Conference Proceedings

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Are primary school teachers in Tanzania suitable for the teaching profession? Evidences from teachers’ survey
(The University of Dodoma, 2019) Dassan, Fidel; Shukia, Richard
The purpose of this paper was to assess the professional suitability of primary school teachers for the teaching profession. The study employed a random sample of 365 primary school teachers from 67 primary schools in four selected regions. Data were collected using the Self-Directed Search scale (SDS), the Teacher Professional Suitability Assessment Scale (TPSAS), and the Teacher Classroom Observation Protocol (TCOP). The findings revealed that the dominant personality types among teachers were Social, followed by Enterprising and Artistic. Likewise, the findings showed very weak negative but significant correlations between artistic and social personality types, respectively, and teachers‟ professional suitability when professional suitability was measured by TPSAS; implying that the more teachers were suitable for the teaching profession, the less they scored in the Artistic and Social personality types. The findings also revealed that there were almost no correlations between personality types and teachers‟ professional suitability when professional suitability was measured by TCOP. Moreover, the findings revealed that most primary school teachers were suitable for the teaching profession. As a way of recruiting teachers who are most suitable for the teaching profession, the study recommends, among others, a need to assess the teaching profession suitability of all applicants who are aspiring to become teachers before allowing them to join the teaching profession.
An assessment of teacher motivation for peace and moral education in the conflicting herder-farmer communities in Mvomero District, Tanzania
(The University of Dodoma, 2019) Mngarah, Daniel M.; Mbwambo, Esther E.
The herder-farmer communities in virtually every part of Africa are characterized by infrequent clashes which at times result not only in loss of lives but also in hostility that remains unnoticed and therefore unresolved. This paper reports the findings of the study undertaken to determine the teacher motivation to deliver moral and peace education to the students in the schools located in the areas with the frequently conflicting herder-farmer communities. The study was guided by two objectives namely, first, to examine teachers‟ experience of the hostility among students from the herder-farmer communities in the schools, and second, to assess the teachers‟ motivation to put to an end the apparent hatred that tends to emerge as they interact with their students. The study utilized the qualitative research approach through the interpretation of the informants‟ opinions regarding peace and moral education, and used the multiple case study design involving three primary schools and one secondary school. A total of fourteen (14) informants participated, involving three primary school head teachers, one deputy headmaster of a secondary school and ten (10) teachers using the documentary review, semi-structured interview, focus group discussion and observation methods. Data were analyzed thematically. The results showed that teachers had an experience of hostility among children from the clashing communities, but were not involved in the peace building efforts. Further, teachers felt to be under pressure to deal with the subject teaching roles other than engaging in the local demanding roles such as peacemaking and this lowered their motivation towards peace building. The study offers recommendations on, among other things, need for interventions to enable teachers, parents and school committees to forge links for building a sustainable culture of peace in the herder-farmer communities.
Bridging the digital divide among children in Nyarugusu Refugee Camp: The promise of digital learning environment
(The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
The purpose of this paper is to provide a deep understanding of different initiatives that are available in bridging digital divide among pupils in primary schools in Nyarugusu Refugee Camp. The study was inspired by the initiatives available in the camp on bridging the digital divide, hence the need to explore teachers’ lived experiences on the matter. The study employed a qualitative approach embedded on phenomenology research design in which 12 early grade teachers participated in sharing their lived experiences as they work in ICT based model classrooms. Data collected through the Focus group discussion and interviews were subjected to content/thematic analysis. The findings on the perceived benefits during ICT integration in model classroom include: Easy accessibility of digital information, added value in teaching and learning, exposure to technological skills and establishment of collegiality. The findings on the experienced challenges during the ICT integration in the model classroom include the following: Limited access to technological devices, limited support from the school management, lack of adequate instant technical assistance, insufficiency ICT knowledge and skills as well as lack of technological continuity at home. The study contributes to the clear understanding of ICT prospects in lifelong learning among refugee children in Nyarugusu camp. It provides a broader vision on the possibilities of investing on ICT facilities as tools to transform children’s thinking and creative potentials. The paper recommends, setting out of achievable ICT integration school strategy addressing the vision, goals and objectives which might help the school management to determine the achievable key indicators and how to assess the intended outcome. Further investigation may be done to assess the contribution of ICT to psychosocial support for refugee children and child protection in the camp.
Competency based biology curriculum an opportunity to life skills development: is it real?
(The University of Dodoma, 2019) Mbembe, Flora; Gabrieli, Prosper
The currently used competency based Biology curriculum focuses on ensuring maximum development of life skills among learners. Life skills guide learners in decision making. It is also a tool used for advising and solving various problems. Despite the recognition of the focus of education, there is a need to assess the level at which learners acquire the expected skills from school learning. This study investigated the life skills acquired by the students through school learning of Biology subject. In doing so, it examined the skills possessed by the ordinary level secondary school students and the ways through which those skills are applied in their day to day life. This study was conducted in two districts of Dodoma region in Tanzania: Dodoma Municipality and Chamwino. It involved 13 ordinary level secondary schools, 9 from Dodoma Municipality and 4 from Chamwino district. It also involved 8 families and 1 health institution. The sample size for the study was 217 which included 199 secondary school students, 8 parents and 10 Biology teachers. The study employed both qualitative and quantitative approaches. Data were collected through interviews, questionnaires, documentary review and observation. Only data from questionnaires were analysed quantitatively using SPSS version 20 while the remaining were analysed qualitatively using content data analysis procedures. The study revealed poor linkage between skills expected to be developed by students and what they demonstrated in actual practices, especially on nutrition, health and reproduction issues. Thus, it is concluded that, the life skills component of the Biology curriculum is not fully attained by learners and not well implemented in their daily life. The study recommends on improving the teaching and learning materials to focus on skills expected to be developed by students; researching the pedagogies essential for ensuring life skills development among learners and improving assessment practices in schools by focusing on expected skills.
Consumer awareness and protection in telecommunication markets: case of Tanzania; determinant of consumers’ knowledge on their rights
(Calgary: International Telecommunications Society (ITS), 2015) Mwakatumbula, Hilda J; Moshi, Goodiel C
Consumer rights are rights entitled by law to anyone who buy service or good. Liberalized telecommunication market is characterized with competition which led to new advanced and sophisticated services, dropping of price dramatically and increase penetration as afore mentioned on one side are positive effect on the other hand it becomes more complex for consumers especially in developing countries to make rational choices. In such environment higher consumer knowledge is crucial for them to have confidence and high bargain power hence participate actively in the market. National regulatory authority for communication of it has been established in many countries, one of its core responsibilities being protecting consumer. Further, consumer rights were published with regulatory authorities as part of empowering consumers. Are consumers knowledgeable about their rights remaining a question to ponder. This study has attempted to answer afore stated question; In so doing the sample of 200 consumers from two regions in Tanzania were interviewed to measure their level of knowledge and later categorized in five level with respect to their knowledge. Alongside respondents were tested for any evidence of violation they have experienced. The sample interviewed was representative of mobile phone users in Tanzania. Data were analyzed using Ordered Logit (Ologit) Regression Model run in STATA SE 12, to determine factors which contribute to consumer’s level of knowledge.
Cooperative societies transactions towards industrial economy in Tanzania: whether or not federations limit non-members
(The University of Dodoma, 2019) Mrema, Karoli John
Strong industrial economy requires contribution from various sectors including cooperative societies. This paper reports on the investigation about cooperative societies transactions towards industrial economy in Tanzania. The study was conducted at Tanzania Federation of Cooperatives limited (TFC) which is located at cooperative union building Lumumba street, Dar es Salaam. Specifically, the study examined whether TFC limits its transaction with non-members towards industrial economy. The methodology employed in the study was qualitative. The design of the study was single case study design. The sample size amounted to 17 respondents. Data collection methods included semi-structured interviews and documentary reviews. Results revealed that despite the rights reserved to members, the federation does not limit transaction with non-members towards industrial economy as attested through voluntary and open membership; inclusive education and training to members and non-members; unrestricted insurance matters; lack of discrimination; equal status between the old versus the new member; the use of cooperate name as representative of the entire cooperate sector. The study concluded that cooperative societies at the level of federation do not limit the transaction with non members. Among others, the study recommended that efforts should be made by the relevant authorities to ensure that cooperative societies especially at the level of federation in the country to adhere to the basic principles of their establishment in order to impact positively towards industrial economy in Tanzania.
Decentralisation policies and their rationales in Tanzanian education system
(The University of Dodoma, 2019) Matete, Rose Ephraim
Decentralisation of education is among the current reforms that have been taking place in different African countries. Tanzania, as part of African countries, has also adopted decentralised policies in its education system. The arguments for advocating decentralisation are to give more power to the local people, minimise unneccesary bureaucracy and to ensure a proper utilisation of the educational resources. Findings from Dar es Salaam and Mbeya in Tanzania indicated that community involvement in school development plans has reduced the absenteeism and truancy among the pupils and it has improved the pupils’disclipline and attendance. There were also some improvements in classroom contruction especially in peri-urban schools in both Kindondoni Municipality and Mbeya City. The school committee members, however, focussed their attention on the Standard VII results and did not take care that the schools improve in all levels from Standard I-VII. The visited schools faced a massive problem of congested classrooms and shortage of desks. While the government promised the schools to receive the Capitation Grants (CGs) and Development Grants (DGs), the provisions of these funds from the government were far short of these promises. The findings in the visited schools indicated that the amount that was contributed by the pupils far exceeded the amount pledged and provided by the government. The school committee members appeared to be a mere signatory tool of the funds from the District Education Office (DEO) as they came with specifications on how to use them. The argument in this paper is that while involving the community in school-development plans in a decentralised setting may be good for local democracy and for the improved accountability of the service providers. The government needs to intervene where seems to be a problem in order to safeguard the interests of the pupils
Enhancing early grade literacy and numeracy through digital content: success and lessons learned from Nyarugusu Refugee Camp primary schools in Kasulu (Tanzania)
(The University of Dodoma, 2019) Binde, Andrew L.; Paul, Josephat
The purpose of this paper is to present research experiences on results follow-up activity on the project titled “Enhancing Early Grade Literacy and Numeracy through Digital Content among Nyarugusu Refugee Camp Primary Schools, Kigoma-Tanzania”. Specifically, this paper presents key findings on the project successes, lessons learned and recommendations. In view of the broad project results follow-up objectives, this paper shares main tasks of researchers which, among others, were to inform the implementation team, share experiences with the Swedish Program for ICT in Developing Regions (SPIDER) research team and document lessons for the purpose of sharing with our main research collaborators. The project success indicated that primary school teachers were able to prepare lessons and upload using the Tujifunze Learning Management System in a computer; assess pupils‟ work by using tablets and use them in teaching and benefit from digital games and videos which were hardly evident at the beginning of the project revealed from the baseline study. Additionally, teachers have developed ICT competency to the level of making pupils‟ registration using computer excel which they initially struggled even to make simple typing tasks. Likewise, the three project schools have benefited from electricity (solar power), power point projectors and screens. Furthermore, the project had motivated teachers beyond their boundaries to inspire others from the remaining schools. On the other hand, researchers observed challenges associated with the project implementation which included large number of pupils required to attend a single class session thereby making it difficult for resources available to suffice the needs. It was therefore concluded that, despite the challenges indicated, ICT practical experience by early grade teachers and pupils outweighed the challenges. Therefore, timely monitoring and working on the revealed challenges were among the suggestions from researchers to make the project more successful.
Examining the niche of secondary education within the framework of industrial economy in Tanzania
(The University of Dodoma, 2019) Suru, Majiyd H.; Seni, Abdallah Jacob; Mbalamula, Yazidu S.
This paper examined the position and roles of current secondary education planning towards achievement of the new framework of industrial economy in the context of Tanzania. The paper focused on examining: i) the contribution of secondary school graduates towards industrial economy; ii) the influence of modern industrialization in the rural development within the framework of five year development plan 2016-2020 and iii) the role of industrialization process in plummeting rural-urban migration of the youth and mitigating unemployment rate in rural setting. The study was guided by the Human Capital Theory. A mixed research approach using a cross-sectional survey was adopted. Random sampling was used to select 52 undergraduate students majoring in educational planning and management from Tanzania while data were collected using questionnaires. The findings revealed that science and technological aspects should be included in the lower secondary school curriculum to enable learners develop industrial skills. In order to achieve the National Development Vision 2025, the government should vocationalize the lower secondary education to support current industrialization process for the rural development in the framework of five year plan 2016-2020. Furthermore, the respondents opined that, if the lower secondary education planning was properly linked to the current industrialization process and well oriented to rural areas, there would be a likelihood of reducing rural-urban migration of young people after completion of their schooling. The paper concluded that, proper planning of secondary education sub-sector plays a vital role in the framework of industrial economy. The Ministry of Education, Science and Technology should revitalize Secondary Education Development Plan to reflect science and technology in the secondary school curriculum to enable learners develop industrial skills. To achieve the National Development Vision 2025, the Ministry should vocationalize the lower secondary education to support current industrialization process for the rural development in the framework of five year national plan 2016-2020. Consequently, there is likelihood of reducing rural-urban migration of young people after completion of their schooling, if the lower secondary education planning is properly linked to the current industrialization process and well oriented to rural areas.
Giving priority to gender mainstreaming in Development Activities: Education as a challenge for Gender Mainstreaming in the Local Government Authorities (LGAs), Tanzania, a case of Dodoma city and Mpwapwa district councils
(The University of Dodoma, 2019) Mujwahuzi, Leonce; Faustin, Stella
The continual need for gender equality in many development dimensions has been the global agenda since the time immemorial. Likewise, addressing this inequality has been also the global agenda so as to reduce the gap existing between both men and women girls and boys. The efforts employed to reduce the gender gap have been termed as gender mainstreaming. Among many challenges encountered in mainstreaming gender is the lack of education or low level of education. Upon considering the importance of education in many development initiatives, we would like to examine how far the lack or low level of education has been perceived as the challenge in eliminating gender inequality in the Local Government Authorities (LGAs). Our main argument rests in the fact that despite the fact of employing many initiatives, still gender inequality exists in LGAs. It is assumed that the persistence of this inequality may have underplaying challenges one of them being education. This paper, therefore, intends to assess education as a challenge in dealing with gender mainstreaming matters. A cross-sectional research design was employed using 358 respondents. The findings by this study show that majority (67.4%) of male respondents identified low level of education as a major challenge to the Gender Mainstreaming Strategies (GMSs). The phenomenon was seen in the study area such that few respondents had university education. It is, therefore, recommended that higher education should be reconsidered and used as a tool for Gender Mainstreaming (GM). It was, further, found that very little attention is given to implement gender mainstreaming strategies. Likewise, the same low level of education has been seen accelerating the lack of gender specialists at different levels of LGAs. The significant relationship between educational level and educational challenge encountered by the officials was noticed. Dodoma City Council (DCC) and Mpwapwa District Council (MDC) officials face educational challenges in the same way with slight difference due to locality and socio-economic development difference. It was recommended that gender sensitive training should be given priority by LGAs planners because it can help to combat other challenges. GM trainers should use a medium of communication which is understood by the majority of participants during training sessions. LGAs should ask the employing body of the government to employ gender specialists in different levels of LGAs. Gender specialist and community development officers should consider education of officials when mainstreaming gender. Lastly, the means of combating challenges encountered by officials should be done by policy makers and other gender stakeholders with respect to Mpwapwa District Council and Dodoma City Council basing on their differences in locality and social development.
The heads of schools perceptions and experiences about parental involvement on students’ academic performance in community secondary schools in Tanzania
(The University of Dodoma, 2019) Gama, Lucas; Mwinjuma, Juma Saidi
The purpose of this study was to explore the perceptions and experiences about the influence parental involvement on students’ academic performance among community secondary school head of schools in community schools. Five participants were selected from different community secondary schools based on sex, age, marital status, level of educational attainment, professional experience and experience of working in current schools. Data was collected using in-depth interviews with Heads of School (HS) of community secondary schools. The data analysis process was done qualitatively using thematic unit where by interviews were recorded, transcribed, read word by word repeatedly so as to realize similar ideas for the formation of various themes. The findings revealed that HS perceived apparent parents’ negative perceptions towards schools academic related activities of their children. Basing on HS experiences, poor and negative perceptions resulted from poor students’ academic performance. Another significant finding revealed that parents’ educational background was perceived as one of the factors for parents’ minimal participation of the education of their children. The HS, further, perceived the marginal participation of parents as simply a result of irresponsibility of towards school academic activities of their children. The HS had a belief that parental involvement greatly influences the academic performance of students in community secondary schools. The HS were in view that if parents would strongly give cooperation and effectively make follow up of their children school academic progress, the students’ academic performance in community secondary schools would have raised significantly. Basing on findings, the study concludes by demonstrating a significant positive relationship between parents’ participation and academic performance of students in community schools.
ICT for enhancing early grade literacy and numeracy in Nyarugusu Refugees Camp, Kigoma Tanzania: Teachers’ experience on blended professional development
(The University of Dodoma, 2019) Ndibalema, Placidius; Msangi, Frederick Julius
The paper addresses the professional learning opportunities and challenges of early grade teachers during the implementation of the site based training. The training is one of the project activities about ICT for Enhancing Early Grade Literacy and Numeracy in Nyarugusu refugee camp. The project brings out the innovations by transforming the pedagogical approaches into digital content based learning where three ICT model classrooms, an android Classroom Learning Management System (Tujifunze), solar power system and Local Area Network have been established in Nyarugusu Refugee Camp (NRC). The paper, therefore, outlines the findings from 18 early grade teachers who participated in the training and provided feedback on the task. The evaluation of the training employed the two levels of the Kirkpatrick model to seek teachers’ reaction towards the training and professional learning. Questionnaire and narrative interview were employed as data collection tools. Descriptive data and framework analysis strategies were employed during data analysis. The findings indicate improved confidence in ICT integration, increased readiness for ICT adoption and improved peer collaboration. Insufficient time and facilities to necessitate ICT integration in professional learning and teaching were some of the challenges mentioned by the participants. It is concluded that technological adoption in schools requires a mind-shift among teachers so as to teach and learn in new approaches and collaborate beyond the school environment. The paper recommends a blended professional development approach which seems to have significant contributions towards technological acceptance in teaching and teachers’ professional development. The adoption needs teachers' commitment towards the programme objectives and school managers need to ensure availability of school resources such as internet connectivity. Further research is recommended on the third and the fourth Kirkpatrick level of programme evaluation.
Improving human settlements for safe, resilient and sustainable life through collaborative efforts in developing Elementary Survey Lesson (ESL) materials for secondary schools in Tanzania
(2019) Kisanga, Abel; Gabrieli, Prosper
This study developed Elementary Survey Lesson (ESL) materials to support learning of Geography in secondary schools in Tanzania. The ESL materials include practical learning experiences that are geared to address land use conflicts which are persistently reported in many regions of Tanzania. The study adopted mainly qualitative research approach to capture and analyze the teachers‟ views, students‟ voices and appraisals from various education experts and survey practitioners. Again, the study adopted some quantitative aspects to simplify the collection and analysis of the groups‟ mean scores, standard deviations, and some other descriptive statistics such as graphs and frequencies and tables. The study used a collaborative approach along with quasi-experimental design. A total of 136 Form III students, 2 Land survey practitioners, 3 Geography experts 3 Curriculum experts, and 3 Geography Teachers from Dodoma Region in Tanzania collaborated during the study. The team worked together in prototyping the ESL materials in the classrooms and in actual field through iterative cycles of planning, acting, observing and reflecting. Two schools, one being an intervention school (SA) and the other being control school (SB) were randomly selected from Dodoma Municipal Council. Questionnaire, interview, focus group discussion and classroom observation were used to document the data from the teachers, experts and students learning Geography using the ESL. The findings unveiled that the involvement of various experts, teachers and students contributed to the development of practicable and effective ESL materials. The teachers and students were observed using survey equipments appropriately during field practical activities. Moreover, the pre- and post- test analysis revealed a significant difference in terms of groups‟ mean scores between intervention school (56.96) and control school (37.79) in the post-test. This finding implies that the ESL materials facilitated the development of students‟ knowledge, skills and competences on elementary surveying topics in Geography lessons. The study recommends the use of the developed ESL materials in learning survey topics to ensure safe, resilient and sustainable human settlement in Tanzania
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.
Integrating sustainability into university curriculum in Tanzania: Challenges and prospects.
(The Unversity of Dodoma, 2019) Ephrem, Abdon
Universities play a significant role in producing the social and economical change essential to achieve sustainable development. Therefore, it is vital for universities to integrate the principles of sustainability in all its functions including teaching, research and community services. This paper discusses the challenges and prospects of integrating sustainability education in the university curriculum. The paper synthesizes the insights provided by lecturers and students from selected universities in Tanzania. Data were collected through interviews and documentary review. The key findings indicate that the selected universities in Tanzania have incorporated topics that promote some aspects of sustainability in their curriculum. 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. The argument, in this, paper is that through integration of sustainability education in their curriculum, universities can respond to contextual sustainable development challenges.
Observations on teaching practices based among UDOM student teachers: experiences and way forward
(The University of Dodoma, 2019) Nemes, Joyce
This paper reports the findings of a study that was conducted in Moshi Urban secondary schools in Kilimanjaro Region, Tanzania. The study observed the student-teachers from the University of Dodoma (UDOM) during their 2017/2018 Teaching Practice (TP) to establish their common mistakes during classroom teaching, determine reasons behind such teaching mistakes and suggest possible solutions to improve the preparation of teachers as well as teaching and learning practices. In all, 69 undergraduate student-teachers took part in the study. The data were collected using observations, interviews, and documentary review. The study found that many student-teachers received good comments for lesson development but not necessarily for many practical aspects. The study found that 50 (72.4%) were advised to improve their delivery of new knowledge, 18 (26.1%) to call students by name, 10(14.5) to call on those sitting at the back when asking questions, 16 (23.1%) to prepare a place where to hang teaching aids instead of using students as props, 15 (21.7%) to prepare teaching aids, 10 (14.4%) to select appropriate colours and 12 (17.3%) to use bigger and more visible teaching aids. The study established that poor preparation and fear contributed to their making mistakes. The student-teachers insisted on establishing moderation schools and using schools near the University for practising what they learn in class prior to TP to banish fear and panic in addition to building teaching confidence.
Parents and teachers engagement in using cognitive apprenticeship for child's development of authentic problem-solving skills in Tanzania
(Atlantis Press, 2021) Basil, Pambas Tandika
Despite its recognition in the pre-primary curriculum and being among preferred learning outcomes at different levels, it is not well-known how child’s teachers [parents and classroom teachers] engage to enhance children with authentic problem solving skills. Phenomenography study design was used to investigate and reveal use of cognitive apprenticeship by involving 12 parents and nine classroom teachers who were sampled purposely because of their stake in the level of education. Data were collected through individual in-depth interviews and two focus group discussions [FGDs] to teachers and parents respectively in Konawa district. Thematic content analysis obeying three-steps—open coding, axial coding and selective coding—introduced by Strauss and Corbin (1990) was applied. Findings reveal that classroom teachers differed with parents on strategies they used to enhance a child's problem solving skills. However, work environment, policy-related issues, and child-related issues impacted classroom teachers’ on their initiatives in nurturing children to become good problem solvers; while economic status, lack of parental knowledge and diseases affected parents’ initiatives on the same. The study concludes that development of children with authentic problems requires a working environment as well as policy specification be improved to achieve it.
Perceptions of primary school head teachers on parents’ involvement in children’s pre-primary education: A case of one rural district in Iringa region, Tanzania
(The University of Dodoma, 2018) Cosmas, Juhudi K
Research on Parental involvement in children's Pre-primary education has proven to facilitate and improve the children's confidence, interest, behaviour and academic achievement in schools. This study examined the views of primary school head teachers on the parents‟ involvement in children’s Pre-primary education in one rural district in Iringa Region, Tanzania. It was qualitative study in which consisted of 87 primary school head teachers. Data were collected through group discussions and analyzed using content analysis. The findings showed that the participants were aware of the concept of parental involvement in children’s Pre-primary education. However, the participants had limited understanding of parental involvement due to the fact the participants‟ understanding of parental involvement reflected school related activities involvement than activities assisting children at home. The advantages of parents‟ involvement included: Improved behavioural and academic achievement of students; parents become aware of their children’s learning; mutual respect and relations between teachers, head teachers and parents; increased resources; and development of school infrastructure. It emerged from the study that aspects such as low income status, low levels of parents‟ educational attainment, parental occupations, teachers‟ skills on involving parents and gendered parental involvement presented challenges to parents‟ involvement in Pre-primary education. It is concluded that, although some parents are often passive participants in their children’s Pre-primary education, parents‟ involvement in Pre-primary education has a positive impact on the parents, teachers and children’s learning. Therefore, there is a need to stimulate, support and encourage parents‟ involvement in Pre-primary education to uphold children’s learning at home and school in early years.
Perceptions towards the indisciplined students in public secondary schools: A case of Kinondoni municipality in Tanzania
(The University of Dodoma, 2019) Massiru, Francis Nyika; Mwinjuma, Juma Saidi
The purpose of this study was to investigate insights of teachers towards indisciplined students and the academic performance of students. The study employed phenomenological research design to collect and analyse data. Semi-structured interviews were conducted with three categories of respondents: heads of schools, discipline masters and teachers of public secondary schools. Twelve informants were purposively selected from a number of schools. The findings of the study revealed teachers’ aversion towards indisciplined students. The study, further, showed that teachers choose to deal indisciplined students in order to improve their academic achievements. In the same vein, the study revealed that lack of parental cooperation predominantly contributed to indiscipline behaviour of students in secondary schools. The findings of this study led to draw the following conclusions: indisciplined students were left in the hands of teachers and school management committees while other stakeholders like parents and the community at large were taking minimal trouble in managing students’ discipline at schools. When dealing with indiscipline students, teachers take the role of guardians, parents and counsellors so as to facilitate effective discipline management in respective schools. The study recommends for the need and urgency for stakeholders to take collaborative efforts on discipline management strategies in public secondary school so as to improve students’ academic performance.
The predicament of internal quality assurance in enhancing teaching and learning process among selected Higher Learning Institutions (HLIS) in Tanzania
(The University of Dodoma, 2019) Kimaro, Anathe R.; Rubeba, Asia M.
This study examined the predicament of Internal Quality Assurance (IQA) in enhancing teaching and learning process among HLIs in Tanzania. It was conducted in three (3) HLIs namely the University of Dodoma, St John’s University of Tanzania (SJUT) and College of Business Education (CBE). The study largely employed mixed methods approach i.e. qualitative and quantitative approach integrating descriptive survey design. Simple random, purposive and convenience sampling techniques were used in selecting a total of 106 respondents. Data were collected by using interviews, questionnaires and documentary review. Quantitative data were analysed by using descriptive statistics and qualitative data used thematic analysis. The findings revealed that most of the respondents were not sure whether their universities had IQA policy and Quality Management handbook in place or tools/process for monitoring academic programme, academic staff and students‟ assessments. On top of that, it was revealed that IQA directorate/unit did not have access to and use of information pertaining to students‟ characteristics, instructor-students ration and students‟ progression. IQA directorate/unit in sampled universities was facing a number of challenges such as lack of sustainable funding and lack of coordination. In order to strengthen the directorate/unit and the Quality assurance committees (QAC), sufficient budget should be allocated for IQA activities and there should be capacity building aimed at equipping higher institutions with the means to ensure that they maintain the quality of teaching and learning, and policies regarding what should be done to facilitate teaching and learning in higher institutions should be known to every university academic staff.

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