Education Foundation and Teaching Management (FSS)

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    Emerging practices in the implementation of competence-based curriculum in secondary schools: A case of Morogoro municipality, Tanzania.
    (Mzumbe University, 2020) Mgaya, Jofrey T.
    This study aimed to explore emerging practices in the implementation of Competence Based Curriculum (CBC) in selected secondary schools in Morogoro Municipal Council. Specifically, the study aimed to: analyse strategies that teachers are currently using to effectively implement CBC; assess emerging capacities needs to effective implement CBC from the teachers‟ perspective and identify newly emerged challenges which hinder effective implementation of CBC. The study was mainly qualitative supported by some quantitative data. The study employed holistic case study design and purposeful sampling technique to get a sample size of 80 respondents. Data were collected through questionnaires, interviews, participatory observation and documentary review methods. With regard to strategies employed, the study found that teachers use different strategies like pair discussion; questions answer among students under teacher’s supervision, case study, simple practical for form one and form two classes as well as regular practical to form three and form four. With regard to emerging capacities needs, the study revealed the needs for administrative support and more capacity building programs. The findings show that the implementation of CBC is still faced with various challenges including large class size, unsupportive learning environment and English language barrier to mention a few. These observed emerged strategies, capacities needs and emerging challenges in the implementation of CBC, entail that effective CBC implementation is still complex in Morogoro municipality in Tanzania. The huge difference between schools in terms of resources, environments and infrastructures lead to the variation of secondary school’s outcomes in the application of CBC. It is recommended that deliberate efforts be taken, these efforts should include in-service training for teachers, review of curriculum for the teachers training, improvement of school’s infrastructures and enhance collaboration between teachers and schools’ community members.
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    An assessment of teaching poetry in selected secondary schools in Morogoro Municipality.
    (Mzumbe University, 2020) Mdende, Alfred.
    This study assessed poetry teaching in selected secondary schools in Morogoro Municipality. It specifically focused on poetry teachers‟ ability to analyse poetry for effective teaching, teachers‟ effectiveness in preparing poetry lessons, poetry teachers‟ effectiveness in using appropriate teaching methods and techniques to teach poetry, and poetry teachers‟ ability to conduct effective and efficient assessments of poetry lessons. A case research design was used to get in-depth qualitative information. Observation, document review, focus group discussion and key informant’s interviews were used in collecting data for the study. The sample included 32 students, 4 heads of English departments and 4 English subject teachers. The data were analysed using Atlas Ti analysis. The study revealed that the teachers were not competent enough in analysing the poetry. Lesson plans where improperly prepared teaching aids were not effectively used, and poetry books were not properly used. It was noted that teachers instead of preparing poem activities and give students to practice, they listed few activities that did not help to realize learning objectives. Students were made to cram instead of understanding poetry. This makes students to dislike poems and experience challenges in their internal and external examinations. The study found out that teachers assessed students during the lessons through generalised questions with chorus answers and relying on tests and examinations as means of assessing students. The study recommends education departments to intervene in addressing teachers‟ inability in teaching poetry. The effectiveness of teaching poetry in ordinary secondary schools will only be improved if it is backed up by the education departments‟ constant support.
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    Usage of the available ICT facilities in teaching and learning processes in Tanzania: A comparative analysis of selected secondary schools in Mvomero district and Morogoro Municipality.
    (Mzumbe University, 2020) Senyagwa, Daudi Wallace
    This study compares the ICT learning processfacilities in teaching and learning process among secondary schools in Morogoro, Tanzania. Specifically, the study aimed to identify the availability of ICT facilities in schools; to find out the teachers and learners’ attitude on the usage of available ICT facilities and; to identify opportunities and challenges in usage of ICT facilities in teaching and learning process. The study was guided by constructivism and planned behaviour theories. The study used qualitative and quantitative research approach through a multiple case study design, purposive and simple random sampling techniques were used to select 97 respondents from 8 schools in Morogoro. Data were collected through, observations, interviews, focus group discussions and questionnaires. Quantitative data were analysed by the use of SPSS, and qualitative information were analysed through content analysis where different codes and categories were organized to form broad themes. Findings indicate variation in ICT facilities and attitudes among the studied respondents and schools. Urban and national schools had more facilities compared to rural and ward schools. To a great extent a positive attitude among majority of teachers and students towards ICT use revealed a favorable infrastructures and accessible ICT facilities. In Contrast, in some schools with inadequate facilities, the attitudes are implicitly negative. In spite of the varied attitudes, the usage of ICTs seems to evidently support teachers in their daily pedagogical and administrative roles. Students also used ICTs in their learning responsibilities. However, the usage of ICTs in teaching and learning faced some challenges, such as shortage of computers and absence of internets access. These findings imply that, the implementation of ICT policies is more efficient in urban schools compared to rural schools. It is thus concluded that, effective usage of available ICTs depends on the infrastructural and contextual factors on one hand and intrinsic motivation of teachers and students on the other. This calls for continuous promotion of ICT integration across stakeholders for effective teaching and learning in schools
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    The role of universities in promoting industrial development in Tanzania: The case of Sokoine University of Agriculture in Morogoro municipality.
    (Mzumbe University, 2020) Ngunga, Simalike E.
    The study explored the role of universities in promoting industrial development in Tanzania taking a case of Sokoine University of Agriculture (SUA). Specifically, the study identified the industrial related skills and competences imparted to students at SUA, determined the strategies applied by SUA in imparting industrial related skills and competences to its students, identified the perceptions of SUA stakeholders on industrial development movement, as well as determined opportunities and challenges that SUA face on promoting industrial development in the country. The convergent mixed method design was applied in this study. Data were collected through questionnaires, interviews and documentary review. The purposive and quota sampling techniques were used to attain a sample of 109 respondents. Content analysis was used to analyses qualitative data whereas the descriptive statistical analysis method was employed in quantitative data analysis. With regard to skills and competences, findings revealed that students from the selected degree programs demonstrated various skills such as machine operation, communication, mathematical and statistical computation skills. The study also gained that student at SUA acquire workplace competences, technical competencies, personal effectiveness competences, as well as managerial and academic competences. Apart from the skills and competences, the study revealed that among the strategies which are applied by SUA in promoting industrial development in the country are practical training in industries and installation of mini-factories at the university areas. These make students be familiar with industrial practices. However, SUA face some challenges like budget deficits and lack of new technology. These challenges retard some SUA‟s useful strategies towards mainstreaming industrial competences and skills to the students. Based on the findings, the resources, the nature of the university and the fact that agriculture is providing employment, contribute to Gross Domestic Product (GDP) of Tanzania, and provide inputs for industrial sector; SUA joins hand the industrial development strategies in the country and its contribution should be explicitly realized and appreciated.
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    Adoption of information and communication technology as a pedagogical tool in community secondary schools: A case of Serengeti district in Tanzania.
    (Mzumbe University, 2020) Warioba,Mwema M.
    Although the integration of Information and Communication Technologies (ICTs) has revealed positive changes in teaching and learning, it is still poorly practised in Tanzania. Despite various efforts to improve it, little has been done on students’ and teachers' experiences of ICT adoption in community schools. This study was guided by constructivism theory and technological pedagogical content knowledge (TPCK) framework, explored students’ and teachers' experiences on the adoption of ICT as a pedagogical tool in community secondary schools in Serengeti district, Tanzania. This study employed a descriptive research design with 210 respondents from five community secondary schools in Serengeti district using simple random sampling and purposive sampling techniques. Questionnaires, semi structured interview, and observation checklist were used to collect data. Frequencies and percentage were computed from quantitative data through Statistical Product and Service Solutions (SPSS) version 25, while qualitative data were thematically analysed. The findings revealed that teachers have varied experiences and basic skills on ICT use, while students have inadequate experiences and basic skills on ICT use. Similarly, the findings indicated that few schools have potentials and opportunities for ICT adoption. However, lack of TPCK, ICT devices, technical support and regular power cut off, were the constraints against effective accessibility and integration of ICT in teaching and learning. Moreover, ICT use facilitate teaching and learning process, enhance students' academic performance, develop health problems such as eyestrain and improved teachers' TPCK. Conclusively, ICT use is inevitable in addressing inadequate learning resources due to students’ mass enrolments. The study findings have implications to policy makers to consider both students and teachers in counterbalancing the discrepancies on the use of ICT as pedagogical tool and implementation of ICT policy for basic education of 2007.
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    Teachers’ competence in using digital visualisation learning materials for teaching reading comprehension in primary schools: Case of Morogoro municipality council, Tanzania
    (Educational Challenges, Vol. 31, Issue 1, 2026-04) Kavishe, Alpha; Matalu, Kulwa; Mwakasege, Andwele
    Purpose. This study focused on assessing teachers’ pedagogical competence in using Digital Visualisation Learning (DVL) materials during Reading Comprehension instruction in primary schools. Specifically, the study seeks information on teachers’ knowledge and skills in integrating DVL materials into English language reading comprehension instruction in primary schools. The study also examines factors affecting the use of digital visualisation in classroom situations Methodology. Anchored in the European Digital Competence Education Model, the study employed survey questionnaires, observations, and interviews as primary methods of data collection from respondents. The study adopted a mixed-methods approach within a case study research design, focusing on ten selected schools in Morogoro Municipality, Tanzania. One hundred and ten respondents were involved, including ten (10) primary school head teachers and one hundred (100) primary school English language teachers. Regression coefficients were used to analyse quantitative data, while qualitative data was analysed thematically. Results. The findings show that teachers had low competence in using DVL materials in teaching reading comprehension in primary schools. The low competence is caused by a negative attitude, and low self-efficacy, limited access to technological resources, inadequate professional training and a lack of institutional and government support. The lack of teachers’ competence indicates that in-service training is essential on bringing teachers' competence to improve teachers' competence in using digital visualisation in classrooms. Conclusion. The study concludes that the availability of proper digital teaching and learning resources and teachers’ positive attitude, should be prioritised to influence teachers’ knowledge and skills on using DVL materials in primary schools teaching and learning. It is recommended in this study that the government and private sectors should invest in education and provide financial support for teachers’ trainings about the use of digital tools in their everyday teaching and learning for global competitiveness. This study will further develop an intervention for upgrading teachers on how to integrate DVL materials in teaching English language subjects in Tanzania
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    Understanding pre-service teachers' mental health problems and resilience mechanisms during teaching practice at Mzumbe University.
    (Journal of Adult Education in Tanzania ( JAET), 2025-06) Kihwele, Jimmy E.; Mmbando, Gladness; Mwego, Caleb
    The world is experiencing the proliferation of mental health problem that affects productivity in many aspects. Pre-service teachers also experience mental health problems due to various contextual and work environments. Using Bowlby's attachment theory, the study explored pre-service teachers' resilience to mental health problems during teaching practices. The study adopted a cross-sectional survey design with a sample size of 96 respondents who were randomly selected from pre-service teachers studying at Mzumbe University. The data collection method used a questionnaire. The findings reveal that pre-service teachers experienced mental health problems during teaching practice caused by a lack of mental health literacy (60%) and anxiety about evaluations (65%). However, RII (0.579) indicates that most factors moderately caused mental health problems. Mental health problems affect pre-service teachers, as 61% contemplated leaving the teaching profession and 61% faced challenges in engagement with students in teaching practices, and the RII (0.4873) indicates a low importance level. Further, findings show that pre-service teachers devised resilience mechanisms, such as 75% used stress-relief techniques like exercise and being calm and 73% made self-reflection and adjustment, where the RII (0.0.7451) indicates these mechanisms provided moderate support in coping with causes of mental health problems. Findings imply the need to devise mental health support systems for pre-service teachers to ensure their well-being and career success. The study recommends that teacher training institutions integrate mental health training into curricula and devise mentorship programs to equip pre-service teachers with the knowledge and skills to identify and manage mental health problems in their work environment
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    Internal quality assurance approaches adopted for quality teaching-learning in secondary schools in Mvomero district, Morogoro Tanzania.
    (Mzumbe University, 2020) Julius, Kitaraga I.
    The study investigated internal quality assurance approaches adopted for quality teaching-learning in Mvomero District secondary schools, Tanzania. Three specific objectives guided the current study which was to (1) to identify the internal quality assurance approaches adopted for quality teaching-learning process, (2) to examine the internal quality assurance approaches adopted and implemented for quality teaching learning process and (3) to examine the outcome of the adopted internal quality assurance approaches for quality teaching-learning process in secondary schools guided the study. Also, three management theories for quality assurance namely; Deming, continuous improvement and Juran’s theories were used. Quantitative and qualitative data for this cross-sectional design were collected through questionnaires and interview. A study used a sample of 96 respondents who were selected through random and purposive sampling procedures from 3 selected schools. Qualitative data were thematically analysed while quantitative data were analysed via SPSS version 25 and presented in frequencies and percentages. The study found that school self-valuation, internal inspection and supervision, teachers’ appraisal and classroom management approaches were mainly adopted and enforced in schools. The findings ascertained that every school works on its own action plan in ensuring quality teaching and learning process. The study established that the implementation of internal quality assurance approaches in secondary schools was contextual. The study further identified improving academic performance, positive rapport and collaboration between teachers, learners and school leadership, effective execution of subject syllabuses and continuous improvement culture as the outcomes of internal quality assurance approaches in teaching and learning process. The study recommends that schools should recognise the role of internal school quality assurance team or department (ISQAT/D) as mechanism that influence quality teaching and learning. Also, school should create the culture of carrying out an internal evaluation for quality teaching and learning. The study recommends policy makers to empower ISQAT in terms of approaches to ensure quality education is attained through an internal mechanism.
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    Experiences of secondary school female students help-seeking in learning mathematics in Tanzania: A case of two public secondary schools in Morogoro Municipallity.
    (Mzumbe University, 2020) Kasimila, Dennis B.
    The study explored the experiences of secondary school female students in seeking help in learning mathematics in Tanzania. Specifically, the study intended to: determine the mechanisms adopted by female secondary school students in help seeking for learning mathematics in the selected schools, determine incidences lived by the secondary school female students in the course of seeking help from other people for learning mathematics, assess the effects of a help-seeking strategy of learning mathematics among female secondary school students, analyze the best ways of using a help-seeking strategy for learning mathematics to secondary school female students. The study employed a mixed research approach including both qualitative and quantitative aspects. Morogoro Municipal Council was used as a case study; whereby, about 41 respondents were involved in a sample that was selected through purposive and simple random sampling. Data were generated through questionnaires, interview and field observation from the key informants and analyzed by using content analysis (thematic analysis) as well as a descriptive statistical method by using statistical packages for social sciences (SPSS) version 20 The findings revealed that female students used mechanisms like tuition; seek help from teachers and male students as well as using tuition classes as a strategy for seeking help in learning mathematics. The experiences that secondary school female students pass through include sexual harassment or unwelcome sexual advances in return for help, and pay for money and favouritism. Besides, others are rejected something which Denny them the opportunity to learn the subject, a situation which contributes much to their poor performance in mathematics. With such experiences, female students lack motivation in learning some subjects like mathematics. It was suggested that female students should be more firm, confident and participatory in classes for them to learn perfectly in learning mathematics. The study recommends that effective learning of Mathematics to female secondary school students should involve a collaborative effort. There is a need to establish Mathematics clubs, remedial classes and changing the perceptions of people and students in the learning of Mathematics to female students.
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    Effects of code switching in english language teaching in public primary schools among the Maasai in Tanzania: A case study of Simanjiro district council
    (Mzumbe University, 2018) Sokoyet, Mzee
    This study aims to investigate the outcome or effects of Code Switching among the learners in some selected schools in Simanjiro District. The specific objectives are; (i) To assess teachers and students‟ awareness of the concept of code-switching. (ii)To find out the language skills in which code-switching is mostly applicable in teaching and learning English Language. (iii)To explore how code-switching is applied in teaching and learning English.(iv)To examine whether the use of code switching improves performance of English subject among the Maasai pupils in Tanzania. The study design was largely qualitative using a sample of 63 respondents comprising 4 officials, 4 WECs, 7 head teachers, 16 teachers and 32 pupils. The information was gathered using questionnaire, observation, and interview. The questionnaires were applied to district officials; WEC‟s head teachers and teachers while interviews done to pupils and too few teachers and an Observation technique was applied to teachers. Data analysed in the study were mainly qualitative with very few quantitative aspects involving numerals and percentages. The findings revealed that respondents were well aware of what CS means. It further proved that speaking and listening skills are the most valuable during the use of CS since both involve sense organs and incorporate learners in the English class. In all-purpose CS is proposed to improve performance when English is integrated with Kiswahili instead of English and Maasai language in schools with native pupils only. Kiswahili is greatly preferred regardless of the locale or setting where English is taught, since it is the national language restricted with policy and regulations, and it is spoken widely by pupils in different areas apart from school environments. The native Maasai language was slightly used during the use of CS since many teachers do not know it and it is not as easy as Kiswahili in fostering comprehension. From the findings, the study concludes that CS is a useful tool in teaching and learning process. Kiswahili encouraged to be used to code switch in formal settings of teaching English contrary to native language as well it highlights recommendations on recruiting teachers with the respective specialties. Native teachers and others with native knowledge should be posted to schools with native pupils. Also to set up language clubs in schools and programmes that enhance English practice to pupils e.g. “Red Card” Recurrent training, workshops and seminars and the like are recommended to be carried out. Frequent inspection to remote schools and allocation of native teachers to schools with native pupils are eagerly advised to conform.