HURIA JOURNAL OF THE OPEN UNIVERSITY OF TANZANIA

Indigenous Education System and Environmental Conservation Initiatives for Sustainable Development: Experiences from Nyamwezi in Uyui District, Tanzania

Paschal J. Mheluka, Reguli Baltazar Mushy — Fri, 19 Apr 2024 00:00:00 +0000

For centuries, African communities in their localities have co-existed with their natural environment in a harmonious manner leading to sustainability of both, the humans and the natural resources base. This co-existence is enabled by what is referred to as the indigenous environmental knowledge system. Indigenous knowledge has always been transferred from one generation to the next through norms, stories and cultural practices. This paper explores Indigenous Education systems and their implications to the conservation practices of the environment in Uyui district in Tabora region. The paper dwells on both primary and secondary data to provide insights on how Indigenous Education Systems embedded with traditional, initiation and local religious affiliation, have been used since time immemorial as one of the indirect initiatives of preserving, protecting and managing natural catchment forests. Random, Snowball and purposive sampling techniques were used to get a total of 120 respondents for this study. The study revealed that local communities in Uyui district have their system of knowledge affiliated with traditions, rituals and taboos which have been used to protect environmental and natural resources since the pre-colonial era up to the post-colonial epoch in Tanzania. The majority of respondents argue that the indigenous knowledge system was practical in protecting the natural resources in the local areas as it was embedded in the taboos, traditional rituals and religious beliefs. Failure or abandonment of the indigenous traditions has led to mismanagement of forest resources and other natural resources. The paper recommends both local and central government incorporate Indigenous knowledge and experiences in their endeavors of protecting and preserving the Environment in Uyui district in Tabora region for sake of sustainable development in Tanzania.

Global Trends on Adoption of Open Education Resources in Higher Education Institutions: A Bibliometric Analysis

Placidius Ndibalema — Fri, 19 Apr 2024 00:00:00 +0000

The study examined the trends in the adoption and implementation of Open Education Resources (OER) in higher education institutions (HEIs) by conducting a bibliometric analysis of 911 publications between 2004 and 2022 from the Dimensions database. The VOSviewer1.6.19 software was used to establish visualization networks on the most influential authors, countries and universities. Further analysis was made to establish publications with higher citations, co-authorship collaborations and the co-occurrence of keywords. The results indicate a steady growth of research articles on OER due to the outbreak of COVID-19. The developed countries had a higher rate of research publications and stronger collaboration patterns in OER than the African countries. The analysis of citation score indicates that the “International Journal of Educational Technology in Higher Education” and “Journal of Interactive Media in Education” were the most popular journals on the topic. The results indicate that the United States of America, the United Kingdom and Spain had the highest links in terms of co-authorship collaboration. In contrast, African countries such as Uganda, Cameroon and Tunisia had very minimal links in terms of co-authorship on the topic. The analysis of keywords occurrence revealed several opportunities for adopting and implementing OER in HEIs which include easy accessibility of digital content and inquiry-based learning. Most of the identified limitations of the implementation of OER in HEIs in sub-Saharan African countries were the high costs of commercial e-textbooks and inadequate funding. Limited knowledge of the institutionalization of OER, institutional low capacity to adopt OER and lack of policies as well as awareness were identified as other factors constraining the effective implementation of OER. This bibliometric analysis provides insights on limitations for effective implementation and institutionalization of OER in HEIs in African countries and paves the way for future research direction on the topic.

Assessment of Reasonable Accommodations and Adaptations for Learners with Autism Spectrum Disorders in Inclusive Elementary Schools of Tanzania

Miriam Loivotoki Laiser , Mohamed Salum Msoroka , Theresia Julius Shavega — Fri, 19 Apr 2024 00:00:00 +0000

This study investigated the reasonable accommodations and adaptations for learners with Autism Spectrum Disorders in inclusive education settings. The study employed multiple case study design, with unstructured interviews, non-participant observation and focus group discussions as data gathering tools. A total of 24 respondents participated in the study. Data were thematically analysed method with the aid of Nvivo12 computer software. The study revealed that learners with autism spectrum disorders do not have the right support structures and appropriate reasonable accommodations and adaptations. The findings also earmarked the use of different materials and methods for learners with Autism spectrum disorders. Insufficient sensory stimulation and the shortage of trained teachers compromised effective learning for autism disorder individuals. The study concludes that the practice of inclusive education for learners with autism spectrum disorders in Tanzanian elementary schools has a long way to go. The need to have clear guidelines and directives on the appropriate implementation of the National Strategy for Inclusive Education (NSIE), particularly for learners with ASD in elementary schools, is highly recommended.

Predictors of Parental Home Involvement in Low-Income Families in Tanzania

Janeth Kigobe — Fri, 19 Apr 2024 00:00:00 +0000

Understanding factors influencing parents' involvement in education activities is essential in tailoring strategies to encourage and maximize their participation. This study assessed predictors of parental home involvement in low-income families in four regions of Northern Tanzania. The questionnaires assessed 1176 parents of grade two children from 55 primary schools invited to teacher-parent meetings. The hierarchical multiple regression analyses showed that parents' perception of general school invitation, specific teacher invitation, specific child invitation, parents' knowledge and skills, parents' level of education, and marriage conditions were the strongest predictors of parental home involvement. However, parents' past school experience (valence) did not predict their present involvement at home. This study underscores the pivotal role of teachers and schools in instigating and fostering parental involvement at home. Teachers can create a collaborative learning environment beyond the classroom by implementing activities designed to arouse parents' interest and stimulate their desire to participate actively in their children's learning. The study recommends the interconnectedness of the educational ecosystem, where the efforts of schools and teachers serve as catalysts for meaningful parental involvement at home.

Science Subject Choices among Secondary School Students in Ilala-Dar es salaam: The Influence of School-Based Social and Personal Guidance

Christina Jerome Shuma, Fidel Dassan Gwajekera, Asia Mbwebwe Rubeba — Fri, 19 Apr 2024 00:00:00 +0000

This study examined the influence of School-based Social and Personal Guidance (SBSPG) provided in schools on science subjects’ choices among students. Three categories of respondents were involved, including 389 secondary school students, 82 science teachers, and 10 teacher counsellors who were subjected to a Self-Report Questionnaire (SQR), a Focus Group Discussion (FGD) and a Semi-Structured interview. A Binary Logistic Regression Model was employed to analyse quantitative data collected through SRQ, while thematic analysis was applied for FGD and interview data. The findings indicated that SBSPG was found to have significant positive influence on students’ science subjects’ choices for both male and females with odds ratio (OR) 2.04 (p=0.004) for males and 1.70 (p=0.005) for females. Therefore, the study recommends that the Ministry of Education Science and Technology to strengthen the efforts to ensure that comprehensive SBSPG fully provided in secondary schools. This could add up the ongoing efforts to bridge the existing gender gap in Science, Technology, Engineering, and Mathematics (STEM) in Tanzania for sustainable development.

Disparities in teaching practice corrective feedback among university teaching practice assessors in Tanzania: Implications on pre-service professional practices

Erasto Joseph Kano — Fri, 19 Apr 2024 00:00:00 +0000

This study examines disparities in teaching practice corrective feedback among university assessors in the Tanzanian context: Implications on pre-service professional practices. A mixed-method research design was employed to bring together different strengths and non-overlapping weaknesses of quantitative and qualitative methods. The purposive sampling technique was used to get 120 undergraduate pre-service teachers from three colleges involved in the study. Questionnaire, interview and documentary reviews were used to collect data and analyzed descriptively to provide summaries in terms of numerical counts and frequencies. The study revealed that teaching practice assessors have conflicting suggestions and non-consensus in supporting pre-service teachers when dealing with similar issues. Conflicting suggestions might pose anomalies on the course of action to be undertaken by pre-service teachers who are trying to grow professionally. The study recommends the formulation of inter-institutional consensual supervisory guidelines that could inform synergy among university teaching practice assessors and supervisors.

Examining the Benefits and Challenges of the Diversion Programme as a Mechanism to Enhancing Juvenile Justice Administration in Dar es Salaam, Tanzania

Daudi Simon Chanila, Johnas Amon Buhori — Fri, 19 Apr 2024 00:00:00 +0000

This study is informed by goal number four, target one of the Sustainable Development Goals (SDGs), on the increase of accessible, equitable, and quality primary and secondary education by 2030. The intended outcome of this goal cannot be achieved in Tanzania when juveniles who fall in conflict with the law are left out of the mainstream of education. The study utilized a cross-sectional design, which embraces the qualitative approach. Its data were obtained through purposeful sampling techniques (convenient and snowballing sampling), in which twenty-eighty respondents participated. The data collection techniques used were in-depth interviews and focus group discussions. The ATLAS.ti 9 software was employed during qualitative data analysis. The main findings reveal that the diversion programme effectively addresses juveniles' educational needs and mitigates associated stigma and retribution. Furthermore, it helps in amicably solving the juveniles' problem due to assessment of individual juveniles, generating suitable tailor-made interventions. Challenges obtained were that police officers still used much force during the arrest, and some would demand bribes; the traditional system was lengthy and cumbersome; there was a shortage of workforce and buildings; limited financial resources and equipment; and some juveniles and actors did not know the programme. The article concludes that the diversion programme is vital to achieving education for all as envisaged by the SDGs. It further recommends capacity building to all social actors on the importance of diversion, mobilization of resources, and researchers should be encouraged to conduct studies in JJA, in particular indigenous models and practice of the diversion programme.

The Constraints in the Implementation of Inclusive Education in Public Primary Schools in Njombe Town Council, Tanzania

Zubeda Mwambe, kaKaroli John Mrema — Fri, 19 Apr 2024 00:00:00 +0000

This study explored the constraints in the implementation of inclusive education in public primary schools in Njombe Town Council, Tanzania. The methodology of the study was qualitative. It employed multiple case study design. The study engaged a total sample of 19 respondents namely; special need education officers, heads of schools and subject teachers who were selected through purposive and snowball sampling. Data collection methods were semi-structured interviews, focus group discussion, non-participant observation and documentary review. Data were subjected to content analysis. The findings of the study revealed that teachers in public school’s face constraints in implementing inclusive education namely inadequate of teaching and learning materials, unfriendly environment to pupils with disability, small budget allocation, inadequate classrooms, less motivation to teachers, absence of in-service training, and curriculum in use is not in favor to pupils with disability. Hence, the constraints in the implementation of inclusive education are an impediment towards achieving the World Education Agenda for all by 2030. The study recommended that; the government should find out suitable ways on how to solve the aforementioned constraints for smooth running of the inclusive schools so as to maintain the teachers’ positivity in the implementation of inclusive education.

Enhancing Chemistry Learning Using Language Supportive Pedagogy in Multilingual Classroom

Jesse Julius Ndabakurane — Fri, 19 Apr 2024 00:00:00 +0000

While there is a rich literature on science teaching and learning, little is hardly documented about how Chemistry learning is enhanced in lower secondary schools in Tanzania. This qualitative study assessed Chemistry learning using the Language Supportive Pedagogy (LSP) approach in multilingual classrooms. The study was conducted in community secondary schools in Kagera Region and it involved 30 Form II students who were randomly selected. It also involved 5 in-service Chemistry teachers in the host schools and 5 student teachers from the University of Dodoma with Chemistry specialties and Language Supportive Pedagogy (LSP) skills. Both in-service and student teachers were purposively selected for the current study. LSP employed a bilingual teaching approach whereby Kiswahili was strategically used alongside English to enhance Chemistry learning. Data were collected through interviews, Focus Group Discussions and classroom observation. The study findings revealed that most students were able to use subject specialism vocabulary when interacting with fellow students, teachers and subject matter, participate in English discussion and respond to questions in English despite minor grammatical errors in their speeches. Similarly, in-service teachers, student-teachers and students recommended the LSP approach to facilitate more engagement of students in Chemistry learning through intentional scaffolding. The study concludes that more students engage in learning activities through familiar language and instructional scaffolding assured students’ confidence and interest in learning Chemistry. It recommends the scaling up of the LSP approach in other regions in Tanzania in an attempt to enhance smooth Chemistry learning.

Madesa or books! Using a Coverage Comprehension Model to Assess University Students’ Ability to Comprehend Reference Books

Frida Alfred Mbwafu, John Misana Biseko — Fri, 19 Apr 2024 00:00:00 +0000

Studies on reading in a foreign language report that meaningful reading comprehension is determined by an individual's vocabulary size. A conclusion from these studies is that a vocabulary threshold of 8000–9000 words is compulsory for the reader to comprehend 98% of running words in academic texts and consequently achieve optimal comprehension of the materials. A threshold of 4,000–5,000 words can only assist readers to understand 95% of running words, which guarantees minimal comprehension. This study examines the relationship between the vocabulary size of undergraduate university students and the vocabulary coverage of reference books sampled from among those listed in their course outlines. This corpus-based and descriptive study used the Vocabulary Level Test (VLT) to assess the vocabulary size of 774 participants and a vocab profiler to analyze the vocabulary coverage of the nine sampled reference books. The results showed that, on average, the participants’ vocabulary size would enable them to comprehend 95% of the running words in most of the books in the sample, but that size would not help them to understand 98% of the running words in any of the sampled books. These results suggest that, on average, no student in the sample could have optimal comprehension of the sampled reference books. Therefore, our study calls for the need to introduce serious reading programmes at the primary and secondary school levels so as to promote students' vocabulary size and reading comprehension ability.