This study investigated on the place of affective learning on cognitive learning improvement in two schools located in Arusha, Tanzania. The study established that there is a great need to balance the assessment of learning outcomes in learners by including all the domains associated with behavioral changes instead of assessing the cognitive achievement in the learner alone. The study has also found out that most teachers apply affective knowledge through experience but have little knowledge whether affective learning has any significant contribution towards improving cognitive skills. To reach the conclusion 41 teachers from two schools were involved in the study through questionnaire instrument. The study employed descriptive and inferential statistics (t-test and ANOVA) by the aid of SPSS. The overall results have shown that regardless of gender and teaching experience, teachers have a similar understanding of the concept in many dimensions.

This study was carried out in the University of Eastern Africa, Baraton, Kenya. It sought to find out students' frustration level after group learning experiences, how often they went through these experiences, how frustration affected their Bachelor of Education Program, how BED with its group collaborative learning methodology met their expectations, if they were getting quality training and finally if they would take part in the future in another course requiring group collaborative learning. A larger percentage of students stated that they were frustrated as they went through collaborative learning. However, they did not feel that frustration as factor has any effect on their Bachelor of Education program. Collaborative learning as a set of instructional strategies, when used properly, can help learners to meet specific learning and social interaction objectives in structured groups. It can also promote social interaction to facilitate knowledge construction. Further, if students are well prepared to work in small groups and if the groups are well organized, students' collaboration can increase students' achievement more than traditional methods of learning. It is therefore recommended that in the course of the lesson, teachers set time for group work to motivate the learners, not only interacting with the content, but also with the group members.

This is a phenomenological study that calls for the re-visitation of curriculum body of knowledge which dwells on the four major pillars namely; philosophical, historical, sociological and psychological foundations. This library study endeavored to investigate the contribution of technological innovation in the process of enriching knowledge. The place of 'machine' currently plays a role of a facilitator and not as a core foundation from which knowledge can be inferred. As we face the hilltops of the 21stcentury, educationists and curriculum developers have no other option except to admit to redefine the concept of technological function as one of the core foundations of education and not just a mere tool to aid learning and teaching transaction. The fact of the matter is that learners need not only to know information; they need to know how information is gathered, identified, transformed and used. To expound this study the following questions benchmarked the exploration: Is there any knowledge in technology or is it simply a machine to facilitate work? How long will it remain to be technology in education and not technology of education? When will the evergreen generation be groomed into a meaningful use of technology? Isn't it high time that we begin thinking of qualifying the technological aspect and give a value it deserves in the constitution of knowledge? In this study I have argued that technology has transcended the role of facilitating knowledge and has indeed become a body of knowledge from which curriculum ought to be anchored.

The present study employed Case Study research design to establish the role of ICT on student interaction at the University of Eastern Africa Baraton, Kenya. Expert judgment established validity of research instruments. Reliability of questionnaire items was between 7.61 and 8.61 Cronbach's alfa through SPSS program. Convenient sampling determined 345 students who filled the questionnaire. T-test and ANOVA tested five null hypotheses and it was found that students regardless their categorizations agreed to have student-administration interaction and that ICT is useful for their interaction but there is a minimal ICT-based interaction between teachers and students. Female students use ICT to interact with teachers and content but male students' interaction with teachers and content is highly limited. Researchers recommend that the university should maximize availability of ICT resources in order to enhance student interaction with teachers, content, fellow students and administration. Male students need to be motivated to make use of ICT facilities for academic interactions. Further research is recommended on student interaction through other variables apart from ICT.

No abstract