All papers – Page 24 – EAJESS

Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Baraka Nyinge (Department of Educational Psychology and Curriculum Studies, University of Dodoma, Tanzania) Abstract: The study was concerned with the uses of authentic assessment tools in higher education institutions, particularly portfolios and practical work. The study employed the mixed method research approach with the explanatory sequential research design. The sample for the study involved […]

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Effectiveness of Strategies Used in Developing Accuracy and Coherence in Writing among Public Primary School Pupils in Namtumbo District, Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Legnath Ambrossy Lukuwi (Songea Teachers’ College) and Abdallah Jacob Seni, PhD (University of Dodoma) Abstract: This study qualitatively explored the effectiveness of the strategies used by teachers in developing writing accuracy and coherence among public primary school pupils in Nantumbo District, Tanzania. It used the case study design involving the population of 736 purposefully

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Screen Time and Health Disturbances during the Covid-19 Pandemic: A Case of University Students in Zimbabwe

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Diocleciano Nhatuve (University of Zimbabwe) and Amanda Wayne Madzokere (University of Zimbabwe) Abstract: This study sought to establish health disturbances experienced by university students due to prolonged screen use during the covid-19 Pandemic in Zimbabwe. It employed the descriptive design under the quantitative approach. The study involved students from two universities in Zimbabwe, and

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Effectiveness of Inclusivity in Technical Education: A Case of Visually Impaired Learners in Mashonaland East Province of Zimbabwe

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Silas Sithole (Great Zimbabwe University), Lawrence H. Mukawu (Great Zimbabwe University), Melody Matsvange (Great Zimbabwe University), Theresa Bandera (Murewa High School) Abstract: The study investigated on effectiveness of inclusivity in the teaching and learning of technical subjects in high schools of Mashonaland East Province in Zimbabwe. A descriptive survey research design was adopted while

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Demystifying Research Article Writing: Addressing the Needs of Novice Authors

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Prof. Gilman Jackson Nyamubi, PhD (University of Iringa) Abstract: Writing a research article to any audience entails sharing findings the researcher has found while focusing on evidence-based results. It brings about new insights of research outcomes to add the latest knowledge, hence making the paper outstanding rather than becoming a collection of experts’ conveyed

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Succession Planning in Ghana’s Nascent Technical Universities: The Case of Cape Coast Technical University

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Gladys Egyimba Gorman (Cape Coast Technical University) and Joseph Sarpong Dwumoh (University of Cape Coast) Abstract: This paper investigated on succession planning in Ghana’s Technical Universities with the Cape Coast Technical University as a case. In this study, the researchers interviewed nine purposively sampled senior managerial and administrative personnel. The interview transcripts were contentanalysed

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The Role of Rural Women’s Occupations on Electrification and Use of Electric Stoves for Households in Busega District, Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Deborah Andrew Ngusa, PhD (University of Dodoma, Tanzania) Abstract: The paper addressed occupations as socio-economic qualities that determine rural women’s capabilities to install and use electric stoves in their households. The study applied the cross-sectional design through conducting a household survey. The study sample size included 210 rural women and seventeen key informants. Qualitative

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Impact of Project -based Learning on Students’ Critical Thinking Skills in Kinematics in Mbale District, Uganda

Leave a Comment / Vol 3, Issue 3 / eajess

Author: Robert Wakumire, Dr. Pheneas Nkundabakura, Abraham Daniel Mollel, Cissy Nazziwa, Robert Wakhata (African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science) Abstract: This study explored the influence of project-based learning (PBL) on students’ critical thinking skills. The participants were fifty 10th-grade students from a purposively selected school in Mbale District, Eastern

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