Dissertations (Master's) MAED

Permanent URI for this collection

https://scholar.mzumbe.ac.tz/handle/123456789/356

Browse

Browsing Dissertations (Master's) MAED by Subject "Bems Theory of Beliefs"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Evaluating the teaching and learning of religious education in Tanzanian secondary schools: A case of selected schools in Ilala Municipal council
    (Mzumbe Unversity, 2019) Daffa, Abdallah
    This study was designed to evaluate the teaching and learning of religious education in Tanzanian secondary schools. The objectives of the study were to assess the qualities of religious teachers in secondary schools; to assess the content of religious education in secondary schools; to assess the methodologies of teaching and learning religious education in secondary schools, and; to assess the teaching resources employed in religious classes in secondary schools. The study was guided by Bems Theory of Beliefs and employed a case study design. The study was conducted in Ilala municipality. The targeted population for the study was 4 secondary schools in Ilala municipality; the eligible respondents included 2 education officers, 7 religious teachers, 11 school teachers, and 23 students in the three secondary schools making a total of 43 respondents. Purposive and convenience sampling was used to select the 43 respondents who participated in the study. Information was collected through focus group discussion, face to face interviews and observation. The data were analysed using content analysis. The study found that there was little special attention to religious education. Education officers were not aware of number of religious teachers in their respective area. Furthermore the Government did not organise capacity building programmes to teachers so as to update their knowledge items of content and pedagogy. Except one school, other schools had no religious education resources; they lacked teaching and learning resources such as religious syllabus and religious books. Other factors were lack of qualified religious teachers in secondary schools, and shortage of time in religious education. The study therefore recommends that appropriate religious curriculum should be well prepared and instructed in a way that it addresses challenges for students’ moral decadence in schools. This tailored curriculum should then be sent to religious institution so as to train religious teachers and also it should clearly state the outcomes of the taught curricular.