Browsing by Author "William, Francis"

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    Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools
    (Academy of Cognitive and Natural Sciences, 2024-03-20) Ngodu, Abdallah; Ndibalema, Placidius M.; William, Francis
    Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.
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    Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools
    (Academy of Cognitive and Natural Sciences, 2024) Ngodu, Abdallah; Ndibalema, Placidius M.; William, Francis
    Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.
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    Contributions of the acquired literacy and numeracy education support (lanes) professional development skills on enhancing literacy skills to std I and II pupils in Tanzania
    (PENERBIT KUIS, 2020) Hamisi, Madina; William, Francis
    The study investigated thecontribution of learned literacy and numeracy Education Support Programme (LANES) Teacher Professional Skills on Enhancing STD I and II Pupils' Literacy Skills in Tanzania. AndragogyLearning Theory guided the study in order to understand the impact of learned LANES teacher professional skills on enhancing STD I and II pupils' literacy skills specifically the extent to which the learned LANES professional skills enhanced children’s reading and writing competence. The study consisted of 100 pupils from 10 primary schools, 20 Standard I and II teachers, 10 head teachers and 1 District Education Officer. Both qualitative and quantitative approaches were used to generate and analyse the data. The study revealed that LANES training has made a great contribution to improving teaching and learning of literacy skills. Teaching methodology such as interacting with the learner as using instructional aid during lessons as well as perceptions of positive changes in general teaching practices was improved. Moreover, the pupil's performance in reading and writing tasks were good. Averagely, 76% of STD I & II pupils were able to confidently read and write the tasks was given in a specified time. From these findings, the training proved to have a positive contribution and improved pupils’ competence in reading and writing country wise. The study recommends that the government and other agencies should provide regular training to teachers as appropriate measures in updating their skills and knowledge forthe improvement of pupils’ literacy skills.
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    Evaluation of science and mathematics books used for students with visual impairment in inclusive classrooms in Tanzania
    (SAGE, 2021) William, Francis
    This study evaluated the adapted science and mathematics books for students with visual impairment in inclusive classrooms in Tanzania secondary schools. It was conducted in 14 regions using qualitative and quantitative approaches. Data were generated from a sample of 19 heads of school, 103 students, and 77 teachers. The findings of the study show that the books are appropriate for students with visual impairment. However, they lacked enough tactile illustrations and pictures. Further findings revealed that lack of braille knowledge among some teachers limited them from using the books. As such, a few teachers who had braille knowledge had started to use the books while those with limited knowledge did not. Most teachers reported lack of appropriate pedagogy for handling special needs in inclusive classrooms. Therefore, although the books are appropriate, a lot needs to be desired in building teachers’ capacity to use the books. Various inclusive methodological knowledge to teachers needs to be ensured. Furthermore, the books must be improved to include more tactile graphics and pictures to make them more reader-friendly for students with visual impairment. Other educational books, including three-dimensional (3D) models, should be part of the adapted books.
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    The ICM approach as a way for improving leaning science subjects in High Schools in Tanzania
    (KHALSA Publications, 2014) William, Francis; O-Saki, Kalafunja M.; Mselle, Leonard J.; Gabriel, Prosper
    This paper focuses on the design and trial of the Integrated Chemistry Modules (ICM). The objective was to design the approach, thereafter try it out. Observations show that teachers and students appreciated the approach. A very significant improvement in performance in post-test in the first trial group (t (37) = 21, p < 0.001) was observed. Similarly A very significant improvement in performance in post-test in the second trial group (t (26) = 33, p < 0.001) was observed. It is concluded that video materials, classroom experiments and worksheets can assist students attain required competencies.
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    Impact of digital content on mathematics teachers’ pedagogical change: experiences from retooling of secondary school mathematics teachers in Tanzania
    (University of Dar es Salaam Journals, 2020) William, Francis; Kitta, Septimi
    This study assessed the ability of retooling digital contents to assist Mathematics teachers to handle the contents which were difficult and examined whether teachers had improved their pedagogical content knowledge. The Kirkpatrick and Kirkpatrick (2009) evaluation model was used to determine the impact of the digitized contents on teachers. Students and teachers were approached for interviews, classroom observations, and focus group discussions. Data analysis revealed that the retooling of multimedia content had an impact on raising the interest and motivation to teachers’ teaching and students’ learning. The study concludes that retooling contents assisted teachers to acquire adequate pedagogical content knowledge of teaching difficult Mathematics contents. The study recommends that retooling training be extended to all Mathematics teachers in the country
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    Innovative Photograph-based Instructional Materials (PBIM) for enhancing andragogy in adult and non-formal education in Tanzania
    (The University of Dodoma, 2019) Kuko, Andrew Keha; William, Francis
    Education is a vital tool for attainment of sustainable development goals. While several efforts have been put in place to reform curriculum materials in formal education settings, adult and non-formal education is left behind. Most adult and non-formal education programmes adopt the methods and facilities of formal education in many aspects especially implementation of teaching and learning processes. The study, therefore, aimed at investigating the situation of teaching and learning in adult and non-formal education in Tanzania to establish the needs for design of innovative support to andragogy of adult learning; to propose the principles and guidelines for designing andragogy supportive learning materials and to assess the expected practicality of the designed materials in addressing the identified gap. Reeves (2006) design model and Knowles (1984) theory of andragogy guided the design of the innovative materials. The study sample involved adult and non-formal education students, Geography teachers, curriculum experts, adult education experts and photograph experts. Data were collected through focus group discussion, interviews, classroom observation and questionnaires. The study found that the methodology used in adult and non-formal education settings was unsupportive to adult learners. Teachers lacked andragogical skills and compatible instructional materials. The study proposed design of innovative curriculum materials that involve lesson based photographs containing learning activities that guide adult learners to construct knowledge from observing pictures and generating concepts in groups. Findings from pilot and try-out study showed that the designed innovative materials were practical at classroom settings and andragogy supportive since they contain qualities that promote activity-based, self-directed, problem-solving and knowledge construction learning. Based on these findings, the study concludes that once adult education teachers are provided with well-designed innovative curriculum materials that are compatible with proper methodologies, they can effectively implement the teaching and learning goals in respective levels of education. It is recommended that the proposed innovative design principles and guidelines be used to design the whole package of subject modules in Geography for better learning of adult students.
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    Language supportive teaching and textbooks (LSTT) for bilingual classrooms mathematics teaching and learning in Tanzania
    (University of Guelph, 2017) William, Francis; Ndabakurane, Jesse
    The aim of this study was to assess the impact on teaching and learning using the LSTT (Language Supportive Teaching and Textbooks) project’s bilingual Mathematics textbook chapters among Form One students in selected rural community secondary schools in Tanzania. LSTT project was introduced in Tanzania in 2013 to enhance language supportive teaching among the disadvantaged rural groups identified as less competent in foreign languages. The study employed both quantitative and qualitative approaches in data collection and analysis. It employed a bilingual approach whereby Kiswahili was used as a resource in learning mathematical concepts in English language. Its major findings indicated that the students’ post-test performance in Mathematics was higher in Dodoma and Lindi Regions compared to their pre-test performance. The study concluded that having been oriented through LSTT textbook, the students were likely to start doing the exercises in the textbook without the facilitator’s or researcher’s support. Evidently, most of the students gained confidence and interest in Mathematics, having used the user friendly LSTT material.
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    Practices and challenges in the provision of pre-primary education in Tanzania
    (Bahir Dar University, 2016) Mghasse, Ngikundael Enos; William, Francis
    This study focused on exploring issues in the provision of pre-primary education in Monduli district in Arusha region-Tanzania. The specific objectives were to assess the current practices in the provision of pre-primary education in Tanzania, to investigate the challenges that encountered the provision of pre-primary education and then suggest appropriate strategies for the provision of pre-primary education in Tanzania. The study used both qualitative and quantitative approaches in data collection and analysis. Data were collected from the participants through interviews, questionnaire and documentary review. The findings from the study showed that Head Teachers faced multiple challenges in managing pre-primary education, including a shortage of classrooms, shortage of qualified teachers and lack of teaching and learning materials. This study concludes that only a few schools in Monduli district provided pre-primary education due to some challenges including inadequate classrooms, inadequate teaching and learning materials, absence of qualified teachers, long distance from schools to home and readiness of parents to enrol students. Based on the findings, it is recommended that policy planners should clarify the importance of preparations for pre-primary schooling. The government should furnish pre-primary classes with relevant facilities including books, tables, chairs teaching and learning materials, and qualified teachers.
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    Towards developing INSET materials for secondary schools science and mathematics inspectors in Tanzania: experience from needs assessment
    (Elsevier, 2014) William, Francis; Kibga, Elia
    This is a research reported on the workshop made during needs assessment of a gap between knowledge and practice of Secondary Schools Science and Mathematics Inspectors (SSI) in the process of providing support, liaison and control to the implementation of developed innovation in science, mathematics and ICT. Thirteen (13) SSI attended the workshop. Questionnaire, interview protocols and observations were the means of collecting data. Findings and observations showed that the inspectors had inadequate knowledge and skills of providing support, liaison and control to the innovations that were continuously being implemented in secondary school. It was concluded that sustainability of the new innovations depended largely on the involvement of the SSI knowledge and skills to monitor and evaluate them.