Journal Articles

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Acquisition and mastery of oral language skills in enhancing literacy development among young children in Tanzania
(Lyceum of the Philippines University-Batangas, 2017) Tandika, P.; Kamanzi, V.
Language, both oral and written, is a tool used by a human being in communicating ideas, concepts and sharing experiences in a variety of social contexts. It is also necessary in school activities’ instructions. The social contexts essential for enhancing children’s language are the home and school. It is because of this background that the current study was undertaken to establish how parents’ and teachers’ interaction constitute an essential ingredient in the development of oral language (OL) skills for children’s acquisition of literacy skills at home and in school to facilitate their school readiness. The study conveniently and purposively sampled parents and experienced early grade teachers to share their experiences in the meaningful adult-child interactions and activities important for OL and literacy development. Data analysis for data that were collected through semi structured interviews and FGDs were subjected to thematic analysis while data through open-ended questionnaires were coded and entered in Microsoft excel spreadsheet before were analysed through the SPSS. The study revealed that friendly, print-rich learning environment, playing activities as well as storytelling are essential in promoting the acquisition and mastery of OL for literacy development and facilitation of communication as well as realization of better learning outcomes in school among young children. The current study, therefore, suggests that parents and teachers should be involved in providing materials and activities for creating friendly and interactive environments that are necessary for children’s positive development in OL for schooling and general life in any social settings.
Adolescents and drug abuse in Tanzania: history and evolution
(Kluwer Academic Publlishers, 2016) Yusuph, Kambuga
Drug abuse continues to be a major risky behaviour problem among young people all over the world. The study served as one key contribution to the knowledge of the world on the level of drug abuse in East Africa and suggested ways to curb the problem from increasing. The study findings revealed that 5-12% of young people have experienced drug use such as alcohol, cigarette, cannabis and khat at a young age and 2.1% have injected themselves with drugs such as heroin popularly known as brown sugar. Despite the fact that Tanzanias existing laws provide stern punitive measures against all those involved in drug trafficking and consumption, the war against narcotic seems to be difficult as Tanzania continues to be a transit route for illicit drug. It is very unfortunate that young people are easily pooled into drug because of persuasive deals from drug barons who commission them to sell drugs on behalf as petty dealers. The government needs to take strong action against drug dealers. This includes passing of the pending narcotics laws of 2009 by the parliament and strengthening Anti-drug Agency; establish mobile rehabilitation services in schools, introducing drug prevention programmes in schools and passing drug testing policy in school to identify drug using students.
Analyzing gender difference in leadership styles and behaviour of heads of schools in Tanzania
(IISTE, 2014) Dady, Ntide P.; Bali, Theodora A. L.
This study made a comparative analysis of leadership styles and behavior of male and female heads of primary schools in Kasulu District, Tanzania. One hundred and ninety participants were sampled purposively and randomly from 22 public primary schools. A multi-method data collection strategy including interviews, questionnaire and documentary analysis, was deployed. The data collected were analyzed qualitatively and quantitatively. The descriptive statistics used included frequency tables, charts, mean scores, and t-test. Overall, results revealed that, participative, democratic, team management and authoritative leadership styles were deployed by both male and female heads of schools in running primary schools. Similarities and differences were observed in terms of frequency and manner in which those leadership styles were used by male and female school heads. Moreover, both male and female heads of schools were found with the same amount of task-oriented leadership behavior. However, female heads of schools showed more task-oriented leadership behavior than male heads. The study thus recommends addressing the situation of gender imbalance in schools' leadership so as to utilize the revealed leadership talents and skills of female heads of schools as it has been done for male school heads.
Anxiety and academic performance among secondary school pupils in Tanzania
(SCIENCEDOMAIN international, 2016) Yusuph, Kambuga
Anxiety is among the most prevalent psychological turmoil facing many school adolescents around the world. It affects about 13% to 25% of the adolescent population. This study was designed to examine the causes and effects of anxiety on academic performance among secondary school adolescents in Tanzania. The study utilized a survey method to collect data in two public secondary schools in Dodoma urban. Simple random sampling was used to involve 92 pupils among whom males counted for 45.8% and females 54.2%. The data collected through questionnaires were analyzed using descriptive analysis, multiple-responses and covariates (chi-square) through SPSS window version 20. Findings indicate that a considerable number of pupils were affected by anxiety leading to poor performance. The problem of anxiety differed across ages and sex among school adolescents. In addition to that, the study revealed that school rules, teachers' practices, and behaviours, corporal punishment as well as pupils’ irresponsibility were the causes of anxiety disorders experienced by the pupils. The majority of the pupils in schools has frequently experienced anxiety disorders and psychologists feel that these are psychological problems which could be cured through the provision of proper guidance and counselling, creating friendly environments and provision of information to pupils.
Application of participatory teaching and learning approach in teacher training colleges in Tanzania
(SCIENCEDOMAIN international, 2017) Omollo, Abich D.; Nyakrura, Bahati; Mbalamula, Yazidu Saidi
In this study, the use of participatory approach in t eaching and learning in teachers colleges was explored with an aim of finding out whether tutors apply participatory approach in the classroom in order to improve teaching and learning among teacher trainees. Two public teachers colleges that are Tarime and Bunda teachers colleges were studied. Qualitative approach supplemented with quantitative data was employed. Stratified sampling, simple random sampling and purposive sampling procedures were used to select 96 respondents for the study. Furthermore, the study used semi-structured interview, Focused Group Discussion, questionnaires, observation and document review to collect data. The quantitative data were manually analysed and presented in frequencies, percentages and tables while qualitativedata were subjected to content analysis. The study found that tutors use participatory approach in teaching and learning with the question and answers technique in the classroom. The study found tha t tutors had the positive attitude towards the use of participatory approach. The study recommends that the government should direct more resources to teacher colleges and schools to render the working environment conducive for effective teaching and learning. Planned in-service training programmes and workshops should be initiated and sustained at school, college, district and national level to update teachers and tutors content knowledge and pedagogical skills
Assessing the effects of corporal punishment on primary school pupils’ academic performance and discipline in Unguja, Zanzibar
(Elsevier, 2013) Hassan, Amour Haji; Bali, Theodora A.L.
This study examined the effects of corporal punishment (CP) in Zanzibar primary schools. It identified, discussed and analyzed data on various effects of CP on disciplining and academic performance of primary school pupils obtained from 125 study participants. Using a comparative case study design, the study focused on four primary schools- two randomly selected and two purposely selected pilot schools under alternative means to discipline in Southern Region of Unguja. Data were collected using questionnaire as the main instrument of data collection, coupled with interviews, documentary review and observation. Data were analyzed using t- test (2- tailed) to compare the two pilot schools under alternative means to discipline and the other two schools that were not under the project. Overall results indicated that CP was poorly managed in schools not under alternative means to discipline project and that there is community including teachers and parents awareness on alternative means to discipline pupils. The study also recommended teacher training on alternative techniques to discipline pupils in primary schools in Zanzibar and Tanzania in general.
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
The availability and utilisation of girls’ hostel services: the case of selected rural-based community secondary schools in Igunga district, Tanzania
(International Journals of Multi-Dimensional Research, 2015) Joyce, Nemes; Steven, Mzimya
This paper is based on findings on the availability and utilisation of girls ’hostel services in Igunga Rural Community Secondary Schools. The mainly qualitative study with some elements of the quantitative employed a cross-sectional research design. A sample size of 84 respondents-67 students, one District Secondary Education Officer, four heads of schools, four school board chairpersons, four hostel supervisors and four hostel prefects-was used to generate data through interviews, questionnaires, documentary review and observation. Out of 25 schools under study, only eight (32%) had hostel services to house 544 girls. Yet, only 285(10.5%) girls were in the hostels, with 259(47.6%) hostel places unoccupied. Most needy girls lived at home or rented unsecured private rooms mainly because of the high unit costs coupled with shoddy services. Superstitious beliefs and witchcraft fears also scared many girls away. Thus new innovative ways are necessary to increase both the quality and uptake in the girls ’hostels.
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.
Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania
(Society for Research in Child Development, 2021) Jukes, Matthew C. H.; Mgonda, Nkanileka Loti; Tibenda, Jovina J.; Gabrieli, Prosper; Jeremiah, Grace; Betts, Kellie L.; Williams, Jason; Bub, Kristen L.
Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social- emotional learning.
Causes and effects of begging style involving children as guides in Dodoma municipality, Tanzania: Liability in basic education access
(Australian International Academic Centre PTY, 2017) Seni, Abdallah Jacob
This paper explores the causes and effects of a unique begging style involving children as guides in Dodoma Municipality, Tanzania. The rationale for Dodoma Municipality to be the study location is that the begging phenomenon using children as guides is rampant. The study sample involved 40 respondents, of whom 6 were young carers of visually impaired adult beggars, 6 visually impaired adult beggars, 6 young carers of visually impaired adult beggars’ family members and 22 influential community members. Purposeful sampling technique was used to obtain these respondents. Data collection methods entailed interviews and observations. Artifacts were also used to portray issues under investigation more vividly. The data were analyzed using content analysis in which themes and sub-themes were determined by organization, reduction and interpretation of the information collected. The study discovered that lack of education, sympathy attraction, lack of proper orientation, laziness and poverty were the major causes for the existence of begging involving children as guides. The study revealed that minor causes include parents’ negligence and alcoholism, Single Parenthood as well as drought and hunger. The begging style using children as guides resulted into notable limited basic education access among these vulnerable children hence a liability and not asset. The study recommends that young carers of visually impaired adult beggars should be enrolled to basic education and revitalize education for self-reliance.
Challenges experienced by teachers in implementing the pre-primary education in Zanzibar
(East African Nature and Science Organization, 2022) Ali, A. C.; Mligo, I. R.; Nsolezi, F. S.
This study examined challenges experienced by teachers while implementing PPE in Zanzibar. The study employed qualitative methodology and a case study design. A total number of 18 respondents participated in the study where by nine were pre-primary school teachers, six were pre-primary school head teachers and three were quality assurance officers from the Ministry of Education. Data was collected by using a focus group discussion, semi structured interviews and documents. The study concluded that inadequate teaching and learning materials, low parental involvement, in-adequate training, shortage of qualified teachers, low parental economic status, shortage of play grounds, learners’ disciplinary and behavioral issues and overcrowded classrooms were key challenges encountered by teachers in the implementation of the PPE curriculum. The study recommends that government authorities that oversee PPE in Zanzibar should provide in-service training opportunities for teachers to be well prepared to handle the PPE more effectively. Relevant authorities should ensure construction of more classrooms to match with the enrollment ratios. Furthermore, there is a need to sensitize parents to get involved in their children’s school affairs for better outcomes to be realized.
Challenges facing primary education under decentralisation of primary school management in Tanzania
(Center for Promoting Ideas (CPI), USA, 2016) Matete, Rose
Decentralisation of primary school management in Tanzania has mainly been implemented by the Primary Education Development Programme (PEDP). This programme has shown some successes in enrolment expansion and some improvements in classrooms, teachers’ houses and pupils’ latrines construction. The increase in enrolment, however, has resulted into crowded classrooms that make teaching a big challenge. In this study, the visited primary schools in Dar es Salaam and Mbeya faced a massive shortage of desks and classrooms and teaching and learning materials that affected the whole process of teaching and learning. Data indicate that there had been some improvements of pupils’ performance in Primary School Leaving Examination (PSLE) in the beginning of the PEDP implementation (2002-2006). Recently, the available evidence suggests a declining trend of the pass rate in this examination for three years consecutively from 2007-2009. While involvement of the community in the school development plans may be important, there is a need for the government to intervene where it seems to be some problems in order to safeguard the pupils. I argue in this paper that, what is regarded as free education for all in primary schools is likely to create more harm than what is expected. For Tanzania to achieve its vision of 2025 that stresses on the learned society and preparation of people who are conscious about their own environment and be able to solve their problems encountered in their daily life class size has to be controlled and the provision of teaching and learning materials is vital
Challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Tanzania
(Elsevier, 2022) Michael, T.; Ndijuye, L. G.; Ephraim, A.
This study examined the challenges facing teachers during pedagogical practices in history subject in non-formal secondary education in Kinondoni Municipal Council in Tanzania. The sample used were four teachers. Purposeful sampling was employed whereby qualitative approach with phenomenology design were employed. The interview and observation data collection methods were employed. Results show that there was limited utilization of pedagogical practices in History subject due to various challenges such as the use of English language as a medium of instruction, limited use of instructional strategies, shortage of teaching materials, insufficient of the contents in the teaching materials, lack of lesson preparation, shortage of time of instruction, few use assessment procedures and large class size. The study recommends that teachers should use various interactive instructional strategies, various instructional materials and use of different assessment techniques during instructions.
Challenges facing the implementation of fee-free education in primary schools in Tanzania
(Elsevier BV, 2024) Lucumay, Lucia Samwel; Matete, Rose Ephraim
In this paper we investigated the challenges facing the implementation of Fee-Free Education (FFE) in primary schools in Tanzania. We adopted a qualitative approach with a case study exploratory design. The study was carried out in the Geita District Council, involving 28 participants. These were 12 school committee members, 10 headteachers, 5 Ward Education Officers (WEOs), and a District Education Officer (DEO). Data were collected through interviews, Focus Group Discussion (FGD), and documentary review. Thematic and content analysis were used to analyze the data. The findings indicate that FFE contributed to an increased enrolment rate of pupils from poor families and it improved the retention and attendance rates in primary schools. However, the findings indicate that the visited schools faced a shortage of teachers, school infrastructure such as classrooms, toilets for pupils, and desks because of an increased pupils' enrolment that affected the implementation of FFE. The findings also indicate that headteachers did not receive any in-service training for them to manage the schools’ financial resources. We argue in this study that for effective implementation of FFE in primary schools both headteachers and teachers need in-service training and seminars on financial management. The government also needs to employ more teachers if the quality of education is to be sustained in primary schools. Nevertheless, increasing the budget for education for classroom construction is equally imperative.
Challenges in identifying and serving students with special needs in Dodoma, Tanzania
(2017) Mapunda, P. H.; Omollo, A. D.; Bali, T. A.
The purpose of this study was to assess if there is a functioning school-based system of assessment for identification and intervention programmes for children with special educational needs in pre-primary schools around Dodoma municipality. The study employed mainly qualitative research approach with some elements of quantitative research. Data were collected through interviews and documentary review. The study involved 28 participants who were purposively selected. Qualitative content analysis was used for data analysis. The study was guided by the socio-cultural theory. The find- ings of the study revealed that there were no special educational needs policy imple- mentation frameworks necessary to enforce the provision of special educational needs for pre-primary children in Dodoma municipality. This has created a gap between the intended policy outcome and what is actually implemented at the municipal and school level. As a result, special educational needs for pre-primary children were mainly being carried out through ordinary classes without special educators or assistive learn- ing devices. It was noted that the communication between schools and families of children with special educational needs was very poor. The study recommends that the current practices in the area of special educational needs require major improvement.
Classroom-based formative assessment mirroring 21stcentury skills: experiences from secondary school teachers in Dodoma, Tanzania
(AJOL, 2024) Rubeba, Asia Mbwebwe; Ali, Habibu Dadi
Rapid changes in science and technological advancement have made it necessary for teachers to align their pedagogical approaches and assessment activities to help the students master the required skills. However, there is limited proof from literatures suggesting teachers’ understanding and competence in fostering the 21st-century skills to their students. Against this rarity in knowledge, the present study examined whether teachers have the requisite understanding of the 21st-century skills and whether they are skilled in shaping teaching and assessment practices that inculcate students’ 21stcentury skills. Guided by a phenomenological research design, this study was accomplished through classroom observation and focus group discussions with 28 secondary school teachers who were purposively selected. Deductive Thematic Analysis of the generated data revealed that teachers had a limited understanding of the 21st-century skills and their objectives. It was also revealed that teachers’ formative assessment activities fall short of the 21stcentury skills. It was observed that the majority of teachers’ assessment activities reflect a phased-out content-based curriculum that perpetuates memorization of facts rather than problem-solving and critical thinking; the assessment activities adopted by teachers did not foster students’ mastery of the 21st-century skills. The study found that teachers were not well prepared to design assessments that foster mastery of the 21st-century skills. It is therefore recommended that regular training for in-service teachers should be conducted in order to enable them acquire up-to-date teaching and assessment skills as required by the changes introduced in the school curricula.
Code-switching or lexical borrowing: Numerals in Chasu language of rural Tanzania
(LAR Center Press, 2014) Sebonde, Rafiki Yohana
This paper addresses the complexity in distinguishing the forms of code-switching, particularly single lexeme switches, from lexical borrowing through an analysis of the numerical system in Chasu language of Same District in Kilimanjaro Tanzania. The study of language contact in this context was conducted in a multilingual rural community wherein three languages co-exist; that is Chasu the host language, English and Swahili the donor languages. Borrowed and code-switched items are all features of bilingualism which appear to be identical in their initial stage, but with different endings. Despite these distinguishing criteria, it has been difficult to ascertain whether certain forms especially single lexemes from Swahili to Chasu can either be classified as code-switched or lexical borrowings.
Comparison of in-service and pre-service primary school teachers’ promotion of social learning goals in inclusive classrooms in Tanzania
(University of Dar es salaam, 2020) Mngarah, Daniel Mbonea; Gwajekera, Fidel Dassan
This study was designed to compare the in-service and pre-service teachers’ perceptions of the need for social learning goals (SLG) as well as practices for fostering these goals. It was carried out in an inclusive primary school where students with various impairments were enrolled. The study was guided by two objectives, namely to: determine both in-service and pre-service teachers’ perceptions on the need for fostering the SLG and assess the teaching and learning practices meant to stimulate the SLG in the school as well as classroom sessions. This qualitative study involved four in-service teachers and ten pre-service teachers, employing the observation, documentary review, focus group discussion and interview methods of data collection. Findings revealed that while both categories of teachers viewed SLG as an indispensable educational task, they differed in consideration of contexts for offering SLG. The study makes some recommendations such as the need for proper guidance to the national teaching force regarding teaching and learning processes that engage students to foster SLG among students.

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