Learning through Translanguaging under Official Prohibition: Evidence from Standard One Classrooms in Rungwe District, Tanzania

Leave a Comment / Vol 6, Issue 6 /

Authors: Harid Mwambula (Tanzania Institute of Accountancy) and Dunlop Ochieng (The Open University of Tanzania) Abstract: Tanzania’s policies related to language marginalize nearly 150 Ethnic Community Languages (ECLs) by excluding them from official domains, including formal education, while privileging Kiswahili as the sole nationally sanctioned language in primary education. Despite the rejection, the excluded ethnic […]

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Boosting Speaking Skills through Chain Story Game in Rwanda

Leave a Comment / Vol 6, Issue 6 /

Authors: Spéciose Ngirabakunzi Ndimurugero, PhD (University of Rwanda), Gloriose Mugirase, PhD (University of Rwanda), Eustache Hagenimana (University of Rwanda) and Estelle Kezimana (University of Rwanda) Abstract: This study investigated whether the chain story game enhances English-speaking proficiency among students at the University of Rwanda. The study was guided by the theory of gamification of learning

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Mobile Learning Devices and Access to Internet-Based Educational Resources: A Study of a Teacher Training Institution in Uganda

Leave a Comment / Vol 6, Issue 6 /

Authors: Stephen Ndawula (Kyambogo University, Uganda), Emmanuel Acidri Bileti (Uganda National Institute for Teacher Education) and Esther Kirabo (Uganda National Institute for Teacher Education) Abstract: In the 21st century, mobile devices have become increasingly vital for enhancing access to online learning, particularly as their adoption remains nascent among Ugandan students. This study examined the relationship

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The Covering of Women’s Heads in Modern Christianity: Implications for Worship and Discipleship

Leave a Comment / Vol 6, Issue 6 /

Author: Paskwale Pacoto Okeny (Adventist University of Africa, Kenya) Abstract: This paper examined the practice of women’s head covering in 1 Corinthians 11:2–16 and explored its implications for Christian worship and discipleship in contemporary contexts. Drawing on biblical, historical and extra-biblical sources, the study demonstrates that veiling practices in the ancient Near Eastern and Greco-Roman

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Physical Education in Tough Terrains: Unpacking Standards-Based Curriculum Implementation Challenges in the Effutu Municipality, Ghana

Leave a Comment / Vol 6, Issue 6 /

Authors: Simon Kormla Donkor (University of Education, Winneba, Ghana), Charles Domfeh (University of Cape Coast, Ghana), Sakina Acquah (University of Education, Winneba, Ghana) and Charles Inkum (Ola College of Education, Cape Coast, Gana) Abstract: The introduction of the Standards-Based Curriculum (SBC) in Ghana marked a significant shift in pedagogical approaches, aiming to improve the quality

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Impact of Library Service Quality on Customer Satisfaction in Higher Learning Institutions in Mwanza, Tanzania

Leave a Comment / Vol 6, Issue 6 /

Authors: Lortha Libent (College of Business Education, Tanzania) and Paskazia Bulugu (College of Business Education, Tanzania) Abstract: High-quality library services play a significant role in enhancing user satisfaction and academic performance in higher education institutions. This study examined the influence of library service quality on customer satisfaction in higher learning institutions in Mwanza City, informed

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Bridging the Gap between AI Tool Adoption and Institutional Readiness in Academic Writing and Review Practices among Higher Learning Institutions in Dar es Salaam, Tanzania

Leave a Comment / Vol 6, Issue 6 /

Authors: Eva Omary Luwavi, PhD (National Institute of Transport, Tanzania), and Lazaro Inon Kumbo (National Institute of Transport, Tanzania) Abstract: This study investigated the adoption and integration of Artificial Intelligence (AI) tools in academic writing and review practices among academic staff in selected higher learning institutions (HLIs) in Dar es Salaam, Tanzania. Employing a convergent

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Influence of Basic School Teachers’ Knowledge, Academic Qualifications and Teaching Experience on Learner-Centered Pedagogical Approaches Use in Hohoe, Ghana

Leave a Comment / Vol 6, Issue 6 /

Author: Christopher Yao Dewodo (St. Francis College of Education, Ghana) Abstract: Despite Ghana’s policy shift towards learner-centered and inclusive pedagogical reforms, evidence shows that classroom implementation remains uneven across basic schools. This study examined how teachers’ knowledge, academic qualifications and teaching experience influence the use of learner-centered pedagogical approaches in public basic schools in Hohoe,

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Integration Challenges and Best Practices in Mixed Methods Research: A Meta-Analysis Study

Leave a Comment / Vol 6, Issue 5 /

Author: Mgaza Somo Muya (Mbeya University of Science and Technology, Tanzania) Abstract: This study synthesized findings from 128 empirical mixed methods studies published between 2000 and A structured coding scheme was employed to extract data on integration features, reported difficulties, mitigation strategies and indicators of methodological success. Results indicate that a significant majority of studies

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Returning to Learn: An Exploration of Motivations Behind Adolescent Student Mothers’ School Re-entry in Tanzania

Leave a Comment / Vol 6, Issue 5 /

Authors: Pendo Samson Mwakililo, PhD (Sokoine University of Agriculture) and Grace Makunja Magere, PhD (Sokoine University of Agriculture) Abstract: This paper explored the reasons prompting adolescent student mothers to return to secondary schools in Tanzania, particularly in the Mbeya region. Employing a single case study approach, the study intentionally selected 20 adolescent student mothers. Data

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