Dissertations (Master's) MAED

Permanent URI for this collectionhttps://scholar.mzumbe.ac.tz/handle/123456789/356

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Subject: search.filters.subject.Secondary schools

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    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.
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    Factors influencing students’ metacognition ability in relation to academic performance : A case of selected secondary schools in Morogoro district council
    (Mzumbe Unversity, 2019) Mussa, Omari
    The study explored the factors influencing students’ metacognition ability in relation to academic performance. The study was guided by three objectives; to assess awareness of education stakeholders in relation to academic performance; to identify factors contributing to building students’ metacognition abilities in relation to academic performance, and; assessing the usefulness of factors building students’ metacognition ability in relation to academic performance. The study employed a qualitative approach and explorative case study design. A sample of 53 respondents was drawn from 3 secondary schools for data collection. Data was collected using interviews, focus group discussion, open ended questionnaires, and documentary review. The study findings revealed that people were aware with the importance of metacognition ability and its contribution to student’s academic performance. Factors influencing students’ metacognition ability in relation to academic performance include quality of teachers, in-service teachers training programmes, guidance and counseling, good instructional methods and materials, school environment as well as parent cooperation. This study recommends that, the government should establish concrete programmes to strengthen the quality of metacognition abilities of students in schools. Budget should be allocated to carter for trainings that shall help teachers enhance the metacognition abilities of their students. Furthermore, plausible policy engagement approaches should involve education stakeholders from the grass roots level of teachers, parents, and community members. In addition there must be strong public private partners in efforts to improve students’ metacognitive abilities.
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    An assessment of education stakeholders’ views on the provision of free education in Tanzanian schools: the case of selected ward secondary schools in Morogoro municipality
    (Mzumbe Unversity, 2019) Venance, Agnes
    The study intended to assess the education stakeholders’ views on the provision of free education in Tanzanian schools, specifically in ward secondary schools including Kolla Hill and Sumaye in Morogoro Municipality. It was based mainly on the education stakeholders’ views on motivation of teachers, the quality of education in academic performance, challenges and how to overcome them under the provision of free education. This study worked with 40 participants who include education stakeholders from two selected ward secondary schools known as Kolla Hill and Sumaye ward secondary schools. Questionnaires were used for 32 teachers; interviews were used for two heads of schools, two ward education officers and four parents, documentary review was used in administrative documents like National examinations results of form IV for three years from 2014/2015, 2015/2016 and 2016/2017, teachers’ files. This has shown that there is improvement of the quality of education in academic performance. Also, teacher’s files and school board meeting files showed how the motivation of teachers was provided before free education policy and after from which it has revealed that, teachers are less motivated in free education policy than in cost sharing system. Also, the results show that, under free education policy teachers are less motivated but rather parents and students who were not paying any contribution at school. However, free education policy brought some problems like over-enrolment of students, lower achievers students from primary schools, and misconception of parents about the provision of free education in ward secondary schools Morogoro municipality. Another problem is shortage of government budget in ward secondary schools to accommodate all necessary school requirements. The results of the study further show that there is improvement of performance and quality of education since free education started in 2016. Therefore, more education is needed to parents so as to make them aware of the implementation of free education policy in Morogoro municipality. The government budget is to be increased in schools for running school activities and motivating teachers and management of schools under the free education policy in Tanzania.