Welcome to Mzumbe University Repository

Welcome to Mzumbe University Institutional Repository (MUIR), an open-access digital archive managed by Mzumbe University Library. We collect, organize, preserve, showcase, and share digital materials created by Mzumbe University scholarly community. Our goal is to offer free access to academic works for researchers and the general public.

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Recent Submissions

Factors to determine the adoption of online teaching in Tanzania’s universities during the COVID-19 pandemic
(PLoS ONE, 2023) Mackfallen, G.Anasel; Swai, L. Idda
Face to face mode of delivery has been a standard method of teaching courses in the majority of African Universities Tanzania included. The COVID-19 pandemic has caused the closure of all schools and universities worldwide; therefore, face-to-face teaching is no longer the only appropriate and feasible teaching method. This requires changes in the teaching method with the remarkable rise of e-learning, whereby teaching must be undertaken remotely and on digital platforms.
Evaluation of APA citation and referencing style for dissertations uploaded in the Mzumbe University Institutional Repository
(Dar es Salaam University Press (DUP), 2023) Mshana, Sofia,; Mosha, Goodluck E.; Siyao, Peter Onauphoo
Citation and referencing are paramount aspects of any scholarly and scientific writing. They are part of indications that the authors have done justice to the works of others and are one of the ways of avoiding plagiarism. This study was conducted to examine the extent to which postgraduate students at Mzumbe University adhere to the APA citation and referencing style in their dissertations uploaded to the Mzumbe Institutional Repository (MUIR) platform for the year between 2013 through 2019. This study employed a cross-sectional research design, which enables data to be collected at a single point in time. A mixed approach was used as the data collection method. A random sampling technique was used to select 128 dissertations from a population of 1056 dissertations uploaded in the MUIR between 2013 and 2019 for content analysis. A purposive sampling strategy was used to select a total of five postgraduate students and three lecturers who were involved in the interviews. Five research methods course outlines were also purposively selected to check if they contain topics or sub-topics on citation and referencing. Microsoft Spreadsheet was used to analyse quantitative data while qualitative data were analysed through content analysis. The findings show that a total of 70; 54.7 per cent of dissertations uploaded in the MUIR for seven years adhered to in-text citation APA style guidelines whereas 58; 45.3 per cent of dissertations did not adhere to the APA citation and referencing style. Major irregularities identified were unnecessary capitalisation, poor insertion of punctuation marks, incorrect use of ‘et al’ and lack of uniformity in writing the lists of references. The findings also showed that only one out of five postgraduate programme course outlines had a sub-topic on citation and referencing instructions. This study concludes that there was poor quality of in-text citations and referencing among postgraduate dissertations submitted to the MUIR between the years 2013 to 2019. This calls for serious intervention. The study calls upon responsible university units to employ strategies which will help in enforcing students’ compliance with dissertation writing guidelines. To ensure compliance, supervisors and external examiners should pay adequate attention to citation and referencing styles when supervising and examining theses and dissertations. There is a need of reviewing postgraduate research methods courses to add a topic on citation and referencing styles. University should also subscribe and sensitise postgraduate students on the importance of using reference management tools for improved citations and referencing styles in academic writing.
Equipping library users with digital literacy skills as a solution to COVID-19 and other similar disasters: Lessons from Mzumbe University library users
(Dar es Salaam University Press (DUP), 2023) Josephat, W.; Mosha, G.; Siyao, P.
The need for equipping students in Higher Learning Institutions with Digital Literacy Skills (DLS) is considered one of the measures that can enable academic libraries to deliver library services during the time of the COVID-19 pandemic and beyond. This study aims at answering the following question: What types of digital literacy skills and tools were used by academic libraries during the COVID-19 closure of the universities. It also aims at analysing the way digital literacy skills could be used to support library services during the COVID-19 pandemic and beyond. Similarly, it examines barriers which inhibited the deployment of digital literacy skills during its outbreak. The study adopted a case study design while using a mixed approach to data collection. A total of 46 respondents were drawn from the population using both census sampling and purposive sampling techniques. Data were collected using interview–guides, questionnaires and documentary reviews. Qualitative data were analysed using content analysis while quantitative data were analysed using Microsoft Excel Spreadsheet. The findings indicated that academic library is required to cooperate with faculties and schools by deploying the following digital tools: e-learning platforms, increasing the use of social media, conducting webinars, updating the library website, encouraging the use of library e-resources and improving the library virtual reference services. The following barriers were strongly mentioned as inhibitors of equipping respondents with digital literacy skills: poor internet connectivity, family income status, lack of comprehensive training on digital literacy skills, attitudes of lecturers towards digital literacy skills and lack of teleworking culture among librarians, students and lecturers. It was also noted that the deployment of digital literacy skills was worsened by an acute shortage of funding and resources. The study concludes that for libraries to effectively deliver library services both librarians and users must possess the necessary digital literacy skills. The ICT infrastructure, on the other hand, must be improved to enable libraries to apply digital literacy tools and facilities in the delivery of library services. The need to overhaul library training programmes adding a course on digital literacy skills and deployment of other emerging technologies in the delivery of library services. This study is anticipated to provide insights into the conditions of academic libraries during the COVID-19 pandemic. The study findings will be an eye opener to academic libraries that they have to undergo rapid transformations which will enable them to stay relevant and able to provide services during the pandemic and similar disasters.
Need assessment for the deployment of an Institutional Repository at Mzumbe University
(DRPS - Mzumbe University, 2011-12-30) Kuzilwa, M.; Bea, G.; Mosha, G.; Ghasia, M
This study focused on understanding the need for establishing an Institutional Repository (IR) at Mzumbe University from the readers’ perspective. The study used a sample of 222 respondents comprising staff and students drawn from Mzumbe University's Main Campus, Dar es salaam Campus College (DCC) and Mbeya Campus College (MCC). The sample was selected using the purposive sampling procedure for the explicit purpose of obtaining information from the two main groups of respondents, that is, males and females. Both qualitative and quantitative data were collected using questionnaires, interviews and focus group discussions. Data were analysed using the content analysis procedure and Statistical Package for Social Sciences (SPSS) and results were presented in tables and figures showing descriptive statistics, mainly frequencies and percentages. The findings indicated that the majority of Mzumbe University readers (96%) support the establishment of an IR. This is due to some of the perceived benefits to be gained, such as increased and wider access to information needed for teaching and learning, as well as increased visibility of Mzumbe University research output that would be useful for the prestige of authors and the University.
Factors influencing the implementation of the lesson study approach in pre-service teacher education in Tanzania
Teachers' education programs inadequately produce highly knowledgeable and competent teachers to support quality education. The situation necessitates plans to ensure the availability of systemic and continuous teacher professional development. This study explored factors influencing the implementation of lesson study in pre-service teacher education for continuous professional development. The data collection involved observation of classroom teaching with 72 students and Indepth interviews that purposively. selected ten respondents from the class. Analysis involved content analysis. The findings show that collaboration and teamwork among pre-service teachers influenced the implementation of lesson study in a positive way while time requirement, negative perception and their seclusion behavior affected it negatively. The lesson study approach benefits pre-service teachers in igniting innovative and creative pedagogy compared to block teaching practices. The study recommends that future studies should consider the improvised solutions to existing challenges to enable the systemic implementation of lesson study in pre-service teacher education programs for professional development.