Master Dissertations

Permanent URI for this collection

http://192.168.18.118:4000/handle/20.500.12661/353

Browse

Now showing 1 - 20 of 469

Academic achievement of standard seven pupils: the influence of organization of learning in primary schools
(The University of Dodoma, 2014) Chale, Prisca
The study aimed to investigate the influence organization of learning in academic achievement. The objectives of the study were to identify the schools with moreeffective and less-effective in organization of learning; to find out the differences between schools with more-effective and less-effective in organization of learning in relation to teacher’s profile, and teacher- student interaction, teaching activity and pupils’ academic achievement; to find out the relationship between organization of learning and academic achievement of standard seven pupil’s; to explore stakeholders recommendation for improving organization of learning. The study employed both quantitative and qualitative approaches. The descriptive survey method was used to carry out this study. A total number of 30 schools were included in the sample of the present study. A total of 698 respondents were involved in the study in terms of 540 pupils, 120 teachers, 30 head teachers, 2 school inspectors and 6 educational officers. The data collected through techniques namely observations, interviews, Focus Groups Discussions (FGD) and documentary review. Quantitative data were analyzed by using SPSS version 20.0 programme and Qualitative data were subjected to content analysis. On the basis of the findings of the present study revealed that the schools were found to have better teachers’ profile, teacher-student interaction, teaching activity and pupils’ academic achievement were identified as schools with more-effective in organization of learning. There was a real association between organization of learning and pupils’ academic achievement. The study recommends that in-service training, adequate teaching and learning material/aids, rewards and motivation would improve organization of learning in primary schools.
Academic performance impediments among students with visual impairment in inclusive secondary schools in Tanzania
(The University of Dodoma, 2018) Lugome, Gelasius G.
The study examined the academic performance impediments of students with visual impairment in inclusive secondary schools in Tanzania. It specifically examined; learning- teaching strategies and methods, teachers’ adaption of learning- teaching resources and examination, the status of orientation and mobility, and finally it established instructional leaders support to students with visual impairment. The study was guided by the social model of disability. The study adopted descriptive survey research design. The targeted population included instructional leaders, teachers and students where the representative sample of 484 participants was used. Data were obtained through questionnaires, interview, documentary review, Focus Group Discussion and observation. Qualitative data were thematically analysed and the founded sub-themes were embedded with descriptive quantitative data analysed from Statistical Package of Social Sciences (SPSS) version 21. The major findings from the study indicate that, most of the learning- teaching strategies and methods employed in inclusive secondary schools were not adapted for students with visual impairment. In addition, there was inappropriate or no adaptation of learning- teaching resources and examination towards the learning style of those students. Furthermore, it was indicated that students with visual impairment were receiving orientation and mobility services and instructional leaders were not fully supporting those students appropriate learning- teaching practices. The study therefore, recommends that inclusive education should be incorporated in the curriculum of general teacher’s education, collaboration among inclusive education stakeholders should be improved. Furthermore, the government should provide materials, funds and seminars to students, teachers and instructional leaders.
The access to guidance and counselling services for the welfare of public secondary school girls in Tanzania: a case of Kilombero district
(The University of Dodoma, 2021) Haule, Bibiana
This study explored the access to guidance and counselling services for the welfare of public secondary school girls in Tanzania: A case of Kilombero District. The study was conducted at Kilombero District in Morogoro Region. The study was guided by three specific objectives, which were to investigate availability of guidance and counselling services to public secondary school girls, to examine public secondary school girls’ perceptions towards guidance and counselling provided for their welfare and to explore challenges facing public secondary school girls in accessing guidance and counselling services. The study employed qualitative approach with case study design in which 36 participants were involved. Participant categories were distributed as follows three head of schools, three teacher counsellors, three discipline teachers, three class teachers and 24 public secondary school girls. Purposive sampling was employed in selecting participants where sex, experience, position and access to guidance and counselling services were criteria for selection. Data were collected using interview, focus group discussions, observation and documentary review. Study was guided by system theory. Thematic analysis was used in analysis and themes were created based on specific objectives. The findings revealed that guidance and counselling services were available in schools and girls had access to the services. In addition, it was revealed that girls in public secondary schools had positive perception towards guidance and counselling services. Moreover, guidance and counselling services were revealed to have been facing challenges such as absence of counselling rooms, time limitation, and lack of training to teacher counsellors. The study recommends that schools should use the available resources so that guidance and counselling services can be accessed, provision of trainings or seminars so that teacher counsellors can have counselling skills in dealing with all cases that require their attention. Lastly, there should be maintenance of confidentiality and strengthening relationships between teacher counsellors and girls in order to ensure accessibility of guidance and counselling services in schools.
Adult education in contemporary Tanzania: a swot analysis of learning programs in selected urban and rural settings
(The University of Dodoma, 2016) Mwagala, Emmanuel I
The role of adult education for national development has remained critical for many decades irrespective of time and space differences. This study investigated the strengths, weaknesses, opportunities and threats of adult education programmes in Tanzania. Data were collected from 31 informants sampled from Chamwino district and Dodoma municipality through purposive, purposive-random sampling and snowball sampling. Data were collected through qualitative methods, i.e. interviews, observation and documentary review and analysed deductively starting with the main themes to the specific ones. The study found that adult education offers adult learners‟ opportunities to grow both mentally and economically as they get employment and their ability to participate in different issues is widened. Despite this strength, adult education in Tanzania faces weaknesses, including lack of awareness of the society members, insufficiently qualified personnel, and bad location of the centres. Further, the Adult Education is threatened by the lack of political will to develop the centres and insufficient fund. Following these findings, the researcher concluded that adult education is a panacea to combat three enemies of the nation namely poverty, ignorance and diseases among the school drop outs, adults who could not access formal education at the appropriate age and those who need to upgrade their knowledge in different fields of study. Adult Education is at risk because there is no enough investment and little +awareness of its importance in the country. Thus, the researcher recommends for immediate intervention by the government to empower adult centres for effective services to the learners and raise of awareness among its people.
Alignment of career aspiration with the choice of French subject among secondary school students in Ngara district
(The University of Dodoma, 2018) Iliho, Isack
Career information is important when students are choosing French subject since it gives them confidence in their aspirations. Failure to access French subject-related career information may result into choosing other subjects that might be irrelevant to their aspirations. Thus, this study assessed alignment of students' career aspiration with the choice of French subject. Objectives were; to determine if students' career aspirations led them to the choice of French subject. Secondly, to explore the accessibility of French subject-related career information in schools; and lastly, to solicit opinions on the availability of careers that can attract Form III students to the choice of French subject. A mixed approach was used through a concurrent design where both purposive sampling and disproportionate stratified random sampling were applied during data collection. A total of 240 respondents (213 students and 27 teachers) participated in this study. Qualitative data were analysed thematically whereas chi-square test was performed for quantitative data by the aid of a Statistical Package for Social Sciences (SPSS) version 21. Findings of the study indicated no significant relationship between career aspirations and the choice of French subject among Form II and III students. French subject teachers were the main source of French subject-related career information though they were not satisfying students. Majority of the schools had academic masters or mistresses who were also appointed as career masters or mistresses with little career guidance and counseling professional skills. Taking into consideration the findings of this study, it was recommended that career information related to French subject should be made available to students so that they can understand how French subject relates to their career aspirations.
Analysis of English language curriculum for ordinary level secondary schools in Tanzania: trends, implementation and challenges
(The University of Dodoma, 2015) Mkuvalanga, Ali Saidi
The current study, analyzed the English Language Curriculum for Ordinary Level Secondary Schools. The study primarily focused on the trends of improvement of English language Curriculum, taken since 1997 to the present. It also examined the implementation of current English Competency-Based Curriculum (CBC) for Ordinary Secondary Schools Further; the study identified some challenges encountered by English teachers, in the implementation of English Competency-Based Curriculum. A total number of 90 participants including teachers and students from Lindi Municipality and curriculum experts from district, regional and national levels were involved. Data were collected using interviews, lesson observation checklists and documentation. Data were analyzed manually through content analysis. Findings revealed that, there was little achievement in English Curriculum introduced between 1997 and 2005. This was mainly revealed through the examination results. For example, the examinations results of 2002 and 2009 showed that, the pass rates were below 50% in most secondary schools in the Municipality, except 1 school out of 8 schools As far as the implementation of CBC is concerned, the findings indicated 9 (45%) out of 20 had moderate competence in teaching using CBC. On the other hand, 4 (20%) out of the total number of English teachers showed low competence in using Competency-Based Curriculum. and, only 7(35%) out of20English teachers who participated in the study manifested high competence in teaching the competence-based curriculum, Therefore, it was concluded that, most English teachers had moderate competence in teaching using Competency-Based Curriculum. In view of these results, the researcher suggested continuous training on Competence-Based Curriculum to enhance effective teaching of English language. in secondary schools.
Analyzing women participation in local government: the case of Ilala municipal council.
(The University of Dodoma, 2014) Marijani, Irene
The issue of women participation in all spheres of life has become a major developmental concern worldwide. The study was guided by three objectives, namely: To identify opportunities that are available from different stakeholders in enhancing women’s participation in elections, to assess the extent to which women are successful in local government elections and in decision making processes within local government, to examine factors that impinge on the women participation of women in local government. The study was carried out in Ilala municipal council. The study adopted descriptive research design which study targeted a population of 73 respondents. Data from primary sources were gathered using of questionnaires, focus group discussions and interviews. Both qualitative and quantitative instruments were employed to analyze field data. The study found out that there is a huge gap between elected females and males in Ilala local council, also there are factors that impinge women participation such as economic factors, intimidation, lack of confidence and low levels of education The study also found out that there were opportunities from different stakeholders that were available for women that enhanced their participation both as candidates and voters. The study, therefore concluded that commitment towards women’s political empowerment is facing many challenges, including the way it is (or is not) mainstreamed in the political agenda. It is important to note that the quota system will only work where there is a political commitment to promoting gender equality. Increase of number of women through reserved seats it is not enough but it is the actions taken by women representatives that matter.
Application of constructivism approach in Dodoma urban primary schools - an evaluative study
(The University of Dodoma, 2013) Sanga, Mateo
This study explored the application of Constructivism Approach in Dodoma primary schools. It evaluated the extent to which Constructivism Approach is used in Tanzania primary schools. The study employed Qualitative Approach, though some aspects were dealt with quantitatively. It is a descriptive case study conducted in six primary schools in Dodoma Urban based on two theories; the Social Constructivism and Cognitive Constructivism Learning Theory. A total of 15 participants were involved in the study. Three of them were school inspectors and twelve were primary school teachers. They were selected through purposive sampling and simple random sampling techniques. Data were collected through questionnaires, observation schedule, focus group discussion and documentary review. The findings of the study confirm that, despite teachers qualifications and their knowledge on constructivism views, there are some teachers with negative attitude about Constructivism Approach. This is because of lack of motivation, overcrowded classes, poor parental involvement in their children‟s learning as well. In addition, lack of enough funds provided to school inspectors and lack of sufficient trainings to teachers are other challenges on the application of Constructivism in primary schools. Based on the findings, the study concludes that owners of those schools should create positive attitudes to teachers and give them proper trainings and seminars. Also, educating parents on the importance of guiding their children to learn at home environment and making follow up in school is paramount.
Application of information and communication technology (ICT) in teaching and learning process in primary schools: a study of Morogoro municipality
(The University of Dodoma, 2013) Masambati, Claud
This study examined the Application of Information and Communication Technology (ICT) in teaching and learning process in primary schools in Morogoro Municipal. The major objective was to investigate the application of ICT in teaching and learning processes in primary schools and suggest better approach for the effective application of ICT. The study employed a descriptive research design with quantitative and qualitative approaches. In this study, a total of 32 respondents from six (6) primary schools were selected as a sample. Twelve (12) respondents were pupils, eighteen (18) were teachers (head teachers, ICT teachers and non ICT teachers) from the selected primary schools and two (2) were the Municipal education leaders (DEO and school inspector). The sample of pupils and non ICT teachers were obtained through simple random sampling technique, while the schools, ICT teachers, head teachers and Municipal education leaders were obtained through purposive sampling technique. The data were collected through questionnaires, interviews guide, observation and documentary review. Data analysis was done by involved content analysis, calculating frequency and percentage using SPSS version 16. The findings revealed that ICT resources in Morogoro Municipal primary schools were not adequately available, accessed and utilized effectively. There were serious scarcity and uneven distribution of ICT resources between private and public primary schools with unqualified teachers. The study recommends intensive and adequate training of ICT teachers and the MoEVT in collaboration with private and other partners in education to ensure adequate provision of ICT resources in all primary schools implementing ICT.
Appraising assessment tools’ potential for fostering children’s holistic development in Dodoma city pre-primary classes
(The University of Dodoma, 2019) Kilasi, Loveness Felix
The present study intended to appraise the potential of the assessment tools for fostering holistic children’s development among pre-primary schools in Dodoma, Tanzania. The study was guided by four specific objectives. These were: first, to assess pre-primary school teacher’s understanding of assessment tools’ potential for promoting child holistic development; second, to appraise the role of assessment tools in the promotion of children’s cognitive development; thirdly, to determine the extent to which the assessment tools in pre-primary schools were used to foster children’s physical development and fourthly, to assess the potential of the assessment tools in enhancing children’s social development. The study was governed by the cognitive development theory of Jean Piaget (1936), Social learning theory by Albert Bandura (1977), psychomotor theory developed by Reigeluth (1999) and Vygotsky socio-cultural theory developed by Vygotsky (1978) as its theoretical framework. The study employed a case study research design within the qualitative research approach. The data were collected through semi-structured interviews, observation and documentary review. The study employed the qualitative research approach. A total of 15 informants were involved in this study. These include heads teachers, academic teachers as well as pre-primary teachers. All informants were purposively selected on the basis of the roles and positions they held in the schools. Data were analyzed through the thematic analysis. The findings of this study revealed that assessment tools have been of major importance in children’s holistic development in schools in terms of cognitive, physical and social development. The study recommends that in-service teacher preparation should be encouraged, the government should allocate fund for pre-primary education and there is need for providing teaching and learning materials to mention a few in schools so as to ensure effective use of assessment tools in assessing children’s holistic development.
Assessing management styles by head of schools in managing instruction in public secondary schools in Tanzania: A case of Njombe town council
(The University of Dodoma, 2020) Mbogela, Michael Samson
This dissertation reports the findings of the examination of the contribution of school management styles by head of schools to managing instructions in public secondary schools. It draws on the data that were collected from Njombe Town Council to specifically inform about common management style employed by head of schools in managing instruction for students’ academic achievement, the factors that influence head of schools in managing instruction in public secondary schools, the impacts of management styles by head of schools in managing instruction, and the challenges facing head of schools in using different management styles. Data for the study were obtained through explanatory research design which was blended with the mixed method approach. However, the qualitative approach was predominantly used in the study. A total of 70 participants were sampled from six secondary schools around Njombe Town Council to participate in the study through a questionnaire, interviews, and documentary reviews. Both the quantitative and qualitative analysis of the data generated revealed that school heads from the selected public secondary schools use different management styles to manage school instruction. However, the participative management style was the most preferred style whereas autocratic and laissez-faire were less preferred by head of schools. Furthermore, participative management style had positive outcomes while the autocratic and laissez-faire had negative outcomes on students’ academic achievement. Following these findings, the study recommended that the government and all other education stakeholders should create an effective school management style to enhance students’ academic achievement in public secondary schools.
Assessing stress factors and coping strategies among primary school adolescents in Morogoro municipality, Tanzania
(The University of Dodoma, 2013) Kashindye, Neema
The aim of this study was to assess stress factors and coping strategies among primary school adolescents in Morogoro Municipality, Tanzania. The study employed both quantitative and qualitative methods. Both purposive and stratified simple randomly sampling procedures were used. An overall number of 108 respondents made up of 18 primary school teachers and 90 primary school adolescents were involved in this study. Data were gathered through, interview, questionnaires and documentary reviews. Quantitative data were analyzed descriptively through the use of SPSS version 16 and qualitative data were analyzed by using content analysis. The findings indicated that; stressors such as, “academic performance”, “parental conflicts” “financial difficulty at home” “examinations” and “long distance from home to school” were the principal sources of stress among primary school adolescents. Wide range of physiological symptoms of stress such as headache, tiredness and hunger were very common to most of the adolescents. The findings also show that: “poor school attendance” “early pregnancy” “lack of concentration” and “lack of interest in studies” and “psychological problems” were the major effects of stress in primary school adolescents. To cope with stress the adolescents in primary school adopted different coping strategies including “positive reappraisal”, “escape-avoidance” and “seeking social support” these were very common to adolescents in this study while the less used one was confrontive coping. The study concluded that primary school adolescents have little knowledge of stress, and how to cope with stress. The study recommends that there must be extra efforts in assisting pupils to manage stress such as more leisure time activities, better interaction with parents, peers and teachers and proper guidance and peer counseling at school could do a lot to reduce stress, which affect not only their academic performances but also all aspects of health.
Assessing teachers’ preparation for teaching pupils with visual impairment in inclusive classrooms: a case of selected teachers’ colleges in Tanzania
(The University of Dodoma, 2014) Yusufu, Stanslaus
The general objective of this study was to assess teachers’ preparation for teaching pupils with visual impairment in inclusive classrooms in Tanzania. A cross-sectional design was employed as well as a qualitative approach with some elements of quantitative approach. Data were collected through documentary review, interviews, questionnaires and observation which involved 45 respondents. This sample was obtained through purposive sampling, simple random sampling and stratified random sampling in that order. The findings show that training offered in college ‘A’ aimed at preparing teachers in teaching visually impaired learners in inclusive classrooms. On the contrary, College ‘B’ aimed at training teachers in inclusive setting. It was also showed that studying inclusive education in general, caused student-teachers to graduate without enough content and competencies. Also, the challenges faced teachers’ colleges in preparing teachers included inadequate teaching and learning materials, lack of financial support and inappropriate teaching techniques. Some of the measures to reduce those challenges include equipping knowledge and skills as well as provision of material support for student-teachers on how to teach pupils with visual impairment. Therefore, it is recommended to include more content and competencies in certificate education with specialization in certificate special education curriculum, to ensure availability of special needs materials and to consider teaching as a continuum, starting with pre-service to in-service training for certificate special education teachers in order to prepare high quality teachers for teaching visually impaired learners.
Assessing teaching and learning methods that enhance reading among pre-primary children in Tanzania: A case of Chamwino district
(The University of Dodoma, 2020) Medard, Idda Starehe
This study investigates teaching and learning methods that enhance reading among pre-primary children in Tanzania. The specific objectives of this study were: to identify the common teaching and learning methods used by teachers to enhance reading skills among pre-primary children, to explore when teachers assess the ability of pupils and help them and to examine the challenges encountered by pre-primary teachers in teaching reading skills. The study was conducted in Chamwino District, where by four public primary school were involved. The study involved 12 participants where 8 were pre-primary teachers and 4 were head teachers. The study employed qualitative approach method by using purposeful sampling technique, which included critical case to obtain participants. Data were collected through interviews, observation and documentary analysis. The findings of the study revealed that pre-primary teachers taught reading skills in early age through using different methods. They used phonic and read loud methods. It was found that many pre-primary teachers preferred to use phonic method with didactic and interactive strategies using cards of sounds, vowels and words; songs; and charts. This implied that many pre-primary teachers were using the methods that were making the reading activities to be child-centred, although there were few teachers who were employing teacher-centred approach. It was also found that there were some challenges that were hindering the pre-primary teachers in the process of teaching and learning reading. Such challenges include: overcrowded classrooms, lack of teaching and learning facilities, lack of in-service training and seminars and language of instructions. The study concludes with the argument that, despite the challenges, many teachers were using different cooperative and interactive methods and strategies to teach reading. The study recommends the combined efforts of the government and other pre-primary education to find the ways to eliminating challenges that hinder teaching reading activities. In particular, that some pre-primary teachers need in-service trainings in order to equip them with current update methods of teaching and learning in pre-primary schools.
Assessing the criteria for selection of teachers for professional development in public secondary schools in Tanzania: a case of Bunda district
(The University of Dodoma, 2018) Makori, Masse
This study focused on assessing the criteria for selection of teacher’s for professional development in public secondary schools in Bunda District. The study was guided by Andragogy learning theory to understand the best criteria adhered in selection of secondary school teachers to participate in professional development, to examine the limitation to participation in professional development among secondary school teachers and to identify the practices that may enhance the quality of teacher’s professional development in secondary schools. The study consisted of 50 secondary school teachers from 5 secondary schools in Bunda District and 5 school heads. Both qualitative and quantitative approaches were used to generate and analyze the data. The study revealed that, teaching subject and teaching experience are common criteria undertaken to select teachers to participate in professional development. Additionally, although lack of support from the government, lack of enough funds and poor working environment are factors which are reported to limit teacher’s participation in Professional development, seminars and workshops are mentioned as the best practices of professional development programmes needed by teachers and should be implemented. Also, The study suggest that for public secondary school teachers in Bunda District to achieve their improvement, the emphasis on the best criteria for selecting teachers for PD prgrammes should be well improved and adhered effectively. The study concluded that professional development of teachers will only be valuable if teachers, school heads, government and Ministry of Education perceived it as milestones for teacher’s participation and development. The study recommends that the government and other agencies should improve the provision of in-service training to all teachers as appropriates measures in updating their skills and knowledge for the improvement of teaching and learning process.
Assessing the effects of childhood maltreatment on adolescents’ academic performance in secondary schools: a case of Geita district
(The University of Dodoma, 2014) Malaha, Revocatus
Specific and accurate understandings of the extent of childhood maltreatment and its effects on adolescents’ academic performance in Tanzanian schools are crucial to inform policy makers and educators about children protection and treatment programs. This study assessed the effects of childhood maltreatment on adolescents’ academic performance in secondary schools using both quantitative and qualitative research approaches. Data were collected through questionnaire, interviews and documentary review. Stratified random sampling was used to select four secondary schools from both rural and urban areas. On the whole, a total of 120 Form Three students and 20 school teachers respectively formed the sample of the study. The study revealed that students experience sexual, physical and emotional maltreatment during their childhood whereby 37.39% of male students and 50.23% of female students in both rural and urban schools, reported to have experienced the problem. Moreover, it was found that childhood maltreatment has negative effects on adolescents’ academic performance. The study recommended that there is a need of establishing child protection units at all education levels within the structure of the education system in Tanzanian schools.
Assessing the influence of school learning environment on girls' life skills in Tanzanian ward secondary schools
(The University of Dodoma, 2017) Kitia, Nasoro Erasto
The quality of education offered in community secondary schools has been questioned by many scholars and the general public. While it is true that some of the community schools are improving their academic performance, the status of their life skills provision among girls is not well established. This study sought to assess the influence of the learning environment in community secondary schools on girls' acquisition of the necessary life skills for their future life as carers of the society. Four objectives guided this study namely: assessing the informants' understanding of girls' life skills obtainable in the school environment; examining classroom teaching and learning strategies that promote girls' life skills in some selected subjects; identifying the extra-curricular targeting at promoting girls‟ acquisition of life skills and identifying the procedures that are useful in determining the acquisition of life skills among girl students in the environment. The study was conducted in Singida District Council, Singida Region involving three community schools. Participants included three heads of secondary schools, six subject teachers and three guidance and counseling teachers, twenty-four school girls and three school girl leavers. All participants were purposively selected. The semi-structured interviews, focus group discussion, observation and documentary review data collection methods were used to collect data as the study used the qualitative research approach. The study revealed that community secondary schools' environment plays a significant role in promoting life skills among girls. Although informants were in agreement that the school environment was the best avenue for life skills provision, many schools emphasized academics rather than dealing with the promotion of life skills. Overall, the study findings revealed that understanding among the informants regarding the provision of life skills to girls did not necessarily translate into girls acquiring those skills. Secondly, findings show that teaching and learning strategies enhanced girls' life skills acquisition in the school environment. Thirdly, it was revealed that extra-curricular activities promote girls life skills acquisition although schools emphasize mostly on academic achievement. Lastly, the formal assessment was used to determine girls' life skill acquisition
Assessing the influence of school meals on students’ attendance in community secondary schools: the case of Korogwe district
(The University of Dodoma, 2016) Hassani, Omary M
This study was directed toward assessing the influence of school meals on students' attendance in community secondary schools. It was conducted in Korogwe District, Tanga region in Tanzania. Specifically, the study sought to explore the influence of school meals on students attendance presented in Korogwe District, to examine the attitude of parents toward contributing to school meals and identifying challenges facing provision of school meals provision in Korogwe District. The study employed both qualitative and quantitative approach to get depth data. In this study the researcher adopted both non-probability sampling techniques and probability sampling techniques. Purposive sampling technique was employed to obtain the sample of the heads of school while Simple random technique was employed to obtain representative sample for the parents, teachers and students. The main instruments used for the data collection were questionnaires, interviews, observation, Focus group discussion (FGD) and documentary review. The qualitative data collected through interview and questionnaire were analyzed using a structural functional content analysis, and descriptive statistics was used to provide frequency and percentage of the quantitative data. The study findings revealed that in all schools within the study area, meals were provided and they were shown to have positive impact on students toward school attendance. Also it was revealed that the meal programme at school was supported positively by the parents. Furthermore, the study reported some challenges on the school meal provisions which include poor contribution of the items agreed upon such as maize and beans, also parents‟ low income was another problem reported in the study area. Measures suggested to overcome the above challenges are such as the support from the government, similarly, schools should engage effectively in shamba activities. Education toward meals provision in schools is very important to the society in general. It is recommended that enhanced food security at the household level would imply an increase in capacity by the parents communities) to continue supporting the SFP
Assessing the influence of visual media on improving pre-primary pupils arithmetic skills: The case of Dodoma municipality
(The University of Dodoma, 2018) Mbikilwa, Zamarady Z.
This study sought to examine the influence of visual media on improving pre-primary pupils’ arithmetic skills within Dodoma Municipality. The study was guided by four objectives and adopted a mixed research approach, using a descriptive survey design. Data were collected through questionnaires, semi-structured interviews, observation and documentary reviews. The sample included 27 informants comprising of municipal education officer, head teachers, pre-primary teacher and parents. Specifically, the study intended to; examine the frequency use of visual media in teaching and learning of arithmetic skills by pre-primary school teachers; assess the effectiveness of the visual media on the enhancement of teaching and learning of basic arithmetic skills among pre-primary school pupils; examine teachers’ perceptions on the use of visual media on the improvement of teaching and learning of basic arithmetic skills among pre-primary school pupils and examine factors affecting the use of visual media by teachers on the enhancement of teaching and learning of arithmetic among pre-primary school pupils. The findings show that, visual media are frequently used in teaching arithmetic skills at pre-primary schools and teachers have positive perceptions over the use of visual media in teaching pre-primary pupils. The study further revealed that, inadequate visual media and large class size affect the use of visual media in improving arithmetic skills. In addition, the surveyed pre-primary schools experienced insufficient fund for buying teaching and learning materials. Inadequate classrooms hinder the effective teaching of arithmetic skills among pre-primary pupils. The study concludes that, if used properly, the visual media are effective instructional tools for teaching arithmetic skills at pre-primary school level.
Assessing the utilization of capitation grants in public primary schools: a case study of Iringa district in Tanzania
(The University of Dodoma, 2015) Sikia, Mfilima
The study assessed the utilization of capitation grants in public primary schools in Iringa District. Specifically, it examined the disbursement procedures of capitation grant from Central Government to schools, to understand how capitation grants are utilized in schools, the study was extended into exploring the challenges facing school management in utilizing capitation grants and its implications to quality education and finally suggested strategies to rectify the situation. The study employed qualitative approach with some elements of quantitative approach. The data was collected by using questionnaires, interviews, documentary review, and focus group discussion, qualitative data were analyzed thematically and presented through descriptions and quotations and quantitative data were analyzed through SPSS and presented through descriptive statistics. The study revealed that disbursement procedures of capitation grant to schools involve many stages that are bureaucratic and that there are unnecessary delays of CG to reach pupils. Likewise, uses of CG without adherence to government regulations provide greater chances to head teachers to spend more funds into issues which are unrelated to the process of teaching and learning in schools. Further, the study found that the challenges associated with managing CG in schools, such as delays, insufficiency and inadequate knowledge of HTs on fund management negatively affected the quality of education in public primary schools in Tanzania. To remedy the situation, the study suggested some strategies such as provision of training to head teachers, more sources of fund should be sought to minimize dependency on CG and the Government should increase amount of CG. The study recommended that there is need to revise the delivery mechanism of CG from Central Government to the school level so that the funds may be deposited directly into schools accounts.

Browse

Browsing Master Dissertations by Title

Results Per Page

Sort Options