Dissertations (Master's) MAED

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Financing adult and non-formal education centres in Tanzania: A case of Tunduru district council
(Mzumbe University, 2019) Haridi, Saidi Omari
This study examined how Adult and Non-Formal Education centers are financed in Tunduru District Council in Tanzania. Objectives of this study were to examine sources of funds, to explore the methods of allocating funds, and to examine the challenges of fund allocation for ANFE centers. 5 wards and 49 participants were involved in the study. The study employed qualitative approach and applied case study design. Participants were selected using purposive and convenience non-probability sampling techniques. Data were collected using interview, focus group discussion and review of documents. Content analysis technique was applied in analyzing data gathered from the field. Findings indicate that financing ANFE centers in Tunduru DC was mostly done by the adult learners’ themselves through their contributions from individual income generating projects, individual and local volunteers with very little support from the government. The research revealed that there were no proper methods of fund allocation for ANFE centers because the government disburses very low and irregular funds to run these centers; and most of the little funds supported depends on programme -based from the donors and local volunteers. Again, the study uncovered ANFE centres face with multiple challenges including underfunding; dependency in untrained and lowly paid or not paid at all adult facilitators’ honoraria, poor teaching-learning environment, acute shortage of qualified adult education facilitators, and lack of motivations among teachers, and adult education learners. Several recommendations are made specifically for financing ANFE centers.
The effectiveness of direct school funding approach in primary schools in Tanzania: A case of Chalinze District
(Mzumbe University, 2019) Gamba, Charles
Basic education financing and set up suitable approach for financing it has currently noted as an important agenda to most of the developing countries. Tanzania like any other nation in the World seem to be found in the same prevailing wind in the midst of the existing agenda, where from independence to 2015 various approaches were used to finance primary education but no suitable scheme was prolonged to be employed. From 2016 to date, the government decided to finance primary education directly to schools accounts to avoid bureaucracies of local government authorities who caused unnecessary delays and inconsistency. For that reason, the study intended to examine the effectiveness of the approach in funding primary schools in Tanzania center of intention to be Chalinze District Council which found in the Coast Region. Four primary schools were involved in the study to examine how effective the approach is in terms of timeliness, consistency, accuracy and finally to come across with challenges faces this funding scheme. The study basically applied qualitative approach, using in-detail interview, observation, documentary review and focus group discussion. The research study covered 16 purposefully chosen informants, including District Primary Educational Officer, Ward Educational Officers, Head Teachers, School Bursars and teachers. The study findings revealed that, the approach is effective in transferring funds directly to primary education since it is time conscious, observes consistency and it is accurate approach ever existed. Despite the effectiveness of the approach, there are some hold backs and challenges observed which includes lack of sufficient training, necessary devices and internet accessibility. However, in order to have ever lasting effectiveness of the approach the ministry PO-RALG dealt with the approach is recommended to offer proficiency building capacity to enhance knowledge and skills to teachers as well as providing necessary resources for the approach to work more effective in country side areas of Chalinze DC and Tanzania at large.
Relationship between tomato production and household poverty reduction in Hai district, Tanzania
(Mzumbe Unversity, 2019) Msimbe, Martha
I would like to express my deepest appreciation to all those who provided me with possibilities for successful completion of this research work. I feel greatly indebted to a number of individuals that without their assistance this work would not be possible. First, I am grateful to the almighty God for enabling me to successfully accomplish my studies. Second, I am indebted to my supervisor, Dr. Divina L. Shio who was generous with her time in providing me with invaluable guidance, comments and suggestions which helped in producing this report. I would like to thank tomato farmers and officials of Hai district who provided useful data for this study. Finally I am deeply indebted to my parents, Dr and Mrs Gasper Msimbe, for their moral and financial support during the whole time of my studies at Mzumbe University. While many people have been acknowledged for helping me in this work, I remain solely responsible for shortcomings and views expressed in this dissertation.
Institutional factors contributing to ineffectiveness of school committees in managing primary schools’ development projects in Kahama town council
(Mzumbe University, 2019) Lugangila, Vedasto
The study explored the institutional factors contributing to ineffectiveness of school committees in managing primary school’s development projects in Kahama Town Council. The study was governed by three specific objectives which were to identify the relationship between the level of knowledge (cognitive factors) of school committee members and the extent of ineffectiveness of school committees in managing primary schools’ development projects, to find out the leading institutional factor among cognitive, regulative and normative factors contributing to ineffectiveness of school committees in managing primary schools’ development projects and assess the institutional measures for improving school committees’ performance in managing the development projects. The study adopted a case study research design. The study utilised mixed method research approach due to the nature of questions used. The sample size was drawn through the use of simple random and purposive sampling techniques whereas 87 study participants were involved in the study. Data were collected by means of questionnaire and face to face interviews. Quantitative data were analysed descriptively using a computer software known as SPSS version 21 and qualitative data were analysed using content analysis by a tool known as Atlas Ti. Based on the specific objectives of this study, the findings showed that the level of knowledge (cognitive factors such as knowledge, skills and mental-ability) of school committees’ members has direct relationship with ineffectiveness in managing primary school’s development projects, it also, found that the cognitive factor was the leading one in contributing towards ineffectiveness of school committees in managing schools’ development projects. The findings also show several institutional measures proposed for improving school committees’ performance, they include providing seminars and training, attending meetings, encouragements and disciplinary measures. The study recommends that, the government in association with educational stakeholders need to establish sustainable programmes on capacity building and conduct orientation and induction courses to the newly elected members of school committees. Furthermore, school committees’ meetings should be mandatory on regular basis and members of school committees should be reminded to attend all regular established school committees’ meetings for effective management in schools
The influence of criteria for appointment of women in leadership positions in Tanzanian primay schools: A case of Ikungi District
(Mzumbe University, 2018) Ndimbo, Alfons S.
This study addressed the influence of criteria for the appointment of women in leadership positions in primary schools in Ikungi district, Tanzania. The study aimed at examining the factors that limit women from participating into leadership positions, challenges that women head teachers faces in their leadership positions and perceptions of teachers and community members concerning female head teachers. The study used both qualitative and quantitative approaches and the methods of data collection used were questionnaires and interview. Content analysis was used in analyzing data obtained through interviews and those from questionnaires were analyzed through statistical package for social science (SPSS) version 16.0. The findings revealed that, the criteria of appointments limit women participation in leadership positions through personal factors such as refusal of leadership posts, lack of confidence, lack of qualifications and family issues, also societal factors such as negative attitude by the society and traditional believes (witchcraft and super situations),organizational factors such as weak policy, and biasness in appointments, and informal factors such corruptions, nepotism and political affiliations. Furthermore, the findings revealed that the challenges facing women head teachers includes jealous and conflicts from their husband, negative reactions from the community, poor traditional believes, multiple roles, and shortage of funds. The study recommended that the policy used for the recommendations of head teachers in Tanzania should consider gender balance, the policy for appointment should encourage transparency to avoid favoritism and biasness in the appointment and recruitment process, the activists and other stake holders should provide education based on gender equity in both rural and urban and also fight against negative cultural values emanating from the community which encourage negative perception and those marginalizing women in leadership.
Free education and its effects on teaching and learning development in Tanzania: A case of selected primary schools in Masasi district
(Mzumbe University, 2018) Ndunguru, Patrick
This study provides the profile on financing of the free education and its effects on the development of teaching and learning in primary schools in Masasi district. The study aimed at examining the effectiveness of financing free education alongside stakeholders’ perceptions on free education policy. The study specifically focused at examining the trend and effectiveness in financing free primary education, assessing the perceptions of teacher and parents on free education policy, and assessing the effects of free education on teaching and learning development in primary schools. The study employed a mixed research design which is dominated by qualitative aspects; Masasi district was used as a case. 86 participants were involved in a sample set, whereby simple random and purposive sampling techniques were employed in selecting them. Methods which were used to collect data included interview, questionnaire, observation and documentary analysis. Acquired data were analysed in accordance with their nature whereby qualitative data were analysed using content analysis method. On the other hand, quantitative data were analysed using SPSS as well as Microsoft Excel. The study found that the government has been providing capitation funds regularly to all public primary schools. The financing seemed not effective because the amount provided does not match with what was exactly needed in schools with regard to the number of pupils as far as the regulations are concerned. The findings show that despite the fact that parents were told not to pay school fees and other contribution, the implementation of the policy still involves payments of some voluntary contributions which to some extent are the ―must-be-paid‖ contributions. With this, the free education implemented under the Education and Training Policy of 2014 is not free as it is being announced. Findings also revealed that free education had both positive and negative effects. On positive effects, it allows many children to access education regardless sex or their physical functionality. On the other hand, it is undeniable that there are some negative effects such as unequal ratios of teacher-pupil, Pupil-book, classroom-pupil, as well as lavatory-pupil.
Influence of school inspection on students’ performance in Tanzania: A case of public primary schools in Karatu district council
(Mzumbe University, 2018) Gaudence, Basilisa Lulu
The study dealt with Influence of School Inspection on Students’ Performance in Tanzania: a case of Public Primary Schools in Karatu District Council. The main objective of the study was to investigate the impact of school inspection on students’ performance in PSLE of public primary schools in Karatu District Council. Specifically, the study intended, to investigate the contribution of frequent school inspection to students’ performance in PSLE in Karatu District Council, to examine the effect of school inspection to teaching and learning process in public primary schools and assess educational stakeholders’ perceptions on outcomes of school inspection in public primary schools in Karatu District Council. The study involved nine public primary schools selected purposely according to their examination performance in PSLE. From empirical literature reviewed it was seen that school inspection in some extent has impact on students’ performance, also the study applied the systems theory. The study used purposive sampling to obtain key informants and random sampling to select school committee members, teachers, and non-teaching staff where a total of 85 respondents were involved in the study. The research used a case study design whereby both qualitative and quantitative approaches were used. Data collection tools such as questionnaire, interview, focus group discussion and documentary review were used. The findings revealed that school inspection has great effects on students’ performance in primary schools. The results showed that school inspection was done twice a year; this was the experience in three out of the nine selected schools and once a year in the remaining six schools. The study further exposed that schools which were inspected twice a year had a better examination performance in PSLE compared to those with less inspection. In addition, the findings show that schools which were inspected twice a year had a better teaching and learning strategies as measured by the number and quality of lesson plans, schemes of work, teaching and learning materials, and students’ exercise books than schools which received the inspection once a year. It was further found that education stakeholders were not aware on the outcomes of school inspection on examination performance. The study concludes that teaching and learning in schools need close supervision and monitoring. It is therefore recommends that schools should be regularly inspected to improve the performance in PSLE
Coping with adolescence stress: Exploring teachers engagement in secondary school adolescents behaviour adjustment in Morogoro municipal council
(Mzumbe University, 2018) Msumali, Neema
Adolescents have been noticed to exhibit undesired behaviors as a manifestation of maladjustment. This study focused on exploring teachers‟ engagement in secondary school adolescents‟ behavior adjustment in Mororgoro municipal council. The motivation behind this study was based on having observed behavior problems in secondary school adolescents embedded with overwhelming complaints from parents, guardians and the community at large regarding adolescents involvement in drug abuse, defiance, suicide attempts, truancy, drop outs, teenage pregnancies, homo sexuality and other cases as such which ultimately and adversely affect their academic progress. The study objectives included identifying common psychological attributes that reflected adolescents behavior pattern, measuring the extent to which secondary school teachers engage in adolescents behavior adjustment, examining factors in education system that determine teachers engagement in adolescents behavior adjustment and analyzing factors that trigger behaviour maladjustments. This study was school based, including 36 (3 to 10 year- experienced) teachers and 12 adolescent students within 13-18 age groups making a total of 48 participants. Case study design was used in this investigation. Primary data was collected through interview, observation and open-ended questionnaire, while secondary data was collected through documentary review. Data presentation and analysis was done qualitatively and quantitatively. Key findings revealed that peer relationships, personal identity and bullying were the leading attributes among adolescents; school leadership styles, class size, teachers‟ motivation, existing education policy and community controls were the major determining factors for teachers engagement in their respective role and that behavior maladjustments were mostly triggered by environmental factors. Conclusions drawn from major findings were as follows; Environment is a major determining factor for individual's behavior; teachers engagement in adolescents behavior adjustment involves a blend of psychological, sociological, administrative and managerial measures; nature of teacher-student, teacher-parent, as well as school-community relationships are considerable in attaining morally-balanced adolescents; success or failure in teachers engagement goes parallel with success or failure in social, economic and political systems. The study recommends that further analysis and critical review of educational policies are required to safeguard adolescents‟ welfare in the face of social, economic and political changes that challenge moral values.
An assessment of English language academic performance in Tanzanian secondary schools: A comparative study of students from English and Kiswahili medium primary schools in Morogoro municipality
(Mzumbe University, 2018) Vedasto, Viacel
This study assessed the English language academic performance in secondaryschools comparing those students from EMPs and KMPs was conducted in Morogoro Municipality. It adopted a case study research design which focused in attaining qualitative data. Also, structured questionnaires and interviews were administrated to a sample of 60 participants comprising 4 Academic teachers, 8 English language teachers and 48 studentsfrom Form III and Form IV. The findings show that KMPs students have better performance in English subject than EMPs students. The average performance between the two groups (KMPs and EMPs) in all examinations‟ results from the year 2015 to 2018,have shown that KMPs students have a total average of 54.83% for good academic performance (A and B scores) as per this study. EMPs students own 37.65%. It is missed 7.52% to reach 100%. This missing percentage has been occupied by other students who scored C which was not categorized as high English subject performance by this study. Moreover, 75% of the teachers revealed that there are several challenges; including differences in students‟ ability to learn, poor students‟ classroom participation, shortage of teaching resources and lack of motivation. Finally, the participants gave some means on how to overcome the mentioned problems. These are emphasis on students to build a reading culture, teaching through participatory methods as well as provision of adequate funds for educational financing from the government. It is concluded that parents and guardians should provide actual support to enhance students‟ good academic performance in English language subject regardless of their primary schools‟ backgrounds. There should be a policy stating only one language to be used as the LOI and a subject in all levels of education. Likewise, further studies are recommended on assessing the factors contributing to poor performance of EMPs students in English subject at ordinary secondary schools.
Teachers’ strategies in addressing challenges of implementing competence-based curriculum: The case of selected public secondary schools in Morogoro municipality
(Mzumbe university, 2019) Hipolite, John
This study explored teachers’ strategies in addressing the challenges of implementing competence-based curriculum (CBC) in public secondary schools in Morogoro municipality. Specific objectives were: to explore teachers’ awareness on the challenges encountered in teaching CBC; to identify teachers’ strategies used in addressing challenges of implementing CBC; and to study teachers’ perception on how the strategies can be improved and scaled up for implementing CBC. The study was guided by constructivism theory. It employed a case study design and qualitative research approach. Data collection instruments were observation, interviews and focus group discussions. This study involved 36 participants. Both purposive and simple random sampling were used to select the respondents. Findings revealed that, teachers were aware of CBC challenges that included: overcrowded classes, unclear understanding of CBC, insufficient teaching and learning materials, and students’ readiness towards adopting learner-centered approach. Teachers’ strategies in addressing the challenges of implementing CBC included: the use of learner centered approach during classroom interaction, the use of problem-based learning, and the use of subject clubs towards self-learning among students. Regarding teachers’ perceptions on how the strategies can be improved and scaled out, results included: reviving teachers’ resource centers for exchanging ideas and developing their pedagogical skills in line with CBC and the introduction of motivational programmes towards appreciating teachers’ efforts on handling the challenges of CBC. The study concluded that there was average success on the strategies used in addressing the CBC challenges since teachers were able to employ various teaching innovations to handle the problem. It is therefore recommended that teachers as the core implementers of CBC should be creative in employing several possible measures of eliminating the challenges of CBC because teaching profession requires potentials and innovations too. Furthermore, the research suggests that education policy makers before placing any directives to teachers, there should be in service training to all subject teachers with no favour to other subjects and for any curriculum review there should be inclusion of teachers so as they can know what is on the ground and expose their teaching methodologies as CBC requires.
The effective use of information and communication technology in teaching and learning in selected public primary schools of Morogoro municipality in Tanzania
(Mzumbe University, 2019) Temu, Niceta D
This study intended to assess the effective usage of information and Communication Technology in public primary schools. The study was guided by three specific objectives; (1) to identify the roles of ICT in teaching and learning process, (2) to find out factors influence usage of ICT to make effective teaching and learning in public primary schools and (3) to search challenges of using ICT in teaching and learning in public primary schools of Morogoro Municipal Council in Tanzania. The study applied qualitative research approach to make easy collection of deep information that include feelings, experiences and deep understand from the respondents. Explanatory case study design was employed, the study included total of twenty-one participants specifically: three head teachers, three ICT experts, three subjects’ teachers and twelve pupils. Focus group discussion, interview and document review were used to collect information which was analysed through content data analysis. The major findings revealed that there are enough and quality teaching and learning materials from the internet and school savers that help teachers and pupils to get quality and useful education. Also, teachers and pupils are much interested to integrate ICT in teaching and learning but there are serious challenges that make the ICT equipment to remain as useless facilities in the schools. Poor management of ICT facilities, deprived electricity, insufficient ICT equipment and teachers’ lack skills and knowledge on ICT usage, are the problems that hinder the usage of ICT in public primary schools. The researcher recommends that there is a need to strengthening the government’s ICT policy for primary education to push the educational stakeholders to take the issue of ICT integration in education extremely. There should be ICT training for teachers and other education stakeholders in order to bring competent in ICT usage in public primary schools
Institutional factors contributing to ineffective development of leadership skills among students in Tanzania’s public universities
(Mzumbe University, 2019) Mapambano, Hezron
The study explored institutional factors contributing to ineffective development of leadership skills among students’ political leaders in Tanzania’s public universities from 1993 to 2018. It was guided by three specific objectives; firstly, to identify the extent to which public universities have played a role in developing leadership skills of students for national development; secondly to find out the leading institutional factor among regulative, cognitive and normative factors of the university that constraint the process of developing leadership skills of students for national development and; thirdly to assess the institutional measures for improving development of leadership skills of students leaders for national development. The study adopted a descriptive-case study research design. It also employed mixed research approach due to the nature of questions used. The sample size was drawn through the use of simple random and purposive sampling techniques whereas 225 study participants were involved in the study. Data was collected using questionnaire and face to face interviews. Quantitative data were analysed descriptively using a computer software known as SPSS and qualitative data was analysed using content analysis by a tool known as Atlas Ti. Basing on the specific objectives, the study revealed that universities in Tanzania had played very little role in the development of the student leadership skills through training and mentoring on university values and ethos. Because of the failure of the universities to develop young leadership to their full potential, students have in turn placed their trust on politicians rather than the academic community, and have ipso facto, become vehicles of the political contestations of national politics which often times are violent in character. In the same vein, lack of regulative framework to steer leadership incubation programmes at the university level was found to constrain the process of developing student leadership skills for national development between 1993 to 2018. The study concludes that HEIs are meant to be training grounds for future leaders with the right ethos, pedigree and mental independence to take on the challenge of national state development. As such, they need to re-define their roles especially in the contemporary era of democratic transition, in a bid to prepare potential leaders with a domestic, regional and global outlook. The study offers several recommendations to policy makers, student community, Student Representative Council (SRC), University management and stakeholders of an education industry
The role of education for rural development: The case of selected Haydom Lutheran hospital’s educational activities in Mbulu district, Tanzania
(University of Agder, 2011) Kalimasi, Perpetua K; Kjell, Havnevik (Supervisor)
This study explores the role that education and training programs initiated and/supported by Haydom Lutheran Hospital play to the development of the rural community. The study have identified some education and training programs by Haydom Lutheran Hospital and explored the motives behind the establishment of those programs as well as the perceptions of the local community towards education in general and established programs in specific. The challenges associated with the establishment of education and training programs have also been explored. The experiences learned from the case study as a development project have been highlighted as lesson and example for the expected project at Kabanga Nickel in implementing the Corporate Social Responsibility mission. The findings indicate that various education programs, formal and non-formal have played a great role in the improvement of the living standard of the people around the hospital. On the other hand the contribution of education has been evidenced in the capacity building to the majority of the population that have been possible through education programs. This was highlighted by the number of people that have passed though Haydom Primary School, Dr. Olsen Secondary School, Nursing school, the vocational/trade School, Ngwanda Primary School as well as by the working population that have been going through in-service training for various professions in the hospital. The life standard of the educated working population is used as a role model to the rest of the illiterate community and continues to build the positive attitude towards education. The main recommendation for the Kabanga Project is that they should aim to build the capacity of the local community through quality education programs that fit the local community around the project. The educated population will be the foundation of the socio-economic success of the community and they will not solely depend on the project because of the skills and knowledge through education. The establishment of the programs should be in a participatory way so that the community also contribute to the development of education programs using the available resources. The implication here is that they will feel that they own the programs, and they are responsible for future improvement of the programs.
Assessing the effects of increasing student’s enrolment to the quality of secondary education: A case of Njombe urban district Tanzania
(Mzumbe University, 2019) Kilima, Fanuel
This case study sought to assess the effects of increasing student’s enrolment to the quality of education in the selected four secondary schools in Njombe urban Tanzania. It intended to find out the perceptions of stakeholders on the quality of education, the outcomes of free basic education programme to the quality of learning process and identifying the effects of increasing enrolment of students to gender disparity in selected secondary schools in Njombe Urban district. Data were collected by using interviews, questionnaires and documentary review. The study used a sample size of 75 respondents through quota and purposive sampling techniques. Quantitative data were descriptively analysed to get frequencies, percentages and cross-tabulations by using the statistical package for social science (SPSS). The content analysis facilitated the analysis of qualitative data. It was evidenced that stakeholders were aware that quality education is attained by availability of quality teachers' sufficient books, chairs, tables for students and laboratories as well as conducive learning environment. The expected quality standards ware also not revealed in the selected schools. This was evidenced by insufficient teachers to some subjects, lack of enough books, funds and necessary infrastructures such as laboratories. Insufficient resources were perceived to be caused by increased enrolment which has resulted to overcrowded classes Following the unconducive teaching and learning environments in the selected schools, performance of students in their final examinations have been deteriorating and thus deteriorates the quality of education. The study recommended that the programmes for expanding education access should consider the control of quality education over the quantity parameters so as to enhance the effective provision of education that promote people’s welfare.
Financing adult and non-formal education centres in Tanzania: A case of Tunduru district council
(Mzumbe University, 2019) Haridi, Said Omari
This study examined the ways on how Adult and Non-Formal Education centres are financed in Tunduru District Council in Tanzania. Objectives of this study were to examine sources of funds; to explore the methods of allocating funds; and to examine the challenges of fund allocation for ANFE centres. Five (5) wards and 49 participants were involved in the study. The study employed qualitative approach and applied case study design. Participants were selected using purposive and convenience non-probability sampling techniques. Data were collected using interview, focus group discussion and review of documents. Content analysis technique was applied in analysing data gathered from the field. Findings indicate that financing ANFE centres in Tunduru DC were mostly done by the adult learners’ themselves through their contributions from individual income, individual and local volunteers, and very little support from the government. The research revealed that there were no proper methods of fund allocation for ANFE centres because the government disbursed very low and irregular funds to run these centres. Often the little funds supported were programme-based from the donors and local volunteers. The study also uncovered that, ANFE centres were faced with multiple challenges; these include extreme underfunding and lowly paid or not paid at all honoraria for adult education facilitators. Other challenges include dependency in untrained adult and non-formal education facilitators, poor teaching-learning environment, acute shortage of qualified adult education facilitators, lack of motivations among teachers and adult education learners. Several recommendations are made specifically for financing ANFE centres
Parent’s participation in their children’s learning in selected ward secondary schools: A case of Muleba district
(Mzumbe University, 2019) Mukurasi, Medard
This study explored the role of parents in the learning of their children in ward secondary schools in Muleba district. Specifically, the study aimed to find out how parents participate in their children’s learning process, to identify factors determining effective participation of parents in their children’s learning and to find out parental factors that affect students‟ learning. The study employed interpretivism as a philosophical thinking that entails a qualitative approach. In terms of design, the study employed an exploratory research design. Sixty-one (61) respondents were purposefully selected to participate in the study sample. Data were obtained through questionnaires, interview and focus group discussions. The documents were also reviewed including parents‟ meetings minute books, parents‟ logbook, students‟ academic record files, government educational policies and circulars. The collected data were transcribed, coded and then categorized with the aid of Atlas software. Themes were then formulated through thematic analysis and interpretations. Findings revealed that parents participate in their children’s learning at home and at school primarily through provision of educational materials, creating conducive home environment, inspiring children to learn and through school-parent communication. However, the level of participation of the parents is quite variant in accordance with the parents‟ socio-economic status particularly the educational and income levels. Hence, the study recommends that the government and schools should provide seminars and education to awaken parents of their responsibilities to facilitate their children’s learning both at school and at home.
Exploring learning experiences and welfare of mothered undergraduate students at Mzumbe University in Morogoro region
(Mzumbe University, 2018) Kiswaga, Sayuni
This study explored the learning experiences and welfare of mothered undergraduate students at Mzumbe University in Morogoro Region. Specifically, the study sought to find out the various challenges facing mothered undergraduate students at Mzumbe University, to determine the university support offered to the mothered undergraduate students and to assess the academic performance of mothered undergraduate students. In terms of approach, the research was a mainly qualitative case study based on the exploratory research design, following Sequential procedures in which the researcher seeks to expand the findings of one method with another method. The open-ended questionnaires and semi structured interviews were used in data collection. Some few quantitative data were also collected. The purposive sampling and snowball techniques were used. The qualitative data were manually analyzed using content analysis methods. The analysis of quantitative data employed SPSS method to get percentages and frequencies. Findings revealed that some mothered undergraduate students were facing some academic and social-psychological challenges. However, these challenges varied among married, unmarried and divorced mothered undergraduate students. No explicit support is offered to MUS since there was no policy which is in favor of their situation. Some more findings also indicated that the university management at different levels implicitly discourages students from practicing parenting roles alongside academic obligations. However, there is a chance for candidate to postpone studies in case she demanded it. There is also guidance and counseling from the students welfare directorate in collaboration with relatives and friends. The study recommends that MUS should create conducive environment for mothered students through gender policy consideration and facility improvement.
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 codeswitching 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.
CRDB shares performance at Dar es salaam stock exchange
(Mzumbe Unversity, 2019) Byarugaba, Rosalia N.
This research aimed at evaluating the CRDB performance at DSE. The study’s objectives were to examine the role of financial market in facilitating banks performance: To assess whether capital gain accrued by commercial banks contributes to their performance in the market: To determine the importance of shares to customers of CRDB to economic growth of the society and individual shareholders and: To examine the importance of companies like CRDB Bank to be listed at the stock market exchange. The study used descriptive, exploratory ad explanatory design in which quantitative data was collected from secondary sources, including journals, books and annual reports from the organization. Data analysis was done using both SPSS program and Ms-Excel. Descriptive technique was used to describe the nature of the information obtained and express it into meaningful manner that can be understood by readers. Descriptive data was interpreted into mean, frequencies, standard deviation and percentage. The study observed that shares have a great importance to shareholders’ due to the impact they serve in the society. At the end of each financial year shareholders are awarded with total shareholders return and return on capital employed with accordance to the rate of capital invested in the company. This helps individual shareholder to obtain return of which is the saving obtained from buying of shares in the business. The findings also showed that investment made by stakeholders in the company at large percentage helped boost and strengthen the financial stability of the company in the business sphere. That is, the total assets return, return on investment and return on shareholders’ equity are the most crucial criteria observed by major shareholders at the end of the financial to determine whether and the extent to which the company is making profit or loss. The study recommended several issues to be addressed: The Government should regulate the securities that are provided by financial entities. These include stocks, bonds, mortgage and shares that are normally traded in the stock exchange market. Proper information need to be provided so as to determine when to buy, what price to be charged and when do shares normally mature.
School management decisions and students academic performance: A case of Kizimkazi and Dimbani secondary schools in Unguja, Tanzania
(Mzumbe University, 2018) Kombo, Huba M.
The study focused on assessing the school management decision and students‟ academic performance, case study of South District Unguja, Zanzibar; whereby Kizimkazi and Dimbani Secondary Schools were among the school affected with poor performance especially in science subjects and English language subject. The schools are located in South District in Unguja Zanzibar. In order to achieve this, specific objectives were formulated, including: to explore school based procedures used in giving out school management decisions, to assess the implementation of school management decisions and to explore the measures for improving students‟ academic performance from the school management decisions. A sample of sixty four respondents was selected and data collected through questionnaires and interview. Data were analysed qualitatively and found out that, if the school management can apply the good style of leadership and allow the teachers and students to participate well in classroom together with their learners the positive results of academic performance will occur. From the findings, the majority of teachers had positive perception of the democratic leadership style which was good for enhancing students‟ academic performance. Also, the study revealed that, inadequately trained teachers, shortage of books and other teaching and learning materials, unconducive learning environment, large class size, and transport and school infrastructure are the main difficulties which led to contribute poor academic performance of the students from school management decisions. Finally, the study recommended that more efforts should be made so as to improve teacher‟s motivation and training, conducive learning environment, conducting remedial classes, parent‟s involvement and community awareness and teaching and learning materials so as to reduce difficulties faced by the students‟ and teachers in improving students‟ academic performance and education as whole.

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