Learning

Effect of a Physics Educational Technology on Students’ Conceptual Understanding in Physics: A Case a Secondary School in Ngoma District, Rwanda

Leave a Comment / Vol 6, Issue 1 /

Authors: Ananias Mukama (Central Christian University, Malawi) and Peter Gapfizi (University of Rwanda) Abstract: This study sought to establish the effect of a Physics Educational Technology (PhET) on students’ conceptual understanding in Physics. The study employed the experimental research design, using pre-test and post-test procedures with experimental and control groups. The study sampled one secondary […]

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Effect of Representation Strategies on Secondary School Students’ Mathematics Achievement: A Case Unguja Island, Zanzibar

Leave a Comment / Vol 3, Issue 5 /

Authors: Salma Saleh Moh’d (University of Rwanda), Prof. Jean Uwamahoro (University of Rwanda), Prof. John Aluko Orodho (Kenyatta University) Abstract: This study sought to establish the effect of representations strategies on Secondary School students’ Mathematics Achievement in Unguja Island, Zanzibar. Four out of sixteen public secondary schools located in the urban district of Unguja Island

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Effectiveness of Wholistic Education among SDA Secondary Schools in Arusha and Kilimanjaro Regions, Tanzania

Leave a Comment / Vol 2, Issue 4 /

Authors: Benson Mseli (University of Arusha, Tanzania) and Dr. Onesto Ozias Ilomo (University of Arusha, Tanzania) Abstract: This study was conducted among SDA secondary schools in Arusha and Kilimanjaro regions to establish the effectiveness of wholistic Education. Out of five schools, three were randomly selected for participation. The three schools had a total of 120

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Effect of School Environment on Students’ Commitment toward Learning among Secondary Schools in Monduli District, Tanzania

Leave a Comment / Vol 1, Issue 3 /

Authors: Furahini Godson and Baraka M. Ngussa, PhD (University of Arusha) Abstract: This study sought to investigate the effect of school environment on students’ commitment toward learning among Secondary Schools in Monduli District, Tanzania. The study employed the quantitative approach in collecting and analyzing data from 346 respondents across five secondary schools in the District.

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