Perception of School Stakeholders on Shadow Education in Iringa Municipality, Tanzania

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Authors: Kassim Peter Mlawa (Department of Curriculum and Instruction, Open University of Tanzania, Tanzania), Evaristo Andreas Mtitu, PhD (Department of Curriculum and Instruction, Open University of Tanzania, Tanzania) Abstract: This study investigated on the perception of school stakeholders on shadow education in Iringa Municipality through mixed approach and descriptive design. A sample of 50 participants […]

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Strategies used in Mobilizing Physical Resource in Kilolo District Public Secondary Schools, Tanzania

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Authors: Hyacinta Raymond Mgaya (Department of Education Foundations, St. Augustine University of Tanzania), Daniel Oduor Onyango, PhD (Department of Education Foundations, St. Augustine University of Tanzania) Abstract: This study sought to establish strategies used in mobilizing physical resource through the mixed research approach under which convergent parallel design was used. The study was conducted across

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Nature, Causes and Development Implications of Ecological Injustice in Uganda

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Authors: Grace Lubaale, PhD (Department of Development Studies, Kyambogo University, Uganda) Abstract: Uganda is one of the developing countries in the world that experience ecological injustice emanating from unsustainable use of natural resources. This study attempted to reveal the nature, causes and implications of ecological injustices in Uganda through the descriptive design. The target population

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Reaction against Subordination of Women Observed from the Struggle of Hawa in Mabala’s Hawa the Bus Driver

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Authors: Peter John Madoshi (Department of Foreign Languages and Literature, University of Dodoma, Tanzania) Abstract: This study examined Richard Mabala’s young adult prose fiction: Hawa the Bus Driver. The study used Social Critical Theory as a tool of analysis. Examining the work thematically, the reading revealed a struggle of the major character Hawa in Hawa

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Students’ and Teachers’ perception towards WAPASA Application for eLearning in Harare, Zimbabwe

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Authors: Chinyere Errynett Clarah (Centre for Language and Communication Studies, Chinhoyi University of Technology, Zimbabwe), Prof. Herbert Chimhundu, PhD (Centre for Language and Communication Studies, Chinhoyi University of Technology, Zimbabwe), Prof. Maria Tsvere, PhD (Academy of Teaching and Learning, Chinhoyi University of Technology, Zimbabwe), Gilford Hapanyengwi, PhD (ICT Department, Zimbabwe Council for Higher Education, University

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Challenges Pupils Face in Learning Phonological Skills: A Case of Bunda District, Tanzania

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Authors: Amani Mramboa (Department of Languages and Linguistics, St. Augustine University of Tanzania), Nestory Ligembe, PhD (Department of Languages and Linguistics, St. Augustine University of Tanzania) Abstract: This study assessed pupils’ phonological awareness (PA) skills in reading English language among Primary Schools in Bunda, Tanzania. The study was guided by the Interactive Theory developed by

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Acquisition of Breadth and Depth of Vocabulary Knowledge by Secondary School Learners of English in the Multilingual Context: A Case of Dodoma, Tanzania

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Authors: Godson Robert Mtallo (Department of Foreign Languages and Linguistics, University of Dar es Salaam, Tanzania), Gerald Kimambo, PhD (Department of Foreign Languages and Linguistics, University of Dar es Salaam, Tanzania) Abstract: This study examined the relationship between the breadth and depth of vocabulary knowledge among Tanzanian learners who use English as a foreign language.

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Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana

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Authors: Collins Asoma (Department of Mathematics and ICT, Berekum College of Education, Ghana), Clement Ayarebilla Ali, PhD (Department of Basic Education, University of Education, Winneba, Ghana), Nixon Saba Adzifome (Department of Basic Education, University of Education, Winneba, Ghana), Appiah-Kubi Eric (Department of Education, Berekum College of Education, Ghana) Abstract: This study focused on Mathematics teachers’

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The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

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Authors: Wilson Pholld Mwakyusa (General Management Department, Tanzania Institute of Accountancy, Tanzania), Lucas Masome Ng`webeya (General Management Department, Tanzania Institute of Accountancy, Tanzania) Abstract: This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions.

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Development and Validation of Questionnaire for Physics Learning Self-Efficacy among Ghanaian Senior High Schools

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Authors: Eric Appiah-Twumasi (Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Ghana), Collins Agyemang (Department of Integrated Science, University of Education, Wineba, Ghana), Prof. Yaw Ameyaw (Department of Biology Education, University of Education, Wineba, Ghana), Ishmeal Kwasi Anderson, PhD (Department of Physics Education, University of Education, Wineba, Ghana) Abstract: This study focused on developing

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