Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network™

Open Access. Powered by Scholars. Published by Universities.®

Education

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 511 - 540 of 614

Full-Text Articles in Entire DC Network

Effectiveness Of Basic Mathematics Continuous Assessment Feedback In Secondary Schools In Tanzania: The Case Of Schools In Coast And Dar Es Salaam Regions, Florence Kyaruzi Dec 2012

Effectiveness Of Basic Mathematics Continuous Assessment Feedback In Secondary Schools In Tanzania: The Case Of Schools In Coast And Dar Es Salaam Regions, Florence Kyaruzi

Journal of Humanities and Social Sciences

This paper assesses the effectiveness of Basic Mathematics Continuous Assessment (CA) feedback in selected high performing (HP) and low performing (LP) secondary schools in Coast and Dar es Salaam regions, Tanzania. Various aspects that constitute an effective CA feedback were scrutinised. The paper is based on research. In this research, a mixed research approach of the concurrent triangulation design was employed where stratified, simple random and purposeful sampling techniques were used. The study was informed by documentary review, questionnaires and classroom observations. Data were both qualitatively and quantitatively analysed using content analysis and Statistical Software for Social Sciences (SPSS), version …

Go to article

Applications Of Weak Ion Association Between Symmetrical Tetraalkylammonium Ions And Inorganic Anions, Julius Mbuna Dec 2012

Applications Of Weak Ion Association Between Symmetrical Tetraalkylammonium Ions And Inorganic Anions, Julius Mbuna

Journal of Humanities and Social Sciences

Interactions between tetraalkylammonium ions and inorganic anions can be used to develop methods of separation for inorganic anions by any separation technique. From the ion association and thermodynamic data, capillary electrophoretic (CE) technique can be easily designed to effect separation of inorganic anions samples. Using CE mode such as capillary zone electrophoresis (CZE) to investigate weak ion association between inorganic anions and the pairing cations also furnishes data to evaluate association theories like Bjerrum’s theory. Findings show that the increase in association constant Kass as the dielectric constant decreased is not exponential as maintained by the Bjerrum’s theory. The increase …

Go to article

The Quality Of Education In Tanzania: An Exploration Into Its Determinants, Sam Maghimbi Jun 2012

The Quality Of Education In Tanzania: An Exploration Into Its Determinants, Sam Maghimbi

Journal of Humanities and Social Sciences

Recent rapid expansion in school enrolment at all levels represents a profound challenge to parents and the government in Tanzania. There has been a very high increase in the number of school-going-age children from year to year due to high fertility. Government resources are thinly spread in very many schools, and there is fear that quality of education may be compromised. The paper presents the argument that there is in evidence a government-will-pay (gwp) attitude in the parents’ values. The parents’ contribution to secure improvement in quality of education is not forthcoming because of this belief, which is traced to …

Go to article

Collegiality In Teacher Design Teams: Experience From The Netherlands And Tanzania, Ayoub C. Kafyulilo Jun 2012

Collegiality In Teacher Design Teams: Experience From The Netherlands And Tanzania, Ayoub C. Kafyulilo

Journal of Humanities and Social Sciences

Teachers’ collegiality is becoming an increasingly important component of teachers’ professional development programmes that are geared at improving students’ learning. Studies have shown that, through collaboration, teachers can learn from one another and develop professionally. This study investigates the extent to which true collegiality exists in teacher design teams in the Netherlands and in Tanzania. It specifically investigates the ways in which teachers establish collegiality in schools and the influence of education authorities (inspectorates, school management and policy makers) in teachers’ decision making in the design teams. It also investigates how varying interests, values and attitudes of teachers are accommodated …

Go to article

Case Studies: Developing Critical Thinking In New Teachers, Mark A. Hamilton Jun 2012

Case Studies: Developing Critical Thinking In New Teachers, Mark A. Hamilton

Journal of Humanities and Social Sciences

Critical thinking is increasingly depicted as a crucial component of teaching and learning programmes worldwide, including teacher education. Reflecting the trend toward inquiry-based, constructivist teacher professional development of the past twenty years, definitions and approaches to teaching critical thinking nevertheless vary quite widely. The present article thus discusses the use of case studies as an adaptable, flexible tool for developing critical thinking in student teachers, in ways that reflect their experiences and needs. The article includes sample cases of ‘real world’ situations of practice to show how case-study method can be employed to simulate the kinds of problems, issues and …

Go to article

A Phenomenological Study Of Motivations, Experiences And Reflections As Related To Teacher Training And Development In Tanzania, Melinda Ingiaimo Jun 2012

A Phenomenological Study Of Motivations, Experiences And Reflections As Related To Teacher Training And Development In Tanzania, Melinda Ingiaimo

Doctoral Dissertations and Projects

In third world countries where education often takes a back seat to survival, teachers struggle to prepare themselves to shape the destiny and future of the upcoming generation. This study examined the phenomena of Tanzanian teacher preparation with special emphasis on the motivating factors, common experiences and reflections of participants concerning their preparation process for teaching in a government funded school. This study inquired into the immediate teaching environment and the ongoing teacher development processes. Fifteen Tanzanian teachers were purposefully chosen for this study and data was gathered utilizing a semi-structured interview, a survey and a focus group. The teacher …

Go to article

Investigating Esl Teachers’ Classroom Based Assessment Practices In A Secondary School In Kenya, Grace Mukiru Jan 2012

Investigating Esl Teachers’ Classroom Based Assessment Practices In A Secondary School In Kenya, Grace Mukiru

Master of Education

Classroom Based assessment (CBA) is a crucial component in the ESL classroom. With this realization came the major shift toward using classroom assessment to promote learning rather than just to measure it. This study focused on developing a better understanding of ESL teachers' classroom based assessment practices in a public secondary school in Kenya. The study employed a qualitative case study design. Participants consisted of three ESL teachers .Data was collected through the qualitative semi-structured interview format, classroom observations, document analysis and informal conversations. Findings indicate that teachers have similar views about CBA being important and beneficial in assessing learners’ …

Go to article

Student Teachers’ Use Of Self-Assessment In Learning Mathematics In Primary Teachers’ Colleges In Kampala District, Uganda, Richard B. Wanzala Jan 2012

Student Teachers’ Use Of Self-Assessment In Learning Mathematics In Primary Teachers’ Colleges In Kampala District, Uganda, Richard B. Wanzala

Master of Education

Student self-assessment though acknowledged as a powerful technique for teaching and learning in higher institutions, is mostly overlooked. Student self-assessment occurs when students make judgments of their own work and performance based on evidences and explicit criteria for self-improvement. In teacher training institutions, student self-assessment is indispensable in the teaching and learning process. However, there is dismal performance and inefficiencies in learning Mathematics in colleges. This study explored student teachers’ use of self-assessment in learning of Mathematics in the two Primary Teachers’ Colleges (PTCs) in Kampala district, Uganda. For in-depth understanding of the study, literature was reviewed on studies related …

Go to article

Students’ Perceptions Of Their Self-Efficacy In Mathematics In A Public School In Kenya, Dennis Ouma Olare Jan 2012

Students’ Perceptions Of Their Self-Efficacy In Mathematics In A Public School In Kenya, Dennis Ouma Olare

Master of Education

The purpose of this study was to find out students’ perceptions of their self-efficacy in mathematics. In the study, 104 form four students (83 boys and 20 girls) from a public rural coeducational school were surveyed using a modified version of Nielsen and Moore’s (2003) Mathematics Self-Efficacy Scale (MSES). Thereafter, eight students selected on the basis of their mean responses on the MSES were interviewed. Through descriptive statistics, it was found that students’ self-efficacy percepts in mathematics varied from 15 to 50 on a scale of 10 to 50. About one quarter of the students were found to be highly …

Go to article

The Use Of Ict In Mathematics Teachers’ Practice In Secondary Schools In Tanzania, Veronica Sarungi Jan 2012

The Use Of Ict In Mathematics Teachers’ Practice In Secondary Schools In Tanzania, Veronica Sarungi

Master of Education

The purpose of this study was to explore how secondary mathematics teachers involved in a National ICT Project (NIP) use ICT in their teaching practice. A qualitative approach was used for the study which was done in one of the seven zones which make up NIP. Data was collected through interviews, document analysis and observation. In Tanzania, the National ICT Project aims to enhance teaching and learning of mathematics by providing ICT equipment, training and electronic content to secondary schools. However, availability of ICT will not improve learning on its own. The process through which ICT enhances teaching and learning …

Go to article

Exploring Teacher Leadership Development In A Public Secondary School In Uganda, Stephen Olukor Jan 2012

Exploring Teacher Leadership Development In A Public Secondary School In Uganda, Stephen Olukor

Master of Education

Effective school leadership is currently associated with school improvement that enhances teaching and learning processes. School improvement is believed to be possible with teacher participation in leadership at the classroom and school organizational levels. To create a culture of reflective teaching and learning in a school requires a shift in perception of school leadership as actions of an individual called a head teacher to a process of collective influence. Schools need to put in place effective leadership development programmes for teachers. This study on teacher leadership development was conducted in one public secondary school in Uganda to explore how teacher …

Go to article

Enhancing Esl Learners’ Reading Comprehension Through The Reading Strategy Of Prediction, Monica Ahabwe Jan 2012

Enhancing Esl Learners’ Reading Comprehension Through The Reading Strategy Of Prediction, Monica Ahabwe

Master of Education

The act of reading for comprehension is a demanding task as it requires coordination of a number of simultaneous tasks. Learners’ low proficiency in reading comprehension has been a major concern for English as a Second Language (ESL) teachers in Tanzania. This study explored how the reading strategy of prediction can be used to enhance ESL learners’ reading comprehension in a private secondary school Form One class in Tanzania. The study employed a qualitative collaborative action research design that involved a teacher-researcher and a cooperating teacher of English. The general approach to the study was based on the action research …

Go to article

A Study Of How Secondary School Head Teachers Monitor And Evaluate Teachers In Their Own Schools, Charles Muhoro Murigu Jan 2012

A Study Of How Secondary School Head Teachers Monitor And Evaluate Teachers In Their Own Schools, Charles Muhoro Murigu

Master of Education

The functions of M&E of teachers have been decentralized from the ministry to the school level. Head teachers have been mandated to conduct M&E of teachers in their schools. However, little is documented on how they carry out this role. The study explored how secondary school head teachers monitor and evaluate teachers in their schools. Specifically, the study sought the views of the head teachers on how they monitor and evaluate teachers in their schools. This study made use of both a fixed and flexible designs to collect data. Questionnaires were administered to 64 head teachers in Mombasa County, interviews …

Go to article

The Role Of School Leadership In Capacity Building For Ict Integration In English As A Second Language Teaching And Learning: A Case Of A Public Secondary School In Kenya, Felix Mwawasi Jan 2012

The Role Of School Leadership In Capacity Building For Ict Integration In English As A Second Language Teaching And Learning: A Case Of A Public Secondary School In Kenya, Felix Mwawasi

Master of Education

Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating ICT in teaching and learning especially in the developed nations. A number of studies in the developed countries have advanced descriptive approaches on how Educators should go about the integration process. However, few such studies have been done in Africa. In the teaching and learning of English as a Second Language (ESL), ICT has become a useful tool to improve instruction, especially in mitigating the challenges of learning English language where …

Go to article

Teachers’ Views Of How External School Supervision Influence Their Practices, Henry K. Kioli Jan 2012

Teachers’ Views Of How External School Supervision Influence Their Practices, Henry K. Kioli

Master of Education

External supervision is widely used to assure the quality of education offered in schools in many countries. To a great extent, supervision has mainly focused on how to improve student learning. However, teacher practices that lead to improved student learning outcomes as a consequence of supervision have not been extensively addressed especially in developing countries. This study aimed at exploring how teachers’ views of external supervision influences their practices. The qualitative case study comprised one school with a sample of 11 participants who were purposely sampled. Methods of data collection included interviews, focus group discussions and document analysis. Study findings …

Go to article

Exploring The Use Of The Science Laboratory In Science Teaching: A Case Of A Secondary School In Kenya, Peter Kibet Chemjor Jan 2012

Exploring The Use Of The Science Laboratory In Science Teaching: A Case Of A Secondary School In Kenya, Peter Kibet Chemjor

Master of Education

The natural sciences are highly regarded subjects in the Kenya science curriculum. This is due to the fact that the country hopes to use scientific knowledge to enhance development of industries and propel the country to achieve vision 2030. However, the performance of students in science examination has not been impressive, especially in questions that require science process skills usually acquired from the laboratory. For Kenya that is aiming at using scientific literacy to achieve industrialization by 2030, it is unlikely that this goal will be attained. This study, therefore, sought to explore how science teachers use the science laboratory …

Go to article

The Role Of Inspectors In Providing Supportive Supervision To Teachers In The Implementation Of The Thematic Curriculum: A Case Study Of A School In Uganda, Ntalagi Peter Serunjogi Jan 2012

The Role Of Inspectors In Providing Supportive Supervision To Teachers In The Implementation Of The Thematic Curriculum: A Case Study Of A School In Uganda, Ntalagi Peter Serunjogi

Master of Education

The study aimed at investigating the role of inspectors in proving supportive supervision to the teachers implementing the thematic curriculum in Uganda. The study followed a qualitative approach and case study design. Thus data was collected through interviews, focus group interviews, observations and document analysis methods. The study included twelve participants; these were; the district inspector of schools, four inspectors of schools, six teachers who teach primary one to three and the head-teacher of the school. The findings revealed that preparation for supportive supervision starts with drawing a district annual inspection work-plan and quarterly inspection work-plan. This kind of planning …

Go to article

Exploring Peer Assessment: Practices And Views Of Esl Learners, Debra Atieno Onono Jan 2012

Exploring Peer Assessment: Practices And Views Of Esl Learners, Debra Atieno Onono

Master of Education

In most Kenyan Secondary schools, assessment of students is high stakes where grading, labeling and league tables take the centre stage. These high stakes tests are formally certified and the certificates determine one’s educational achievements in life and access to employment. There are also school based tests which are ultimately the responsibility of teachers and school administrators. However, these tests are a replica of the national examination papers and do not support student learning. The pedagogical culture is shifting the world over to one that conceptualizes learning as an active contextualized process of constructing knowledge based on personal experiences. In …

Go to article

The Role Of Head Teacher In Supporting Teachers To Facilitate Academic Transition Of Learners From Primary To Secondary School, Shakila Omari Mkwazu Jan 2012

The Role Of Head Teacher In Supporting Teachers To Facilitate Academic Transition Of Learners From Primary To Secondary School, Shakila Omari Mkwazu

Master of Education

Transition of learners from primary to secondary school is a very crucial moment to the learners because lays the foundation to secondary school life. Learners struggle during the transition due to academic and social challenges which face them. For smooth transition, learners need support from both teachers and the head teacher. This study therefore, sought to investigate ‘the role of the head teacher in supporting teachers to facilitate the academic transition of learners from primary to secondary school’. The study employed a qualitative case study design and data was collected through interviews, focus group discussions, observation and document analysis. The …

Go to article

Schools’ Engagement In Strategic Planning: A Comparative Study, Christine N. Wanjala Jan 2012

Schools’ Engagement In Strategic Planning: A Comparative Study, Christine N. Wanjala

Master of Education

Strategic planning as an initiative to improve leadership and management of secondary schools has attracted attention in Kenya. What is striking though is how little systematic research has been undertaken to show schools’ experiences with strategic planning given that this is a new innovation. Anecdotal evidence indicates that while some schools have successfully engaged in strategic planning, others are still struggling. Many studies have been conducted on strategic planning in schools in the developed world. However, experiences with strategic planning are context specific. This research, therefore, sought to find out how two secondary schools in Kenya have engaged in strategic …

Go to article

Exploring Mathematics Teachers’ Feedback On Learners’ Errors: Insights From A Secondary School Classrooms In Kenya, Kennedy Namasake Simiyu Jan 2012

Exploring Mathematics Teachers’ Feedback On Learners’ Errors: Insights From A Secondary School Classrooms In Kenya, Kennedy Namasake Simiyu

Master of Education

Errors are a common phenomenon in mathematics classrooms. They signify gaps in learners’ knowledge, skills or understanding that requires to be addressed. Teachers use a range of assessment strategies to identify the gaps and provide feedback. This study explored mathematics teachers’ feedback on learners’ errors in form two level class of a public secondary school in Kenya. Specifically, the study sought to understand teachers’ views of learners’ errors, the nature of mathematics teachers’ verbal feedback on learners’ errors and the nature of teachers’ written feedback on learners’ errors. This qualitative study used interviews, lesson observation, document analysis and informal conversations …

Go to article

Exploring Distributed Leadership Practices And Their Influence On Teaching And Learning In A Kenyan Primary Teachers’ College, Chiuri P. Ndiritu Jan 2012

Exploring Distributed Leadership Practices And Their Influence On Teaching And Learning In A Kenyan Primary Teachers’ College, Chiuri P. Ndiritu

Master of Education

The concept of distributed leadership has gained prominence in the contemporary educational research and discourse. Distributed leadership practices are seen as a means of enhancing learning and improving educational institutions. However, little has been done to examine the enactment of distributed leadership and its influence on teaching and learning in Kenya. This study explored distributed leadership practices and their influence on teaching and learning in a Public Primary Teachers’ College in Kenya. The study employed a qualitative case study design to seek in depth understanding of distributed leadership practices and how they influence teaching and learning. The study participants included …

Go to article

The Influence Of Head-Teacher’S Leadership Practices On Ensuring Students’ Retention Through School Feeding Programme: A Case Of A Community Secondary School In Moshi Rural District, Iddi Swalehe Jan 2012

The Influence Of Head-Teacher’S Leadership Practices On Ensuring Students’ Retention Through School Feeding Programme: A Case Of A Community Secondary School In Moshi Rural District, Iddi Swalehe

Master of Education

Tanzania has embarked a major programme of constructing community secondary schools in each ward to expand access to secondary education. Since the introduction of Secondary Education Development Plan in 2004, large numbers of students were enrolled in these schools in rural areas. However, in some of these schools students’ dropout was reported to be a critical problem. This implies that students’ retention was not given its due attention. Head-teachers in some schools introduced school feeding programmes through parents’ contributions for children to get porridge and lunch at school as a means to improve students’ attendance and learning. This study was …

Go to article

Implementation Of The Policy On Ict Integration In Teaching And Learning : A Case Of A Public Teachers’ College In Tanzania, Elisei Emili Lubuva Jan 2012

Implementation Of The Policy On Ict Integration In Teaching And Learning : A Case Of A Public Teachers’ College In Tanzania, Elisei Emili Lubuva

Master of Education

Around the world education systems are pursuing policies that embrace pedagogical integration of ICT in education as a means to develop a competitive human resource, for the global knowledge economy jobs and careers. In Tanzania, the ICT policy in Education has been developed to initiate the integration of ICT in teaching and learning at various levels of education in an attempt to prepare its citizenry for the knowledge economy. Data was collected in an empirical study about the implementation of the policy on ICT integration in teaching and learning by tutors in a public Teachers’ College. Multiple methods were adopted …

Go to article

Instructional Supervision: An Exploratory Study Of Teachers’ And School Leaders’ Perceptions Of Effective Instructional Supervision, Kaggwa William Muganga Jan 2012

Instructional Supervision: An Exploratory Study Of Teachers’ And School Leaders’ Perceptions Of Effective Instructional Supervision, Kaggwa William Muganga

Master of Education

This study sought to explore teachers’ and school leaders’ perceptions of elements of effective instructional supervision based on constructs that were identified in literature. The study was in response to the reported ability of instructional supervision to improve the quality of learning as demanded by stakeholders in education. In addition, there was limited knowledge on what teachers and school leaders perceive as effective instructional supervision despite the known relationship between perception and practice. The study was conducted through a cross-sectional fixed design using a survey approach. Data were collected from teachers and leaders in the six selected private schools using …

Go to article

Learners’ Experiences And Perceptions Of Learning In A Large English As A Second Language Class, In A Public Secondary School In Kenya., Maua Beatrice Aoka Jan 2012

Learners’ Experiences And Perceptions Of Learning In A Large English As A Second Language Class, In A Public Secondary School In Kenya., Maua Beatrice Aoka

Master of Education

Large classes are a major concern to teachers, students and all stakeholders of education because they are perceived to undermine the quality of education. This study explores learners’ experiences and perceptions of learning in a large ESL class. The study was conducted in a semi-urban public secondary school with large classes of above sixty students per class. A qualitative case study design was used. Methods of data collection included classroom observations, semi-structured interviews, focus group discussions and document analysis. These were used to gather in depth information on the experiences of learners in a large ESL class. Data was transcribed, …

Go to article

The Role Of Head Of School In Fostering School-Community Partnership For Enhancement Of Students Academic Performance: A Case Of Community Secondary School, In Tanzania, Sospeter Suleiman Kamunyila Jan 2012

The Role Of Head Of School In Fostering School-Community Partnership For Enhancement Of Students Academic Performance: A Case Of Community Secondary School, In Tanzania, Sospeter Suleiman Kamunyila

Master of Education

The study aimed at investigating the role of the head of school in fostering school-community for enhancement of students’ academic performance in a community secondary school. The study followed a qualitative approach and a case study design. Thus data was collected through interviews, focus group discussions and document analysis methods. The study involved thirty two participants, including the head of school, two school board members, and two teachers from the school senior management team, eight parents and eight members of students’ government who were purposefully selected. The data was subjected to thematic analysis for further discussion and presentation. The findings …

Go to article

Smasse Trained Science Teachers’ Address Of Gender Issues In Classrooms, Kamau Esther Wambui Jan 2012

Smasse Trained Science Teachers’ Address Of Gender Issues In Classrooms, Kamau Esther Wambui

Master of Education

The importance of Science education cannot be overemphasised in today’s world that is increasingly advancing scientifically and technologically. Nonetheless, the absence of women in scientific fields reflects serious gender inequities which emanate from the classroom. This qualitative case study investigated how Strengthening Mathematics and Science in Secondary Schools (SMASSE) trained Science teachers address gender issues in their classrooms. The study was conducted in Kiambu County and engaged two male Science teachers trained in gender issues during a SMASSE training. Twelve students; six girls and six boys in Form four class also participated in the study. Multiple data collection methods, namely, …

Go to article

An Exploration Of Novice Teachers’ Experiences In Public Secondary Schools, Uganda, Rose Akullo Jan 2012

An Exploration Of Novice Teachers’ Experiences In Public Secondary Schools, Uganda, Rose Akullo

Master of Education

The experiences during the career entry phase of teaching plays a key role in shaping novice teachers’ practices and identity. The initial year is often filled with challenges as well as positive experiences. This study explored novice teachers’ experiences in public secondary schools in Uganda. A qualitative case study design was used to explore the nature of the novice teachers’ experiences as well as factors that contribute to the successful or challenging transition into the profession that many first year teachers face. Semi-structured interviews and document analysis were used to ascertain novice teachers’ experience in their first year of service …

Go to article

Influence Of Secondary School Students’ Prior Conceptions On Learning Outcomes: A Case Of Hiv And Aids Education In A Secondary School In Kenya, Grace Wanjiru Kimotho Jan 2012

Influence Of Secondary School Students’ Prior Conceptions On Learning Outcomes: A Case Of Hiv And Aids Education In A Secondary School In Kenya, Grace Wanjiru Kimotho

Master of Education

The secondary HIV and AIDS education in Kenya is aimed at bringing about behavior change among the students through enabling them make informed decisions on issues regarding their sexuality to control the spread of the pandemic. An increase in case of sexually transmitted diseases, among secondary school students, pregnancy and abortions implies that secondary school students are engaging in unprotected sex predisposing themselves to HIV infection. Learners come to class with already formed ideas that explain the world around them. Some of these ideas are contrary to what is scientifically known about HIV and AIDS and have been referred to …

Go to article

First Prev Next Last