Is logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania

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dc.contributor.authorFulment, A. K.
dc.contributor.authorTibyehabwa, R. R.
dc.contributor.authorSangiwa, G. C.
dc.contributor.authorSrivastava, B. B.
dc.date.accessioned2020-03-20T09:01:03Z
dc.date.available2020-03-20T09:01:03Z
dc.date.issued2017
dc.descriptionFull Text Article. Also available at: http://journals.univ-danubius.ro/index.php/research/article/view/4437en_US
dc.description.abstractThe study assesses teacher’s use of logic in teaching and students' assignments, exercises, group work, test and examination. Every University in Tanzania has its own teachers' training curriculum; the way teachers are educated to meet challenges and still upholding teaching qualities is questionable. The study involved qualitative (focus group discussion and observation of students assessments) and quantitative (structured interview) design. The study noted that; majority of teachers lack sufficient logical knowledge of subject matter and do code switch between English and Swahili in teaching although Swahili is not language of instructing science subjects. The study revealed that teacher's use of logic in teaching and student’s assessment is not good and requires understanding of subject matter. Respondents recommend the use logic in the students’ assessment from simple to complex problems as logical skill acquisition. Something lacking in learners is problems solving skills, they rely on reading and memorizing solved questions instead of making logic from what they were taught. The study contributes significantly to understanding of students' learning and understanding as well as the teachers' teaching and students' assessing skills.en_US
dc.identifier.citationFulment, A. K., Tibyehabwa, R. R., Sangiwa, G. C., & Srivastava, B. B. (2017). Is logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania. Journal of Danubian Studies and Research, 7(1).en_US
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2266
dc.language.isoenen_US
dc.publisherDanubian Studies and Research Centeren_US
dc.subjectTanzaniaen_US
dc.subjectTeachersen_US
dc.subjectTraining curriculumen_US
dc.subjectUniversity curriculumen_US
dc.subjectLogical assessmenten_US
dc.subjectPrincipal componentsen_US
dc.subjectTeachingen_US
dc.subjectLogic teachingen_US
dc.subjectLogic knowledgeen_US
dc.subjectTeacher educationen_US
dc.subjectClassroom instructionen_US
dc.subjectPedagogical skillsen_US
dc.titleIs logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzaniaen_US
dc.typeArticleen_US
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