Doctoral Theses

Permanent URI for this collection

http://192.168.18.118:4000/handle/20.500.12661/354

Browse

Now showing 1 - 20 of 36

Stakeholders’ construction of the quality of the preprimary education in Tanzania: focus on policy discourse
(The University of Dodoma, 2014) Tandika, Pambas
The discourse of quality in pre-primary education (PPE) programmes has gained prominence across the world and resulted into search for what it means as well as constituted from the stakeholders‟ understanding. This study explored the stakeholders‟ construction of quality of the PPE in Tanzania with special attention to policy as a discourse. The study was conducted in 15 public pre-primary schools of the Dodoma Urban District involving 21(two male and 19 female) PPE teachers, 101 parents (71 female and 30 male) and five primary school supervisors (two male and three female). It further involved one curriculum developer from Tanzania Institute of Education (TIE) and one educational policymaker from the ministry of education and vocational training (MOEVT). The study sampled parents through convenience sampling technique, and teachers and experts were purposively selected through maximum variation sampling technique. The study used descriptive cross-sectional study design through a qualitative approach. Study findings were generated through semi-structured interviews, FGDs and documentary analysis. The findings suggested that, the quality of public PPE in Tanzania is poor and Stakeholders viewed it in three perspectives: i) quality as expectations; ii) quality as process or practice; and iii) quality as programme structure. Overall, stakeholders viewed PPE as an important early childhood provision for the future school life and participation in all walks of life. Additionally, stakeholders identified important indicators constituting the quality of the PPE to include: safe learning environment; well- qualified and committed teachers; small class-size; nutritional services; and good relationship between teachers and parents and the head teacher. Based on the study findings, it was concluded that physical visits by primary school supervisors, formal employment of teachers, and capacity building (pre and in-service training) are crucial to the provision of high quality PPE services. Furthermore, some recommendations were made by the study for improved practice, policy development and future studies.
Classroom interaction: an analysis through gender and language use in secondary schools
(The University of Dodoma, 2014) Samweli, Tumaini
This study focuses on classroom interaction in day secondary schools in Mara region. The purpose of the study was to analyze gender as well as language use and their consequences in students‟ learning achievement. Three objectives guided this study, including: the effects of gender construction in the patterns of classroom interaction; gendered language in the instructional materials; and the strategies that should be used to promote gender equality through language use in classroom interaction. The sample comprises students, teachers and heads of schools who were obtained through purposive sampling, stratified random sampling and systematic techniques. A total of 18 participants were interviewed, 12 classes (480 participants) were observed in the teaching and learning process, 60 respondents participated in focus group discussions and 12 participated in the documentary review. Qualitative data collected from observation, in-depth interviews, focus group discussions and documentary. The results of this study indicate that boys and girls differ on most aspects observed in the study. Teacher – student communication in classroom interaction showed bias in favor of boys. Gendered language in instructional materials was evident. These were the prime predictors of gender construction that affect patterns of classroom interaction. The study recommended a set of strategies to teachers, students and policy makers to employ gender sensitive equity in the learning process as aspect amongst educational innovations in Tanzania. Finally, the study concluded that, poor communication amongst students, unequal participation in classroom interaction activities and stereotyping language in instructional materials were the main reasons that hindered students‟ effective interaction in classroom, particularly girls.
Implementation of the constructivist approach in competency-based learning of primary school science in Tanzania
(The University of Dodoma, 2014) Selemani, Yusufu
The purpose of this study was to explore the implementation of constructivist approach in competency-based learning of primary science subject. The specific objectives of the study were: to investigate the teaching strategies used by teachers to implement constructivist approach; to examine institutional related factors which impact on teachers‟ teaching through constructivist approach; to assess effective of the constructivist training; and to examine the initiatives used to implement constructivist approach. The study employed a mixed methods approach and a cross sectional survey design. Data were collected through a structured-questionnaire, semi-structured interview, classroom observation and document analysis. Data analysis was carried out through quantitative and qualitative techniques. The study is underlying in the constructivism theory of learning. The findings revealed that teachers were still implementing teacher-centred strategy instead of learner-centred strategy. A shortage of both science teachers and material resources are serious problems in primary schools. In addition, the constructivist teacher training was not effective because it was missing thorough explanation of guiding elements of constructivist approach. Furthermore, the result shows that no formal initiatives were done at school and district levels in terms of regular training on constructivist approach and teacher professional development after the training conducted during the introduction of competency-based learning. The study concludes that the failure of teachers to implement constructivist approach is contributed by teachers lacking thorough knowledge and skills of using learner-centred strategy. The study recommends that a revised training program on constructivist approach is needed and teachers need the support of ongoing teacher professional development.
Accessibility of the quality early childhood care and education for the children with disabilities: practices and constraints
(The University of Dodoma, 2014) Cosmas, Juhudi
The rights to the quality ECCE services for all children have formally received international commitments and acknowledgments. It is evident that good-quality ECCE is important for all children‟s learning and development. For the young children with disabilities (CWDs), the quality ECCE enables early identification and intervention of impairments and for certain CWDs, it facilitates transition into mainstream schools. The current study investigated the accessibility of the ECCE for the CWDs, focusing on practices and constraints. This study was a qualitative inquiry underpinned by phenomenological design. Data were collected using semi-structured interviews, focus group discussions, observations and documentary reviews. The sample of 38 study participants was purposefully chosen and reflected a number of education stakeholders. The study established that the available ECCE services for the CWDs were ineffective due to the lack of identification and assessment practices; lack of nutrition and medical services; shortage of qualified personnel to handle the CWDs; insufficiency of potential teaching/learning materials; lack of professionals such as educational counselors and speech-language therapists to support young CWDs; lack of parental support; and inaccessible schools‟ environment. A few CWDs in the study area were enrolled in school. However, sustaining that vital education was not easy. Poverty, parents‟ ignorance and negative attitudes, unskilled and unqualified teachers, inappropriate instructional resources, inappropriate school environment and infrastructure, transport problems, inadequate funding, and lack of policy of ECCE for the CWDs created a very difficult learning environment. Lastly, education providers in ECCE for the CWDs lacked the capacity to handle the CWDs. Among the recommendations were on improvement and modification of ECCE for the CWDs. The study recommended similar studies on a large area for a wider understanding of the reality and practical–oriented solution search. The overall conclusion is that the current context of the ECCE for CWDs was more inhibitive than facilitative and that the future for the ECCE for the CWDs depended on the extent to which such context is improved.
Students’ satisfaction with service quality in Higher Education Institutions (HEIs): The perspective of students’ expectations and perceptions in Tanzania
(The University of Dodoma, 2015) Suru, Majiyd Hamis
This study, sought to assess students’ satisfaction with service quality (SQ) in the perspective of expectations and perceptions of students’ affairs, in public Higher Education Institutions in Tanzania (HEIs). The study employed a mixed research approach and a cross-sectional survey design. Data were collected through SERVQUAL scale questionnaires, semi-structured interviews, documentary reviews and observations. The demographic characteristics of the respondents were used as independent variables while the factors produced by confirmatory factor analysis were used as dependent variables. Multiple linear regression analyses were run to assess as to whether or not, demographic characteristics had statistically significant influence on students’ expectations, perceptions and satisfaction about service quality and their intentions to recommend the surveyed university to colleagues or re-enrol for postgraduate studies. The main study findings indicated that, parent education and type of student’s degree programme had a statistically significant influence on the students’ satisfaction about technical and residential services. Moreover, student’s degree programme had a statistically significant influence on the students’ satisfaction with overall service quality. More findings had revealed that, student’s degree programme had a significant influence on students’ intentions to recommend the university due to the quality of education received. In addition, school ownership and student’s degree programme had a significant influence on students’ intentions to re-enrol to the HEI, with regards to offers of scholarships. The study established further that parent occupation, school ownership and degree programme, had a significant influence on students’ intentions to recommend or re-enrol to the HEI due to its geographical location. The study concludes that, students’ satisfaction with the overall service quality were determined by the students’ type of degree programme (students’ specialization). The study recommends that, in order to satisfy students in the campus life, the HEIs Management need to plan the overall service quality by focusing on specific resource allocations to the requirements of the colleges/schools, taking into account the type of degree programme (students’ specialization).
Young carers of visually impaired adult beggars in Dodoma municipality, Tanzania: Access to basic education
(The University of Dodoma, 2015) Seni, Abdallah J
This study examined the experiences and perceptions of Young Carers of Visually Impaired Adult Beggars in Dodoma, with a goal to understand their plight and suggest more helpful practices in supporting their access to basic education. Through intensive interviews the study captured the perceptions of various stakeholders including Young Carers of Visually Impaired Adult Beggars' (YCVIAB s') family members, influential community members, Visually Impaired Adult Beggars (VIABs) and Young Carers of Visually Impaired Adult Beggars (YCVIABs) themselves. A total sample for this study was 40 respondents obtained through purposive and snowball sampling technique. Phenomenological case study design was employed to understand the level of community member's awareness and perception of the plight, facing YCVIABs and content analysis was employed, to analyze qualitative data. The study found that the community members were aware of the existence of YCVIABs and their perceptions of their plight were multifaceted with majority of them having a negative perception about their experience. The study also found low level of support to Young Carers of Visually Impaired Adult Beggars from the community and government to access and participate in basic education. The level to which the policies on MVC in Tanzania and ETP of 1995 protected and enhanced access to basic education for YCVIABs was also low. The study recommends that the government should influence community members through media and trainings to support YCVIABs.
Effectiveness of premarital education towards marital stability and parenting in Tanzania: Experiences from the Sandawe community in Dodoma
(The University of Dodoma, 2015) Basela, January M. M
The family context for child development has for ages remained one of the most important contributors to the quality of child development where marital stability stays at the core of this context. The study assessed effectiveness of premarital education towards marital stability and parenting in Tanzania based on experiences from the Sandawe community in Dodoma. It had five objectives which were: i) To ascertain premarital education practices adopted towards marital stability in the community; ii) To evaluate contribution of premarital education towards marital stability; iii) To evaluate contribution of premarital education towards parenting iv) To evaluate the status of premarital education under globalization; and v) To determine aspects of the culturally relevant model of premarital education. It was guided by the Family Systems and Symbolic Interaction theories as well as the modified comprehensive framework of marital education as conceptual framework. Data were qualitatively collected using ethnographic methods including semi-structured interviews, field observations and documentary analysis. Data were also subjected to content analysis to form themes and sub-themes as per objectives of the study. The study findings revealed that the traditional premarital education inform of initiation rites has been the core mechanism adopted towards marital stability in the Sandawe community. However, it is currently complemented with modern religious teachings, formal schools, media, government and non-governmental health initiatives. The traditional premarital education and modern religious premarital teachings were evaluated as effective mechanisms in ensuring marital stability and improved parenting if well implemented. However, globalization has impacted on the status of premarital education by altering the norms, values and processes associated with marriage and parenting in the Sandawe community. Furthermore, realistic premarital education objectives, ample training duration, qualified/reputable trainers, suitable contexts and self sufficient contents were determined as key aspects to achieve culturally relevant premarital education in the contemporary Sandawe community. The study recommends for revision of the National Marriage Act (1971), to prioritize premarital education as qualification for wedding and marriage certificate. Also to introduce a mediated model of premarital education curriculum to be adopted by all institutions charged with educating and counseling spouses for marriage. Further studies are also recommended in the area of effectiveness of premarital education in promotion of marital stability and parenting in other social settings in Tanzania.
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
School climate and intention to quit teaching profession among secondary school teachers in Mtwara and Dodoma regions in Tanzania
(The University of Dodoma, 2015) Renatus, Patrick
Tanzania, as it is in other developing countries, has low teachers commitment. This cross sectional survey design study primarily sought to explore the relationship between school climate and intention to quit the teaching profession among secondary school teachers. The key argument is that there are different types of school climate in which teachers work and whether such climate has an influence on teachers‘ intention to quit the teaching profession. It was conducted in four district councils selected from two regions namely Mtwara and Dodoma. The sample comprised of 222 classroom teachers and 24 heads of school that were obtained through simple random sampling and purposive sampling techniques respectively. Quantitative data were subjected to descriptive, Chi Square and Logistic regression analysis, while qualitative data were subjected to content analysis in which themes and patterns were identified. The key findings show that generally, secondary school teachers had positive attitude towards school climate. However, the teachers in public community schools had relatively negative attitude towards components of school climate namely: school physical environment, interpersonal relationships, teaching and learning practices and school safety. It was further revealed that there are various factors that influence teachers‘ intention to quit though the main factors were remuneration and working environment. Comparatively, teachers in Mtwara region had higher intention to quit than their counterparts in Dodoma region. It was further found that teachers who intend to quit were likely to demonstrate withdraw behaviours. Eventually, when all the variables of the study were subjected to the model, there was no single component of the school climate that was statistically significant with teachers‘ intention to quit the teaching profession, except low salary, (p < .01). The low salary strongly fuelled the intention to quit teaching profession. It was then recommended that although it is important to improve the school physical environment, the most important thing to be done to reduce intention to quit among teachers, is to increase salary paid to teachers. The government and other teachers‘ employers are advised to improve their policies towards providing better packages to teachers so as to reduce their intention to quit.
Practicing sustainability approaches to education in selected universities in Tanzania: Challenges and prospects
(The University of Dodoma, 2016) Ephrem, Abdon
This thesis examines the practising of sustainability approaches to education in higher learning institutions in Tanzania from the perceptions and experiences of lecturers and students of four selected universities. Systems thinking and sociocultural perspectives were used as theoretical frameworks. The study sought to respond to the major question: “How do higher learning institutions in Tanzania practice sustainability education?” The study specifically explored the conceptions of sustainability education among academic staffs and students; examined the extent to which sustainability education was incorporated in curricula and in other operations; the strategies used to effect sustainability education; and the barriers the universities face in implementing sustainability education. Cross-sectional design with mixed method approach was used to triangulate information gathered from academic staffs and students across the three disciplinary areas of specialization at the four selected universities as well as from the top management officials. The results showed that, the conceptions about sustainability education were based on lecturers‟ and students‟ personal knowledge in their fields of study and from different circumstances found in their universities. Some elements of sustainability education were found in the curriculum, written statements, and in extra-curriculum activities. However, most of the topics related to sustainability were added as a by the way and were not key in the courses taught at the universities. The barriers that universities face in implementing sustainability education includes - inter alia, lack of funds, lack of institutional drive and commitment and, lack of expertise on the part of lecturers. From this study it can be concluded that through use of sustainability approaches, university functions and operations can be mobilized to implement sustainability education as a way of responding to contextual sustainable development challenges. This study recommends professional development on sustainability education to support and qualify university lectures as well as top university leaders, mainstreaming of education for sustainability in curricular and extracurricular activities, promotion of interdisciplinary learning, and allocation of resources to sustainability initiatives to ensure the capacity in the implementation of sustainability education
The influence of academic leadership on the intention of the university students to apply strategic innovative behavior
(The University of Dodoma, 2016) Sayi, Basindike Lyengemekeja
This thesis investigates an ontology that there exists a Strategic Academic Leadership (SAL) in higher education institutions (HEIs) context that can enhance students‟ intention to apply Strategic Innovative Behavior (SIB) at workplaces. SIB is defined in this thesis as a combination of strategic, but ethical innovation virtues (as measured by students‟ Affective Commitment) that enhances the society‟s welfare as time goes on. In order to investigate the ontology of SAL and how it interacts in a given HEI context with confounding generative mechanisms and mediations to enhance students‟ intention to apply SIB at workplaces, a critical realism research philosophy and the exploratory sequential design (a design that explain more about qualitative findings by employing quantitative methods) was taken to establish a SAL model in three phases: the emergent phase, the theory construction phase, and the theory evaluation phase. During the emergent phase, barriers that hinder students‟ intention to be innovative at workplace were identified based on a focus group discussion of 12 students and a Constant Comparison Analysis (CCA) of responses of 113 students on open-ended question. Also, an Exploratory Factor Analysis (EFA) was done on a structured questionnaire from 65 respondents in order to extract rotated factors, and then Exploratory Structural Equations Modeling (ESEM) approach was used to confirm them. Factors which were extracted and confirmed are students‟ External Contacts (EXC), Social Injunctive Structures (SIS), and students‟ Affective Commitment (AC) to apply SIB, Perceived Social Trust (PST) and Perceived Ease to Apply (PETA) SIB at workplaces. It was also confirmed that Strategic Technology Acceptance Model (STAM) as theorized in this thesis, was able to measure students‟ intention to apply SIB at workplaces using PST and PETA, where the explained variation of intention was 81%. During the theory construction phase, the mediation analysis technique was used with ESEM approach to construct an initial plausible integrative causal model (the SAL model) from which the hypothetico-deductive explanations about generative mechanisms and mediations were stated. The hypothetico-deductive generative mechanism were: SIS, SAL and AC, while the hypothetico-deductive mediation were, SIS mediating the relationship between EXC and SAL, SAL mediating partially the influence of SIS on AC, and AC mediating fully the influence of SAL on students‟ intention to apply SIB at workplaces. Moreover, the discriminant analysis responses on open-ended question and the normal distribution analysis were used to categorize students as adopters of SIB where categories were similar to those identified by Rodger‟s (2003) model of innovation diffusion. These similarities helped to reveal the link between students‟ intention to adopt SIB at workplaces and barriers facing them. During the theory evaluation phase, the initial SAL model was replicated in a survey of 398 students from other three HEIs apart from the first HEI, in order to determine if hypothetico-deductive generative mechanism relationships remain stable to signify the existence of generative mechanisms. Also, the validities of hypothetico-deductive mediations were evaluated. The findings confirmed that SIS, SAL and AC are generative mechanisms that interact to enhance students‟ intention to apply SIB at workplaces. These findings and further discriminant analysis of findings confirmed the ontology SAL. Furthermore, the research findings confirmed that SIS mediates relationship between students‟ EXC and SAL, SAL mediates partially the influence of SIS on students‟ AC, and students‟ AC mediates fully the influence of SAL on students‟ intention to apply SIB at workplaces. It was also noted that although students‟ EXC regularities are not a generative mechanism, they enhance the stability and plausibility of the SAL model. It was also observed that there is a negative relationship (trade-off relationship) between students‟ AC and their level of exposure to different extrinsic experiences. The plane formed by students‟ AC level and their extrinsic exposure level, showed that students‟ AC, their intention, SIS and SAL are efficient points that form a production possibility curve (PPC). Thus, the researcher theorizes that there exists an efficient combination of students‟ AC and their exposure to extrinsic experiences in a given HEI‟s context that optimizes students‟ intention to apply SIB at workplaces such that this combination forms a PPC. Thus, the SAL model implies that SAL enhances students‟ intention to apply SIB at workplaces such that SAL and students‟ intention are aligned and supported by SIS and students‟ AC. This thesis recommends, first, faculties in HEIs to adopt the SAL in facilitating learning process; second, students to adopt SIB as part of their ethical innovative virtues; and third, actors of social power structures to foster SIS in the society. This will help to enhance strategic, but ethical innovative behavior and ultimately the welfare of people in the society as time goes on. Recommended SAL practices to faculties include enlightening students broadly, emphasizing on ethics of caring, engaging each student actively in creativity, being enthusiastic to students‟ creativity, and evaluating constructively students‟ creativity (5Es). Recommended SIB to students include being considerate, constructive, communicative, and collaborative (4Cs). Moreover, recommended SIS practices include commitment to teamwork, valuing innovative ideas fairly, and the support of movement, leadership and experts on innovation activities. It is also recommended to replicate the SAL model in different studies in order to confirm its external validity and applications.
Effects of school leadership models on students’ academic achievement in ward secondary schools: The case of Dodoma region
(The University of Dodoma, 2016) Iramba, Iramba F. W
This study investigated the effects of school leadership models on students‟ academic achievement in ward secondary schools in Dodoma, Tanzania. The specific objectives of the study were to identify the school leadership models practiced by heads of ward secondary schools to influence students‟ academic achievement, assess the extent to which the leadership models used by the school heads influence students‟ academic achievement in WSS in Dodoma, Tanzania; and explore the strategies used by heads of WSS to cope with the problems impacting upon the practices of their school leadership models. Concurrent mixed design was used whereby cross-sectional survey was used in obtaining quantitative data while multiple- case study was used for qualitative data. Methods of data collection were close - ended questionnaires, semi - structured interviews and documentary reviews. The study was carried out in seven districts of Dodoma region. A total of 250 respondents, consisting of 10 school heads, 120 teachers and 120 students in 10 well and lowly performing WSS were involved in the study. Qualitative data were analyzed by using content analysis while quantitative data were analyzed using inferential statistics. However, Pearson correlation coefficient was carried out using the Statistical Package for the Social Sciences (SPSS, Version 16) to determine the relationship between each school leadership model and students‟ academic achievement. The study emerged with three major findings. Firstly, the study identified six school leadership models among heads of WSS.. Secondly, the study found that transformational school leadership model mostly influenced students‟ academic achievement in the WSS. Finally, the study disclosed a plethora of common school leadership strategies which heads of WSS used to cope with leadership challenges. Further, subsequent studies should replicate this study through private secondary schools to obtain a broader sample of school leadership models and students‟ academic achievement in secondary schools in Tanzania.
Determinants of academic staff job satisfaction in selected public and private higher education institutions (HEIS) in Tanzania
(The University of Dodoma, 2016) Msuya, Ombeni W
This study, sought to investigate the determinants of job satisfaction experiences among academic staff in four selected public and private universities in Tanzania. Specific objectives were to: assess job satisfaction differences by socio-demographic characteristics among academic staff in public and private universities in Tanzania; compare job satisfaction experiences among academic staff in each selected public and private university in Tanzania; assess the context differences on experiences of job satisfaction among academic staff and assess the behaviours of satisfied and dissatisfied academic staff. The study was guided by the Two Factors Theory by Herzberg (1959) and Value-percept theory by Locke (1976). Cross-sectional survey design was employed with mixed research approaches. Sample size consisted of 130 respondents; 76 from public and 54 from private universities and questionnaires, interview, observation and documentary review were techniques used for data collection. Data were analyzed qualitatively and quantitatively (t-test and ANOVA) where SPSS version 20.0 computer software was used. Findings indicated that, there is a significant difference between socio-demographic factors and academic staff job satisfaction in public and private universities in Tanzania. Leadership, religious ideologies, pay, promotion, academic growth, job security, and organizational cultures determined different levels of job satisfaction. There is a difference in job satisfaction within and among universities (public and private) in Tanzania. Counterproductive behaviours including conflicts, absenteeism, revenge, emotional cruelty, service sabotage, divided loyalty and intention to quit are the main threats to public and private universities in Tanzania. This study suggests that, university leadership need to consider factors such as religious ideologies, fairness in promotion among others to create a friendly organizational culture. It is also recommended that dialogue through regular academic staff meetings, effective communication, and enough academic freedom can foster the culture of curiosity, autonomy, and trust in public and private universities in Tanzania.
Influence of assistive technology utilization on academic performance of pupils with disabilities In Tanzania’s primary school
(The University of Dodoma, 2017) Wilfred, Josephine
This study investigated the influence of Assistive Technology Utilization on academic performance of pupils with disabilities primary schools in Dodoma and Dar es Salaam. The specific objectives of this study were to investigate on the availability and use of Assistive Technology Devices, relationship between Assistive Technology availability and academic performance, factors affecting Assistive Technology utilization, and to evaluate the perspectives of pupils with disabilities and their instructors on how to improve the status of ATDs availability. The study was guided by a pragmatic philosophical instance. It utilised a cross-sectional survey design using a mixed research methods approach. It employed Rogers Diffusion of Innovation, Theory of Planned Behaviour, and Matching Person with Technology Theory. The study involved 454 respondents made up of 41 head teachers, 140 teachers, 259 pupils with disabilities, 8 district officers for special education, 4 officials from Tanzania Education Authority, and two officials from the Ministry of Education and Vocational Training, now with the added portfolio of science and technology. Open-ended field-interviews, semi-structured questionnaires, Focus Group Discussions and direct observations were employed to collect data. Statistical Package for Social Sciences (SPSS) version 15 and Chi-square Test were used in data analysis. The results indicate a significant difference in academic performance between pupils from schools with high availability but low utilisation of ATDs [Ӽ 2 (1, n = 29) = 9.54; p=.002], on the one hand, and schools with high availability and high use of ATDs (r=15.8, n=143, p <.000), on the other. Key challenges observed included inadequacy of ATDs, skills, device trainings, specialised teachers, unstable curriculum and device use discomfort. The study recommends for the adequate distribution of relevant ATDs in schools and monitoring their use to improve the learning of PwDs, provision of adequate specialised trained teachers and involving them in ATDs decisions, as well as improving the school infrastructures.
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.
The impact of decentralization on public participation in secondary education service delivery in Tanzania: A case of Kagera region
(The University of Dodoma, 2017) Mwemezi, Peter
Local governments are the nearest tier of governments to the citizens and therefore represent instruments of responsibility and accountability to local communities, and constitute a means for delivering public policies and public services more efficiently because they are more aware of local problems and the policies needed to resolve them. The history of local government in Tanzania mainland has been on and off due to daunting and difficult adventure. This is to say, it was introduced soon after independence, abolished in 1972 and reintroduced in 1982 when the rural councils and rural authorities were re-established. The current Decentralization by Devolution(D-by-D)was introduced in 1990 after the re-introduction of local government authorities in 1983. It became operational in 1984 after the election of the councillors. This study focused on examining the nature of decentralization by devolution on public participation in secondary education delivery in Tanzania. The conceptual framework that guided the study was based on effective local governance that emphasized the need for a public voice in decisions making, information sharing, recognition of these interests of participants and active responsibility. Rondinelli and Cheema (1983) attempted to explain decentralization as governance and an organizational arrangement and this insight critically informed the theoretical foundation of the study. The study employed a mixed approach, comprising qualitative and quantitative research with the qualitative paradigm being dominant. The study was undertaken under a descriptive research design under which a cross-sectional survey was used to collect hold of detailed information from Kagera Region. The evidence obtained indicates that decentralized education governance offers meaningful and potential outcomes between community members and local governments in terms of improved delivery of services. However, the study also observes that the local government agencies attempted little to organize participation and responsiveness to local needs particularly in decision-making. But there are reasons to believe that given the opportunity to continue to institutionalize local government over a long period, and following the decentralization reform route, decentralization by devolution will gradually bring about better results.
Children’s learning about matter and its change of state: A learning study approach
(The University of Dodoma, 2018) Nguru, Festo Beda
This study aimed at developing curriculum materials that could address pupils’ learning difficulties. The study explored the characteristics and effectiveness of these materials in relation to children’s learning about Matter and its Change of state. It was conducted in two primary schools, namely Kaloleni and Mnadani, both located in Dodoma municipality, Dodoma region, Tanzania. Six Science teachers, i.e. three from each school, were involved in the study. Moreover, 263 Standard Six pupils – 93 from Kaloleni, and 169 from Mnadani, were involved in this study. Developmental and phenomenographical research designs were employed to generate data through focus group discussions (with teachers), syllabus review, interviews (with teachers), pre- and post-tests to pupils, and participant lesson observations. The study employed Variation Theory and Conceptual Change Model to explore the critical properties for defining matter and its states, and the transformation of these properties when physical and chemical changes of matter occur. Thus, the teaching involved conceptual change through creating variations to expose critical features of the learning objects. The pupils were made to confront their learning difficulties and misconceptions through practical tasks, demonstrations, concept maps, discussions, thought-provoking examples and probing questions. The use of locally available materials was an essential part of the learning experiences provided. The pre- and post-tests were analysed through frequencies, percentages, one-way between-groups ANOVA and one-way repeated measures ANOVA. Qualitative data were subjected to thematic analysis. The findings showed that, the pupils experienced more difficulty in identifying the properties of gases, than the properties of solids. It was easier for them to identify the properties of liquids, perhaps because they can be observed more clearly than those of invisible gas and non-moving solid. The most difficult aspect was that of explaining the properties of the three states of matter basing on its particulate nature. Furthermore, the pupils faced difficulty in distinguishing, bringing about and explaining the physical and chemical changes of matter. However, after interventions, the ANOVA showed an increase in the mean scores from pre-test to the post-test, with a very large effect size in all the subsequent cycles, indicating that the materials had been effective in reinforcing learning science about matter. It also showed a significant increase in post-test scores between groups in the successive cycles, with small to moderate effect size. The study sheds light on how to identify learning difficulties, structure and deliver science contents in relation to the pupils‟ learning needs, using conceptual change through creating variations. Therefore, this study served to improve Pedagogical-Content-Knowledge about matter and its states. Generally, the curriculum materials developed helped to confront pupils‟ content related learning difficulties. Hence, they can be adapted by other teachers teaching basic science with similar content areas. Therefore, Learning Study and Conceptual Change model can be used to address pupils‟ science content related learning difficulties, and develop materials for primary schools.
The influence of child-caregivers’ interactions on Piagetian conservation tasks performances in Tanzania
(The University of Dodoma, 2018) Nsolezi, Florentina Shagembe
This study focused on the influences of child-caregivers’ interactions on Piagetian conservation tasks performances of pre-primary children in Tanzania. Specifically, the study explored the patterns of the child-caregiver interactions for improving performances of children, identified the optimal conditions for the child-caregiver interactions pertinent to promoting the children’s performances. It also studied children’s performances on Piagetian conservation tasks with regards to age groups and sex and examined the association between the patterns of the child-parent/guardian interactions and children’s performances. Theories that guided the study were; cognitive development theory by Piaget and socio-cultural theory by Vygotsky. The mixed research approach was employed and a sample of 188 participants was surveyed from Bahi District in Dodoma Region. Data were gathered using Piagetian conservation tasks, semi-structured interview, observation and a structured questionnaire. The qualitative data were subjected to thematic analysis, while the quantitative data were analyzed using descriptive (frequency, mean, percent and standard deviation) as well as inferential statistics (Analysis of Variance -ANOVA and Chi-square). Results showed three patterns of child-caregiver interactions namely parents’/guardians’ reaction on children’s activities, parents’/guardians’ engagement with children’s activities and parents/guardians support for children’s activities. Similarly, results from child-teacher interactions showed five patterns of child-teacher interactions namely; information delivery, questioning, feedback provision, classroom management strategies and classroom conditions and arrangement. Besides, the results indicated that children were given time and space to engage in activities and plays at home environment though they were not guided. In the school environment, children were denied time to engage themselves in the guided plays. They were observed playing alone during break period and on their way back home. Furthermore, there was a significant difference (P=0.00)…P≤0.05) of performance between children aged 5 and those aged 6 and 7. In addition to that, boys performed better than girls. Moreover, it was shown that there was a significant association (P=0.012)…P≤0.05) between the child-parents/guardians interactions and the children’s performance on Piagetian conservation tasks (X2 (2, n = 66) = 8.819). These findings reveal the need of encouraging child-caregivers’ interactions and call for professionally trained teachers to emphasize on acquiring early childhood education skills for effective teacher-child interaction. The findings also suggest that there is a need for improving home and school environments by recruiting adequate and qualified teachers and sensitizing parents/guardians on supportive interactions. Furthermore, children in local communities need closer and positive caregivers’ support in order to improve their performance on Piagetian conservation tasks. Above all, supportive child-parent/guardian is essential for improved children’s performances on Piagetian conservation tasks.
Age-based perceptions on retirement income spending plans versus actual spending upon retirement among individuals from higher education institutions in Tanzania
(The University of Dodoma, 2020) Makona, Athuman Abdallah
This study explored age-based perceptions on retirement income spending plans versus actual spending upon retirement among individuals from higher education institutions in Tanzania. The study had four specific objectives; to determine the perceived optimal age to start planning about retirement income spending among individuals from HEIs in Tanzania; establish perceived variations of plans on spending retirement income across age cohorts among individuals from HEIs in Tanzania; examine actual prioritized expenditure areas upon retirement among individuals from HEIs in Tanzania, and; investigate the variations between actual prioritized expenditure areas with the perceived plans across the age cohorts among individuals from HEIs in Tanzania. The study was guided by the lifecycle theory which theorized human planning and spending pattern in relation to age. The study was principally conducted in Dar es Salaam and Morogoro and used the mixed approach to research which based on a concurrent combination of both quantitative and qualitative approaches. The cross-sectional descriptive survey design was used in order to meet the research objectives. The study involved 369 respondents out of them were 341 workers, 17 retirees, 8 human resource managers/officers and 3 pension officers. Thus, the study developed, validated and hence employed self-administered questionnaire and interview guides in order to collect data regarding participants’ perceptions on retirement income plans as well as actual spending. Quantitative data were descriptively and inferentially analyzed by using one-way ANOVA with Post-Hoc test. Qualitative data were thematically analyzed. The findings showed that there was no specific age whereby the participated individuals from HEIs perceived to be optimal for starting to plan about retirement income spending. Rather, the circumstances and wealth accumulation during the working life was perceived to have potential likelihood in determining the plans. There was no statistically significant evidence to conclude perceived variation of plans on retirement income spending across age cohorts among the participated individuals from HEIs in Tanzania on basic needs (p = .692, η2 = .008), leisure (p = .042, η2 = .068), investment (p = .482, η2 = .016.), familial matters (p = .020, η2 = .083) and charity (p = .886, η2 = .003) following the multiple comparison post hoc tests for p <.05. The study identified that, retirees were spending the retirement income mainly on investment and basic needs and any other amount thereafter directed to investment, was for the purpose of creating a sustainable flow of income for meeting the basic needs. In light of the key findings from specific objectives, the study revealed that, for the participated individuals from HEIs in Tanzania, there were no statistically significant differences with regard to age-based perceptions on planning tendencies as proclaimed by the life-cycle theory. Based on these findings, the study offered recommendations for interventions in policies at institutional levels as well as national level alongside further research on financial literacy and financial planning behavior, factors affecting workers financial planning over time, viability of investment options among retirees and sustainability of the retirement income among the retirees over their remaining life time.
Community participation and utilization of malaria prevention methods at household level in Bukoba district, Tanzania
(The University of Dodma, 2021) Nyarusule, Bonamax Mbasa
Community participation is a pillar to successful engagement of community members in development interventions. However, low utilization of malaria preventions methods despites the community participation in the study area created the need for this study. This study assessed why community participation is not effective in enhancing utilization of malaria prevention methods at household level in Bukoba District, Tanzania. Specifically, it examined malaria prevention methods utilized by community members, it examined the community’s perception on malaria prevention methods, community participation in enhancing utilization of malaria prevention methods, and lastly, it determined the key factors influencing community utilization of malaria prevention methods. Data for this research were collected from 403 representative household heads in Bukoba District using household survey, key informant interviews, focus group discussions and documentary review. Quantitative data were analysed using both descriptive and inferential statistics. Content analysis was used to analyse qualitative data. The study found that the major malaria prevention methods used by community members include Untreated Mosquito Net, Traditional medicines and Insecticide Treated Net (ITN). However, the utilization of these methods is low. Community participation in enhancing utilization of malaria prevention methods was very low, leading to negative perception and low utilization. Limited resources allocation, limited involvement of local leaders and inappropriate timing negatively affected community participation. In addition, personal characteristics such as sex and marital status of household head significantly influenced community participation. The study concluded that, the malaria prevention methods that are mainly used are the ones which are available, affordable and accepted by community members. Adequate resources allocation, appropriate timing, involvement of local leaders and consideration of social economic situation are important factors for effective community participation. There is a need of establishing conducive environment and framework for guiding community participation.

Browse

Browsing Doctoral Theses by Issue Date

Results Per Page

Sort Options