Browsing by Author "Mwalongo, Alcuin Ivor"

Now showing 1 - 5 of 5
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    How primary school teachers handle pupils' errors_ in EFL classrooms: a case study of primary schools in Dar es salaam
    (Institute of Adult Education, 2011) Mwalongo, Alcuin Ivor
    There has been a public discontent in Tanzania regarding pupils' fluency and competency in English as a foreign language (EFL). The blame has been directed to teachers due to their inability to deal with the said problem. Since handling pupils' errors is a fundamental process of teaching and learning that has the potential of improving pupils' linguistic fluency and competency, this study sought to explore how primary school teachers handled errors in EFL classrooms. The research study used a qualitative paradigm that employed a case study of sixteen teachers from eight schools of the three Municipalities of Dar es Salaam City, that is, Ila/a, temese and Kinondoni. Data were mainly collected through classroom observations and were analysed using QSR NVivo NUD*IST. The findings revealed that teachers used a variety of strategies to correct pupils' errors.However, some of the strategies employed were unprofessional and could undermine the teaching-learning process. Implications for teaching and learning EFL in the primary schools in Tanzania and the areas for future research have been discussed.
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    Lecturers’ perceptions of support for integrating information and communication technologies in teaching and learning
    (Springer Nature, 2023) Mwalongo, Alcuin Ivor; Mkonongwa, Luka Mathayo
    The use of information and communication technologies (ICTs) in higher education institutions has become a necessity rather than an option. As higher education institutions enrol students for conventional and distance education programs, lecturers are not only compelled to equip themselves with technological knowledge and skills, but are also supposed to receive support from their institutions to fully integrate technology in their academic endeavours. This study examined lecturers’ perceptions of support for integrating ICTs in teaching and learning in higher education institutions in Tanzania. A mixed methods research approach was used to conduct the study. Data were collected through survey and interviews. The analysis was done through SPSS 26.0 and JASP 0.12.2 for quantitative data, and MaxQDA 20.0 for qualitative data. The study sample of 115 lecturers was drawn from five universities in Tanzania. The results of the study revealed that majority of lecturers were dissatisfied with the support for integrating ICTs in teaching and learning offered by their institutions. The findings also indicated that there were no significant differences in lecturers’ perceptions of support services for integrating ICTs in teaching and learning by gender and age. Based on the findings, it can be concluded that universities have the obligation to provide adequate support to lecturers in terms of training, technical staff, finance and facilities to effectively integrate technology in teaching and learning.
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    Peer feedback: its quality and students’ perceptions as a peer learning tool in asynchronous discussion forums
    (Institute of Advanced Engineering and Science (IAES), 2012) Mwalongo, Alcuin Ivor
    The study examined two aspects, namely the quality of peer feedback in asynchronous discussion forum when such peer feedback is used as a formative learning tool, i.e. not for assigning grades; and students’ perceptions about the process of peer feedback. Twenty four students enrolled in higher education were involved. They were assigned two tasks: in the first task, they contributed lessons learnt about the course on the learning management system, via the asynchronous discussion forum. Thereafter they read the comments posted by their colleagues and critiqued them. In the final task that was given at the end of the course, students wrote reflections about peer feedback process. Thus all data collected were in the form of posts. Using NVivo, the posts generated in the first task were used to examine the quality of peer feedback, while the posts generated from students’ reflection about peer feedback were used to examine students’ perceptions about peer feedback. Results indicate that peer feedback is a useful tool for formative learning as well as assessment purposes. Future research could involve a larger sample, a diverse population, and a range of other courses
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    Student teachers' perceptions of the use of LMS for promoting critical thinking in their future teaching career
    (IGI Global, 2021) Mwalongo, Alcuin Ivor
    The chapter examined student teachers' perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.
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    Student teachers’ perceptions of the use of LMS for promoting critical thinking in their future teaching career
    (IGI Global, 2019) Mwalongo, Alcuin Ivor
    The chapter examined student teachers’ perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.