Doctoral Theses

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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.
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.
Alignment of parents’ expectations on pre-primary education with national curriculum in Zanzibar
(The University of Dodoma, 2022) Moh’d, Shehe Abdalla
This study investigated parents’ expectations regarding their children’s pre-primary education and how those expectations were featured in the national curriculum in Zanzibar. The objectives of the study were to: Determine parents’ expectations on their children’s two-year pre-primary education in Zanzibar; Examine the association of parents’ expectations on pre-primary education with the national curriculum in Zanzibar; Examine the effectiveness of the teaching and learning strategies used by pre-primary education teachers on achieving the aligned expecations, and; Find out the state of parents’ involvement in curriculum process for accommodation of their expectations in pre-primary education in Zanzibar. The study adopted a single case study approach within an interpretivism philosophical paradigm. Data for the study were collected through documentary reviews, interviews, FGDs and observations from teachers, parents, curriculum developers and pre-primary officials. Findings have shown that parents had expected their children to develop skills in literacy, numeracy, science, religion and socialization. Parents expected those skills as they believed that they would give children better foundation for education and knowledge. The study also found some alignments as a result of the associations between the identified parents’ expectations with the national curriculum across some general and subject competences and topics. Results had also identified that the associated expectations were only the common core and general competences of curriculum that were likely to be found in any curriculum, which decreased the status of alignment of the expectations with the curriculum. Results had further unveiled some drawbacks for practical achievement of the aligned expectations that included impracticality of the competences, ineffective teaching and assessment methods, materials, overcrowded classes and time. Results had also uncovered strategies used by the teachers to improve the expected skills, though some weaknesses compromised their effectiveness on teaching the targeted skills. Results discovered also that parents were less involved in curriculum development process due to budget constraints, unwillingness of parents themselves, education and lack of invitation opportunities. The study concluded that curriculum process should be inclusive and adhered to parents’ expectations so as to have a curriculum that is socially informed and that encourages parents’ participation in education.
Assessment of the practices on the provision of pre-primary education in Zanzibar: experiences from pre-primary schools in the Mjini Magharibi region
(The University of Dodoma, 2022) Ali, Ali Chai
This study assessed practices on providing pre-primary education in Zanzibar. Experiences from Pre-Primary Schools in the Mjini Magharibi Region. The study was undertaken to assess the pre-primary education practices associated with children's learning outcomes. Four specific objectives guided the study, namely examining the existing teaching and learning practices on the provision of pre-primary education in Zanzibar based on the PPE guidelines, exploring educational stakeholder's perceptions on the provision of pre-primary education, assessing the involvement of educational stakeholders in the provision of PPE in Zanzibar and establish the strategies for effective provision and implementation of pre-primary education in Zanzibar. Ecological System Theory provided theoretical underpinnings of the study. A qualitative research approach was employed. The study adopted a single case study design. Purposive sampling was used to select pre-primary schools and participants involved in the study from Mjini Magharibi Region. Observation, semistructured interviews and document reviews were the methods used to collect data from the study participants. The study involved 56 participants, including 21 preprimary school teachers, 6 heads of pre-primary schools, 5 quality assurance officers, and 24 parents or guardians. The collected qualitative data were analysed using thematic analysis. The study findings have shown that PPE teachers had little knowledge on PPE and their teaching and learning practices. Also, the study findings indicate that free and teacher-guided plays such as songs, free play, question and answers, role plays, teacher guide strategy, group strategy, use of teaching aids, tracing, and storytelling are teaching and learning strategies used by teachers in PPE. The study revealed varied educational stakeholders' perceptions of pre-primary education, which was influenced by the educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. Furthermore, the study revealed different ways that educational stakeholders get involved in PPE, including parenting, helping children's academic works, curriculum designing and implementation. The revealed strategies to improve the provision and implementation of PPE were improving teacher's professional development, provision and dissemination of teaching and learning resources, conducting effective school inspection, involvement of parents in the learning of their children both in social and academic activities as well as employing qualified teachers in PPE. The study concludes that improving teacher-parents partnership help to support children’s learning in PPE. Also, PPE teaching and learning practices are very important to develop children with reading, writing, social and cognitive development skills when teachers are trained with necessary knowledge and skills as well as when the learning environments are conducive. The study recommends that teachers should be empowered with adequate knowledge and skills to improve their teaching and learning strategies. Finally, there is need to improve school learning environments and involved educational stakeholders for effective provision and implementation of PPE.
Authentic assessment practices for enhancing the acquisition of teaching professional competencies among undergraduate science student-teachers in Tanzanian universities.
(The University of Dodoma, 2023) Nyinge, B. N.
This study investigated authentic assessment practices for enhancing the acquisition of teaching professional competencies among undergraduate science student-teachers in Tanzanian Universities. Specifically, the study examined the use of authentic assessment tools and the frequency of use in enhancing teaching professional competencies among undergraduate science student-teachers. Furthermore, it established a relationship between authentic assessment tools and teaching professional competencies. Social constructivist learning theory and the model of authentic assessment guided the study. The study employed a mixed research approach with an explanatory sequential research design conducted in two selected universities. The target population for the study was 650 third-year Bachelor of Science with Education (BSC.ED) students and instructors. A stratified proportional random sampling technique was used to select 240 third-year undergraduate science student-teachers, and six instructors were purposively selected based on their areas of specialisation. Data were analysed by using descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. Findings indicate that authentic assessment was employed for formative and summative purposes; however, summative use was dominant. Similarly, the findings indicate that course instructors used authentic assessment tools to assess their students despite variations in use under education and science courses. Furthermore, variations showed that course instructors minimally employed authentic assessment tools, although they appeared to enhance the student teachers’ professional competence. The variations in the use of authentic assessment tools were observed in portfolios found to be minimally used in some education courses and not used at all in science courses. It was further revealed that there was a significant relationship between tools of authentic assessment and teaching professional competencies. It is argued in this study that authentic assessment tools are paramount if course instructors are to prepare the student teachers with desired professional competencies in terms of content, pedagogical and generic knowledge. In addition, the findings indicated that variations in authentic assessment tools could explain variations in the teaching professional competencies. For universities to prepare competent, experienced teachers, an authentic assessment policy in higher education institutions must ensure its full implementation.
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.
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.
Co-production of adsorbent biochar andbio-oil fuel from cashew nut shells: a modeling and optimization study of intermediate pyrolysis process
(The University of Dodoma, 2023) Kazawadi, D.
Intermediate pyrolysis (IP) is an effective method in handling bio-wastes and in co-production ofadsorbent biochar (AB) and bio-oil fuel (BO). Cashew nut shells (CNS) are regarded as a bio-waste in Tanzania, but has faced inadequate and poor handling. This study focused on modeling and optimizing the IP process for co-production of AB and BO from CNS. The study modeled and optimized IP process using four parameters namely; particle size (1-10 mm), heating rate (1-10 °C/min), residence time (20-60 min), and temperature (400-600 °C). Furthermore, co-produced ABand BO were upgraded using chemical activation and atmospheric distillation, respectively. This study reported the model equations and optimum parameters of IP process for CNS and the comparison between co-products and their respective commercial products. Optimal IP parameters were 1-1.7 mm, 2.03 °C/min, 22 minutes, and 470 °C, for particle size, heating rate, residence time, and temperature, respectively. Gold adsorption capacity of biochar, which was regarded as AB,was found to 1.9 mg/g while bio-oil organic phase (BOP) which was regarded as bio-oil fuel (BO) had 27 MJ/kg heating value and 2.7% water content. Optimal distillation occurred at 293°C, producing an oil phase with 36 MJ/kg, 10 mm2/s viscosity, and 0.984 g/cc density. Chemical activation of AB increased gold adsorption from 1.9 mg/g to 3.1 mg/g. The investigation found that the co-products produced had physio-chemical properties unlike those of commercial products. Further research is recommended to expand the scope of IP studies by exploring additional parameters and investigating different bio-wastes. In addition, the upgrading of BO should be tested on alternative techniques like vacuum distillation. Furthermore, conducting an economic analysis is crucial to assess the commercial viability of the process.
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.
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.
Developing school-based instructional supervision materials in enhancing school leaders’ supervision capacity for competence-based curriculum implementation in Zanzibar
(The University of Dodoma, 2021) Ali, Habibu Dadi
This study sought to enhance the School-Based Instructional Supervision Capacity of the school leaders for the implementation of Competence-Based Curriculum in Zanzibar. It was conducted in the West Urban Region, and particularly at the Urban and West B district schools in Zanzibar. The study was prompted by the massive empirical evidence from the literature suggesting that the implementation of the CBC in Tanzania remains problematic despite its operation for nearly fifteen years now. Findings from the preliminary investigation indicated that school leaders failed to guide teachers on competence-based instructional planning, competence-based instructional delivery in the classroom, and competence-based assessment. Thus, intervention research was deemed necessary to empower school leaders to enhance their School-Based Instructional Supervision Capacity. The study employed an embedded intervention design as its overall design. However, phenomenography design was used in the process of constructing the desired intervention materials, while a single-group quasi-experimental design was used to measure the effectiveness of the constructed intervention materials. The study was underpinned by a pragmatist research philosophy that called for the use of both mixed-methods research approach. The sample of the study involved 33 section leaders, 15 head teachers, 5 experts, and 118 teachers. The study employed interviews, questionnaires, observations, and document reviews to collect data. Data gathered through interviews and observations were thematically analyzed, while those gathered through documentary reviews were subjected to content analysis. The data gathered through questionnaires was analysed descriptively to develop the mean, standard deviation, and inferential statistics (i.e., paired sample t-test, and factor analysis). The findings of the study suggest that section leaders’ capacity to supervise the implementation of CBC improved significantly after the developed intervention. This was elucidated by the paired sample t-test mean difference of SLCS scores before and after the intervention as 18.36, with a p-value of <0.0001. Similarly, the mean difference of STCS scores before and after the intervention was 14.39, with a p-value of <0.0001. This means that there was a significantly higher capacity of teachers for implementing CBC after the intervention compared to before the intervention was executed to the section leaders. Based on the study findings, it is concluded that SB-ISMs have significant potential in improving section leaders’ capacity to supervise the implementation of CBC. The study recommends the adoption of the guidelines and orientation of school leaders on CBC supervision since they are the immediate supervisors of teachers.
Effectiveness of interactive writing strategy in promoting teaching and learning of Kiswahili reading skills in grade one in Chemba district, Tanzania
(The University of Dodoma, 2021) Kambona, Winfrida Jacob
This study explored the effectiveness of Interactive Writing Strategy (IWS) in improving teaching and learning of Kiswahili reading skills in grade One in Chemba district, Tanzania. The study was guided by five specific objectives, namely exploring teachers’ knowledge of phonemic awareness and alphabet knowledge; exploring strategies in teaching phonemic awareness and alphabet knowledge; improve teachers’ instructional capacity in the use of IWS in teaching phonemic awareness and alphabet knowledge among pupils; assessing the effects of IWS in improve the teaching of phonemic awareness and alphabet knowledge among teachers; and assessing the effects of IWS in improving phonemic awareness and alphabet knowledge among pupils. Social-cultural and activity theories guided the study. The study employed a mixed method approach in which a qualitative approach was dominant. The phenomenography, action research and quasi-experimental designs were used. The convenience and purposive sampling techniques were used to select 10 schools and informants who were 10 teachers, 10 head teachers and 218 pupils. Data were collected through interviews, observations, documents review and testing. The qualitative data were analysed through thematic analysis procedures while the quantitative data were subjected to descriptive analysis, and paired samples t-test. The findings indicated that teachers had inadequate knowledge about phonemic awareness and alphabet knowledge. The strategies used by teachers in teaching phonemic awareness and alphabet knowledge were less interactive. It was established that collaborative learning activities improved teacher’s instructional capacity in using IWS. Additionally, the study indicated that IWS improved teaching of phonemic awareness and alphabet knowledge. Lastly, IWS improved pupils’ level of phonemic awareness and alphabet knowledge as all tested items scored a p-value of 0.00, <0.05. The study concluded that IWS is crucial for improving reading skills among pupils when learning environments are conducive. The study recommends that teachers should be empowered to use IWS for improving reading skills among the pupils.
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.
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.
Evaluating the effectiveness of EQUIP-T and LANES projects on improving the teachers’ competencies in reading instruction in Tanzania
(The University of Dodoma, 2021) Kashaigili, Johaiven Joel
The purpose of this study was to evaluate the effectiveness of EQUIP-T and LANES projects in improving teacher’s competencies in reading instruction for standard two pupils in Tanzania. It intended to understand what was practically done to improve teacher’s competencies in reading instruction, and what yet needed to be done for the reading development framework. Four research questions were posed: 1) What are the opinions of the actors in EQUIP-T and LANES PD on the ability of these projects on improving teacher’s competencies to teach reading in standard two?, 2) What were the ways in which the two professional development projects supported teachers to develop their competencies to teach reading in standard two?, 3) How did standard two teachers use competencies gained from the EQUIP-T and LANES reading projects to improve reading practices in classrooms?; and 4) What effect did the two professional development projects on teacher competencies have on standard two pupils reading outcomes? Understanding of learning to read and reading to learn was guided by the theoretical framework based on two learning theories, the behaviourism and social constructivism as well as the evaluation model developed by Guskey. Guskey’s evaluation framework focuses on five levels namely, participant reactions, participant learning, organisational support and change, participant use of new knowledge-skills, and pupils‟ learning outcomes. The study used a mixed method research approach. Data collection methods were interviews, observation, questionnaire, focus group discussion, documentary review and tests. Data were analyzed qualitatively and quantitatively where the researcher used SPSS version 21- computer software. The study was conducted in four districts in Dodoma and Geita regions with total sample size of 191. The findings indicate that PD projects were effective to standard two teachers and largely improved their conceptual, motivation and pedagogical competencies on teaching reading. The extent to which teacher’s competencies in reading instruction were improved depended greatly on the training modality and in-school support. Inadequacies in follow–ups, training time, school infrastructure, mentorship, lack of incentives, teachers‟ workload, coordination, overcrowded classes, study groups and leadership from head teachers, were the factors that were affecting the teacher’s learning and application of the learned competencies. It was found that the school INSET Coordinators (SICs) are important and resourceful persons towards strengthening the PD reading activities; and integrating different school actors in training is critical for the ownership, collaborative accountability and improved coordination of PD activities. In addition, the reading test results provided the pupils with reading status, which built assumptions related to improvement in the observed teachers‟ competencies to teach reading, particularly about phonics, vocabulary, and comprehension compared to fluency and phonemic awareness. The study concludes that the two projects have improved the teachers‟ competencies to teach reading, and addressed the lessons learned. In the light of these findings, the study recommends two important interventions: first, various measures likely to impact more on developing fully the teacher’s competencies to teach reading in Tanzania; and second, an Integrated School-based Professional Learning Model (ISPLM). The study has suggested future directions for further research on reading instruction and teacher profession development.
Formative assessment for developing students’ communicative competences in secondary schools in Tanzania
(The University of Dodoma, 2021) Mgimba, Felician Boniface
This study was about teachers’ use of Formative Assessment (FA) for developing students’ Communicative Competences (CCs) in secondary schools in Tanzania. The study was conducted due to the perceived teachers’ lack of understanding of the use of FA. It determined the teachers’ understanding of FA, students’ CCs assessed by teachers using FA, analysed the teachers’ use FA to enhance CCs, developed the Assessment Guide (AG) and assessed its effectiveness. The study was carried out in six selected secondary schools, and at the University of Dodoma (UDOM) in Dodoma City, Dodoma Region-Tanzania. The study used mixed methods research approach whereby the explanatory sequential design was employed. It had two phases involving 129 participants, including twenty-five (25) teachers during the first phase of the study. The second phase of the study involved five (5) UDOM lecturers, two (2) experienced English language teachers, two (2) Form III ELTs, and ninety-five (95) Form III students. Data collection methods used were questionnaire, documentary review, interview, and non-participant observation. The quantitative data were analysed using descriptive statistics while qualitative data were organised, transcribed, coded, annotated, and finally, thematically analysed. The study revealed these findings. First, the teachers understand FA in terms of Continuous Assessment (CA) intended to measure students’ learning achievement. Furthermore, assessment is perceived as a means of collecting assessment scores that could fulfill the requirements of summative examinations. Second, the CCs are not assessed by teachers using FA. Third, the teachers lack understanding of the use of FA to enhance the students’ CCs. Fourth, the teachers lack appropriate guidelines on how to conduct FA, hence, the AG was developed to guide its conduct. Fifth, the developed AG was assessed to be effective for guiding the conduct of FA in large extent. The study conludes that, since the teachers lack understanding of FA for enhancing students’ CCs, capacity building in terms of provision of AG, and teachers professional development is necessary. The curriculum developers are recommended to review the syllabus, and provide the needed FA guidelines to all ELTs in Tanzania.
Gender roles and resilience to food insecurity among agro-pastoral communities in Chamwino and Chemba districts, Tanzania
(The University of Dodoma, 2021) Kalumanga, Venance E.
There are markedly significant relationships between gender roles and food insecurity among agro-pastoral communities of Chamwino and Chemba Districts in Tanzania. However, little is known on the importance of gender roles on resilience to food insecurity. The main objective of the study was to investigate the influence of gender roles on resilience to food insecurity at the household level among agro-pastoral communities in Chamwino and Chemba Districts in Tanzania. Specifically; to examine gender roles related to food insecurity, to determine food insecurity status, to determine the employed resilience mechanism in response to food insecurity, and finally to assess how gender roles influence resilience mechanism to food insecurity. The study employed a cross-sectional research design where primary data were collected from 333 randomly selected households through survey, focus group discussion, key informant interviews, and observation methods. Secondary data were collected from common sources including published, unpublished data, books, magazines, newspapers, and journals. Qualitative data were analyzed through narratives and content analysis while IBM SPSS Statistics Version 24 was used to analyze quantitative data. The findings indicated that there are gender roles related to food insecurity these include; cooking, allocation, distribution, and preservation of food. Others are caring for children and sick people, addressing of seasonal variations, and searching for wild food. However, the findings also show that there is still high food insecurity situation particularly the mildly insecure category in the study area, and women are reported as the most food insecure than men. Moreover, the determined resilience mechanism used were, absorptive, adaptive, and transformative resilience indices with Mean indices of 51.477, 46.794, and 55.242, respectively and the differences between them were statistically significant at p=0.000. Also, resilience had positive coefficients (β) for districts, sex, household size, age, additional sources of income, number(s) livestock and background of individual (indigenous) as; 4.495, 2.223, 2.114, 0.012, 1.334, 0.010, 0.001 respectively. Findings also revealed that gender roles that showed a positive correlation on resilience to food insecurity include roles to take care of children and sick people, cooking, preparations of alternative food, controlling financial capital, distribution and allocation of food. Women are more resilient than men regardless of higher food insecurity situations. For a vibrant and resilient community, different interventions should be done by stakeholders including policy and decision-makers to consider gender roles and their relevance on resilience to food insecurity.
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.
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.
The implementation of vocational skills curriculum in primary schools in Tanzania: the gap between intended and attained curriculum
(The University of Dodoma, 2021) Pembe, Fortunata Kapasy
This study investigated the implementation of Vocational Skills Curriculum (VSC) in primary schools in Tanzania to establish the gap between intended and attained curriculum. The study was guided by social constructivism theory. It was conducted in Dodoma City and Mpwapwa District in Dodoma Region, by using qualitative methodology. The study used phenomenological and ethnographic research designs, and involved 200 participants. Data were collected through semi-structured interviews, observation, documentary review and questionnaires. The collected data through interviews, observations and documentary reviews were subjected to thematic analysis, while data obtained through questionnaires, were analysed through the use of Tables and Figures by indicating frequencies, percentages and means. The study found that there was an ineffective implementation of VSC. Vocational Skills Subject (VSS) was not taught as scheduled in the vocational skills syllabus. It was also observed that most of the visited schools were found to allocate four lessons to teach VSS on their timetables. However, the actual implementation showed that teachers used as little as only two to three periods per week. It was also found that the majority of VSS teachers were not using the learner-centred approach as suggested in the syllabus. Teachers had negative attitudes and lacked the specific skills and knowledge on the subject. In addition, the findings indicated that most of the selected schools had insufficient teaching and learning resources required for the implementation of VSC. Most schools were found with few teaching and learning materials that were poorly managed due to teachers’ lack of knowledge, skills and interest in using them. It was further found that there was low attainment of VSC objectives among primary school learners in the most visited primary schools as majority of them lacked basic vocational skills competencies for self-advancement and entrepreneurship skills. The study concludes that insufficient resources and ineffective teaching and learning practices were the main reasons of the gap between the intended and attainment of VSC in the primary schools. The study, therefore, recommends among other things, a review of the teachers’ education and professional development for vocational skills teachers.

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