Teaching

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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Multilingualism as a Classroom Resource for Communicative Language Teaching: A Case of a Primary School in Warren Park, Zimbabwe

Leave a Comment / Vol 3, Issue 2 /

Author: Mildred Shingirirai Nyamayedenga, PhD (Women’s University in Africa, Zimbabwe) Abstract: This study sought to explore the use of multilingualism as a classroom resource to implement Communicative Language Teaching at a primary school in Zimbabwe. The study employed a single case study design which is qualitative in nature. The population comprised of 21 teachers at

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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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Perception of School Heads on Teachers’ Professionalism and Pupils’ Behavior as Determinants of Academic Achievement among Primary Schools in Central Nyanza, Kenya

Leave a Comment / Vol 1, Issue 3 /

Author: Daniel Oduor Onyango, PhD (Department of Education Foundations, St. Augustine University of Tanzania) Abstract: The purpose of this study was to establish the perception of school heads on teachers’ professionalism and pupils’ behavior as determinants for academic achievement among primary schools in Central Nyanza Region, Kenya. The study employed the descriptive survey design. The

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Effect of School Management on Teachers’ Commitment: A Case of Government Secondary Schools in Arusha City, Tanzania

2 Comments / Vol 1, Issue 3 /

Authors: Augustino Mwamatandala and Dr. Mussa S. Muneja (University of Arusha, Tanzania) Abstract: This study sought to establish the effects of school’s management on teachers’ commitment among public secondary schools in Arusha City. The study employed quantitative research approach in collecting and analyzing data in that closed ended questionnaire was filled by 140 randomly selected

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Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana

Leave a Comment / Vol 1, Issue 2 /

Authors: James Osei Kwabena (Science Department, Berekum College of Education, Ghana), Vitus Samlafo (Department of Chemistry Education, University of Education, Winneba, Ghana), Eric Appiah-Twumasi (Science Department, Berekum College of Education, Ghana), Mark Kwasi Acheampong (Science Department, St. Ambrose College of Education, Ghana) Abstract: Abstract: The study examined the effect of computer-assisted instruction (CAI) on pre-service

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Adequacy of Laboratory Facilities for Effective Implementation of Competence-Based Curriculum in Public Secondary Schools in Arumeru District, Tanzania

Leave a Comment / Vol 1, Issue 2 /

Author: Daniel Kosia Mokoro (Tumaini University Makumira, Tanzania) Abstract: The purpose of this study was to find out the extent to which implementation of competence based curriculum (CBC) is adequately supported by laboratory facilities in public secondary schools in Arumeru District in Tanzania. Convergent parallel mixed method design was applied in the study. The study

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Perception of Teachers on their Preparedness for Implementation of the Competence-based Curriculum among Secondary Schools in Arumeru District, Tanzania

Leave a Comment / Vol 1, Issue 2 /

Author: Daniel Kosia Mokoro (Tumaini University Makumira, Tanzania) Abstract: The purpose of this study was to find out the extent to which implementation of competence- based curriculum (CBC) is adequately supported by laboratory facilities among public secondary schools in Arumeru District, Tanzania, using a convergent parallel mixed design. Stratified-random sampling technique was used to select

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Relationship between Instructional Supervision and Teacher’s Performance among Public Secondary Schools in Nandi North Sub- County, Kenya

Leave a Comment / Vol 1, Issue 2 /

Authors: Stellah Jelagat Yego, Dr. Catherine Amimo and Prof. Elizabeth Mendoza-Role, PhD (School of Education, Humanities and Social Sciences University of Eastern Africa, Baraton, Kenya) Abstract: This study was tailored to investigate the implementation of instructional supervision and its relationship with teachers’ performance in public secondary schools in Nandi North Sub County. Descriptive-correlational research design

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Pre-Service Teachers’ Motivation, Practices and Challenges in Using Mobile Learning to Enhance Teaching Activities in Tanzania

1 Comment / Vol 1, Issue 2 /

Authors: Mohamed Muhibu Chuma (Faculty of Education, Beijing Normal University, China) and Jimmy Ezekiel Kihwele (Faculty of Education, Mzumbe University, Tanzania) Abstract: The study explored the motivation, practices and challenges of pre-service teachers in using mobile learning to enhance teaching activities. The ground of the study was the digital revolution of mobile electronic devices that

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