbalamula, Yazidu Saidi
Reconnaissance to investigate on the integration of ICTs is not novel, and in case higher learning institutions in Tanzania as it is elsewhere remains indispensable to augment pragmatic corpus of knowledge and practice on ICTs integration in panoramic educational contexts. This study investigate on the influence of lecturers have on their students’ use of ICTs in learning. Three objectives are adopted to determine essential ICT Skills needed by student-teachers in learning; to examine lecturers’ usage of ICTs in teaching process; and to determine cause-effect relationships between lecturers’ ICTS usage in teaching and student-teachers’ use of ICT in learning. A survey design ensuing quantitative methodology to collect and analyze the data from sample of 97 student-teachers. The data were analyzed using Statistical package for Social Sciences (SPSS). The major posits of the study divulged that ICT skills are not only essential for construction of knowledge, but also essential for identifying useful information for learning. Also, the Lecturers consider ICT as a major tool in teaching. Moreover, though there was moderate relationship between lecturers’ use of ICT in teaching has and student use in learning, lecturers’ use of ICTs in teaching process significantly influence student teachers’ use of ICTs in learning process. Generally, student teacher perceptions and ultimate use are dependent on self conceived usefulness of the ICT skills in learning, which in turn contingent to extent lecturers apply ICTs in their daily teaching and learning practices. Four major implications have been proposed in this paper for improving practice and theory.
Understanding teacher-educators’ psychological contract in university-school partnerships in china
(Open Access Publishing Group, 2016) Mbalamula, Yazidu Saidi
This study pursued to examine the motives and content of psychological contract among teacher educators participating in university-school partnerships. This case study adopted a mixed methodology. The data were collected from 61 respondents through questionnaires and interviews. While the quantitative data were analyzed by SPSS, the qualitative data were analyzed by content interpretation. The findings revealed that teacher educators’ psychological contracts were mostly instigated by the need to improve theory and practice about teaching process. Also, teacher-educators perceived more fulfillments on socio-emotional aspect than transactional one indicating conducive social than economic environment in the partnership. The study recommends more collective longitudinal studies involving all key agents in order to provide full comprehension of psychological contract in university-school partnership contexts.
Utility of Henri Fayol’s fourteen principles in the administration process of secondary schools in Tanzania
(Contemporary Research Center, 2017) Mbalamula, Yazidu Saidi; Suru, Majiyd Hamis; Seni, Abdallah Jacob
The Administrative theory developed by Henri Fayol is among the notable classical theoretical frameworks of management in social organizations including schools. This study pursued an understanding of the utility of Henri Fayol’s 14 principles of administration among managers of secondary schools in Tanzania focusing on the nature of leadership and the perceived significance of the principles on daily management processes among school managers. A cross-sectional survey was adopted to collect data using questionnaires from 68 school managers across 32 secondary schools in three regions of Tanzania Mainland. The data collected were analyzed using the Statistical Package for Social Sciences. The findings revealed that a relatively large number of school managers have had leadership experience, but many are still juniors with stumpy leadership in-service training. Further, the division of labour was identified to be of critical importance in the administration process in secondary schools. In addition, School Managers perceived structural principles as most important followed by process principles, and purpose principles. The study concludes that the structure of schools’ administration is indispensable for the successful implementation of the purported objectives and goals of the school organization.

Browsing by Author "Mbalamula, Yazidu Saidi"

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