Research Articles (FSS-Edu)

Permanent URI for this collectionhttps://scholar.mzumbe.ac.tz/handle/123456789/357

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    University teachers' beliefs and constructivist teaching practices in blended learning courses in Tanzanian universities
    (International Journal of Knowledge and Learning, 2018) Machumu, Harun; Zhu. Chang; DePryck, Koen
    The study examines the relationship between university teacher's beliefs and constructivist teaching practices (CTP) in blended learning environment (BLE) courses in Tanzanian universities. The study collects data from 211 teachers in BLE courses. The analyses involved descriptive statistics, correlational, the Mann-Whitney U-test, Kruskal-Wallis H-test and multiple linear regression. The findings revealed threefold. First, explicit engagement, supportive teaching and interactions were important aspects of CTP in BLE courses. Second, there were no statistically significant differences in teachers' beliefs about gender, academic rank, educational level and teaching experiences in BLE courses. And, third, there was a significant relationship between teachers' beliefs and CTP in BLE courses. Moreover, the findings indicate that teachers' beliefs predict their explicit engagement and supportive teaching are predictors of the beliefs of teachers who teach BLE courses. This study provides important implications and empirical evidence about the beliefs of the university teachers who teach BLE courses and their CTP
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    Students' conceptions of learning approaches and their engagement in blended learning environments
    (International Journal of Technology Enhanced Learning, 2019) Machumu, Haruni; Zhu Chang
    Students employ diverse learning approaches when they are engaged in learning activities. Their choices on the type of approach to use are affected by many factors, including learning environments, instructional design and types of learning activities assigned. This study examines students' conceptions of learning approaches and their engagement in blended learning environments (BLEs). The study involved students from two universities in Tanzania. The study used descriptive statistics, correlations and multiple linear regression analyses. The results indicate that students hold compelling conceptions of surface approach compared to deep and strategic approaches in BLEs with a high level of engagement in BLE learning activities. The results further reveal that there was a significant negative relationship between students' conceptions of learning approaches and their engagement in BLE learning activities. The deep approach was a significant negative predictor for BLE learning activities while the surface approach was an insignificant negative predictor for BLE learning activities. The study proposes an appropriate redesign of BLE learning activities to encourage a deep learning approach by students
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    Effects of contract farming on production and income of sunflower farmers in Kongwa district in central agricultural zone of Tanzania
    (Mzumbe University, 2015) Mpeta, Daniel Fabiano
    This thesis undertakes to explore the effects of farming contracts on technical efficiency of production and incomes of smallholders in Kongwa District. Of great interest in the study is fact that, farming contracts examined involve sunflower crop, a low value crop which does not belong to conventional crops considered to be ideal crops for contract farming. Most contract crops as described in Prowse (2012) are often those which exhibit higher net return per hectare of land than staples; have high degree of perishability and require product homogeneity in their production, high hygiene, and safety requirement at the end market. They are crops such as vegetables, fruits, flowers, ornamentals, condiments and spices whose transactions costs in spot market are usually high (Temu&Temu, 2005; Prowse, 2012). Sunflower does not have such characteristics. It is an easy to grow crop, an indispensable edible crop, with low perishability and with many buyers. Econometric modeling is used to determine the contract effects on productivity and income of sunflower farmers. Considering contract farming as a governance form between smallholders and agri-business firms, the study uses a value chain approach to examine the role of contracting firms in coordination of trade relationships. A cross-sectional data set of 400 small-scale sunflower farmers in Kongwa District and chain survey data covering 7 sunflower processing firms based in Dodoma and Singida practicing contract farming are used. Results show that participating in contract farming lead to an average increase in technical efficiency of a farmer by 4.5 - 7.4 percent. Contract participation also increases land productivity of a famer.The expected output per acre of contract farm is 24% higher than non-contact farm. Similarly, contract farmers realize positive income effects from sunflower production. Results also show that innovativeness of firms and collaborations with Local Government Authorities, are a key to contract farming success. Promotion of contract farming could be done by e.g. providing improved services to contract firms and farmers such as by supporting the availability of improved seeds, and creating conducive contract farming laws and regulations.
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    Economics of climate change adaptation in smallholder rice production systems in Wami-Ruvu basin, Tanzania
    (taccire, 2014) Mugula, Victoria Jovin
    The aim of this study was to assess the economics of climate change adaptation in smallholder rice production systems. The study covered three smallholder rice production systems including irrigation, rainwater harvesting system and upland rainfed rice systems in Mvomero and Morogoro rural Districts. The specific objectives were: (i) To assess the perceptions of farmers on climate change impacts in different rice production systems, (ii) To analyse the determinants of rice productivity and profitability on land; (iii) To estimate the impact of climate change on net revenue from rice enterprise under different emission scenarios and iv) To estimate the costs and benefits of adaptations strategies in different rice production systems. The data for this study were collected using a structured household questionnaire that was administered to a random sample of 150 households composed of equal sub-samples from the three rice production systems. Descriptive and quantitative methods were used to analyze the data. Likert scale, an average production function based on Ordinary Least Square (OLS) estimation approach, Regression-based prediction and cost-benefits analysis were used in data analysis. Results indicated that smallholder farmers were aware of the impact of climate change by contributing to crop infestation and diseases, higher food costs and low yields. Irrigation was identified as the most preferable adaptation having higher net present value of Tshs 12 491 951/ha followed by rainwater harvesting Tshs 2 665 769 /ha and rainfed Tshs 1 199 253/ha. The cost-benefit ratios were 1.22; 1.14 and 1.16 in irrigated, rainfed and rain water harvesting systems, respectively. Therefore, the government and other private institutions should invest more in irrigation as it tends to boost up production during drought period or when there is low rainfall.
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    The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments
    (International Journal of Learning Technology, 2017) Machumu, Haruni; Zhu ,Chang
    Emerging methodological and technological systems designed to accommodate students’ unprecedented demand and needs, which incorporate both in-class learning methods and digital technologies learning environments, invite students to engage in the given learning activities. This study investigated the relationship between students' conceptions of constructivist learning and their engagement in constructivist based blended learning environment (CBLE). A mixed research methods design was used to collect data from 722 students at the Mzumbe University, Tanzania. The results indicated a significant positive correlation between students' conceptions of constructivist learning and their engagement in CBLE. The results showed that students had positive conceptions of constructivist learning. The results offer significant contributions to constructivist educators and education stakeholders about what should be considered while encouraging student engagement in CBLE. The study concludes that students' conceptions are essential to the success of their learning in CBLE since their active constructivist engagement in diverse learning activities depends on their constructivist conceptions.
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    Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
    (International Journal of Education and Development using Information and Communication Technology., 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
    This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges; lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University's strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
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    Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach
    (Electronic Journal of e-Learning, 2020) Almasi, Mustapha; Zhu, Chang
    Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students' perceived learning. This study adopts a mixed-method approach to investigate students' perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = 0.51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation.
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    Students’ motivational factors and engagement strategies in constructivist: Based blended learning environments
    (Africa in Focus, 2018) Machumu, Haruni, Zhu Chang and Almasi,Mustapha
    Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies
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    Impacts of parental involvement in school activities on academic achievement of primary school children
    (International Journal of Education and Research, 2015) Kimaro, Anathe R & Machumu, Haruni
    The study explores the extent of parental involvement in school activities and its relationship with schooling process among primary school children. Parental involvement questionnaire and children academic questionnaire with two rating scales each were administered to 288 children and 125 teachers from six primary schools. The study found a positive significant relationship between parental involvement in school activities and children’s academic standing (r =.766, p<.01) and the provision of key school items related to schooling outcomes (r =.733, p<.01) respectively. Parents-teacher conferences and parent-teacher face-to-face contacts were perceived to be desirable modes of communications that impacts children’s school academic achievement.
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    Influence of leadership styles on teachers' job satisfaction: A case of selected primary schools in Songea and Morogoro Districts, Tanzania
    (International Journal of Educational Administration and Policy Studies., 2014) Machumu, Haruni J & Mafwimbo, Kaitila M.
    This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires were used to collect data. The data were analyzed both qualitatively and quantitatively using tables, frequencies and percentages. It was found that the democratic leadership style was the most dominant in best performing primary schools. It is therefore suggested that there is much to be learnt with democratic leadership style as a copying strategy in least performing primary schools. Moreover, level of teachers' job satisfaction was reportedly high in best performing schools compared to least performing schools. The findings commended that democratic leadership style is the one which promotes high teachers' job satisfaction among teachers in primary schools