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- Parents’ and teachers’ participation in pre-primary school curriculum development in Tanzania: Opportunities and Challenges(St John's University of Tanzania, 2015-07-28) Kihumbe, MartineCurriculum development is a shared responsibility among different education stakeholders which includes parents and teachers. This study, examined the state of parents’ and teachers’ participation in pre-primary school curriculum development in Tanzania focusing on opportunities and challenges. A cross sectional descriptive survey utilising a qualitative research approach and a sample of 30 participants (Parents=12; Teachers=12 and TIE Officers=6) purposively selected were involved to obtain data. The Social Cultural Theory guided the study and helped explain the findings. Data were collected through use of documentary review, semi structured interview and Focus Group Discussion (FGD). Interviews and Focus Group Discussions’ data were analysed using thematic analysis while secondary data were analysed using content analysis. Specific objectives of this study were; To assess the state of parents’ and teachers’ participation in pre-primary school curriculum development; Investigate the factors contributing to the current state of parents’ and teachers’ participation in pre-primary school curriculum development; Examine the opportunities for parents’ and teachers’ participation in preprimary school curriculum development and Identify the actual and/or potential challenges associated with parents’ and teachers’ participation in pre-primary school curriculum development. The study revealed that parents and teachers were hardly involved in preprimary school curriculum development because of different factors which includes; inhibitive education system, avoidance of expenses, limited time, poor communication between the government on one hand and parents and teachers on the other hand and misallocation of funds. Based on these findings, it was concluded that parents and teachers’ participation in pre-primary school curriculum development, was essential for relevancy of the curriculum in Tanzania, Ultimately, the ministry responsible for education should provide opportunities for parents and teachers to participate in pre-primary school curriculum development. It was finally recommended that parents and teachers should be well informed about their roles as key stakeholders in curriculum development for quality pre-primary education in Tanzania.
- Factors influencing students’ attitude towards science subjects in secondary schools. The case of Mvomero District, Tanzania(St John's University of Tanzania, 2016-07-28) Damas, JaphetThe main purpose of the study was to explore the factors influencing student’s attitudes towards science subjects in secondary schools. The study employed a qualitative research approach, particularly the case study design. The findings were obtained from two DEOs, 10 science teachers, and 24 science stream students, making a total of 36 informants. Participants were selected using purposive sampling. Data were collected through interview, focus group discussion (FGD) and documentary review. Thematic analysis was used to analyse data. The study revealed that most students in Mvomero District had negative attitude towards science subjects in secondary schools. Also, it was found that previous science experiences, anxiety over career opportunities and inadequate teaching and learning materials influenced students’ attitudes towards science subjects. The study revealed factors like providing enough teaching and learning materials and increasing the number of science teachers in secondary schools as some of the solutions to the problem of students’ negative attitude towards science subjects. This study recommends, among other things, that there was a need to equip schools with all necessary teaching and learning resources; capacity be improved for teachers to be able to understand the need for improvisation of teaching and learning materials; in service training be carried out in schools to help teachers use learner centred approach to present the content.
- The influence of technological sexual explicit materials on students’ learning in secondary schools in Dodoma Municipality(St John's University of Tanzania, 2016-07-28) Njiku, Herman PerpetuaThis study explored the influence of technological sexual explicit materials on students learning in Dodoma municipality secondary schools. Mixed research approaches with the help of sequential exploratory research design were opted to accomplish the study. The researcher employed questionnaires, interviews, focused group discussion and documentary review in gathering data. It was found that, majority of the secondary school students are accessing and using technological sexual explicit materials. The findings of this study revealed that about (46.7%) of students agreed to accessing and using technological sexual explicit materials, while 33.3% strongly agreed to have used technological sexual explicit materials. This study further found that, 50 (46.3%) of students agreed that most students have been affected academically by viewing pornographic materials. Also, teachers were found to possess negative perception on students who watch pornographic materials at school and at home. Based on these findings the study recommended for various measures to be taken to prohibit various technological Medias that enable students to have access and use technological sexual explicit materials. This study suggest that this could be achieved by enacting a law for pornographic materials and making sure that various technological materials including websites which contain technological sexual explicit materials are secured from students to accessing them. Likewise the study recommends that, all stakeholders need to cooperate in taking care of youths in the society including providing them with lessons on social ethics. Thus, the government under the ministry responsible needs to strengthen the subjects at school that give student social ethics on how to behave in the community and have fear of God.
- Utilization of textbooks by primary school teachers and pupils for effective teaching and learning process in Masasi District Tanzania(St John's University of Tanzania, 2015-09-28) Jacob, Robert ChitukuroUtilization of textbooks in primary schools is vital for promoting pupils academic achievements. This study focused on determining utilization of textbooks by primary school teachers and pupils in Masasi district. The study was guided by three objectives: (1) to explore the extent to which textbooks are utilized in teaching and learning processes; (2) to identify the challenges associated with utilization of textbooks; and (3) to suggest improvements strategies for utilizing textbooks for effective teaching and learning process. Qualitative research approach was used in which a total of 58 informants were selected through simple random and purposive sampling techniques. The informants in this study included teachers, pupils and school inspectors. The study involved semi-structured interview, documentary review, observations and Focus Group Discussion (FGD) as instruments for data collection. The study used thematic analysis to analyse data. The study revealed that, textbooks were not well utilized by both teachers and pupils. The key factors behind included; large number of pupils compared to number of textbooks, the quality of textbooks, teachers participation together with learners’ family backgrounds. The study recommends that policy makers in education under the Ministry of Education and Vocational Training (MoEVT) ensure that primary schools are equipped with required textbooks and other support materials which meet the needs of the learner. Also, MoEVT should ensure that primary school teachers are provided with systematic in-service training, orientation courses, seminars and work-shops that would help them teach effectively
- Contribution of Competence Based Curriculum on students performance in mathematics. The case of selected schools in Dodoma Municipality(St John's University of Tanzania, 2015-07-28) Japhet, DelvinaThis study intended to investigate on contribution of competence based curriculum on students’ performance in mathematics in secondary schools in Tanzania. The study objectives were to examine the strategies used in implementing CBC, to investigate stakeholders’ perceptions on the strategies used in implementing CBC, to investigate inspector’s perceptions on low performance in mathematics after the introduction of CBC and to find out the challenges that hinder implementation of CBC in mathematics. The study employed Constructivism Theory. The study used qualitative research approach and descriptive cross-sectional survey design. It employed purposive, stratified and simple random sampling techniques whereby it uses 142 sample sizes. The study findings revealed that most of the teachers were aware of the strategies used to implement CBC although most of them did not practice it because of inadequate skills on how to implement it. Inadequate teaching and learning facilities, time and large number of students in classrooms were identified to be key factors which hindered the implementation of CBC in mathematics. The study concludes that CBC strategies were not well implemented in secondary schools in Tanzania. The study suggests that the government should provide in- service training to mathematics teachers and supply enough teaching and learning materials so that competency based curriculum will be effective implemented in the classroom.
- An assessment of administrative challenges affecting student academic performance in selected community secondary schools: a case of Dodoma Municipality- Tanzania(St John's University of Tanzania, 2017-07-28) Gervas, LucyThe purpose of this study was to assess administrative challenges affecting students’ academic performance. The study was conducted in Dodoma Municipality and focused on selected community secondary schools. The objectives of the study were to determine administrative activities influencing students’ academic performance, identifying administrative challenges which affect students’ academic performance, and strategies or measures employed to overcome administrative challenges for the purpose of improving students’ academic performance .The research design for this study was descriptive survey. Qualitative approach was used. The sample of 73 respondents was selected using purposive and simple random sampling techniques. Interviews, questionnaires, observation and documentary review methods of data collection were used. Data were analysed using thematic technique of analysing the qualitative data. Descriptive statistics for data analysis was used to obtain frequency and percentages The findings obtained revealed that, majority (100%) of the heads of school reported that the major administrative activities which influence students’ academic performance were; instructional supervision of teaching and learning progress and maintaining the availability and adequacy of teaching and learning materials. While 64% of teachers confirmed that instructional supervision of teaching and learning progress is one of the administrative activities influencing students’ academic performance. Further, the findings indicate that shortage of school finances provided constitutes among major administrative challenges this view is supported by 58% of teachers. While 100% of students indicated that the shortage of science teachers and laboratory equipment to be among the constraints to their academic performance. On other hand 100% of HoS confirmed that school administration face with inadequate funding, inadequate recruitment of science teachers, and inadequate teaching and learning materials especially laboratory equipment. The study recommended that non-governmental organizations and all well-wishers should be encouraged by government to offer more support to the education sector that so as to overcome financial shortages that result in inadequate facilities. It was suggested that a study should be done on students’ challenges affecting academic performance so as to compare the results with what is observed in the current study.
- Parental involvement towards improving students retention in community secondary school: A case of Dodoma Municipality, Tanzania(St John's University of Tanzania, 2014-09-30) Sekule, MhangwaThe study investigated parental involvement on improving students‟ retention in Community Secondary schools (CSS) in Dodoma Municipality, Tanzania. A total of 112 respondents were selected that included 60 students, 30 parents, 16 class teachers, 4 school heads (HoS) and 2 District Secondary Education Officer (DSEOs). Data were collected through questionnaires interview and documentary review then analyzed both qualitatively and quantitatively with support of Statistical Package of Social Sciences (SPSS) version 16.0. The study found that, provision of basic school requirements, restriction on peer groups, provision of basic needs and living peacefully at home were some ways for parental involvement for students‟ retentions in CSS. Furthermore, the study found that poor community support to CSSs, inadequate support from local government authority and poverty were some challenges facing CSSs. Finally, it was recommended that, intensive and sustainable co-operation among parents, teachers, community, government, private sector and individuals at large should work together on improvement of CSSs for quality education and life prosperity of future generations.