Quality assurance guidelines are indispensable elements in quality effectiveness and maintenance. The guidelines put more consideration on strengthening and promoting the quality of the teaching and learning process. This study aimed at assessing the implementation of quality assurance guidelines in promoting the quality of teaching and learning. It was guided by two research objectives; to describe the status of school quality assurance implementation, and to identify the challenges encountered by the internal and external School Quality Assurance Officers during quality assurance exercises. The study adopted a Mixed Methods research approach and a descriptive survey design. The targeted sample was drawn from Temeke Municipality and included six public secondary schools, 60 students, 34 teachers, 6 head of schools, 3 ward district officers, 1 district education officer and 6 district quality assurance officers. Data was analyzed using descriptive statistics and cross-tabulation. A synthesis of the findings revealed that public secondary schools in Temeke Municipality were exposed to quality assurance exercises by the school quality assurance officers. The findings also revealed that quality assurance reports were only shared to Education officer, Head of school, and teachers. Other stakeholders like students and ward education officers were not given the reports. On the basis of the findings, it was concluded that quality assurance guidelines are fairly implemented in secondary schools in Temeke Municipality. However, challenges such as shortage of funds, shortage of staff, lack of working facilities, overcrowded classrooms, and lack of transport and materials for SQAOs made it impossible for the guidelines to be effectively implemented and thus impeded the acquisition of educational competencies among students in public secondary schools in Temeke Municipality, Tanzania. Therefore, educational stakeholders should ensure adequate provision of resources to schools to facilitate the effective implementation of the quality assurance guidelines as stipulated in the NSQAF, (2017).
With parents, teachers, and policymakers, reducing class size is a favoured education policy approach. Cursory studies had suggested that overcrowded classroom results in relatively modest in students’ academic achievement. Underpinned by the Social Cognitive Theory, this study assessed how overcrowded classrooms affect the teaching and learning process in Ilemela Municipality, Mwanza -Tanzania. The study adopted a mixed research approach and convergent parallel research design. The sample consisted of 110 respondents including 1 MSEO, 1 Quality Assurance, 8 heads of school 40 teachers and 60 students. Structured questionnaires and interview guide were used as research instruments. Data were analysed through descriptive statistics and thematic analysis. The synthesis of the findings revealed that classrooms in Ilemela municipality are overcrowded –against the access bargain of 45 students per class; students exceeded 90 within a single stream. On the basis of the findings it was concluded that overcrowded classrooms has an effect on the teaching and learning process, since it limits the application and implementation of competence based curriculum and supportive classroom management practices which aid effectiveness of teaching and learning process. The study recommends that there is a need to enforce the policy on classroom size and to construct more classroom school so as to remedy the situation.
Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study. Data was obtained from a sample of 174 participants, including students, teachers, Heads of schools, Ward Education officers, and District Education officer. Questionnaires and interview guide were used to collect primary data. Quantitative data were analysed through descriptive statistic with the help of Statistical Package for Social Science (SPSS) version 21 while Qualitative data were analysed thematically. The study revealed that learner centred approach contributes to quality learning through student’s involvement in complex learning situations in the classroom and ensuring active learning in the classroom. The study also reported that learner centred approach attracts learner’s interest and thus enhances good academic achievement. On the basis of the findings, it was concluded that though learner centred approach had contributed in some way to improving quality of learning it had failed to influence –effectively, the quality of learning because of some challenges. Among challenges identified includes; lack of enough knowledge on implementation of learner centred, teacher’s resistance to change, overcrowded classroom, teacher’s low morale, poor teaching and learning material. Therefore, the study recommended that school administrators should work tirelessly resolve these challenges- for better implementation of learner centred approach in secondary schools in the country.
Participation in school management, which ensures the cultural relevance of the teaching and learning process, promotes a wider acceptance of the educational process. Community involvement in school activities has been shown to increase accountability for both learning outcomes and school resources. Additionally, community involvement encourages the willing provision of local resources (human, material, and financial) for educational purposes. This study aimed at investigating the effectiveness of community involvement in school activities in promoting quality learning in public secondary schools in Hai District, Kilimanjaro Region – Tanzania. Community effectiveness was measured in terms of the extent to which community members are involved in school activities. The study adopted a mixed research approach under which convergent parallel design was applied. The District Secondary Education Officer, community members, students, heads of schools, and teachers, representing a total population of 14,351 people were targeted. Probability and non-probability sampling techniques were used to select the study sample which consisted of 114 respondents. Questionnaires and interview guides were used to collect data. The pilot study was conducted with instruments tested and the coefficient of reliability obtained was 0.81. The quantitative data were analyzed descriptively with the aid of SPSS version 21 and presented in frequencies and percentages. Qualitative data were coded in categories, thematically analyzed, and presented in narratives. The study found that major activities in which community members were willing to participate are: building school infrastructure, contributing to student meals, school meetings, and disciplinary issues to a moderate extent. The study concluded that building a good relationship between school organizations and community members is vital and should be endeavoured for desired quality education results in public secondary schools. The study recommended that the community members should liaise with schools to find ways of supporting the teaching and learning process- for greater educational output. The school administration also should strengthen the relationship and frequently communicate with community members for active involvement.
The finest environments for achieving academic performance are those with high standards for discipline. Because everyone is focused on the teaching and learning process, good discipline is crucial for creating a secure, respectful learning environment. The purpose of the study was to assess the perceptions of educational stakeholders about the use of Alternative Punishment in Maintaining Discipline in Secondary Schools in Bagamoyo District. This study was guided by three research objectives which were: to explore the perceptions of educational stakeholders about the use of corporal punishment in secondary schools, to identify the alternative punishments used to maintain students’ discipline, and to describe the effectiveness of alternative punishments used by teachers in maintaining students’ discipline. This study used a quantitative research paradigm under which cross sectional survey research design were employed. The sample included 112 secondary school students, 32 secondary school teachers, 8 discipline masters/mistresses, and 8 Heads of secondary schools from the sampled 8 secondary schools in Bagamoyo district. Data were collected through interview guide, questionnaires, and documentary analysis guide. Data were analysed using descriptive statistics and content analysis. According to the results, using corporal punishment as the sole method of discipline in secondary schools is not seen negatively. The majority of participants rejected the notion that CP is a poor tactic. Additionally, it was determined that verbal warning, summoning parents, suspension, doing outside activities, and removing privileges were the common alternative punishments employed in schools in maintaining students’ discipline. Furthermore, it was established that educational stakeholders have positive perceptions towards the use of alternative punishment as the most effective way of maintaining discipline in secondary schools. Based on the findings of this study, it is concluded that educational stakeholders in Bagamoyo district perceive alternative punishment as effective in maintaining students’ discipline. The study recommended that teachers need to explore some other means of alternative punishment in order to effectively maintain school discipline.
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