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Global Trends on Adoption of Open Education Resources in Higher Education Institutions: A Bibliometric Analysis
Full text linkThe 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
A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania
Full text linkNearly every aspect of teaching and learning in the education sector has undergone a technological and pedagogical shift globally. The outburst of the COVID-19 pandemic and the digital advancements in recent years are two major factors that have geared and transformed the sector practically. Due to the rapid population growth and the fee-free education policy, candidate enrollment is constantly expanding, so it is crucial to devise an efficient, cost-effective, and secured approach for conducting educational assessments. This paper explores the possibilities of implementing a national e-assessment system for teacher education and secondary schools in Tanzania. Considering that the e-assessment philosophy is diverse, interdisciplinary, and multidimensional, a holistic research approach focused on library search, document review, and international benchmarking was applied. The e-assessment adoption framework and its design are based on expert opinion. The data used for theoretical and qualitative analysis was captured from the candidate and school registration portals. The study suggests that e-assessment in Tanzania is an inevitable part, especially in the educational system of the 21st century. More importantly, the findings show that e-assessment for teacher education appears to be more pressing as it can be deployed quickly given the computing status and educator readiness in teacher training colleges. For secondary education, e-assessment seems possible in about 6.4% of all schools that currently offer computer science as a subject. To facilitate a seamless adoption process and secure registration of examination centers, a national e-assessment framework is proposed. The framework is tailored to the local context as it applies adaptive staging, on-demand, and ready-to-go approaches to ensure the adopted solution is feasible and sustainable. Through this framework, you can tell whether certain schools are prepared to switch from conventional pen-and-paper exams to e-assessments
Investigating the Effect of Assessment Feedback on Students’ Learning and Performance in Tanzania: Lessons from Secondary Education Mathematics
Full text linkThis qualitative study investigated the effect of assessment feedback on students' learning and performance in Mathematics in form three secondary classes in Moshi Municipality. The study explored the nature of assessment feedback used by Mathematics teachers and the perceived effect of such feedback on students' learning and performance. The sample consisted of 24 form-three students and two (2) Mathematics teachers from two community secondary schools. Employing a case study design, the study used classroom observation, interviews, focus group discussion (FGD), and document analysis as methods of data collection. The data were then coded into patterns, categories and themes. The findings revealed that task-level feedback that is evaluative dominated Mathematics classes. This task level, evaluative feedback either verbal or written does not help learners to get a deep understanding of various concepts through making revisions and solving Mathematical problems of a similar nature which may in turn improve their learning and performance. The study recommends that professional development programmes for in-service teachers focusing on the provision of effective feedback should be conducted regularly to equip them with appropriate knowledge and skills. The programmes will enable teachers to provide effective feedback which will, in turn, enhance students learning and improve performance in Mathematics at CSEE
Formative Assessment Practices and its Influence on Students’ Learning and Achievement in Biology: Lessons from a Selected Community Secondary School in Moshi, Tanzania
Full text linkThis qualitative study explored current teachers’ formative assessment practices in Biology classrooms and how these practices influence performance in the subject. The study employed a case study design in a single selected community ordinary-level secondary school in Moshi municipality. It purposively involved two Biology teachers and twenty students selected from classes that do not have national examinations. Data were collected through semi-structured interviews with teachers, classroom observations, and focus group discussions with the students, as well as a review of students’ exercise books. The data were transcribed verbatim, then coded and themes generated through interpretive phenomenological analysis. The findings showed that teacher’s oral questioning dominated the assessment practices. Other strategies such as peer assessment, student-student interactions, descriptive feedback, and sharing of learning intentions with students seemed to be unfamiliar to the Biology teachers involved. The study recommends among other things, in-service training for teachers on how to employ alternative formative assessment practices during instruction to promote students’ learning and achievement in Biology
Utilisation of Information and Communication Technology in Teaching and Assessment of Secondary School Students in Tanzania
Full text linkThis study assessed the implementation of ICT as a pedagogical tool in teaching and assessment of secondary school students in Tanzania. The study employed a survey design with 179 secondary school science teachers. One teacher was randomly sampled from each of 179 randomly selected secondary schools. The teachers responded to questionnaires. Responses from questionnaires were coded and numbers entered into M-Excel for processing. Results obtained were presented in Tables showing absolute numbers and percentages. The study established that 62 per cent of teachers were trained in ICT as a pedagogical tool. They used the knowledge in teaching and assessment aspects such as searching teaching materials through internet (90%), examination word-processing (81%), typing notes (80%), processing examination results (59%) and using projectors in classroom instruction (56%). However, no teacher was found to use computer technology for assessment. Teachers faced various challenges in utilisation of ICT such as inadequate number of ICT equipment (78%), inadequate knowledge and skills in ICT (59%), unreliable internet (35%) and absence of electricity or power cut-off (34%). The study recommends that all teachers should be trained in the use of ICT in both teaching and assessment. Moreover, the challenges observed in the use of ICT should be addressed for effective utilisation and integration of ICT in secondary education
Influence of Trust on Customer Loyalty in The Small and Medium Enterprises Sector in Tanzania
Full text linkThis paper examined the influence of trust on customer loyalty in SMEs in Tanzania. The study used trust-commitment theory, behaviourist theory, and cognitive theory to determine the influence of trust on customer loyalty in SMEs in Tanzania. Customers from bars, hair salons, and kiosks in Dodoma Urban City participated in the survey. Convenience sampling was used to obtain the sample size of 288 respondents. The study data was obtained from customers using questionnaires. The questionnaires were self-administered to customers of bars, hair salons, and kiosks to gather data. Descriptive statistics was used to summarize data and show meaningful patterns while inferential statistics which included correlation analysis and regression analysis was employed to test the study hypotheses. The findings showed that trust significantly influenced customer loyalty. The study therefore concludes that the application of trust improves customer loyalty in SMEs in Tanzania
College Managerial Practices for Promoting English Language Teaching and Learning in Tanzania: A Case Study of Grade ‘A’ Public Teachers’ Training Colleges
Full text linkThis study examined the college management practices for promoting English language teaching and learning in public teachers’ colleges using a case of Grade ‘A’ central zone training institutions. The objective of the study was to identify college management practices for promoting English language teaching and learning. The qualitative study employed a case study design, and interviews and focus group discussions to generate data from 20 conveniently and purposively sampled respondents comprising English language teachers, academic deans, principals and students. The study found out that teachers’ training colleges used performance rewards, close monitoring and evaluation of teachers, debating and other English clubs, staff professional development, and providing supportive teaching and learning environment to enhance English language teaching and learning. Additionally, the teachers’ college management need regular monitoring to ensure that English language promotion plans it was are properly executed instead of remaining only good on paper
Abundance and Distribution of Microplastics in Fish and Sediments from Coastal River Watersheds of Dar es Salaam, Tanzania
Full text linkDifferent reports indicate that microplastics have been environmental pollutants which are engulfed by aquatic organisms also are carriers of other toxic chemicals. This study aimed to characterize and determine the spatial distribution of microplastics in sediments and fish in Dar es Salaam. The study had to indicate the extent of plastic pollutants in the urban watersheds. Fish and sediment samples were collected from river watersheds and ponds. Gastrointestinal parts were digested using 10% KOH and incubated at 65 oC for 24 hours while sediment samples were extracted using the floatation method in 4 M NaOH and 3 M NaI solutions. The identity of microplastics was determined by an attenuated Fourier transform infrared spectrophotometer. The concentrations of microplastics were 94 ± 24 particles/kg for fish samples from River Msimbazi watershed ponds and 46 ± 16 particles/kg for fish samples from River Mzinga watershed ponds. The concentrations of microplastics in sediments were: 64 ± 35 particles/m2 for the River Mzinga watersheds and 25 ± 18 particles/m2 for River Msimbazi watersheds. The microplastics observed were polypropylene, polyethene, polyurethane, polyamide, polyvinyl chloride, polyethene terephthalate, and polytetrafluoroethylene. The microplastics were in the form of fragments, sponges, and fibres. The results confirmed that fish living in river watershed ponds in Dar es Salaam were exposed to microplastics and that sediments had microplastics. Further studies need to be performed to find out micro-pollutants adsorbed by microplastics in the river watersheds
Indigenous Education System and Environmental Conservation Initiatives for Sustainable Development: Experiences from Nyamwezi in Uyui District, Tanzania
Full text linkFor 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
Predictors of Parental Home Involvement in Low-Income Families in Tanzania
Full text linkUnderstanding 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