Browsing by Author "Kihwele, Jimmy E"

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    Factors influencing the implementation of the lesson study approach in pre-service teacher education in Tanzania
    (Gitaya centre for Academic Research and dissemination(G-CARD), 2023) Kihwele, Jimmy E ; Mwamakula E N
    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.
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    Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative
    (Journal of Research in Innovative Teaching & Learning , 2022) Kihwele, Jimmy E ; Mkomwa, Jamila
    Purpose The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The specific objectives of the study focused on the impact of the initiative in promoting interest in mathematics, assessing the contribution of the initiative to students’ achievements and investigating challenges encountered by the initiative. Design/methodology/approach The study used a case study design with a mixed-method approach. One ward secondary school was involved. The sample size was N = 79, where 77 were grade three students in a science class and two teachers. Data collection involved documentary review, observation and interviews. Data analysis employed both content analysis and a dependent t-test to determine the effect size of the initiative. Findings The findings revealed that KQMI had a significant impact on improving performance in mathematics among students (t (71) = −7.917, p < 0.05). The study also showed that male students improved their performance more than their counterparts throughout the KQMI. The mathematics teacher revealed that students still need assistance to solve mathematical questions with different techniques to develop the expected competencies. Research limitations/implications. The initiative was conducted only in one school, limiting the findings’ generalization. Also, the innovation faced different challenges, such as accessing adequate resources and students with little knowledge of mathematics, which the initiative aimed to address. Practical implications Pedagogical innovations enhance the promotion of students’ interest in learning mathematics and hence improve their performance. Also, through pedagogical innovations, teachers improve their teaching skills and practices from students’ feedback. Originality/value The KQMI is a new pedagogical innovation modified from the existing innovations such as game-based method, task design, mobile learning and mathematics island