Browsing by Author "Mgimba, Felician Boniface"

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    Assessing Kibena (G 63) endangerment basing on intergenerational language transmission parameter
    (The University of Dodoma, 2014) Mgimba, Felician Boniface
    This work aimed at assessing Kibena endangerment basing on intergenerational language transmission parameter. The researcher worked on three objectives which were; domains of its use, the role of intermarriages and speakers’ attitudes as a motivating factor behind transmitting it to younger generations. He carried out this study in Uwemba, Mtwango and Kidugala villages in Njombe and Wanging’ombe districts in Southern Highlands of Tanzania. In the study, the researcher used both quantitative and qualitative methods. He used questionnaires to collect quantitative data. It is through this method where data were gathered and analyzed quantitatively to get percentages, frequencies (recurring numbers) and tables which reflected the endangerment status of Kibena basing on the three variables investigated. The researcher also used interviews and participant observation (qualitative methods) to gather information which supplemented those collected through questionnaires. The study revealed that Kibena is on grade two (2) of endangerment when focusing on domains of its use, meaning that it has limited domains of use. Kibena is also on stage 3 of endangerment that is it is definitively endangered when considering the role of intermarried speakers on transmitting it to younger generations. Basing on its speakers’ attitudes it is on grade 3 of endangerment, signifying that many of Kibena members support its maintenance but few of them are indifferent and support its loss. The general conclusion considering the interplay of the assessment of all three objectives by rating on the LVEAG UNESCO (2003) factor number one, Kibena is definitively endangered. This means that its intergenerational transmission is delinked, since the language is used mostly by parental generations and upwards. This work has greatly contributed to reveal the endangerment status of the language to date. This situation alerts Kibena speakers and other stake holders to take deliberate measures to rescue it from further endangerment.
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    Formative assessment for developing students’ communicative competences in secondary schools in Tanzania
    (The University of Dodoma, 2021) Mgimba, Felician Boniface
    This study was about teachers’ use of Formative Assessment (FA) for developing students’ Communicative Competences (CCs) in secondary schools in Tanzania. The study was conducted due to the perceived teachers’ lack of understanding of the use of FA. It determined the teachers’ understanding of FA, students’ CCs assessed by teachers using FA, analysed the teachers’ use FA to enhance CCs, developed the Assessment Guide (AG) and assessed its effectiveness. The study was carried out in six selected secondary schools, and at the University of Dodoma (UDOM) in Dodoma City, Dodoma Region-Tanzania. The study used mixed methods research approach whereby the explanatory sequential design was employed. It had two phases involving 129 participants, including twenty-five (25) teachers during the first phase of the study. The second phase of the study involved five (5) UDOM lecturers, two (2) experienced English language teachers, two (2) Form III ELTs, and ninety-five (95) Form III students. Data collection methods used were questionnaire, documentary review, interview, and non-participant observation. The quantitative data were analysed using descriptive statistics while qualitative data were organised, transcribed, coded, annotated, and finally, thematically analysed. The study revealed these findings. First, the teachers understand FA in terms of Continuous Assessment (CA) intended to measure students’ learning achievement. Furthermore, assessment is perceived as a means of collecting assessment scores that could fulfill the requirements of summative examinations. Second, the CCs are not assessed by teachers using FA. Third, the teachers lack understanding of the use of FA to enhance the students’ CCs. Fourth, the teachers lack appropriate guidelines on how to conduct FA, hence, the AG was developed to guide its conduct. Fifth, the developed AG was assessed to be effective for guiding the conduct of FA in large extent. The study conludes that, since the teachers lack understanding of FA for enhancing students’ CCs, capacity building in terms of provision of AG, and teachers professional development is necessary. The curriculum developers are recommended to review the syllabus, and provide the needed FA guidelines to all ELTs in Tanzania.