Browsing by Author "Pembe, Alphoncina"

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    Improving writing ability in children with susceptible writing difficulties: A child centred approach
    (The University of Dodoma, 2017) Pembe, Alphoncina
    The purpose of this study was to design and evaluate Intervention Learning Materials (ILM) to support Children with Susceptible Writing Difficulties (CSWD) improve their writing abilities. The ILM were designed and developed within the framework of Social Constructivist and Motor Learning theories. The Social Constructivist theory was used because knowledge construction is perceived to be more effective when the learners interact among themselves, with the learning materials and their teachers. Motor Learning theory was used because learning to write is perceived to be effective when children get a chance to practise what they have learned. This study was conducted in Dodoma Region, Dodoma Municipality. This was a developmental research study which used quasi experimental design. The quantitative evaluation used paired sample t-test and independent sample t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used ethnographic and phenomenological approaches. The ILM with 28 lessons were designed, piloted and formatively evaluated. The study pilot used a single group of CSWD during a formative evaluation, while during the summative evaluation, two groups namely, experimental and control groups were used. The data were collected through semi-structured interviews, observations and tests. The main findings indicate that the ILM was well designed as revealed from interviews with teachers and children who used the developed materials. Further, it was revealed that the post-test mean scores of the children in the experimental group improved significantly in comparison with the control group. From this study, it can be concluded that the ILM based on child centered approach and designed through experts and in a natural classroom setting, positively contributed to the improvement of writing ability of the CSWD.
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    Status of implementation of Inclusive Education in Tanzania: Analysis of Policies, Laws and Guidelines
    (African Journals Online, 2023) Kyambo, Francis William; Basela, January Marco; Pembe, Alphoncina; Deluca, Marcella
    This study reviewed policies, laws, and guidelines to assess the extent to which they address the education of children with disabilities. The objectives were to assess whether or not their content, context, and actors’ involvement acknowledges education as the right of children with disabilities. The process involved a systematic review of seven documents. It was found that the reviewed policies acknowledge education as the right of children with disabilities. Nevertheless, the content lacked emphasis on enforcement mechanisms, budgetary allocations, and clear strategies relating to monitoring and information management systems. The policies, laws, and guidelines were prepared in a participatory manner through representation from the grassroots to the national level. The study concludes that education for children with disabilities in Tanzania is addressed well through the reviewed documents. It is recommended that implementation to be done in tandem with the acts and conventions on the rights of Children with disabilities.
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    Writing difficulties in primary schools in Tanzania: A focus on standard two children’s experiences in Dodoma city
    (The University of Dodoma, 2019) Pembe, Alphoncina; Bali, Theodora A. L.
    This paper assessed the situation of writing difficulties among primary school children in Tanzania. Specifically, the study aimed at identifying children with susceptible writing difficulties (CSWD) and exploring specific mistakes they made in writing skills. Besides, it aimed at assessing the ways used by the teachers in supporting CSWD. It involved 280 standard two pupils and three (3) subject-specific teachers from two public primary schools in Dodoma City. The primary schools were randomly selected, while standard two children and teachers were purposively selected. Data were collected through administering reading and writing tests, interview and classroom observation. A reading test was first administered to all children to screen those with severe reading problems. The results indicated that 78 (27.9%) out of 280 children were low achievers in reading test, while 53 (26.2%) out of the remaining 202 were identified as CSWD. It was also found that CSWD made different mistakes when writing both words and sentences. Data regarding writing mistakes suggest that majority of the CSWD faced problems in letter formation, word/letter spacing and spelling. Moreover, it was found that teachers supported CSWD to improve their writing ability through retention in the same classes and through remedial sessions. This study recommends that appropriate and effective measures are required to enable CSWD to benefit from classroom teaching and complete the primary education level with the required writing skills.