The Challenges Facing Effective Teaching, Learning and Assessment in Community-Based Secondary Schools in Tabora Region.
DOI:
https://doi.org/10.47672/ajep.1084Keywords:
Effective teaching, learning and assessment, community-based secondary schools.Abstract
Purpose: This study focused on the challenges facing effective teaching, learning and assessment in community-based secondary schools in the Tabora region.
Methodology: This study employed a mixed method approach in line with a sequential explanatory research design. The study employed simple random sampling procedures to enlisted 219 people from various educational backgrounds. Questionnaires and semi-structured interviews were used to gather information.
Results: The study findings revealed that, poor teaching and learning environments, a problem with the medium of instructions, poor parental engagement in children's education, teacher shortages, poor managerial skills among school leaders and lack of in-service training among teachers are the main factors that hinder effective teaching, learning and assessment in community-based secondary schools in Tabora region in Tanzania.
Unique contribution to practice, theory and strategy: This study contributes to a better understanding of the challenges to effective teaching, learning and assessment in Tanzania's Tabora region's community-based secondary schools. The findings are comparable with "Curriculum theory," which emphasised that an effective curriculum implementation cannot take place in a setting where there is a lack of a supportive environment, where significant school stakeholders do not collaborate in planning for teaching and assessment, where there is a fairly poor teaching and learning environment, where there are not enough human resources, and where the language of instruction is inappropriate.
Recommendation: The local authority that oversees schools should hire more teachers, upgrade the facilities for teaching and learning, fully involve parents in decision-making, improve in-service teacher training, and require school administrators to regularly attend training on pedagogical leadership in order to implement effective teaching, learning and assessment in schools.
Downloads
References
Barnaba, P. (2013). Factors Affecting Classroom Teaching and Learning and Educational Procedures in Schools: The Kenyan Experience. Journal of Education and Practice, 5(23), 81 - 87.
Biag, M., & Castrechini, S. (2016). Coordinated Strategies to Help the Whole Child: Examining. The Contributions of Full-Service Community Schools. Journal of Education for Students Placed at Risk, 21, 157–173. Doi:10.1080/10824669.2016.1172231.
Boniface, U. (2014). The Problem of Parental Engagement in Children Learning in Schools. What is an Appropriate Decision Making Should Be Taken? Massachusetts: National Evaluation Systems.
Bosco, Y. (2013). Problem of Curriculum Implementation in Middle Schools: Considerations for School Leadership. Journal of Curriculum and Instruction, 8(2), 21-40.
Bryman, A. (2012). Social Research Methods (4thed.). Great Clarendon Street London: Oxford University press.
Christina, N.A.A (2014). Factors Affecting the Curriculum Implementing in secondary school: Teacher Opinions about the Meaning and Relevance of Problem Solving. International Journal of Science & Research, Vol. 9 (4) pp. 144 – 154.
Cosmas, S.I., Bernad, H. & Venearanda, N. (2011). Problem Facing Teachers in Classroom Teaching and Learning: The Role of Teachers’ Practical Knowledge. Journal of Research in Science Teaching, Vol. 39(3) pp. 139 – 159.
Ethan, S. I. (2019). Effect of Shortage of Teachers on Effective Teaching and Learning in Secondary Schools in Kirinyaga County Kenya. M. Ed. Thesis. University of Nairobi.
Evod, G. (2016). Challenges Facing Teachers in Implementing Competence-Based Curriculum in Tanzania: The Case of Community Secondary Schools in Morogoro Municipality. International Journal of Education and Social Science, 5(7), 25 – 33.
Farrant, J.S.(1980).Principles and Practice of Education (2nd ed.).England: Pearson Education Limited.
Fehrer, K., & Leos-Urbel, J. (2016). “We’re One Team”: Examining Community School Imple- Mentation Strategies in Oakland. Education Sciences, 6(3), 26. Doi:10.3390/Educsci6030026.
Galabawa, J.C.J,Senkoro,,F.E.M.K.,&Lwaitama,A.F.L.(2000).The Quality of Education in Tanzania. DSM: Institute of Kiswahili Research UDSM Press.
George, F. (2017). The Increase of Ward Secondary schools and Mass Failure in Form National Examination Among Students Tabora Region. M.Ed. Dissertation. Saint. Augustine University of Tanzania.
Goodlad, J. I. (1979). Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill.
HakiElimu, (2017). HakiElimu Annual Report on Tanzania Education. DSM, Tanzania.
Idonije, I. O. (2005). In-Service Training and Professional Development of Secondary School Teacher Journal of Teacher Education and Teaching, 1(1), 41-52.
Innocent S. & Richard, C. (2015). Principles of Curriculum Implementation in Schools (8thed.). New Delhi: McGraw Hill Publishers.
James, A. O. (2001). Problems Faced by Teachers in Curriculum Implementation in Addis Ababa. U.K Singapore. Longman Publishers.
James, Y (2009). Evaluation Methods and Practices in Higher Education in Toronto. Toronto: University of Toronto Press.
Johannem, K. (2003), Evaluating Teaching and Learning a Practical Handbook for Colleges, Universities and the Scholarship of Teaching. London: Routledge.
John, L. (2019). The Comparison Between Private and Community Owned Secondary Schools in Form Four National Examination in Tabora Region. M.Ed. dissertation, The Open University of Tanzania.
John, T. (2003). Teaching for Excellence Learning at University. What the Learner Does. New York: McGraw Hill, Open University Press.
Jonathan, P. (2017). How Lack Teaching and Learning Materials Affect Curriculum Implementation in Schools. Teachers Image Getting Promoted. Nairobi. Oakland Broadcasting Services Ltd.
Kantor, H., & Lowe, R. (2016). Educationalizing the Welfare State and Privatizing Education. The Evolution of Social Policy Since the New Deal. In W. J. Mathis & T. M. Trujillo (Eds.). Learning from the Federal Market–Based Reforms: Lessons for ESSA (Pp. 37–59). Charlotte, NC. Information Age.
Karumba, O. (2020). Hindrance Factors for Curriculum Implementation In Kericho: Crucial Education Reports. Teachers Image Education Policies. Nairobi. Oakland Media Services.
KNUT, (2019). Influence of Teachers Preparedness on Implementation of Competency Based Curriculum in Primary Schools in Kenya.
Komba, S., & Mwandanji M. (2015). Reflections on the Implementation of Competence Based Curriculum in Tanzanian Secondary Schools. Journal of Education and Learning, 4(2), 45 – 49.
Lewis, D. (2000). The Role of Assessment in Educational Institutions. London and New York: Routledge, Taylor and Francis Group.
Lopez, F. O., & Molina, A. J. F. (2011). The Use of Mixed Methods Research in the Field of Behavioural Sciences. Quality and Quantity. The Journal of Continuing Higher Education, 45(6), 1458-1473.
Macelo,J (2017).Using Effective Assessment to Promote Effective Learning. Oxford: Oxford University Press. (Pp. 74-91).
Machumu, H. (2011). The Growing Impetus of Community Secondary Schools in Tanzania: Quality Concern is Debatable, Munich, https://www.grin.com/document/181095.
Mackean, D. N & Onyango, M. M. (2019). Shortage of Teachers and its Influence in Curriculum Implementation in Secondary Schools in Kenya. Journal of Popular Education in Africa. 4(8),40 – 60.
Malabo, L, H., & Immaculate, P. (2018). Problem of Leadership on Curriculum Implementation in Kilosa District. African Journal of Research in Mathematics, Science and Technology Education, 3-16.
Mandukwini, N. (2016). Challenges Towards Curriculum Implementation in High Schools in Mount Fletcher District, Eastern Cape (Doctoral dissertation).
Marco, C. (2020). School Based Factors Influencing Implementation of Competence Based Curriculum in Public Secondary Schools in Naivasha County. M.A. Dissertation. University of Nairobi.
Michael, K. (2016). Curriculum Implication and It Challenges in Secondary Schools in The Era of Free Education Policy in Tanzania. Oakland Media Services Nairobi Kenya.
Mihan, H. C. (2000) Foundations of Effective Curriculum Delivery Thought and Practice. Dhanpat. Dhanpat.
Ministry of Education, Science and Technology, (2019). Education Sector Performance Report (2018/2019), Tanzania Mainland. Dodoma: MoEST.
Mjungu, K. (2016). Factors that Hinder Effective Teaching and Learning in Secondary Schools in Kaliua District. M.A. Dissertation. University of Dar-es-Salaam.
Mkpa, M.A. (1987). Curriculum Development and Implementation. Owerri: Totan publishers Ltd.
Morgan, D. (2007). Paradigms Lost and Pragmatism Regained: Methodological Implications of Combining Qualitative and Quantitative Methods. Journal of Mixed Methods Research, 1(1), 48-76.
Mtui, J. (2009). Problems that Hinder Effective Implementation of Curriculum In Tabora. Municipality. M.A Dissertation. University of Dar-es-salaam.
Nandi, O. I. (2018) Challenges Facing Classroom Teaching and Learning: A Case of Nairobi. (Diploma Project: Kenya Institute of Management.
Ozigi, M. S. (2018). The problem that demotivate teachers in the curriculum implementation process in the Kilimanjaro Region, Tanzania (Doctoral dissertation, University of South Caroline University.
Patrick, J. S. & Omulando, S. (2012). Factors that Hinder Effective Curriculum Implementation in Kenya. Nairobi. Oxford University Press.
Pendo, Z. (2017). Impact of School Leadership on Provision of Quality Education In Tanzania: A Case of Selected Public Primary schools in Kigoma Ujiji Municipality. M.Ed. Dissertation. The Open University of Tanzania.
Phillips, I., & Chokolo, M. (2017). Role of In-Service -Training Among Teachers Upon the Curriculum Implementation. International Journal of Serious Games, 3(1), 49 – 59.
Renatus, K. (2009). Challenges Experienced by Teachers in The Implementation of Competency Based Curriculum Programme in Tanzania: The Case of Primary Schools in Arusha (Masters Project, the United States International University – Africa).
Sanders, M. G. (2001). The Role of “Community” In Comprehensive School, Family and Community Partnership Programs. Elementary School Journal, 102(1), 19–34. Doi:10.1086/499691.
Sheldon, S. B. (2009). In School, Family and Community Partnerships: Your Handbook for Action. (3rded.). USA: Corwin Press.
Smith, M. K. (2000). Curriculum Theory and Practice. The Encyclopaedia of Informal Education. Retrieved June, 2002, from: http://www.enfed.org/bibleo/b-curric.htm
Tashakkori, A., & Teddlie, C. (Eds.). (2010). Sage Handbook of Mixed Methods in Social and Behavioural Research (2nd ed.). Thousand Oaks, CA: Sage.
Thompson, L. (2013). What the student does: Teaching for Enhanced Learning Approaches Higher Education Research & Development, 31(1), 39-55. DOI:10.1080/07294360. 2012. 642839.
Thompson, I. (2021). Problem Facing Teachers in Curriculum Delivery Process. The Revised Code of Regulations, Teachers Image. Oakland Media Services. Nairobi Kenya.
Tordoff, I. (1998). Assessing Students’ Learning Experiences in the Controlled Environment: Authentication of a Questionnaire Used in Different Countries and Varying Contexts. American Journal of Education Research, 17(3), 202–217.
United Republic of Tanzania, (1995). Education and Training Policy. Dar-es-salaam: Ministry of Education and Culture.
Vaileth, J. (2019). Teachers’ Strategies in Addressing Challenges of Implementing School Curriculum: The Case of Selected Public Secondary Schools in Morogoro Municipality. Master’s Thesis in Mzumbe University in Tanzania.
Wambua, M., & Waweru, S. (2019). Constraints Facing Successful Implementation of the Competency- Based Curriculum in Kenya. American Journal of Educational Research, 6(11), 942-942.
Wango, G. (2009). The Impact of School Decision Making on the Teaching and Learning Process. Nairobi: Jomo Kenyatta University Press.
Wanjiku, L. W. (2019). Influence of Teacher Preparedness on Implementation of Secondary School Curriculum in Public Secondary Schools in Makete District in Tanzania. M.Ed. Dissertation, University of Nairobi.
Waziri, K. M., & Paulina, P. K. (2020). Teacher’s Initiatives on the Curriculum Implementation of in Secondary School in Kenya: A survey: African Journal of Educational and Social Science Research, 8(2), 11-16.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
