Education Foundation and Teaching Management (FSS)
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Item 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, MzeeThis 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.Item Experiences of secondary school female students help-seeking in learning mathematics in Tanzania: A case of two public secondary schools in Morogoro Municipality(Mzumbe University, 2020) Kasimila, D. 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 studentsItem Exploring students' perceptions of moodle as a tool for enhancing transformative learning in a rural university in Tanzania(International Journal of Distance Education and E-Learning (IJDEEL), 2025) Mustapha, Almasi; Machumu, Haruni; Kalimasi, PerpetuaThis study examines students’ perceptions of Moodle as a tool for enhancing transformative learning in a rural setting. Specifically, it aims to examine students' ability to access and utilise the platform, identify challenges they face when using the Moodle LMS, and quantify their perceptions of the features offered by the system. Employing a quantitative approach, data were collected from 1,412 rural university students in Tanzania. The data were analysed using descriptive statistics and the Relative Importance Index (RII) to rank the challenges associated with using Moodle LMS. The study revealed that a vast majority of students (96.8%) at the rural university have used Moodle LMS, primarily via their smartphones. While students appreciated the platform's flexibility for learning anytime and anywhere, the unavailability of learning materials within the LMS was the most significant challenge, followed by issues with self-enrollment, as indicated by the RII. Despite these challenges, 63% of students perceived Moodle as user-friendly and reported positive experiences. Although Moodle facilitates easy access to learning resources and supports self-directed learning, instructors need to provide updated materials and engage students in collaborative activities to foster transformative learning.Item From policy to practice: Inclusion, exclusion, and the gendered realities of school re-entry programme for teenage mothers in Tanzania(INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH, 2026) Nalailaa, Stephano; Massawe, HanifaThis study explored teenage mothers' narratives on challenges and resilience in alternative secondary education pathways (ASEP). ASEP refers to flexible secondary-level education arrangements delivered through dedicated centres that offer modular and non-formal pathways for learners who are unable to attend mainstream schools, including teenage mothers. The study employed a qualitative perspective, integrating attachment, identity, self-efficacy, and critical race theory. It involved seventy (70) teenage mothers from purposively selected ASEP centres in Morogoro, Mwanza, Mara and Singida, using interviews, questionnaires and documentary reviews. The study revealed that most teenage mothers felt that parenthood strengthened their schooling commitment but faced stigma and self-doubt due to parenting duties. Some legal and systemic barriers limit educational participation, predicting further exclusion from sustainable economic growth. Recommendations push for flexible schedules, modular curricula, and alternative learning pathways to accommodate teenage mothers' parenting responsibilities, and data-driven frameworks for monitoring ASEP's.Item Social life cycle assessment in solar dryer house for postharvest loss management technology: Application of UNEP / SETAC in Tanzania(Arabian Journal of Business and Management Review (Kuwait Chapter), 2024) Mwaijande, Francis; Mkuna, Eliaza; Abeid , Ashiraf; Lyakurwa, Felichesmi; Sungau, Joseph; Manouchehr, ShokriSocial Life Cycle Assessment is inherently an extension of sustainability assessment that is limited to environmental and economic pillars. Social life cycle assessment (S-LCA) on the other hand is a methodology used to cover the social aspects of sustainability. This article integrates three pillars of sustainability; economy, environment and society on Solar Dryer House technology for reduction of post-harvest losses. The purpose of the article is to examine the extent of sustainability of Solar Dryer House technology by exploring the environmental, economic and social pillars. A textual analysis was undertaken on United Nations Environment Program/Society for Environmental Toxicology and Chemistry (UNEP-SETAC) Life Cycle Initiative to examine the social life cycle assessment of SDH manufacturing technology on major categories of producers, workers, distributors, consumers. Analysis of social indicators were developed with the scoring system to describe the potential positive and negative social impacts on related stakeholders within life cycle stages. Lack of clarity in conceptualizing of UNEP-SETAC Life Cycle Initiative to examine the social life cycle assessment of SDH manufacturing technology limit the application of sustainability assessment on manufacturing technologies in Tanzania. Social Life Cycle Assessment supports social and labour policies as well as Sustainable Development Goal 8 which entails that people should have jobs that pay decently to support their livelihoods while other social welfare aspects and labour rights are considered. Manufacturing technologies that adhere to S-LCA principles guarantee sustainability.Item Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward(International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, KoenThis paper explores the historical background of the Mzumbe University (MU)’s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommend a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University’s strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.Item Systematic review of open education resources repository: A gateway for scholarly communication in developing countries(Dar es Salaam University Press, 2002) Beth Kachota; Kardo J. MwilongoDevelopment in information technology has universally led to an increase of the importance of the Open Education Resources Repository. This has been of great help in achieving the sustainable development goals on the promotion of quality education and supporting innovation in the community. The technology of open education resources repository has been prominent since 2010 and comprehensively adopted in developed countries. However, it has been dynamically improving in developing regions though its performance fairly convinces appreciations on the invested initiatives. This paper establishes the need to examine the users’ awareness of the repository, performance and influencing factors on the performance of open education resources repositories in developing countries. A systematic review of literature was employed in which 25 research papers were investigated. The papers were searched from four aggregate tools, namely Google Scholar, Research Gate, Open Praxis and Refseek. The Excel computer application software was used to analyse quantitative data whereas qualitative data were subjected to content analysis. Among other things, higher learning institution open education resource repositories in developing countries are becoming common among the academic community. Their performance is significantly remarked in erratic context between regions and diagnostically hampered by varying factors, including technological and infrastructural aspects, financial disputes, environmental and institutional issues. On this, the institutional management support committed to creating open access resources. These resulted to minimal satisfaction on the contribution of the repositories among the scholars. Such open education resources repository guidelines including policy, procedures and standards impacted the repositories performance. The paper encourages on the need for improving information resources acquisition, efforts on raising awareness, dissemination, advocacy, marketing, and management and user support services. However, open education resources repository policy needs to be improvised for quality control and procedures for backup to enhance security, intrusion and mitigation of the effects of potential disasters and fostering sustainability of the open education resources repositoryItem Financing adult and non-formal education centres in Tanzania: A case of Tunduru district council(Mzumbe University, 2019) Haridi, Saidi OmariThis 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.Item The effectiveness of direct school funding approach in primary schools in Tanzania: A case of Chalinze District(Mzumbe University, 2019) Gamba, CharlesBasic 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.Item Relationship between tomato production and household poverty reduction in Hai district, Tanzania(Mzumbe Unversity, 2019) Msimbe, MarthaI 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.