Vol. 17 No. 1 (2025): JIPE: Journal of Issues and Practice in Education

Published: 2025-08-25

Full Issue

Articles

  • Effectiveness of Institutional Policies for Academic Staff Retention: A Case of Three Selected Private Higher Learning Institutions in Tanzania

    Mwanaisha All, Jacob Lisakafu
    1-22
    DOI: https://doi.org/10.61538/jipe.v17i1.1715

  • Teachers’ Understandings of Disability and Barriers to Disability-Inclusive Pre-Primary Education

    Juhudi Karugendo Cosmas
    23-42
    DOI: https://doi.org/10.61538/jipe.v17i1.1716

  • Motivational Factors Influencing Teaching Choice Among Primary School Teachers in Tanzania

    Erasto Joseph Kano
    43-62
    DOI: https://doi.org/10.61538/jipe.v17i1.1717

  • Awareness and Utilisation of Artificial Intelligence Tools for Effective Administration in Public Secondary Schools in North-Central Nigeria

    Ibraheem Adedayo Adediran, Olatunji Jamiu Ottan, Sefinat Ozohu Omuya, Bilkis Olagoke Adediran, Jamiu Agbolade Ogunsola
    63-75
    DOI: https://doi.org/10.61538/jipe.v17i1.1718

  • The Prevalence of Students' Guesswork in Multiple-Choice, Matching Items, and True-False Test Formats: Implications for Academic Performance in Tertiary Institutions in Tanzania

    Yusuph Maulid Kambuga, Godson Robert Mtallo
    76-96
    DOI: https://doi.org/10.61538/jipe.v17i1.1719

  • Learning Environment for Visually Impaired Learners in Selected Inclusive Primary Schools in Tanzania

    Luka Mathayo Mkonongwa, Alcuin Ivor Mwalongo
    97-122
    DOI: https://doi.org/10.61538/jipe.v17i1.1720

  • The Feasibility of Flipped Classroom Approaches: Insights from Teachers and Students in the Selected Public Secondary Schools in Tanzania

    Zamzam I. Nyandara, Janeth O. Jonas
    123-140
    DOI: https://doi.org/10.61538/jipe.v17i1.1722

  • How Vulnerable Living Conditions Drive School Dropout in Tanzania: A Causal Analysis with Moderating Factors

    Regina Vicent Mukama, Patroba E. Mgonya
    141-160
    DOI: https://doi.org/10.61538/jipe.v17i1.1723

  • In-Service Education and Training and Teacher Performance in Ghanaian Senior High Schools

    Francis Kwesi Nsakwa Gabriel-Wettey, Usman Kojo Abonyi, Doreen Ahwireng, Richard Kyere Asomah4
    161-183
    DOI: https://doi.org/10.61538/jipe.v17i1.1724

  • Challenges of the Form One Orientation Programme in Tanzania: Experiences from Selected Community Secondary Schools in Moshi District Council

    Eliatosha Moses Mbwambo
    184-193
    DOI: https://doi.org/10.61538/jipe.v17i1.1725

  • Factors influencing teachers’ adoption of digital technologies in Tanzanian special needs classrooms

    Leyla H. Liana, Salehe I. Mrutu, Leonard Msele
    194-216
    DOI: https://doi.org/10.61538/jipe.v17i1.1726

  • What Drives Effective Tablet Use in Education? A Study of Teaching and Learning Practices in Singida Municipality, in Tanzania

    Mallya F. Stephen, Harrieth G. Mtae
    217-236
    DOI: https://doi.org/10.61538/jipe.v17i1.1727

  • Teaching Numeracy Skills in Early Childhood Education in Mkuranga District, Tanzania: Teachers’ Practices and Challenges

    Innocent Nasson Messo
    237-256
    DOI: https://doi.org/10.61538/jipe.v17i1.1729

  • Applying Childrens Songs in the Mother Tongue in Early Childhood Education in Tanzania: Educational Implications

    Tumaini Samweli Mugaya
    257-274
    DOI: https://doi.org/10.61538/jipe.v17i1.1731

  • Strategies for Addressing Teachers’ Workload under Fee-Free Basic Education in Tanzania: Special Focus on Students’ Social Development

    Mary Steven Sajiro, Daniel Mbonea Mngarah, Ignasia Renatus Mligo
    275-293
    DOI: https://doi.org/10.61538/jipe.v17i1.1732

  • Instructional Modes and Manipulative Skills of Pre-Primary School Children in Ibadan, Nigeria

    Oluyemisi Idowu Majebi, Oluwatosin Ruth Ogunmuyiwa
    294-311
    DOI: https://doi.org/10.61538/jipe.v17i1.1733