The efficacy of instructional models in developing lifelong learning attitude: findings from selected Tanzania higher education institutions

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dc.contributor.authorKinyaduka, Bryson Daudi
dc.date.accessioned2024-04-05T16:02:11Z
dc.date.available2024-04-05T16:02:11Z
dc.date.issued2020
dc.descriptionA thesis submitted in fulfilment of the requirements for award of the Degree of Doctor of Philosophy of Mzumbe University
dc.description.abstractThe study’s main purpose was to explore the efficacy of implemented instructional models in developing lifelong learning attitude (LLLA) in Tanzania higher education institutions. The specific objectives were first, to examine the implementation of norm instructional models in Tanzania higher education institutions. Second, analyse factors for the dominance of implemented instructional models in the institutions. Third, determine how far the implemented instructional models inform the development of LLLA. Exploratory sequential design was used. This study used a sample of 171 of whom 19 were participants and 152 were respondents. Participants were professors, Head of departments, Quality Assurance Officials and teaching practice coordinators. Respondents were students. Data were collected using observation, interviews, documentary review and questionnaire. Content analysis analysed data from observation, interviews and documents. Yeh’s Index of perception (YIP) analysed data from questionnaire. The findings show norm instructional models are Competence-Based Model (CBM) and Moderated Traditional Model (MTM). The implemented instructional models were Concentrated Competence-Based Model (CCBM) and Elusive Competence-Based Model (ECBM) as breeds from the CBM. The Elevated Traditional Model (ETM) and the Mild Traditional Model (MiTM) were breeds from Traditional Model (TM). Factors that led to implemented instructional models were economic conditions, instructional culture and professor’s professional intuitions and qualities. The factors affecting the implementation of norm instructional models are not universal. The ECBM and MiTM implemented in institution M and ETM in institution D resulted in gradual development of LLLA among undergraduates. The CCBM and the ETM implemented in graduate programmes, MA. HI and MEMA in institution D resulted in deterioration in LLLA. Implication of study is qualitative and quantitative multiple-aspect alignment enables adequate implementation of educational innovations and sufficient achievement of educational outcomes. To conclude, it seems inadequate implementation of norm instructional models culminated in gradual development or deterioration in LLLA. Thus, the study recommends a pilot implementation of educational innovations to establish multiple-aspect alignment.
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.issnhttp://hdl.handle.net/11192/4893
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/554
dc.language.isoen
dc.publisherMzumbe University
dc.subjectLifelong learning attitude (LLLA)
dc.subjectnstructional models-higher education institutions
dc.subjectCompetence-Based Model (CBM
dc.subjectModerated Traditional Model (MTM
dc.subjectConcentrated Competence-Based Model (CCBM
dc.subjectElevated Traditional Model (ETM
dc.subjectTeaching techniques
dc.subjectHigher education
dc.subjectLindgren theory
dc.subjectTheories of Perception
dc.titleThe efficacy of instructional models in developing lifelong learning attitude: findings from selected Tanzania higher education institutions
dc.typeThesis
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