UDOM IR :: Browsing by Author "Ndibalema, Placidius"

Browsing by Author "Ndibalema, Placidius"

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Assessment of tutors’ level of ICT competencies in teaching in teacher education in Tanzania
(Commonwealth of Learning, 2022) Lubuva, Elisei Emili; Ndibalema, Placidius; Mbwambo, Esther
This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors’ competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice
Barriers to accessibility of learning among minority refugee children: A systematic literature review
(Elsevier BV, 2023) Ndibalema, Placidius
The study examined the barriers to accessibility of learning opportunities among refugee children. A systematic review involved 25 articles that were subjected to thematic content analysis using Atlas.ti software version 22. The results revealed several barriers which included: poor school support, sexual violence from teachers and peers, curriculum gaps between home and host country and unresponsive learning environment. Other barriers were: limited access to teaching materials, classroom space, language and cultural barriers and lack of parental support. There is a need for more evidence-based efforts which aim at creating a responsive learning environment among refugee children in the host countries.
Barriers to accessibility of learning among minority refugee children: A systematic literature review
(Elsevier BV, 2024) Ndibalema, Placidius
The study examined the barriers to accessibility of learning opportunities among refugee children. A systematic review involved 25 articles that were subjected to thematic content analysis using Atlas.ti software version 22. The results revealed several barriers which included: poor school support, sexual violence from teachers and peers, curriculum gaps between home and host country and unresponsive learning environment. Other barriers were: limited access to teaching materials, classroom space, language and cultural barriers and lack of parental support. There is a need for more evidence-based efforts which aim at creating a responsive learning environment among refugee children in the host countries.
Bridging the digital divide among children in Nyarugusu Refugee Camp: The promise of digital learning environment
(The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
The purpose of this paper is to provide a deep understanding of different initiatives that are available in bridging digital divide among pupils in primary schools in Nyarugusu Refugee Camp. The study was inspired by the initiatives available in the camp on bridging the digital divide, hence the need to explore teachers’ lived experiences on the matter. The study employed a qualitative approach embedded on phenomenology research design in which 12 early grade teachers participated in sharing their lived experiences as they work in ICT based model classrooms. Data collected through the Focus group discussion and interviews were subjected to content/thematic analysis. The findings on the perceived benefits during ICT integration in model classroom include: Easy accessibility of digital information, added value in teaching and learning, exposure to technological skills and establishment of collegiality. The findings on the experienced challenges during the ICT integration in the model classroom include the following: Limited access to technological devices, limited support from the school management, lack of adequate instant technical assistance, insufficiency ICT knowledge and skills as well as lack of technological continuity at home. The study contributes to the clear understanding of ICT prospects in lifelong learning among refugee children in Nyarugusu camp. It provides a broader vision on the possibilities of investing on ICT facilities as tools to transform children’s thinking and creative potentials. The paper recommends, setting out of achievable ICT integration school strategy addressing the vision, goals and objectives which might help the school management to determine the achievable key indicators and how to assess the intended outcome. Further investigation may be done to assess the contribution of ICT to psychosocial support for refugee children and child protection in the camp.
Constraints hindering adoption of ICT in government secondary schools in Tanzania: The case of Hanang district
(Scientific Publishing Institute, 2018) Kweka, Kunda Humphrey; Ndibalema, Placidius
This paper addresses teachers’ skills on ICT integration in teaching and learning and constraints that hinder the adoption in Government owned secondary schools. The study employed a cross-section research design which guided the collection of both quantitative and qualitative data. Simple random sampling was employed in the selection of participants of which data were collected from 75 teachers in government secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers. Questionnaires and interviews were used to obtain data. Qualitative data were analysed through content analysis while descriptive statistics was used to analyse quantitative data with the aid of SPSS version 21. The findings revealed that, most of the secondary school teachers had minimal skills of integrating ICT in teaching and learning due to different challenges such as lack of ICT facilities, inadequate computer labs in schools, and inadequate pre-service and in-service teachers training. Finally, the paper recommends a holistic approach in harmonising the curriculum requirements and the ICT policy strategies so as to create awareness among teachers, thus develop the required ICT pedagogical skills.
Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education
(Emerald, 2024) Lubuva, Elisei Emili; Ndibalema, Placidius; Mbwambo, Esther
Purpose – The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences. Design/methodology/approach – Survey data from an intervention group of 70 tutors from two teachers’ colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention. Findings – There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention. Research limitations/implications – The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences. Practical implications – The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter. Originality/value – Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.
Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
(Elsevier, 2024-07) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
Early grade teachers’ professional development programs for promoting school safety: Does it make a difference?
(Elsevier BV, 2024) Basil, Pambas Tandika; Ndibalema, Placidius; Lawrent, Godlove; Gabrieli, Prosper; Mbepera, Joyce
This study explored the influence of training on helping teachers to promote greater school safety. A qualitative case study design was adopted, and 213 early grade teachers from Tanzania Mainland and Zanzibar took part in the study. Data were gathered through individual semi-structured interviews before being thematically analysed. It was evident that teachers were inadequately prepared in terms of autonomy and supportive communication to help their pupils develop crucial skills for creating a safe learning environment. In- service professional development programs related to social and emotional learning would enhance teachers’ ability to support their pupils to address school safety concerns.
ICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional development
(The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
The paper addresses the professional learning opportunities and challenges of early grade teachers during the implementation of the site based training. The training is one of the project activities about ICT for Enhancing Early Grade Literacy and Numeracy in Nyarugusu refugee camp. The project brings out the innovations by transforming the pedagogical approaches into digital content based learning where three ICT model classrooms, an android Classroom Learning Management System (Tujifunze), solar power system and Local Area Network have been established in Nyarugusu Refugee Camp (NRC). The paper, therefore, outlines the findings from 18 early grade teachers who participated in the training and provided feedback on the task. The evaluation of the training employed the two levels of the Kirkpatrick model to seek teachers’ reaction towards the training and professional learning. Questionnaire and narrative interview were employed as data collection tools. Descriptive data and framework analysis strategies were employed during data analysis. The findings indicate improved confidence in ICT integration, increased readiness for ICT adoption and improved peer collaboration. Insufficient time and facilities to necessitate ICT integration in professional learning and teaching were some of the challenges mentioned by the participants. It is concluded that technological adoption in schools requires a mind-shift among teachers so as to teach and learn in new approaches and collaborate beyond the school environment. The paper recommends a blended professional development approach which seems to have significant contributions towards technological acceptance in teaching and teachers’ professional development. The adoption needs teachers' commitment towards the programme objectives and school managers need to ensure availability of school resources such as internet connectivity. Further research is recommended on the third and the fourth Kirkpatrick level of programme evaluation.
Making sense of basic education statistics in Tanzania: Emerging issues and implications for future practice
(Science Publishing Group, 2019) Ndibalema, Placidius
This paper contains reflections on the basic education statistics in Tanzania with a view to highlighting the emerging issues by making sense of data. The paper adopts document review analysis methodological procedures to reflect on the data and examine key factors that constrain the provision of basic education in Tanzania. The paper further reveals a number of factors that emerge from basic education statistics, which include the prevalence of teachers with low qualification, shortage of teaching and learning resources, prevalence of children living in vulnerable environment and the prevalence of high dropout rates. Overall, this paper interrogates the existing dilemma between educational stakeholders on policy statements such as fee free education and the smooth implementation of these statements to create a common understanding. A shared vision in redefining basic education so as to meet both national and global priorities, seems to be a vital priority. On this basis, the paper recommends a collaborative partnership in investing in education, improvement in allocating adequate financial resources in the education sector, the need to improve the livelihood of people and creating awareness among educational stakeholders on effective strategies for a smooth transition from home to school among students.
Perceptions about bullying behaviour in secondary schools in Tanzania: The case of Dodoma municipality
(Contemporary Research Center, 2013) Ndibalema, Placidius
This paper presents the findings on bullying behaviours among secondary school students in Tanzania. The purpose of this study was to explore the perceptions of teachers and students about bullying behaviours among secondary schools in Tanzania. More specifically, the study explored the elements of bullying, characteristics of bullies, factors and consequences of bullying behaviors among secondary school students as perceived by both teachers and students. Both qualitative and quantitative approaches were used throughout the study, in which a cross-sectional survey design was adopted. The study gathered data from 120 informants, where 100 teachers who were obtained through random sampling participated in the study. Purposive sampling was used to identify discipline teachers and students who participated in the interview. It was found that physical bullying was perceived to be the dominant element of bullying. Boys were highly preferred to be bullies than girls. Also, watching violent films was the dominant factor for bullying and poor academic performance was mostly preferred as the impact of bullyings. The study recommends a collective collaboration among all educational stakeholders to combat the problem
Professional integrity among pre-service teachers during teaching practice: Experience from school leaders in Misungwi district, Tanzania
(Science Publishing Group, 2019) Ndibalema, Placidius
This study investigated lived experiences among school leaders about pre-service teachers’ professional integrity during the teaching practice in Misungwi District. Narrative interview was used to collect the data. Fifteen (15) school leaders were purposively selected from 5 secondary schools that accommodated pre-service teachers to do the teaching practice in 2018. The narrative qualitative data analysis was employed in data analysis. The results indicated that school leaders experienced a number of professional misconducts which include the prevalence of sexual violence, disobedience to the dressing code, absenteeism and professional incompetence. The prevalence of these misconducts among pre-service teachers were attributed to a number of factors which include lack of awareness, inappropriate conduct among school-based teachers who are expected to be role models, ineffective working environment, lack of commitment and lack of volunteerism spirit. The study outlines possible strategies to enhance pre-service teachers’ professional integrity, such as upgrading the school curriculum to reflect sexual education, instilling the culture of collegiality and volunteerism. Furthermore, the study recommends for a shared national dialogue on effective strategies to enhance teachers’ professional integrity.
Status of teaching and learning descriptive writing in Zanzibar secondary schools: A case of Wete District
(Universitas Majalengka, 2024) Hamad, Ali Juma; Ndibalema, Placidius; Matalu, Kulwa
This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.
Teachers’ attitudes towards the use of Information Communication Technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The case of Kondoa district
(Contemporary Research Center, 2014) Ndibalema, Placidius
This paper presents the findings on teachers’ attitudes towards the use of ICT as a pedagogical tool in secondary schools in Tanzania. Within this broad aim, the paper provides a better understanding of ICT as a pedagogical tool. The development of this study was influenced by various concerns of educational stakeholders about the level of teachers’ competence on the use of ICT as a pedagogical tool. The data collection methods involved questionnaire and interview. A total of 80 teachers, through random sampling in10 schools were involved in this study at the first phase of data collection and 10 teachers were obtained through purposive sampling from 2schoolsat the second phase. It was found that teachers have positive attitudes towards the use of ICT as a pedagogical tool but they did not integrate it in their teaching effectively. Also, low familiarity with ICT use as a pedagogical tool among teachers was found to be a problem. The use of ICT as a pedagogical tool in Tanzania seems to be a critical situation among teachers. The paper recommends further in-depth investigation on teachers’ willingness, confidence, motivation, feeling, thinking, belief and the actual practices through classroom observations including larger samples. On the whole, the study’s findings are seen to be of particular relevance to both teachers and the educational policy-makers in Tanzania.
Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: The case of Dodoma municipality, Tanzania
(Open Access Publishing Group, 2017) Manyama, Charles; Ndibalema, Placidius
The study sought to assess teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools in Dodoma Municipality. Thus, the specific objectives of this study were to assess teachers’ conception on the available social networks opportunities that can support professional development, and to examine the limitations that hinder teachers’ use of social networks available for professional development. The paper is guided by the social-cognitive theory which stresses that learning takes place in a social environment. A cross-sectional research design was used to collect data that involved 84 teachers from ten secondary schools, six heads of schools, three quality assurers and one respondent from District education office. Qualitative data were analyzed through content analysis and quantitative data were descriptively analyzed through SPSS Version 20 of which the mean score was obtained. The survey results indicated teachers had positive conceptions towards the use of social networks as a tool for professional development. Furthermore, the findings revealed that teachers faced several challenges which include lack training on how to integrate SNs in TPD and high costs of the internet bandwidth, just to mention a few. Finally, the researchers recommend that, teachers should be exposed to professional development programmes that empower them to develop various pedagogical skills and understand a variety of learning environment that can improve their practice through collaborative online social networks. Again, teachers should be provided with opportunities to use the available SNs to create professional learning networks in their local context and globally.
Teachers’ Perceptions on the Role and Challenges of using ICT in English Language Classrooms
(ISTES Organization, 2024) Ndibalema, Placidius; Mrosso, Vicky
This paper assessed teachers’ perceived role and limitations on using ICT as a pedagogical tool in enhancing English language fluency. The study employed a descriptive case study design in which interviews, focus group discussions and document analysis were used to collect data. The collected data were analyzed qualitatively through recording the data for thematic procedures. It was found that teachers perceived ICT as an important pedagogical tool for enhancing grammar, vocabulary and accurate pronunciation. However, the use of ICT for teaching English language was limited due to poor ICT infrastructures, insufficient training, teachers’ readiness and unclear policies. The study recommends the government to make a critical investment in ICT facilities and ensure high internet connectivity in secondary schools. A practical training for English teachers on the adoption and integration of ICT through virtual platforms would certainly improve the practice.
Transforming teachers' professional competence in the use of ICT as a pedagogical tool: An experience of a community of practice learning group model in secondary schools in Tanzania.
(The University of Dodoma, 2015) Ndibalema, Placidius

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