Students' learning of and performance in mathematics is affected by a number of factors, including students' attitude towards the subject, teachers instructional practices, and school environment. This study was conducted to investigate students' attitudes towards learning mathematics in Tanzania. It also sought to ascertain reasons for the liking or disliking mathematics and the relationship between attitude and performance. We employed the ABC Model and the Walberg's Theory of Productivity to investigate students' attitudes towards mathematics and associated factors. The quantitative and qualitative data were collected from 419 primary school students, 318 secondary school students, and 132 College students from 17 schools and 6 colleges in mainland Tanzania using a survey. The collected data were analysed using percentages, means, standard deviations, ANOVA, correlation, regression and thematic analysis. The results show that initially students exhibit a positive attitude towards mathematics, but their attitude becomes less positive as the students move forward to higher levels of education. A significant positive weak correlation between students' attitude and performance was established. Mathematics' enjoyment and attitude significantly predicted students' performance in our data. The factors influencing the students' liking or disliking of mathematics constituted student's aptitude attribute, instructional and social psychological environmental factors. Furthermore, the results show that failure in examinations is attributed to teacher didactic strategies, institutional resources, poor learning and examination strategies, and failure to understand instructions. The results provide insights for future research and inciting changes in teaching-learning practices that would promote mathematics enjoyment and subsequent better performance in the subject.
One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students' mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers' emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students' performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semistructured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students' learning. Factors associated with student's poor performance in mathematics are in line with Walberg's productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student's ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.
The use of ICT tools in mathematics instructions has been proved to have a positive impact on students' success. However, little is known about the ICT readiness of both teachers and students to incorporate these tools in mathematics teaching-learning process. This study investigates the readiness of teachers and students to integrate ICT in mathematics teaching and learning at a higher education institution in Tanzania. Specifically the study assesses the device, skills and psychological readiness of teachers and students to integrate ICT tools in mathematics instructions. The study employs both qualitative and quantitative methods whereby data are collected through interviews and questionnaires respectively. Seven teachers and 129 bachelor degree students pursuing business studies, form the study population. Descriptive statistics are used to analyze the quantitative data while qualitative data are analyzed through content analysis. Results show that teachers and students have device, skills and psychological readiness to integrate ICT in teaching and learning of mathematics. This is significant as it provides information that will be useful in planning the use of ICT tools to benefit teaching and learning. This study contributes to transfer and diffusion of technology discourses.
Recently the use of mobile phones has been a widespread phenomenon. Various services have been provided by mobile phones which delivers opportunities to reduce costs and incomplete information dissemination in the agricultural sector and ensure efficient functioning of markets. But in order to successfully use mobile phones for the optimal development of agricultural markets, understanding the determinants of mobile phone usage in marketing agricultural products is crucial. This study aims at assessing the determinants of mobile phone usage for marketing agricultural products of small-scale orange farmers in Muheza, Tanzania using the UTAUT model. The study applies a mixed method approach utilizing questionnaire and focus group discussion. Data were collected from 288 randomly selected small scale orange farmers. The data were analysed using structural equation modelling and content analysis techniques. Findings show that the determinants of mobile phone usage for marketing of agricultural products are Effort expectance, social influence and facilitating conditions. Regarding the usage patterns of mobile phones, results indicate that many farmers own normal mobile phones and use those frequently. Further, the findings indicate that orange farmer’s use mobile phones for communication, money transaction and business purposes. Therefore, the study recommends that extension officers should be role models in using mobile phones in disseminating marketing information to farmers. In addition, technical facilities and support should be established in rural areas. Further, the government should ensure provision of infrastructure and equipment needed in the uptake of ICT by farmers. This study is important as the results provide insights on the determinants of mobile phone usage in marketing of farm produce which will help agricultural stakeholders to come up with strategies to help farmers make better use of mobile phone to enhance their marketing activities.
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