Journal of Issues and Practice in Education

Examining the Role of Authentic Assessment Tools: Frequency and Their Influence on Pedagogical Competence among Undergraduate Science Student-Teachers in Tanzania

2025-01-02T08:55:29+00:00

Authentic assessment is an important area in the acquisition and demonstration of competencies. The study investigated authentic assessment tools in Higher Education Institutions in terms of frequency and relationship with pedagogical competence. The study employed a quantitative research approach with a descriptive survey design to describe the frequency and relationship between authentic assessment tools and pedagogical competence. The study involved 231 third-year undergraduate science student teachers who were selected by proportional stratified random sampling. The findings indicated that the frequency of using authentic assessment tools varied per tool, ranging from once per week for practical work and once per semester or year for teaching practice, portfolio, and project. Furthermore, findings indicated a significant relationship between authentic assessment tools and pedagogical competence. It was found that 66.2 per cent of the variations in pedagogical competence were explained by variations in the authentic assessment tools. The study concludes that the frequency of using authentic assessment tools determines the acquisition of competencies among students. Similarly, it is concluded that the usage of authentic assessment tools significantly relates to pedagogical competence. It is thus recommended that Higher Education Institutions formulate policies on the use of authentic assessment tools.

The Effect of Digital Media on Improving Reading Skills amongst Lower Primary School Pupils of Dodoma City in Tanzania

2025-01-02T09:00:00+00:00

The study explored the effect of digital media (videos and digital games) in improving reading skills (basic sounds, word pronunciation) amongst the lower primary school pupils of Dodoma City in Tanzania. The hypothesis assumed a significant relationship between the use of digital media and the improvement of reading skills amongst lower primary school pupils. The study included 160 pupils (80 in the control and 80 in the experimental groups) from two public schools in Dodoma City. A stratified sampling technique was used to obtain a sample for the study by selecting pupils with F-grade scores from the continuous assessment. The study was guided by the cognitive theory of multimedia learning, which emphasises the importance of videos, digital games, and digital pictures in learning. The study also used a standardised test to collect data and the Multivariate General linear model for data analysis. The analysis indicated a statistically significant linear relationship between the use of digital media (videos, digital games) and reading skills (basic sounds, word pronunciation) amongst the lower primary school pupils of Dodoma City in Tanzania. Findings also showed a significant mean difference between the control and experimental groups, indicating higher test scores in the experimental group than in the control group. The study recommends that policymakers, curriculum developers, curriculum implementers such as teachers, and other education stakeholders consider videos and digital games when designing instructional tools to facilitate reading skills (basic sounds, word pronunciation) amongst lower primary school pupils.

Framework for Full Integration of ICT in Assessment in Secondary Schools in Tanzania

2025-01-02T09:19:17+00:00

In the rapidly evolving landscape of education, Information and Communication Technology (ICT) has emerged as a vital tool for enhancing teaching and learning processes. Various frameworks have been designed globally to integrate e-assessment in secondary schools. However, several studies indicate limited integration of ICT in assessment in secondary schools in Tanzania. Therefore, this study aimed to establish a framework for the full integration of ICT in assessment in secondary schools. The study adopted a qualitative research approach, and the data was collected through focus group discussion and interviews with 200 students and 50 teachers drawn from 10 secondary schools in Tanzania who were sampled through purposive sampling techniques. The study explores the content, purpose, use and effectiveness of the e-assessment using thematic coding analysis. The study established that e-assessment is beneficial and effective, yet it has not been fully integrated and adopted in secondary schools. Although some schools use ICT in teaching and learning and to some extent in the analysing of students’ scores, the e-assessment which involves ICT in all assessment stages has not been realised. The study recommended that full adoption and use of e-assessment can be enhanced by the integration of e-learning in the secondary syllabus. Therefore, the government should ensure that e-assessment facilitating conditions are met.

Assessing the Pro-Environmental Behaviour of Junior Secondary School Students in Dekina Local Government Area of Kogi State

2025-01-02T09:41:20+00:00

The study assessed the pro-environmental behaviour of junior secondary school students in Dekina local government area of Kogi State. The study set out to examine students’ private sphere environmental behaviours and assess students’ levels of environmental activism. Two research questions were raised to guide the study. The study employed a descriptive survey research design. The population for the study comprises all five thousand nine hundred and fifty-three (5,953) students from thirty-five (35) public secondary schools in Dekina local government area of Kogi State. The area of the study was selected using a simple random sampling procedure. Two hundred (200) junior secondary school students in the five selected public secondary schools were selected using a convenience sampling procedure. The instrument used for this study was a questionnaire tagged “Pro-Environmental Behaviour Questionnaire (PEBQ)” (R = .80). Data were analysed using descriptive statistics of simple percentage, mean and standard deviation. The findings show a high disposition towards pro-environmental behaviour and a low level of environmental activism among the students. Based on the findings, it was recommended that schools make students pro-environmental activists as part of the criteria to appoint prefects in their schools. Students who are environmentally responsible should be rewarded with motivation by the school authority. Also, schools should provide more orientation for the students on responsible dispositions to their environment.

Gender and ICT affability amongst Students in Selected Public Secondary schools of Nyamagana District in Tanzania

2025-01-02T10:07:36+00:00

The current study investigated whether gender has an influence on the use of ICTs among secondary school students in Nyamagana district, located in the Mwanza region of Tanzania. The specific objectives of this study were (i) to establish if there are gender differences in ICT sociability among secondary school students and (ii) to determine the extent to which students use ICT to facilitate learning activities. The research employed a random sampling technique to select four schools, and a total of 121 students participated in the study. Questionnaires were administered to collect information from students, and t-tests and descriptive statistical analyses were conducted using the SPSS software version 20.0. The results revealed that male students showed a higher level of interest in using ICT devices compared to their female counterparts. This was evident from the calculated t-values and p-values, which exceeded the critical values of 1.96 and 0.05, respectively (i.e., t > 1.96, p > 0.05). With regard to accessibility, the study observed that male students had better access compared to female students. The results revealed that 56.1% of female students reported having no access to ICT facilities, while male students accounted for 43.9%. The results show that female students faced challenges in terms of accessibility and usability of ICT compared to their male peers during their learning activities. In light of these findings, the study suggests the formulation of policies that promote equal utilisation of ICT devices for students of all genders.

Managing Early Childhood Education Data in Inclusive Public Schools in Temeke Municipality, Tanzania

2025-01-02T10:18:03+00:00

Investment in Early Childhood Education (ECE) necessitates effective data management, as it plays a crucial role in the development of pupils in inclusive public schools. This paper explores the management of ECE data in inclusive public schools in Temeke Municipality, Tanzania, focusing on data collection processes, utilization practices, and the challenges encountered. The study is informed by an interpretative paradigm and employs a qualitative methodology, utilizing a multiple case study design. Participants included classroom teachers, head teachers, and administrators from ECE and inclusive public schools, with a sample size of 22, selected through purposive and snowball sampling strategies. Data were collected through semi-structured interviews and documentary reviews and analysed using content analysis with the support of ATLAS.ti software. Findings indicate that the majority of participants reported that ECE data were collected through annual censuses, field visits by teachers and local government authorities, interviews with parents and guardians, and documentary reviews, while a few participants were unaware of these practices. Regarding data utilisation practices, the majority of participants stated that the collected data informed decisions related to enrollment, attendance, infrastructure, and the enhancement of teaching and learning in inclusive schools, while a few participants were unaware. Additionally, most participants identified challenges in ECE data management, including a lack of cooperation during the data collection process, poor data storage, and low community awareness, whereas only a few participants were not aware of these issues. The study concludes that, despite increasing policy expectations for research-based practices and data-driven decision-making in ECE, there is limited research on the types of data collected by ECE educators and their impact on enhancing practice and informing decisions. Therefore, effective ECE data collection and utilization are essential for making informed decisions regarding children in inclusive schools. The study recommends that government and educational stakeholders prioritise the collection and storage of quality ECE data to facilitate informed decision-making in inclusive educational settings.

Community members’ engagement in the management system of the collaborative community secondary schools in the Coast region of Tanzania

2025-01-03T08:24:16+00:00

This study investigates community members’ engagement in the management system of the collaborative community secondary schools in the coastal region of Tanzania. It aims to explore the value placed by local community members on their engagement in the school management system and assess their awareness of their representation in school decision-making bodies. Data were collected through a mixed-methods approach, combining surveys and in-depth interviews involving general community members. The findings reveal that there is a recognized value and positive perception among local school community members regarding their engagement in the school management system. However, the study also uncovers significant barriers such as limited decision-making power, inadequate communication channels, and lack of true community representation and functionality. The study calls for targeted policy interventions and capacity-building initiatives to empower community members and facilitate their meaningful participation. Efforts should be made to enhance school-community partnerships to achieve the desired level of collaboration and impact on school affairs. This could involve creating more structured opportunities for community engagement, improving communication channels, and fostering a more inclusive environment that encourages active participation from all community members. Thus, supportive policies and frameworks should be in place.

Monitoring and Evaluation of ICT Integration in Secondary School Teaching and Learning in Tanzania

2025-01-03T08:26:58+00:00

This study explores the monitoring and evaluation (M&E) of Information and Communication Technology (ICT) integration in teaching and learning in secondary schools across Tanzania. The study reviewed existing literature on ICT integration in secondary school education with data collected qualitatively from 15 participants comprising five (5) teachers and ten (10) students from one secondary school in Arusha City Council in Tanzania. The results showed that the monitoring and evaluation of ICT integration in teaching and learning do focus on ICT infrastructure, ICT in the school curriculum, and ICT in the school culture, which are the key factors that influence the full integration of ICT in teaching and learning. The study recommends the monitoring and evaluation matrix for ICT integration to establish the effectiveness and efficiency of ICT in teaching and learning.

Pre-Primary Teachers' Perceptions on Acquisition of Early Writing Skills of Alphabet Letters in Shinyanga Rural District, Tanzania

2025-01-03T08:32:44+00:00

Individual letter formation is an essential aspect of early writing proficiency. This study investigated teachers' perceptions of the factors influencing pre-primary children's acquisition of alphabet letter writing skills. Specifically, the study sought to determine how teachers perceive child-level and home-environment aspects influencing children's acquisition of early alphabet letter writing skills. Bronfenbrenner's bioecological paradigm, the Process-Person-Context-Time model, guided the research. The research was conducted in the district council of Shinyanga in the Shinyanga Region. The investigation included 103 pre-primary education teachers who instruct preschool classes. A structured questionnaire was used to capture information, then analysed using SPSS version 23. Descriptive analysis for mean and standard deviation computations and variable correlations was performed using the Pearson Product-moment Correlation Coefficient. The study found that the child-level factors had higher mean scores than the child's family environment, indicating that the child-level factors significantly impact the early acquisition of alphabet letter writing for pre-primary children. The increase of within-child factors increases the child's home environment. The findings indicate that child-level factors and the child's home environment interact, consistent with the model used. Further research is needed on how home literacy activities improve alphabet letter writing for pre-primary children.

The Influences of Information and Communication Technology on Teaching and Learning in Public Secondary Schools in Bagamoyo District, Tanzania

2025-01-03T08:37:21+00:00

The study examined the impact of information and communication technology (ICT) on teaching and learning in public secondary schools in Bagamoyo District, Tanzania. The study took place in Bagamoyo District, involving seven secondary schools. Three specific objectives guided the study: examining the context of ICT policy integration in the teaching process, exploring teachers' perspectives on ICT application in public secondary schools, and identifying challenges that hinder ICT use in teaching public secondary schools in Bagamoyo District. The study included 83 respondents from various levels, such as secondary school teachers, school academic officers, ward education officers, and district education officers. The study employed a mixed-methods research approach. Moreover, the study employed a convergent parallel design. The sampling strategies were purposive and simple random sampling. Data collection methods were questionnaires, semi-structured interviews, and documentary reviews. As a mixed-methods study, the researcher analysed quantitative data using descriptive statistics and subjected qualitative data to content analysis. The findings suggest that integrating ICT policy into teaching requires a thorough understanding of its use. It also revealed that teachers had positive perceptions regarding ICT policy integration teaching. The study highlighted the challenges affecting ICT integration in teaching: lack of ICT skills among teachers, ICT unsupportive infrastructures, and unstable power supply. Lastly, the study concluded that the perception of teachers in the ICT integration process is positive. It thus recommends that the government should ensure the availability of electrical power to support teaching using ICT. Also, the government should invest in teachers’ training, as most of them have little knowledge of ICT use.

Reflection on the Implementation Hurdles of Local School Feeding Programmes in Tanzanian Public Primary Schools: A Phenomenological Inquiry

2025-01-04T09:10:40+00:00

This study explored the implementation hurdles of locally initiated School Feeding Programs (LSFPs) in public primary schools in Tanzania, with a particular focus on the Karatu District. The study employed a qualitative phenomenological approach to gain an in-depth understanding of the challenges faced in implementing LSFPs. The study’s population comprised key stakeholders involved in LSFPs, including head teachers, local government officials, chairpersons of the school's meal committee, chairpersons of the school's committee, and parents. Purposive and convenient sampling techniques were utilised to select participants based on their roles and involvement in LSFPs. Data was collected through semi-structured interviews and focus group discussions, allowing for a comprehensive exploration of the participants' perspectives, experiences and perceptions. The selected schools that provide LSFPs were identified through a snowball sampling technique with assistance from local authority officials. Additionally, the document review method was employed to gather supplementary information by examining guidelines for food provision, minutes of parent meetings, records of meal rates received from parents and minutes of the school committee and school meals committee. Collected data were analysed inductively to generate themes. The findings indicate that there are variety of challenges threatening the sustainability of the school feeding programme. The challenges are grouped into three categories, which are climatic conditions such as shortage of rainfall, problems of governance like poor involvement of the communities, and integrity issues like mismanagement of LSFP by unethical individuals. The study recommends that increased funding, streamlined logistical assistance, increased actors’ involvement and strong monitoring and evaluation systems are pivotal.

Linking Salary Advance to Low-and Moderate-Income Salaried Workers: An Investigation of School Educators in Tanzania

2025-01-04T09:20:47+00:00

The study investigated the relationship between salary advances and low—to moderate-income salaried workers, focusing on school educators in Tanzania. It explored why educators take salary advances before payday, assessed the benefits and costs of this practice, and examined how salary advance-taking relates to low-to-moderate-income earners. The study employed a quantitative approach with a cross-sectional design to collect data from 68 educators who returned self-report questionnaires from Dodoma City. The study used cluster and simple random sampling methods to select schools and educators. The collected data underwent thorough coding and entry into the Statistical Package for Social Science (SPSS) version 25 for statistical analysis. Descriptive statistics, including frequencies and percentiles, one-sample t-tests and paired sample t-tests, were employed to explore the correlation between low-moderate income and salary advance uptake. Findings indicate that while salary advances can promptly address urgent financial needs and expenses, there are costs of falling into a cycle of debt and financial instability. Recommendations include employers being prepared for emergencies requiring salary advances and establishing clear guidelines for granting such advances to mitigate financial costs for educators.

The Resource Challenges Facing Schools in Enhancing Quality of Education

2025-01-04T12:42:49+00:00

This study examined resource-related challenges facing registered secondary schools in enhancing the quality of education in Kilosa District. The study employed a mixed-methods research approach and descriptive research design. The data were collected through interviews and questionnaires from 120 respondents. The findings revealed that some schools have adequate infrastructure and sufficient teaching and learning materials. In contrast, others experienced a shortage of school infrastructure and teaching and learning facilities, which affected the quality of education. It is suggested that the government needs to maintain rules and regulations for registering schools to preserve education standards. The government should involve school owners and other education stakeholders in maintaining the standards of schools as per the schools’ registration rules and regulations.

Head Teachers’ Leadership Strategies for Conflict Resolution in Primary Schools at Kondoa District

2025-01-07T11:52:11+00:00

This study assessed the strategies used by head teachers to resolve conflicts in primary schools within Kondoa district. The research examined two issues: the strategies used by the head teachers in conflict resolution and the identification of sources of conflict. Data were collected through in-depth interviews, survey questionnaires and documentary reviews. The participants were education officers, head teachers, teachers, and school committee members. Data were analyzed through regression analysis, and revealed that while communication skills did not significantly affect conflict resolution, collaborative and problem-solving skills showed significant positive associations. Problem-solving skills had a stronger impact (β = 0.544) than collaborative skills (β = 0.216), emphasizing their importance in resolving conflicts. Also, results showed that most of the head teachers lacked the necessary leadership skills to effectively handle conflicts, highlighting the importance of providing training and professional development opportunities focused on conflict resolution and management strategies. The sources of conflicts identified included conflicts of interest, shortage of teaching resources, and unequal distribution of power. The most common negotiations strategies used for conflict resolution were meetings, negotiations, and the use of older staff members. The study concluded that a significant number of head teachers in primary schools within Kondoa district lack the necessary leadership skills for effective conflict resolution. Hence, it is recommended that there should be leadership training, promotion of collaborative approaches, continuous professional development for head teachers, and diversification of conflict resolution and management strategies.

The influence of parental engagement on ordinary-level public secondary school students’ learning behaviour at home: An Exploratory Factor Analysis

2025-01-04T12:50:41+00:00

This study investigated parental engagement's influence on students' learning behaviours in ordinary-level day public secondary schools. The intent is to examine key factors primarily used by parents to manage the daily learning behaviours of children enrolled in day secondary schools. The objective is to identify the factors parents employ to influence students' learning behaviours in ordinary-level day public secondary schools. An ecological systems theory by Bronfenbrenner guided this study, utilising an exploratory design within a quantitative research approach. Two ordinary-level day public secondary schools were randomly sampled, and a sample size of 273 subjects was determined using the Yamane Formula. Self-prepared questionnaires with 5-point Likert-type scales were used to collect data from the 273 subjects. Inferential data were obtained through exploratory factor analysis. The Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy of 0.953 and Bartlett's Test of Sphericity of ( ) were retrieved and deemed suitable for factor analysis. Five key factors that parents use to influence students’ learning at home were identified through exploratory factor analysis. These factors include parental guidance and counselling, parent-teacher communication channels, supportive learning resources, motivation and encouragement, and time management. A strong correlation is found when parents communicate with teachers to foster appropriate learning behaviours among students in ordinary-level secondary schools. The study recommends regular communication between parents and school management through class teachers. The study encourages parents to enhance the use of these five factors to instill desired learning behaviours among day students in ordinary-level secondary schools as they navigate the challenging transition from childhood to adolescence. Further, suggestions are made for future studies to explore the influence of religion and culture on students' learning behaviour as they navigate their adolescence both in and out of school.

Perceived Influence of Family Background on School-Based Social Problems Among Senior Secondary School Students in Epe Educational District, Lagos State

2025-01-07T11:59:19+00:00

This study assessed the perceived influence of family background on school-based social problems among senior secondary school students in Epe Educational District, Lagos State. The study assessed the influence of family background on students’ drug abuse and addiction and examined the influence of family background on the students’ violent behaviour. The two research questions set to guide the study are does family background influence students’ involvement in drug abuse and addiction and does family background influence students’ violent behaviours? A survey research design was adopted for the study. The

study involved ten senior secondary schools and 149 senior secondary school students within Epe Educational District of Lagos State. Purposive sampling was used to select schools and convenience sampling enabled the selection of respondents. A questionnaire tagged “Family Background and School Based Social Problems Questionnaire” (FBSBSPQ) (R=0.82) was used for data collection. The collected data were coded and analysed using descriptive statistics. Findings show that parents social and employment status, family emotional support and parent housing patterns influence students towards abusing drugs and engaging in violent behaviours. Based on the findings, it is recommended that parents continue to be good role models for the students. This will help the students exhibit their best behaviour in society. Schools should continue to give reports of the students’ behaviour to their parents from time to time, as this will allow parents also to adjust their ways of life where necessary.