Browsing by Author "Tibyehabwa, R. R."

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    Is logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania
    (Danubian Studies and Research Center, 2017) Fulment, A. K.; Tibyehabwa, R. R.; Sangiwa, G. C.; Srivastava, B. B.
    The study assesses teacher’s use of logic in teaching and students' assignments, exercises, group work, test and examination. Every University in Tanzania has its own teachers' training curriculum; the way teachers are educated to meet challenges and still upholding teaching qualities is questionable. The study involved qualitative (focus group discussion and observation of students assessments) and quantitative (structured interview) design. The study noted that; majority of teachers lack sufficient logical knowledge of subject matter and do code switch between English and Swahili in teaching although Swahili is not language of instructing science subjects. The study revealed that teacher's use of logic in teaching and student’s assessment is not good and requires understanding of subject matter. Respondents recommend the use logic in the students’ assessment from simple to complex problems as logical skill acquisition. Something lacking in learners is problems solving skills, they rely on reading and memorizing solved questions instead of making logic from what they were taught. The study contributes significantly to understanding of students' learning and understanding as well as the teachers' teaching and students' assessing skills.
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    Subject examination content validity: Case study of national examination chemistry practical with in-service chemistry teachers in Dodoma (m), Tanzania
    (International Journal of Advanced Research and Review, 2018) Tibyehabwa, R. R.; Fulment, A. K.
    The present study assessed content validity of the National Examination Council of Tanzania (NECTA) Chemistry Practicals Examination for Secondary Education in terms of topics represented in the examination. The study involved 30Chemistry teachers from 13 secondary schools in Dodoma(M), Tanzania. Data were gathered through questionnaires supplemented with focus group discussion, key informants, observation of 14 consecutive National Chemistry practicals examination past papers and examination format documents. Quantitative data were analyzed using SPSS and Excel packages to obtain data for computing Content Validity Ratio (CVR)according to Lawshe’s method.The CVR was -0.816 (CVR varies between1to -1; negative value indicate that at least half the subject experts rated the variables as not fundamental, and vice versa for positive value). The study further noted thatNECTA Chemistry practically examined topics isabout14.8% and 15.4% of the topics specified in the Chemistry syllabi for junior and senior secondary education respectively.Respondents recommend alternation of Chemistry topics in the national practical examination; to eradicate prediction of questions for next practical examination, provide students with relevant practical skills from various topics and enhances more teaching of science practicals in secondary schools. The study contributes to the understanding of laboratory-based teaching in secondary schools and topics which are examined in the NECTA Chemistry practical examination.
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    Teacher's career performance in secondary education: Case study of teacher's psychology, ethics, moral and values in Dodoma (M), Tanzania
    (International Journal of Advanced Research and Publications, 2018) Srivastava, B. B.; Tibyehabwa, R. R.; Fulment, A. K.
    Every University in Tanzania has its own teachers' training program curriculum, and the way teachers are educated to meet challenges but still upholding the teaching professional is also questionable. The present study assesses teacher's moral, value, ethics, psychology and working morale in secondary education. The study involved structured questionnaire interview, focus group discussion and key informants study design. The study found that student behavior is influenced by both teacher's behavior and student's characteristic, teacher's moral, ethics, values and psychology is influenced by teacher's foundation from the training programs where as working morale is much affected with school climate and prevailing relationship between employers and employees. Problems of teachers ' salaries, job promotion, unsatisfactory teaching environment and lack of teachers' in-service training programs affect teacher's performance. The study further found that; teacher's organization and preparedness for class sessions, commitment to employer's goals, teacher-students counseling service or activities as well as teacher and student interactions depend on type of school ownership (government or private school). The study contributes significantly to the understanding of the contemporary state of teaching career and teachers' performance and challenges in secondary education in Tanzania.