HURIA JOURNAL OF THE OPEN UNIVERSITY OF TANZANIA

Predictors of Parental Involvement in School Feeding Programs in Tanzania: A Case of Mara Region

Ephraim Simbeyea, Janeth Kigobe, Winifrida Saimon Malingumu — Fri, 20 Jun 2025 00:00:00 +0000

In Tanzania, school feeding programs (SFPs) have been introduced to improve children's nutrition, support school attendance, and enhance learning. However, these programs often rely heavily on donor support and external institutions, while parental involvement has remained limited. This raises concerns about long-term sustainability and local ownership. This study explored factors associated with parental involvement in school feeding programs in primary schools in the Mara Region of Tanzania. It was guided by Bronfenbrenner's Ecological Systems Theory (1979, 2001) and used a cross-sectional design. Data were collected from 500 parents from 20 primary schools using a questionnaire adapted from Hoover-Dempsey and Sandler's parental involvement model, previously validated in the Tanzanian context. A hierarchical multiple regression analysis was used to examine how different factors, such as parents' motivators, school-related invitations, and life context variables, are related to parental involvement. The results showed that parents' self-efficacy, positive attitudes toward school (valence), and skills and knowledge related to school feeding were significantly associated with higher levels of parental involvement. School-related factors were also significant, especially school invitations (such as communication and engagement efforts). However, invitations from children and teachers were not significant predictors. These findings suggest that parents' beliefs, confidence, knowledge, and how schools actively involve them may be important in supporting their participation. Strengthening school-community relationships may require clear communication, practical guidance, and trust-building. The 2021 National Guidelines on School Feeding and Nutrition Services could benefit more by clearly defining and supporting parental roles. This study adds to the growing body of evidence on the need for locally grounded and multidimensional strategies to meaningful parental involvement in education.

Leadership Strategies for Enhancing Teacher Commitment in Public Secondary Schools in Tanzania: An Ethical and Moral Inquiry

Goodluck Livigha , Abdallah Jacob Seni — Fri, 20 Jun 2025 00:00:00 +0000

This study explores the leadership strategies employed by heads of secondary schools to enhance teacher commitment in public secondary schools in Tanzania, with particular attention to the ethical and moral dimensions of teaching. In Masasi District, Mtwara Region, the study adopted a qualitative approach using a descriptive case study design. Twenty-four participants were purposively selected, including fourteen teachers, five heads of schools, and five ward education officers. The research was theoretically grounded in McGregor’s Theory X and Theory Y. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that rewarding teachers, creating a conducive working environment, providing professional support, delegating authority, and involving teachers in decision-making were key strategies to enhance commitment. However, heads of schools encountered challenges such as inadequate financial resources, political interference, limited management skills, and poor communication among staff. The study concludes that strengthening teacher commitment significantly improves learning outcomes, promotes the profession, and enhances overall teaching performance. It recommends that the government provide heads of schools with targeted management training and ensure timely and adequate financial support to facilitate the achievement of educational objectives.

The Contribution of Instructors’ Usability of ICT Infrastructure on Students Learning Outcomes: The Case of Selected Higher Learning Institutions in Tanzania

Marystella Baynit, Cosmass Mnyanyi , Mohamed Msoroka — Fri, 20 Jun 2025 00:00:00 +0000

Higher learning institutions in Tanzania are undergoing a paradigm shift in the delivery of academic programs, transitioning from traditional face-to-face instruction to digital platforms. In this context, instructors’ ability to effectively utilize ICT infrastructure is a critical determinant of successful education delivery and enhanced student learning outcomes. This study investigates the extent to which instructors’ ICT usability influences students’ academic performance. The study adopted a mixed-methods approach with a cross-sectional design, focusing on two higher learning institutions in Tanzania: The Open University of Tanzania (OUT) and the Institute of Accountancy Arusha (IAA). A total of 237 instructors were randomly selected to participate in the study. Data were collected using self-administered questionnaires, key informant interviews, and focus group discussions. Descriptive statistics and binary regression analysis were employed for data analysis. The findings indicate that instructors’ proficiency in using ICT infrastructure significantly influences students’ learning outcomes. The usability of ICT tools by instructors was said to account for up to 29% of the variation in learning outcomes. Key usability parameters such as operating smart screens/projectors, setting up audio equipment, and using online response clickers for quizzes and surveys showed a statistically significant and positive impact on student learning. The study concludes that instructors’ effective use of ICT infrastructure plays a vital role in enhancing student learning outcomes, particularly when core ICT functionalities are well understood and applied. It is recommended that higher learning institutions in Tanzania strengthen instructors’ competencies in ICT tools and software to optimize their impact on student learning. Additionally, education policies should mandate ICT training for instructors to align with the ongoing digital transformation in the education sector.

Enhancing Curriculum Reforms for Employability Skills in Tanzania: Stakeholders’ Knowledge and Experiences

Gabriel M. Koboli, Coletha C. Ngirwa, Patrick Manyengo — Fri, 20 Jun 2025 00:00:00 +0000

Enhancement of Chaining Strategy in Developing Reading Skills among Deaf Pupils in Tanzania

Fraterinus Osward Mutatembwa, Theresia J. Shavega, Daphina-Libent Mabagala — Fri, 20 Jun 2025 00:00:00 +0000

Reading difficulties among deaf pupils are recognised as a global concern, and this issue is particularly evident in Tanzania. In Tanzania, deaf pupils have been facing challenges in developing reading skills compared to their hearing peers. This persists even with the implementation of the chaining strategy by teachers, which is widely endorsed by many researchers as an effective strategy for teaching reading skills. Thus, this study explored tactics to enhance the chaining strategy in developing reading skills among deaf pupils in Tanzania and developed a model that incorporates the identified tactics with the chaining strategy. The study applied a qualitative approach with a sample size of 12 teachers from four special primary schools for the deaf located in Dar es Salaam, Njombe, Kagera, and Tabora regions. Data were collected through in-depth interviews and were analysed through thematic analysis. The study underscored the importance of early identification as the foundation for proactive measures to ensure that deaf children receive appropriate support from an early age, which can lead to better literacy outcomes. Furthermore, the study indicated the need to improve memory and connection abilities of deaf pupils while raising their learning curiosity by incorporating learning games and visualization within the chaining strategy. Again, the study revealed that the strategy’s effectiveness increased when teaching and learning barriers are eradicated through curriculum adaptation, the availability of teaching materials, and competent teachers with sign language skills. Therefore, the study recommends that the government should make sure that all deaf children attend a pre-primary education program before enrolling in primary education, where they will get early sign language exposure and be oriented to the world around them. As well, the government should make sure that the curriculum is adapted to address the literacy learning needs of deaf pupils and should include sign language content. Likewise, the government should allocate specific funds for purchasing visual aids, developing tailored teaching materials, and training teachers in sign language to enhance the application of the chaining strategy.

Assessment of ICT Integration in Competence-Based Curriculum in Moshi Public Primary Schools

Proscovia Novatus, Karoli John Mrema — Fri, 20 Jun 2025 00:00:00 +0000

This study assessed the integration of ICT in implementing a Competence-Based Curriculum (CBC) in public primary schools in Moshi Municipality, Tanzania. Specifically, the study aimed to determine teachers' perceptions of integrating ICT into their lessons and to examine the challenges they face in this process. A mixed-methods approach was employed, using a convergent parallel design and a sample of 266 respondents. Data were collected through questionnaires and in-depth interviews. Quantitative data were analysed using descriptive statistics with the aid of the Statistical Package for Social Sciences (SPSS), while qualitative data were analysed thematically. The findings revealed that the majority of participants viewed ICT integration in CBC as essential for delivering quality education to pupils. Most respondents reported access to mobile devices (smartphones) with internet and email functionality (75.5%), laptops (67.3%), tablets (61.6%), and desktop computers (60.4%). However, key challenges identified included a lack of ICT facilities (39.2%) and inadequate digital infrastructure (32.2%). The study concludes that although ICT integration is critical for improving the quality of education and achieving Sustainable Development Goal 4, Target 4.1, its implementation in CBC remains limited. Consequently, the provision of quality education is hindered. The study recommends increased provision of ICT facilities and the development of digital infrastructure in schools. Furthermore, it calls for additional research on effective ICT integration in primary education.

The Inclusion of Students with Disabilities in Higher Learning Institutions: To What Extent Are They Socially Included?

Eugen Mtemi Philip, Asia Mbwebwe Rubeba — Fri, 20 Jun 2025 00:00:00 +0000

Gender Differences in Environmental Sustainability Attitudes among Pre-Service Science Teachers in Selected Teacher Training Colleges in Tanzania

Edgar Fidel Nderego — Fri, 20 Jun 2025 00:00:00 +0000

This study aimed to assess gender differences in sustainability attitudes among pre-service teachers in Tanzania. A total of 926 pre-service science teachers (486 males and 440 females) from five teacher training colleges participated in the study. Data were collected using a questionnaire which essentially measured the participants’ sustainability attitudes. Descriptive statistics (mean and standard deviation) and an independent sample t-test were employed to analyze the data. The results revealed that pre-service teachers generally exhibited positive sustainability attitudes, with an average mean score of 3.96. However, no significant gender differences between male and female pre-service teachers were found in sustainability attitudes (t(924) = 1.455, p = 0.146). The study recommends educational institutions prioritize on innovative pedagogical approaches that instill environmental responsibility to all students. Future research should explore other factors beyond gender that may affect sustainability attitudes.

Enhancing Critical Thinking Skills for Visually-Impaired Students: Insights from Tanzanian University Tutors

Clement P. Kwambaza — Fri, 20 Jun 2025 00:00:00 +0000

This study explores strategies for enhancing critical thinking skills among visually impaired university students, aiming to empower them with essential competencies for academic success and future employment. By fostering greater independence and confidence, the study contributes to more inclusive higher education practices. A qualitative research approach, guided by a phenomenography design, was employed. Using criterion purposive sampling, seven university tutors from a special education unit within the Department of Educational Psychology and Curriculum Studies were selected. Data were collected through a focus group discussion (FGD) and analysed using the Miles and Huberman model. The findings highlight key strategies to support critical thinking development, including the use of assistive technologies, multisensory learning approaches, individualized support, and adapted instructional methods. Creating accessible learning materials and offering opportunities for collaborative learning with sighted peers were also noted as effective. The study recommends that higher education institutions provide professional development workshops to equip tutors with inclusive teaching strategies. Additionally, diverse assessment methods—such as oral presentations and project-based tasks—should be employed to enable visually impaired students to demonstrate their critical thinking skills. The study further advocates for continuous research into best practices for supporting critical thinking among students with visual impairments.

Challenges of teaching and learning space dynamics in ever-changing climatic conditions in Secondary schools in Tanzania

Abel John Kisanga, Mary Barnabas Allay, Prosper Gabrieli Mosha — Fri, 20 Jun 2025 00:00:00 +0000

The teaching and learning of space dynamics, which basically addresses dynamic content such as weather and climate, presents significant challenges to teachers due to its complexity and ever-changing nature. This study examines the practical experiences of teachers in navigating these challenges within the context of Tanzania. The study employed a mixed-methods research approach, and an embedded mixed research design. To collect data, the study used documentary reviews, semi-structured interviews, and open-ended questionnaires. A sample of 20 geography teachers from seven selected schools in the Dodoma Region participated in the study. The findings reveal that teachers face major constraints such as insufficient teaching resources and inadequate professional training. Moreover, the complexity of the space dynamics and teachers’ incompetence impeded the development and assessment of the intended competencies. The study further indicates that teachers and students focus on success in the national examination, at the expenses of practical application of knowledge in real-world contexts. The study concludes that without appropriate interventions, the ability of both students and teachers to effectively contribute to mitigating the adverse impacts of climate change will remain unfulfilled. To enhance the teaching and learning of space dynamics in secondary schools, it is recommended that the government should increase funding for teachers' professional development programs; and provide facilities including digital technologies to support the design and adaptation of teaching materials.

Differentiated Instruction in Teaching Mathematics: Teachers’ Understanding and Barriers to Practice in Inclusive Secondary School Classrooms in Makambako Town Council

Leila Mtweve, Ombeni Msuya, Asia Rubeba — Fri, 20 Jun 2025 00:00:00 +0000

The study assessed the teachers’ differentiated instruction (DI) practices in teaching mathematics in inclusive classes in secondary schools in Makambako Town Council. This study specifically focused on exploring the teachers’ understanding and resource limitations towards the practices of DI in teaching mathematics in inclusive classrooms in secondary schools. The phenomenology study design, informed by the qualitative approach, was employed. The data for the study were collected through interviews and classroom observations. Fifteen participants, including eight teachers, four heads of schools, and three ward educational officers, were used as a sample size for the study conducted in 4 public secondary schools. The collected data were analysed thematically. Ethical clearances were obtained from the respective organs to maintain ethical issues, whereby informants filled out informed consent forms. The study findings revealed multiple DI understandings and resource limitations as among the stumbling blocks towards teachers’ practices of DI in teaching mathematics in inclusive classes. Resources like the availability of mathematics teachers, materials, and time were found to be the major resource challenges towards the practices of DI in teaching mathematics. Based on the findings, the study concludes that for the successful practice of DI, efforts have to be made to address these resource challenges. Therefore, the study suggests hiring more mathematics teachers in secondary schools and providing them with guidance on implementing DI effectively. The government should provide sufficient materials for improving mathematics teaching in inclusive classes.