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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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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Internet use among secondary schools and its effects on their learning
(IATED Proceedings, 2017) Almasi, Mustapha ; Machumu, Haruni; Zhu, Chang
Internet represents the greatest collection of human knowledge and has enabled many communities in the world to manage communication and solve problems faster. With the Internet access in education, a wide range of ideas, teaching and learning resources, techniques and innovations have been widely shared. This study explored internet use among Tanzania secondary schools students and its effects on their learning. We employed mixed methods research with the descriptive design. A total of 310 students were involved to fill in the questionnaires, semi-interviews and observation to examine students’ use of the internet. This study is important for educators and policy makers in understanding the link between internet use and its effects on students learning due the central role of the internet in the educational setting. Findings report that internet uses for educational purposes had improved among secondary schools. However, most of students used the internet as a social media for chatting and socializing, watching movies and listening to music. Waste of time, delay on schoolwork submission, poor academic results and school dodging were reported among effects associated with the internet uses among secondary students. The results of this study shed light on the most effective use of the internet in the teaching-learning process among students on the proper use of the internet. This implies educators and policy makers need to devise proper ways in which school students will utilize the internet for effective learning.
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Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania
(IJEDICT , 2019) Ghasia, Mohamedi ; Machumu, Haruni; Smet, Egbert
Micro-credentials represent an alternative approach to career and professional development whereby an individual’s skills, achievements, and accomplishments get to be recognized. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are the cost-effective professional development strategies that significantly minimize employees training cost and time. Also, micro-credentials in higher education institutions (HEIs), refers to the integration of digital badges within universities curricular and community engagement activities to inspire connected and lifelong learning for the professional development of students, educators and communities in formal learning settings. This paper explores ways in which micro-credentials can be offered in the Tanzanian Universities. Specifically, we explore educators’ perception, readiness and implementation strategies. The qualitative methods such as in-depth interviews with thirty-one lecturers, fifty-four students and twelve educational technologists were deployed. The four Tanzanian universities were purposively chosen whereas theoretical sampling was used to identify respondents. Data were analysed within NVIVO software in accordance with the Strauss and Corbin Grounded Theory. The results suggest that university lecturers and students are optimistic that micro-credentials stimulate lifelong and connected learning as well as expand the scope of the universities’ mandate. However, to leverage from these potentials, multi-level interventions are needed. We recommend the creation of micro-credentials ecosystem, formulation of strategies and policies, deployment of necessary infrastructure as well as building relevant skill-base. Implications, contributions and limitations of the study are discussed in line with the findings. Finally, the paper contributes to the literature on the implementation of micro-credentials in higher education (HE).
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E-records guidance tools in records sharing at Tanzania public service college
(Journal of the Eastern and Southern Africa Regional Branch of the International Council on Archives (ESARBICA JOURNAL), 2022) Chang’a, Chiku; Mwilongo, Kardo
This study aimed to assess the e-records guidance tools for record sharing at the Tanzania Public Service College in Tanzania. A credible methodology is presented, followed by a discussion about the phenomena underpinning the study. The study engaged a quantitative research design to collect, process and analyses data. The quantitative research design was used to collect basic descriptive statistical data on demographic characteristics, awareness of e-records guidance tools, usefulness of e-records guidance tools in sharing records and the factors affecting the application of e-records guidance tools in sharing e-records. The findings established that the majority (>50%) of the respondents were well informed of e-records guidance tools and agreed on the fact that guidance tools’ user-friendliness, trace procedures and user awareness positively affected access to and use of e-records guidance tools. However, the institutional developed procedures and regulations were applied to a high degree in the handling and sharing of e-records; although attention has to be critically recommended to the Tanzania National Archives on developing comprehensive e-records guidance tools to ensure effective e-records sharing practices
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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