JOURNAL OF ISSUES AND PRACTICE IN EDUCATION

Effect Of Inquiry-Based Learning on the Academic Performance of Senior Secondary School Students in Islamic Studies in Ikare-Akoko, Ondo State, Nigeria

Yunus Aliyu — 2026-10-14

This study assessed the effectiveness of the inquiry-based instructional model on the academic performance of senior secondary students in Islamic Studies in Akoko North-East, Ondo State. The study aimed to investigate the relationship between teaching method, students' gender, and achievement in Islamic Studies. The study used a quasi-experimental design and included 73 students. The students were divided into two groups: an experimental group of 42 students and a control group of 31 students. The researchers recorded and analysed pre-test and post-test scores using a t-test and two-way Analysis of Covariance. The results showed that participants' academic performance improved from the pre-test to the post-test. The mean pre-test score was 42.15 ± 8.42, while the mean post-test score was 64.78 ± 12.35. Students taught using the inquiry-based method scored higher on the post-test (M = 72.45, SD = 8.12) than those taught using the conventional method (M = 54.38, SD = 9.45; t = 6.84, p = 0.001). In addition, the study found no significant relationship between gender and academic performance (t = 0.48, p = 0.634) and no significant interaction effect between gender and teaching method (F = 0.25, p = 0.618). The study concluded that the inquiry-based method was more effective than the conventional method in improving the students' achievement in Islamic Studies. The study recommends integrating the inquiry-based instructional methodology into Islamic Studies to promote active learning and critical thinking among students, and that more studies be carried out on the effectiveness of the inquiry-based instructional model.

Digital Content Consumption and Perceived Platform-Based Social Influence Among Tanzanian Teachers Participating in Professional Learning Networks

Jesse John Lukindo — 2026-10-14

School Counsellors’ Attitudes and Knowledge of Tele-Counselling Effectiveness in Public Secondary Schools, Abuja Municipal Area Council, Nigeria

Angela Ebere Abaa — 2026-10-14

This study examined the attitudes and knowledge of school counsellors regarding the efficacy of tele-counselling in public secondary schools in the Abuja Municipal Area Council. This study employed a descriptive survey design to examine the level of acceptance and knowledge of school counsellors of the concept of tele-counselling in public secondary schools in Abuja Municipal Area Council (AMAC). One hundred and five (105) registered school counsellors completed questionnaires that collected information on their demographic profiles, attitudes towards tele-counselling, knowledge of its use and benefits, and potential implementation challenges. Results indicate a generally favourable attitude towards tele-counselling, with 76.2% indicating that it is a good substitute for in-person counselling and 71.4% noting that it could increase student access. However, counsellors had varying levels of confidence and knowledge, particularly regarding confidentiality and technical problem-solving. Awareness of appropriate platforms and ethical issues was generally high, whereas the myth of complete confidentiality in tele-counselling remained prevalent. A significant and positive relationship was found (r = 0.70, p < 0.001) between counsellors’ knowledge and their belief in the effectiveness of tele-counselling. The main barriers identified were technical problems, lack of training, privacy, resource constraints, and poor institutional support. The study highlights the importance of capacity building, infrastructure development, policy guidance, and awareness-raising among students and parents to make tele-counselling in secondary schools as effective as possible. These results illustrate the opportunities and challenges of integrating tele-mental health into school mental health services in a Nigerian educational setting. The study recommended that Federal Capital Territory (FCT) Secondary Education Board and AMAC Education Authorities should prioritise structured capacity building for school counsellors. Also, AMAC-specific in-service training workshops should be organised to equip practising counsellors with basic digital skills, familiarity with tele-counselling platforms, and knowledge of ethical practice in online counselling.

Navigating the Fee-Free Education Policy: Coping Strategies for Sustaining Curriculum Implementation in Secondary Schools in Moshi Municipality, Tanzania

Prisca Mansuet Mbogo — 2026-10-14

This study examined the coping strategies used by public secondary schools in Moshi Municipality, Tanzania, to address the challenges that the implementation of the Fee-Free Education (FFE) policy has created for teaching and learning. Specifically, the study aimed to identify the strategies schools use to cope with these challenges and determine their relevance in sustaining teaching and learning. A total of 332 participants took part in the study, comprising 307 teachers, 13 heads of schools, and 12 parents. The study used different sampling procedures for each group: parents and heads of schools were purposely selected for interviews based on their direct involvement in supporting students’ learning under the FFE policy. In contrast, the study selected 307 teachers using Yamane’s formula and proportionate stratified random sampling. The study collected data through questionnaires, interviews, and classroom observations. SPSS was used to analyse the quantitative data, and thematic analysis was used for the qualitative data. The findings revealed several coping strategies that schools employed to sustain teaching and learning despite challenges such as overcrowding and inadequate instructional resources, which compromise the quality of education. The identified strategies were mixing teaching methods in classrooms, using remedial classes to provide extra hours, teacher improvisation, and hiring part-time teachers. However, the study concludes that these strategies cannot serve as permanent solutions. The government should therefore recognise and support schools' efforts, especially by increasing school funding and considering qualified part-time teachers for permanent employment. Policymakers could also use these findings in a policy review to develop a more flexible and supportive policy that enhances effective curriculum implementation for quality education.

Determinants of Female Students’ Participation in Hard Trade Programmes in Vocational Training Institutions in Bukoba Municipality

Adonias Kingi Machumu — 2026-10-14

The study examines the determinants of female students’ participation in hard trade programmes in vocational training institutions in Bukoba, Tanzania. Using a mixed-methods approach under a pragmatist convergent design, the study involved 130 respondents: 103 male students who participated in the quantitative study, 2 Principals, and 25 female students who participated in the qualitative study. Quantitative data were analysed descriptively using SPSS software version 26, and qualitative data were collected through semi-structured interviews and analysed thematically. The study employed purposive and stratified sampling followed by simple random. The study found that female participation in hard trade programmes remains low and uneven due to social and institutional constraints. Though institutional leadership is challenged by stereotypes, weak support systems, limited resources, and poor industry linkages, mentorship, career guidance, sensitisation, and stakeholder collaboration are key strategies for improving participation. In conclusion, the study revealed that female participation in hard trade programmes remains low and uneven, largely due to persistent social and institutional constraints that limit women's access, enrolment, and retention in these programmes. The study recommends that strengthening gender-responsive policies, coordinated interventions, and support systems are necessary to improve female participation in hard trade programmes.

Code-Switching as a Multilingual Communication Strategy in Group Discussions among Female Foundation Science Students at the Open University of Tanzania

Ancyfrida Prosper — 2026-10-14

This study investigated code-switching as a multilingual communication strategy among newly enrolled university students in Tanzania, focusing on common patterns, communicative functions, and perceived limitations. Guided by Communication Accommodation Theory (CAT) and the Markedness Model, the study employed a qualitative descriptive design within an interpretive paradigm. Twenty-two students at the Singida Regional Centre of the Open University of Tanzania were purposively selected, and data were collected through non-participant observations and focus group discussions and were analysed thematically. Findings revealed that inter-sentential and intra-sentential code-switching between English and Swahili predominated. Students used code-switching to clarify concepts, facilitate cognitive processing, promote social inclusion, express identity, maintain scientific accuracy, and bridge language-proficiency gaps. From a CAT perspective, these practices reflected convergence to enhance mutual understanding, while the Markedness Model demonstrated the social and academic meanings embedded in language choices. Students nonetheless perceived excessive reliance on code-switching as a potential constraint on English proficiency development. The study concludes that code-switching functions as both a communicative and pedagogical resource, with its effectiveness contingent on purposeful use alongside deliberate opportunities for English development. It recommends that Universities provide institutional guidance for bilingual practice, including lecturer-directed switching strategies, support for bilingual scientific terminology, and structured approaches that bridge Swahili-mediated discussion with English academic communication.

Examining the Role of Advisory Board Accountability in Enhancing the Performance of Technical Education Institutions: Evidence from the Tanzania Institute of Accountancy

Felix Mwita Wandwe — 2026-10-14

This study investigates the impact of advisory board accountability on the performance of Technical Education Institutions (TEIs) in Tanzania, with a focus on the Tanzania Institute of Accountancy (TIA). Adopting a qualitative case study approach, the research draws on in-depth interviews with key institutional stakeholders and analysis of relevant documents. The study argues that board accountability is a pivotal determinant of TEI performance, directly contributing to improved enrollment, infrastructure development, and stakeholder satisfaction when mechanisms such as transparency, ethical leadership, and stakeholder engagement are effectively implemented. However, challenges such as overlapping regulatory mandates and limited financial autonomy moderate these positive effects. The research critically contrasts effective governance theory with alternative governance frameworks, justifying its theoretical approach while acknowledging contextual complexities. Recommendations include strengthening accountability mechanisms, harmonising regulatory frameworks, and enhancing institutional autonomy. The findings offer practical insights for policymakers and institutional leaders seeking to advance governance and performance in technical education settings in Tanzania and comparable contexts.

The Politics of Eligibility, Policy Design, Priority Clustering and ODL Financing in Tanzania’s Student Loan Scheme

Albert Zephania Memba — 2026-10-14

Tanzania’s Higher Education Students’ Loans Board (HESLB) combines support for eligible and needy students with programme priorities and conditions governing access to public finance. This paper examines how these design features accommodate open and distance learning (ODL), with particular attention to the Open University of Tanzania (OUT). A qualitative documentary analysis compares selected statutory and annual guideline provisions with Tanzanian scholarship and a South African policy comparator. The evidence requires a distinction between formal recognition, eligibility for individual benefits and effective access. Historical guidelines explicitly recognised OUT, contradicting a blanket claim of policy exclusion. Nevertheless, eligibility filters, programme ranking and the specification of study costs raise questions about the fit between financing rules and flexible learning pathways. The documents establish policy conditions, but do not establish ODL application success rates, the scale of unmet need or discriminatory intent. Using policy design and social justice perspectives, the paper interprets these conditions as potential sources of differential access that require administrative investigation. It recommends clearer guidance on ODL benefit coverage, analysis of applications and awards by mode of study, and a costed pilot to assess support for eligible distance learners. The contribution is an evidence-bounded account of how formal inclusion may coexist with financing arrangements that require closer examination for equity

Bridging the Gap between Employers’ Expectations and Classroom Realities: Perspectives from Education Stakeholders on Graduate Teachers in Tanzania

Eva Omary Luwavi — 2026-10-14

Amid growing concerns about the classroom readiness of graduate teachers in Tanzania, this study examined the qualities education stakeholders expect from graduate teachers and the extent to which these expectations are demonstrated in secondary school practice. The study adopted a qualitative multiple-case study design involving 16 participants comprising six Heads of Schools, seven School Quality Assurers, and three District Education Officers from Dar es Salaam, Dodoma, Kilimanjaro, and Morogoro. Data were collected through semi-structured interviews, focus group discussions, and documentary analysis and analysed using a hybrid thematic approach combining deductive and inductive coding, supported by NVivo 11. The findings show that stakeholders primarily expect graduate teachers to possess strong subject content knowledge, sound pedagogical skills, professional ethics, creativity, and vision for effective learning. Graduate teachers were generally perceived to meet expectations in subject content knowledge, while substantial gaps were identified in the practical application of pedagogical knowledge and skills. Perceptions of professional ethics were mixed, indicating variability in professional conduct. Creativity and vision emerged as additional professional expectations rather than demonstrated competence deficits. The study concludes that graduate teacher preparedness is multidimensional and requires stronger integration of subject knowledge, practical pedagogy, professional ethics, creativity, and reflective professional development. Closer feedback between teacher-education institutions and school-level stakeholders is recommended to strengthen alignment between graduate preparation and classroom expectations.

Bridging the Gap: Higher Education and Graduate Employability in Zanzibar

Fatma Said Amour — 2026-10-14

University graduates in Zanzibar face employability challenges due to a discrepancy between the skills imparted by higher education and the needs of the labour market. This study explores the relevance of higher education to graduate employability. Using a descriptive design and a mixed-methods approach, data were collected from 342 respondents across three universities and analysed using descriptive statistics with Microsoft Excel and the Statistical Package for the Social Sciences (SPSS). The study found that while graduates perceive higher education as contributing to employability, they often remain unemployable in both formal and informal settings. The main issue observed is the lack of relevant skills and practical experience in university curricula, which restricts graduates’ adaptability to labour market demands. To address this, the study recommends that higher education institutions review their curricula to better align practical and theoretical knowledge. Such changes would enhance graduates’ readiness for the labour market and increase their employability in dynamic professional environments.

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Fatma Hassan Mokiwa — 2026-10-12

School quality assurance is expected to raise the standard of teaching and learning, yet examination results in many Tanzanian public secondary schools remain weak. This study examined strategies to strengthen school quality assurance practices in public secondary schools in Dodoma City, Tanzania. Three subsidiary questions guided the inquiry: which strategies teachers consider most and least promising, what heads of schools apply or recommend at school level and what support they need from the city education office, and what improvements the city school quality assurance office considers necessary. The study followed Total Quality Management Theory and used a convergent parallel mixed-methods design within a pragmatist paradigm. Ninety-three respondents took part: 85 teachers completed a five-point Likert questionnaire, and 07 heads of schools and 01 City School Quality Assurance Officer were interviewed. Questionnaire data were analysed using frequencies, means and standard deviations; interview data were analysed thematically. Teachers rated increased funding highest (M = 4.02, SD = 1.27) and the use of digital tools lowest (M = 3.67, SD = 1.33), although every strategy attracted agreement from at least two-thirds of the sample. Inter-school collaboration produced the widest spread of opinion (SD = 1.43). Heads of schools prioritised staffing, ICT infrastructure and a culture of continuous improvement, and looked to the city education office for on-site capacity building. The quality assurance office identified budget expansion, timely communication of curriculum and policy changes, and follow-up on inspection reports as key priorities. The study concludes that the binding constraints on quality assurance in Dodoma City are resource-related rather than attitudinal, and recommends that school management institutionalise internal classroom observation with clear timetables and documented feedback loops.