Browse
Recent Submissions
Item Strengtheng tutors’ pedagogical use of ict competences in Tanzania teachers’ colleges(The University of Dodoma, 2023) Lubuva E. E.The study intended to bridge the policy and practice gap on teaching with ICT in Teachers’ colleges. It engaged tutors in designing and using ICT integrated lesson activities in order to strengthen their pedagogical use of ICT competences. The Network Society and Zone of Proximal Development theories guided competence assessment and support mechanisms on tutor professional learning for pedagogical use of ICT competences. ICT competences were adopted from the UNESCO ICT competence Framework for Teachers. An experimental mixed methods approach under pragmatist world views was used. A survey using a self rating questionnaire was used to collect numeric data (N=70) before and after the intervention. Observation, focus group interview, and document analyses were used to obtain descriptive data. The study used mean scores, independent sample and paired sample t-tests and multiple regression analyses for quantitative data; and content analysis for qulitatative data. Findings revealed that, Knowledge Acquisition was high which means proficiency in technological competences. Knowledge Deepening was low which means limited pedagogical use of ICT competences. Tutors’ pedagogical use of ICT competences was influenced by several factors including; limited hands-on-practice during and after ICT competence development; misalignment between policy intentions with implemented curriculum. Further, limited administration support, use of Open Educational Resources and learning networks and low proficiency in lesson planning for higher-order knowledge domains. Intervention evaluation revealed a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice. The study makes an appeal on tutors professional learning to emphasize on pedagogical use of ICT competences for addressing the learning needs of the subject matter. It recommends the need for revision of the Tanzanian ICT competence Standards for Teachers to embrace teaching with ICT and knowledge creation. Moreover, need for further research on teacher education service quality in teaching with ICT.Item 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.Item Personal values and research productivity among academicians in public universities in Tanzania: the mediating role of research self-efficacy(The University of Dodoma, 2023) Ndiago, S.The study examined the direct and indirect influence of personal values on academicians’ research productivity through research self-efficacy in public universities in Tanzania. Specifically, it examined the influence of personal values (openness to change, self-enhancement and conservation) on research self-efficacy and research productivity. It also examined the influence of research self-efficacy on research productivity. Lastly, it examined the mediation effects of research self-efficacy in the relationship between personal values (openness to change, self-enhancement and conservation) and research productivity. The study was guided by the basic human values theory and the social cognitive theory. The study adopted a positivist philosophy whereby ten hypotheses were developed from the specific objectives of the study. Furthermore, the study employed a quantitative approach along with a cross sectional design and structured questionnaires to collect data from 247 randomly selected academicians from four public universities namely; UDSM, SUA, NM-AIST and MUHAS. The data collected was analyzed using exploratory factor analysis (EFA), covariance-based structural equation modelling (CB-SEM) and Hayes’ PROCESS macro test for mediation. Based on the findings, personal values (openness to change, self-enhancement and conservation) have a positive and significant influence on research productivity. The findings also revealed that personal values (openness to change, self-enhancement and conservation) have a positive and significant influence on research self-efficacy. Research self-efficacy positively and significantly influences research productivity. Lastly, research self-efficacy positively and significantly mediates the relationship between personal values (openness to change, self-enhancement and conservation) and research productivity. Based on the findings, the study concludes that, personal values determine research productivity, and research self-efficacy explains the mechanism through which personal values determines research productivity. Thus, the study recommends that, universities may consider including personal values as among criteria for hiring academicians as well as designing and providing trainings which will help academicians develop their self-knowledge and confidence in becoming productive researchers. The study recommends further research on the topic by extending the scope to include academicians from other positions and other higher learning institutions.Item 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.Item Alignment of parents’ expectations on pre-primary education with national curriculum in Zanzibar(The University of Dodoma, 2022) Moh’d, Shehe AbdallaThis 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.Item 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 ChaiThis 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.Item Students’ satisfaction with service quality in Higher Education Institutions (HEIs): The perspective of students’ expectations and perceptions in Tanzania(The University of Dodoma, 2015) Suru, Majiyd HamisThis study, sought to assess students’ satisfaction with service quality (SQ) in the perspective of expectations and perceptions of students’ affairs, in public Higher Education Institutions in Tanzania (HEIs). The study employed a mixed research approach and a cross-sectional survey design. Data were collected through SERVQUAL scale questionnaires, semi-structured interviews, documentary reviews and observations. The demographic characteristics of the respondents were used as independent variables while the factors produced by confirmatory factor analysis were used as dependent variables. Multiple linear regression analyses were run to assess as to whether or not, demographic characteristics had statistically significant influence on students’ expectations, perceptions and satisfaction about service quality and their intentions to recommend the surveyed university to colleagues or re-enrol for postgraduate studies. The main study findings indicated that, parent education and type of student’s degree programme had a statistically significant influence on the students’ satisfaction about technical and residential services. Moreover, student’s degree programme had a statistically significant influence on the students’ satisfaction with overall service quality. More findings had revealed that, student’s degree programme had a significant influence on students’ intentions to recommend the university due to the quality of education received. In addition, school ownership and student’s degree programme had a significant influence on students’ intentions to re-enrol to the HEI, with regards to offers of scholarships. The study established further that parent occupation, school ownership and degree programme, had a significant influence on students’ intentions to recommend or re-enrol to the HEI due to its geographical location. The study concludes that, students’ satisfaction with the overall service quality were determined by the students’ type of degree programme (students’ specialization). The study recommends that, in order to satisfy students in the campus life, the HEIs Management need to plan the overall service quality by focusing on specific resource allocations to the requirements of the colleges/schools, taking into account the type of degree programme (students’ specialization).Item Participatory planning in the decentralised health services in Dodoma city and Bahi district councils in Tanzania(The University of Dodma, 2021) Msacky, Richard F.This thesis investigates the implications of participatory planning on the quality of the decentralised health service delivery in the public health facilities of Dodoma City and Bahi District Councils in Tanzania.It specifically dealt with the quality of health service delivery in the public health facilities, the participatory activities, the level of planning, and decision-making practices for health service delivery in the LGAs. The thesis is built on the Public Choice Theory and Service Quality (SERVQUAL) Model and the extension of the inward understanding of the subject with the empirical literature. A concurrent mixed research approach was employed throughout data collection and analysis. The study adopted the cross-sectional design to collect data from 440 respondents. Similarly, the study collected both quantitative and qualitative data from primary and secondary sources by using survey questionnaires, interviews, focus group discussions, observations, and documentary reviews. Both probability and non-probability procedures were used to select different units of the study. The quantitative data were analysed using descriptive and inferential statistics while the qualitative data were analysed thematically. Cronbach’s Alpha was used to test the reliability of the variables. The research findings revealed that the respondents are dissatisfied with the quality of health service delivered in public health facilities. Also, the quality of health services in the public health facilities was significantly influenced by participatory activities and decision-making practices in the Local Government Authorities. Generally, the findings imply a mismatch between the assumptions of Public Choice Theory on participatory planning and the quality of the decentralised health service delivery. It is recommended that the government and community members develop appropriate strategies to improve the quality of health service delivery. The strategies include the establishment of the Tanzania Health Fund for Local Government Authorities (THF-LGAs) and ensuring the availability of modern equipment for health service delivery in both urban and rural councils of Tanzania.Item 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 KapasyThis 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.Item 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 JacobThis 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.Item Influence of instructional competence on test construction practices among University instructors in Tanzania(The University of Dodoma, 2021) Rubeba, AsiaThis study examined the influence of instructional competence on test construction practices among university instructors in Tanzania. Specifically, the study examined the indicators of instructors’ instructional competence and test construction practices, and establishes the association between different levels of instructors’ instructional competence and test construction practices. Further, the study compared instructors’ instructional competence and test construction practices based on the selected demographic parameters and explored the challenges experienced by university instructors in constructing test items. The study was conducted in two public universities, namely University of Dar es Salaam and Sokoine University of Agriculture. Mzumbe University was used for pilot testing the instruments of the study. The study used a mixed-methods approach informed by both ex-post facto and phenomenological designs. Stratified proportional sampling and simple random sampling techniques were used to select and generate data from a sample of 205 instructors. Heads of departments and quality assurance coordinators were purposively selected. The qualitative data were analysed thematically while Chi-square of independent variables and logistic regression model were used for quantitative data. The analysis revealed that university instructors conceive several key indicators of instructor’s instructional competence in learning. These factors are mastery of the content, pedagogical competences, transactional competences, possession of the students’ assessment skills, language competences, classroom management skills, instructors’ emotional management skills, and psychology of students in learning. However, the study revealed that some of the instructors did not follow the necessary procedures of test construction. There was a high correlation between instructional competence and the levels of adherence to test construction by instructors. Further, instructors faced serious challenges which affected the construction of test items. These are a large number of students and less manpower, lack of resources, lack of training on test construction, and lack of internal moderation commitment. The study concludes that some instructors lacked key instructional competences, such as classroom management and transactional competence, which affected their ability to teach, not to mention test construction skills. There is a relationship between the instructors’ instructional competence and levels of adherence to test construction practices. This, therefore, proposes mandatory workshops and seminars to the instructors who did not go through teacher education. Universities ought to provide enough human and material resources to strengthen teaching and learning.Item 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 DadiThis 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.Item 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.Item Community participation and utilization of malaria prevention methods at household level in Bukoba district, Tanzania(The University of Dodma, 2021) Nyarusule, Bonamax MbasaCommunity 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.Item Improving english comprehension ability among students with hearing impairment in inclusive classroom: a collaborative instructional approach(The University of Dodma, 2021) Philip, Eugen MtemiThis thesis reports the findings of the implementation of a designed Intervention Learning Materials for Improving English Language Comprehension Ability (ILMIECA) among students with Hearing Impairment (HI) in inclusive classroom through a Collaborative Instructional Approach (CIA). The ILMIECA were designed and developed within the framework of the Social Constructivism and Text Comprehension theories. Social Constructivism Theory was used in this study because of its emphasis on collaborative learning. In the context of this study, students with HI learn well in an inclusive setting when they are engaged with peers. The Text Comprehension Theory was deemed important in this study due to its emphasis on combining linguistic structures with the learners’ background knowledge and experience to enable readers to comprehend a text. Three main objectives guided this study: to analyse quality criteria for designing guidelines and specifications for the development of the ILMIECA based on the Collaborative Instructional Approach, to design, develop intervention materials through prototypes for improving English language comprehension ability of students with HI, and to evaluate the efficacy of the ILMIECA in improving English language comprehension ability among students with HI in inclusive classroom. The study was conducted at Kazima in Tabora Region, Bwiru Boys and Buhongwa Secondary Schools in Mwanza Region. The study adapted developmental design using pre-test post-test quasi experimental mixed approach. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within group; and between the experimental and control groups. The qualitative evaluation used phenomenographic approach. Thus, the study designed, developed, and evaluated ILMIECA with 7 reading comprehension lessons. Interview guides, observation, tests, and documentary review were employed in designing, developing, and evaluating the ILMIECA. The main findings obtained from interviews revealed that teachers and students were satisfied with impact of ILMIECA in improving comprehension skills among students with HI. Further, the post-test mean scores of the students in experimental group improved significantly in comparison with the control group. These results imply that the experimental group had high comprehension skills as compared to the control group. Hence, English language comprehension ability improved significantly in the part of experimental group.Item 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 JoelThe 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.Item Influence of functional and emotional factors on employee work engagement: a case of secondary School teachers in Tanzania(The University of Dodma, 2021) Kibambila, Vincent KadokeThe study investigated the influence of functional and emotional factors on teachers' work engagement in secondary schools in Tanzania. Specifically, the study aimed to: examine the impact of employee remuneration, nature of the job, and teachers' relationship with their head of schools and co-worker support on teachers' work engagement. The study was carried out among secondary schools teachers in Bukoba Municipal Council, Kahama Town Council, Korogwe District Council, and Ruangwa District Council. The study used a cross-sectional survey with a sample of 440 teacher respondents who were obtained by stratified random sampling techniques. Data collection tools were survey questionnaires, focus group discussion, and key informant interview guide. Content analysis was used to analyze qualitative data. Key results on qualitative information were integrated with quantitative information to provide meaningful study conclusion. Quantitative data were analyzed by Structural Equation Modelling using statistical package of social science with AMOS software Version 21. Findings on the first specific objective indicate that; employee remuneration significantly influences teachers' work engagement. But it is not a stand-alone factor for employee work engagement. On the other hand, findings on the second specific objective indicated a positive and significant influence of the nature of the job on teachers' work engagement. Findings on the third objective revealed a positive and significant influence of teachers’ relationship with their heads of schools on teachers’ work engagement. Finally, results on the fourth objective informed the positive and significant influence of co-worker support on teacher’s work engagement. The study concludes that remuneration has little incentive to contribute towards employee work engagement. Instead, factors like the nature of the job, employee relationship with their leaders, and co-worker support substantially impact teachers’ work engagement. Therefore, the study recommends that policymakers in the education sector take a broader view of factors when designing interventions relating to employee work engagement. Moreover, District directors and Heads of Schools should be trained to address employees' dynamic behaviour to enhance employee work engagement.Item Formative assessment for developing students’ communicative competences in secondary schools in Tanzania(The University of Dodoma, 2021) Mgimba, Felician BonifaceThis 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.Item 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 AbdallahThis 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.Item Influence of assistive technology utilization on academic performance of pupils with disabilities In Tanzania’s primary school(The University of Dodoma, 2017) Wilfred, JosephineThis study investigated the influence of Assistive Technology Utilization on academic performance of pupils with disabilities primary schools in Dodoma and Dar es Salaam. The specific objectives of this study were to investigate on the availability and use of Assistive Technology Devices, relationship between Assistive Technology availability and academic performance, factors affecting Assistive Technology utilization, and to evaluate the perspectives of pupils with disabilities and their instructors on how to improve the status of ATDs availability. The study was guided by a pragmatic philosophical instance. It utilised a cross-sectional survey design using a mixed research methods approach. It employed Rogers Diffusion of Innovation, Theory of Planned Behaviour, and Matching Person with Technology Theory. The study involved 454 respondents made up of 41 head teachers, 140 teachers, 259 pupils with disabilities, 8 district officers for special education, 4 officials from Tanzania Education Authority, and two officials from the Ministry of Education and Vocational Training, now with the added portfolio of science and technology. Open-ended field-interviews, semi-structured questionnaires, Focus Group Discussions and direct observations were employed to collect data. Statistical Package for Social Sciences (SPSS) version 15 and Chi-square Test were used in data analysis. The results indicate a significant difference in academic performance between pupils from schools with high availability but low utilisation of ATDs [Ӽ 2 (1, n = 29) = 9.54; p=.002], on the one hand, and schools with high availability and high use of ATDs (r=15.8, n=143, p <.000), on the other. Key challenges observed included inadequacy of ATDs, skills, device trainings, specialised teachers, unstable curriculum and device use discomfort. The study recommends for the adequate distribution of relevant ATDs in schools and monitoring their use to improve the learning of PwDs, provision of adequate specialised trained teachers and involving them in ATDs decisions, as well as improving the school infrastructures.