5 research outputs found
Secondary school teachers’ knowledge level of the concepts of environmental education in Morogoro, Tanzania
Huria: Journal of the Open University of Tanzania 2016, VoL. 23(1):pp 32-48The main focus of the study was to determine the knowledge level of the certificate of
secondary education geography teachers when teaching the concepts of meteorology, environmental
education and climate change. The study involved observing and interviewing 24 classroom teachers
who were randomly selected from both rural and urban Morogoro. Teachers could demonstrate ability
to present the causes, extent and effects of pollution and wastes including most of the concepts of the
elements of weather and the use of power. But there was a disparity between the intended curriculum
and the implemented one because of the observed teachers’ misconceptions, inability to link various
environmental concepts or to contextualize examples and questions they ask. Therefore there should be
well planned environmental education for both pre-service and in-service teachers specifically
synchronized with the secondary school curriculum. This should go together with more comprehensive
geography syllabus and teachers guide
Secondary school teachers’ knowledge level of the concepts of environmental education in Morogoro, Tanzania
Huria: Journal of the Open University of Tanzania 2016, VoL. 23(1):pp 32-48The main focus of the study was to determine the knowledge level of the certificate of
secondary education geography teachers when teaching the concepts of meteorology, environmental
education and climate change. The study involved observing and interviewing 24 classroom teachers
who were randomly selected from both rural and urban Morogoro. Teachers could demonstrate ability
to present the causes, extent and effects of pollution and wastes including most of the concepts of the
elements of weather and the use of power. But there was a disparity between the intended curriculum
and the implemented one because of the observed teachers’ misconceptions, inability to link various
environmental concepts or to contextualize examples and questions they ask. Therefore there should be
well planned environmental education for both pre-service and in-service teachers specifically
synchronized with the secondary school curriculum. This should go together with more comprehensive
geography syllabus and teachers guide
Teachers’ questioning techniques in advanced level Chemistry lessons: a Tanzanian perspective
Australian Journal of Teacher Education, 2013; 38 (12): 66-78This study investigated the extent to which teachers’
questioning techniques and the way teachers handled students’ responses
facilitated students’ learning and promoted their thinking skills. The
study focused on three secondary schools in Dar es Salaam. The data
collection process involved classroom observations during chemistry
lessons and interviews of 10 chemistry teachers. The findings showed
that 80% of the observed teachers had a moderate ability in using
questioning techniques to measure students’ understanding. The
interesting observation in all schools was that teachers interacted
frequently with active students and bothered less to involve the least
active ones. Moreover, above 80% of all teachers had problems of
promoting students’ thinking by maintaining a balance between the openended
and close-ended questions or between convergent and divergent
questions. Also, the teachers indicated severe weaknesses in guiding
classroom discussions through effective questioning as their abilities in
probing were low. Thus, in-service program for these teachers may
improve their classroom questioning behaviour
Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective
International Journal of Development and Sustainability, 2012; 1 (2): 305-325This article is based on the study which sought to compare between the students’ academic performance and their abilities in written English Language Skills. The study was conducted at the Sokoine University of Agriculture (SUA), Tanzania. The respondents were 358 finalists from six degree programmes selected randomly out of the 20 degree programmes at the university. The findings indicated that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). However, the content analysis of the EWST essays showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions
Comparison between students’ academic performance and their abilities in written English language skills: A Tanzanian perspective
International Journal of Development and Sustainability, 2012; 1 (2): 305-325This article is based on the study which sought to compare between the students’ academic performance and their abilities in written English Language Skills. The study was conducted at the Sokoine University of Agriculture (SUA), Tanzania. The respondents were 358 finalists from six degree programmes selected randomly out of the 20 degree programmes at the university. The findings indicated that there was a statistically significant positive relationship between the students’ abilities in the English Writing Skills Test (EWST) and their University GPAs (r=314, p< 0.01). However, the content analysis of the EWST essays showed that the students had serious problems in spelling, using appropriate forms of adjectives, punctuation marks, simple present tense, recognizing passive voice and using relative pronouns and prepositions