Effects of Social Media access on Learning in Secondary Schools, in Kinondoni Municipality, Tanzania

Social media is rapidly changing the communication setting of day-to-day activities of young people. The presence of social media has ominously influenced the academic life of students. Social media is used to fulfill perceived social needs, but social media cannot fulfill all needs. Institutions and academicians are continually trying social media technologies hoping to excite critical thinking skills, associations, and knowledge construction. This study intended to explore and examine the effects of social media access on learning in secondary schools in Kinondoni Municipality in the city of Dar es Salaam based on the following specific objectives: i)  to investigate the effects of Facebook on students learning in secondary schools in Kinondoni Municipality ii) to determine the effects of WhatsApp usage to students learning and attitude, in Kinondoni Municipality with relationship to their time management iii) to establish the effects of Instagram on change of student behavior in secondary school, in Kinondoni Municipality and iv) to explore how YouTube contributes to the moral development of secondary school students in Kinondoni Municipality. The study employed a mixed-method design in examining these effects. Five hundred and fifty (550) participants were conveniently sampled and heads of schools were interviewed within a week. After studying the phenomena that were of interest to the study, and transcribing the various responses of the participants the results revealed that social media is widely used by secondary school students for non-beneficial activities and less used for gaining subject knowledge and acquiring learning basis. Surprisingly, however, participants were in support of the idea that social media access to students contributes a significant quota to their academy based on basis of belongingness. It concluded and recommended that, to the leaders, policy regarding social media to students should be amended to support the view that teachers can have the ability to teach students better ways they can use  available social media. To the bloggers, it is recommended that the communication authority, TCRA should restrict those Bloggers who share and publish unwanted, unethical material and morally threatening content to youth. The content among others includes “UtamuRaha”, “Bongo Sex” and such porn content that students have access to. To the practitioners, the study recommends that teachers in schools should make sure that they keep a close eye on students' changes in behavior. Elements of homosexual behaviour and other forms of Internet-learned behaviour in school demonstrates the failure of close supervision of students use of media. We recommend that psychotherapy and guidance should be regularly provided by school teachers to lead students in  achieving school goals and divert them from these behaviors. We also recommend that TCRA should block unsuitable content from school-based internet to keep students out of danger and help them to use the appropriate internet sites for serious learning and character formation. Keywords: Social media access, students learning. DOI: 10.7176/JEP/13-24-03 Publication date:August 31st 2022

Supervision of Extracurricular Activities and Development of Soft Skills among Students in Selected Public Secondary Schools in Lushoto District, Tanzania

Soft-skill development is increasingly gaining importance in secondary education, and extra-curricular activities are an important component of the curriculum to develop them. The purpose of this study was to investigate the state and effectiveness of extracurricular activities (ECAs) in fostering the development of soft skills among students in a selected public secondary school in the Lushoto district of Tanzania. The study had two objectives, namely, to identify types of existing extracurricular activities in selected public secondary schools and to verify the availability of extracurricular activities’ facilities and infrastructure that would enhance the development of soft skills among students in the district. This study employed a mixed-methods research approach and a convergent design. We sampled a total of 298 respondents, including 276 students, 15 extracurricular activities teachers, 5 heads of school, and 2 ward education officers. The research tools included questionnaires, an interview guide, a focus group discussion, and an observation guide. The data was analysed through descriptive and thematic analysis. The findings revealed that the kinds of extracurricular activities practiced in visited secondary schools can be grouped into four categories, namely: sports and games; academic; production-related activities, including beekeeping and gardening; and social clubs. It was revealed that facilities and infrastructure for these activities were very limited. The study concluded that the kinds of extracurricular activities offered in the secondary schools in the district are inadequate for students, which leads them to complete secondary education without adequate soft skills for them to start an independent life. This leads them to fail to seize opportunities around them with the current high unemployment rate and turn to criminal behaviour. Extracurricular activities such as sports and games, debating clubs, farming activities, and subject clubs are important aspects in the development of a student and should be a priority for practice in public secondary schools nationwide. The implications of the findings for future curriculum reviews and school supervision are discussed

Assessing School Community Involvement in Implementing School Summary Report Cards A Case study of Mpanda District in Katavi Region, Tanzania

We describe here a study that assessed school community involvement in implementing a School Summary Report Card (SSRC) in public secondary schools: in Mpanda District in Katavi Region, Tanzania. The study had three specific objectives, which were to evaluate the awareness of the school community in the implementation of SSRC in school progress, examine the level of community participation in the implementation of SSRC, and explore the challenges of implementing SSRC. The study was guided by an open systems theory which originated from the General System Theory and approach by Ludwing Von Bertalanffy, in 1950s after World War II (Scott & Davis, 2016). Data were collected through questionnaires to 45 teachers; interviews with 5 heads of schools, 3 Ward Educational Officers, and 1 District School Quality Assurance Officer. Focused Group Discussions were conducted with 50 students and 35 community members. We also performed school observation and documents review. Descriptive statistics and thematic analysis were used to analyze the data. The findings indicate that the majority of the teachers and community members were not made aware of the use of SSRC. Low involvement of the school community members in the implementation of SSRC and also there varying interpretations of common symbols in the SSRC and mismatch between ratings of the SSRC indicators and the final valuation of the SSRC. The study recommends the conduction of a broader sensitization of the school community on what constitutes SSRC, and how to implement it to bring about an impact on the school and communit

Enhancing Language of Instructions by Using the Language Supportive Teaching and Textbooks Materials in Secondary Schools in Temeke District

Various arguments and solutions are proposed in the current discourse on weak English language proficiency in Tanzania. Most authors agree that the standard of reading, writing, speaking of the language is low. Proposed solutions vary. One solution proposed has been to support student language proficiency in form 1 by running a language supportive program. Language Supportive Teaching and Textbooks [LSTT] is one among the recent programs designed and practiced in some schools in Dodoma, Morogoro and Lindi regions of Tanzania. The program with materials available for further experimentation since 2016. This study investigated the enhancement of the proficiency in the language of instructions by using tried LSTT materials to improve English language proficiency among Form 1 students in Temeke district in Dar es Salaam. The study employed action research design; using a quantitative approach to administer a vocabulary and comprehension pre and post –tests, and qualitative research approach aimed at understanding the views of teachers and students through interviews and observation of learning in classrooms. The study was guided by Constructivism Theory (Vygotsky, 1978) focusing on learning by seeing and scaffolding by following teachers and peers, and Bilingual theory of Common Underlying Proficiency model (Cummins, 1980’s). Two public secondary schools were involved in the study, which included a sample size of 160 participants among whom 154 were students, four English teachers and two Head teachers. The researcher selected students from two streams in two schools hence one stream termed as a “treated group” and other group used to compare the results of pre- and post-test. Purposive sampling used to select four teachers. After running eight lessons, the findings revealed that through LSTT materials both teachers and students benefited as classroom interaction improved. Teachers were able to present the lesson well through LSTT approaches and pedagogy, which promoted students participation through exercises and better understanding, as well as improved speaking and reading. Those who were oriented through LSTT material had a higher score in the posttest, which was significant. After the researcher had been teaching through the LSTT materials most of the students in the trial gained confidence and more interest to learn through English language. Their scores in vocabulary and comprehensive test also improved significantly

Influence of Family Supervision and Peer Pressure on Female Students Behavior in Public Secondary Schools: A study conducted in Ubungo Municipality, Dar es Salaam, Tanzania

Young female students are often torn between family supervision, which can be positive or negative, and peer pressure to conform to the pressures on life decisions and behavior orientation as they grow up and learn. Little is known as to how they cope especially in a large city and with the media influence they face. The purpose of this study was to investigate the influences on female students’ behaviour (focusing on family supervision and peer pressure) in public secondary schools. Specifically, the study intended to determine the nature of family supervision and peer pressure among female students; to identify the main forms of behavioural issues that affect female students’ learning; and to find out in what ways family and peer pressure influences female students’ behaviour focusing on time management, work habits and truancy. The study has used a descriptive research design employing questionnaires and interview guides to collect data from a sample of 133 students, 50 teachers, 10 parents and 4 school heads. Qualitative data [mainly interviews with students, parents and teachers] collected were analyzed using thematic analysis techniques while quantitative data from a questionnaire used descriptive statistics approach. The study found that parents, school environment, peers and school management have both negative and positive effects on female students’ behaviour inside and outside school. It has also revealed that some students learn bad behaviour from their homes and community with some of the friends influencing to affect their academic performance. The most predominant disciplinary cases among female students were involvement in sexual relationships while schooling. The study concluded that parental supervision and teacher-parents coordination is essential in providing learning support to female students. The study recommends that administering corporal punishment in school should focus on shaping childrens’ behaviour rather than cause psychological torture. Frequent seminars and meetings between students and teachers on the importance of schooling are essential in raising awareness. Additionally, schools may invite experts from a government institution or private organization responsible for transforming students’ behaviour who will talk to students about adolescence and its social impact. Owners and managers of schools should establish a friendly schooling environment that promotes and enhance the teaching and learning process. Schools should be fenced to avoid external interactions and prevent truancy

How Leadership Style influences Students’ Learning in Selected Community Secondary Schools in Temeke Municipality, Tanzania

This study explored the effect of school leadership style in students’ learning in community secondary schools. The study had three specific objectives, which were to examine the existing leadership styles practiced in the selected Community secondary schools, the effect of leadership style on students learning in selected community secondary schools and the effect of leadership styles on student’s academic performance in those schools. The research was conducted in Temeke Municipality in the Dar es Salaam region of Tanzania. The study relied on both qualitative (observation, interview, reflection) and quantitative (official statistics, questionnaires) approaches. The data were collected through interviews, questionnaires, document reviews, and observation. A sample of 27 teachers was considered together with 4 school heads and 117 students from four selected secondary schools. Data were collected and analyzed by descriptive statistics and content/thematic analysis. The findings of the study revealed that the leadership style commonly applied in secondary schools in Temeke municipality is the democratic leadership style, which is used by head of schools to avoid being strict and firm in decision making. Unfortunately, this kind of leadership style does not support an effective teaching and learning process. This explained why the performance of students in selected secondary schools was still low and discipline was rather lax, while management of resources was poor. The study recommends that the authorities should make sure that the environment of the school is provided with all necessary materials for effective learning. In addition, teachers who were appointed in the position of head of school should be competent enough to supervise the teaching and learning activities and be given more authority to decide key school issues. For further research, it is recommended that a similar study be conducted in other parts of the country to show the effect of this style and an intervention be introduced to test better leadership styles in those schools

Pupils’ Learning Experiences in Early Childhood government Pre-Schools Using the Tanzania Institute of Education Curriculum: Focus on Kisarawe District

Early Childhood Education is becoming a greater factor in determining future learning behavior among students, yet there are various curricula in use and with varying effectiveness. The TIE curriculum is the most popular in Tanzania and it is unknown as to how effective it is in preparing learners for future learning and developing key soft skills. This study investigated pupils’ learning experience in early childhood education in schools using the Tanzania Institute of Education Curriculum [TIE] focus in the Kisarawe district. The objectives were; i) to assess the appropriateness of the teaching and learning environment of early childhood education; ii) to assess the actual learning practices of children in early childhood education in Kisarawe iii) to determine teacher’s competencies in the provision of early childhood education and iv) to examine the parents, community, and government support towards the delivery of early childhood education. The study was predominantly qualitative and employed a case study research design. Respondents were drawn from four public primary schools. It involved 4 head teachers, 8 teachers, 8 parents, 6 members of the school committee, and 4 classes with 340 pupils. The study employed purposive and snowball sampling techniques to select respondents. Interview guides, observation checklists, and documentary reviews were the instruments used to collect data. Findings indicated that the learning experience gained by pupils who use the Tanzania Institute of Education curriculum in early childhood education is low compared to what is expected and directed in the Tanzania Institute of Education curriculum. The schools in the sample had poor indoor and outdoor learning environments, and teachers were mostly uncertified and had little experience and competencies. There was low and poor support from parents and communities, and the local government who owned the schools contributed little to strengthen the learning experience and competence gained by pupils. The study recommends that education stakeholders effectively play their roles to enable the Tanzania Institute of Education curriculum to be implemented with greater success

Management of Students’ Report Cards for Improving Learning Quality in Selected Public Secondary Schools: A Case of Kisarawe District

The student report card is the main form of communication among teachers, students, and parents; and its purpose is to convey information from the school to parents about a students’ educational progress, usually at mid-year and the end of a school year. The study intended to assess the management of students’ report cards for improving learning quality in selected public secondary schools in Kisarawe District, Tanzania. The specific objectives were to; examine the role played by teachers in the management of SRCs towards students’ learning quality, evaluate parents’ perception on the management of SRCs in improving students’ learning quality and assess the usefulness of SRCs in influencing students’ learning. The study was guided by the Self-Efficacy Theory and the Social Constructivism Theory. The study employed a descriptive survey design. Respondents were drawn from four public secondary schools in Kisarawe District, and 132 respondents including parents, teachers, students, and heads of schools were involved. The study employed simple random sampling and purposive sampling to select respondents. Questionnaires, interviews, and documentary reviews were used as methods for data collection. Quantitative data obtained through questionnaire from teachers and students were analysed using the descriptive statistics technique. Qualitative data from interview of Heads of Schools and parents and documentary review of existing reports were analysed through the thematic analysis presented via narrations. The findings indicated that teachers were inactive in filling the assessment/progress results in SRC. Some of the reasons behind it being the large population of students in the classes, insufficient time for marking the tests, and recording of grades. Also, the study found that parents were unaware of their role in supporting their children to learn, they did not bother to attend the school meetings to collect their child’s report while others did not return feedback to the school management after receiving their children’s report cards. Recommendations are hereby made for the schools to establish a mechanism that will bring parents on board to participate in their children’s academic progress

The Achievement of USAIDS Tusome Pamoja in Improving Early Grade Reading Skills in Primary Schools in Morogoro Municipal

Following establishment of the low reading and writing levels among primary school levels (UWEZO, 2013), three projects were designed to test possible programs to raise primary school reading levels. These included EQUIPT literacy program, LANES and Tusome Pamoja programs. They ran parallel in Tanzania, each operating in separate districts of focus. Tusome Pamoja operated in Mbeya, Zanzibar and Morogoro. The aim of this study was to evaluate the achievement of Tusome Pamoja program in improving reading ability of standard two pupils in primary schools. Only 4 school were involved in the study. The sample of the study constituted 89 respondents including 4 teachers, 4 head of schools and 81standard two pupils. Data collected through in Morogoro municipality through testing, interviews, observation, questionnaire and documentary review. The help of Microsoft Excel Program, Microsoft Word, SPSS, and content analysis analyzed the data. Findings of the study revealed that, the teachers are not well prepared in teachers’ colleges. Most of primary teachers who teach reading are not interested with carrier development. There are some intervention programs, which help in improving teacher’s ability in teaching reading. These programs are especially important, as they are specific to early grade skills. It also revealed that, the teachers faced a number of problems in teaching reading including shortage of resources, poor cooperation from parents and lack of food program. The study recommended that the school owners should prepare in-service education program and seminars that enhanced teaching of reading skills in Tanzania

The Effectiveness of Guidance and Counseling Practices on Students’ Career Development in Secondary Schools in Temeke Municipality

This study intended to examine The Effectiveness of Guidance and Counseling Practices on Students’ Career Development in Secondary Schools in Temeke Municipality using embedded research design. It was undertaken in Temeke Municipality, Dar es Salaam Region, Tanzania. The target population was heads of secondary schools, teachers, students, and ward educational officers. The sample size used comprised of 15 teachers, equivalent to 10% of the 150 teachers in the selected secondary schools, three school heads, and 120 students as 10% of 1,200 students from Forms III and IV. Probability and non-probability sampling tactics were employed in the selection of respondents from the targeted population. Observation method, documentary review, interview guide and questionnaires were used to collect primary data while secondary data were obtained in the documents. Data were analyzed both quantitatively and qualitatively. The findings reveal the existing lack of specialized personnel in the field of career guidance and counseling. Instead, teachers are randomly picked to hold that position; a teacher seen to be morally upright and religious is appointed and tries to do the best possible to support these students. Through the study, there was glaring evidence that the tight school timetable does not give room for students to consult their teachers –particularly the time table for extra-curricular activities. It has been established, according to the survey, that guidance and counseling practices face limited teaching and learning materials, counseling offices, negative perception from students and limited support from the government. The findings also show that students experience little support from parents and teachers. Schools in the sample lacked special counseling rooms and even confidentiality from teachers. It is, thus, recommended that special in-service training and seminars should be provided to teachers expected to be school guidance-counselor and there should be financial support from parents, government and the community at large