This study investigated the extent to which teachers' questioning techniques and the way teachers handled students' responses facilitated students' learning and promoted their thinking skills. The study focused on three secondary schools in Dar es Salaam. The data collection process involved classroom observations during chemistry lessons and interviews of 10 chemistry teachers. The findings showed that 80% of the observed teachers had a moderate ability in using questioning techniques to measure students' understanding. The interesting observation in all schools was that teachers interacted frequently with active students and bothered less to involve the least active ones. Moreover, above 80% of all teachers had problems of promoting students' thinking by maintaining a balance between the openended and close-ended questions or between convergent and divergent questions. Also, the teachers indicated severe weaknesses in guiding classroom discussions through effective questioning as their abilities in probing were low. Thus, in-service program for these teachers may improve their classroom questioning behaviour.

<p><strong>Abstract.</strong> Quality education in isolated areas is a major issue in developing countries like Pakistan, as access to formal education is linked to improved life prospects for rural students. Among the factors for education, accessibility is school availability within a minimum spatial distance. The spatial distribution of schools is generally uneven in most of the cities of Northern Pakistan, thus limiting access to formal education at the primary and secondary level. This paper analyzes the spatial distribution of the primary and secondary schools found in the hilly terrain of Abbottabad city. Results show an uneven scattered pattern of schools and decreasing accessibility with longer travel times, at higher costs. Cost-weighted distance showed that this spatial distribution extends the travel distance by more than 5km for secondary school students living in the city. However, spatial restructuring and reorganization of schools in the study area would enhance student access to school facilities.</p>

The purpose of this study was to design and assess the use of Improvised Instructional Materials (IIM) in teaching physics lessons in Tanga region whereby two Community Secondary Schools (CSS) from Korogwe district and the city of Tanga were selected for implementation of IIM. A total of eight teachers were selected from the sampled schools where by each school provided two physics teachers. The researchers planned and prepared the materials in advance before coaching the teachers on how to implement them. Teachers' ability to execute student centered teaching approaches was assessed before and after coaching. It was found out that the use of improvised instructional materials to run practical lessons has refined and broadens teachers' knowledge on designing and the use of such local materials to carry out physics experiments in CSS.

This study determined the perceptions of undergraduates (University teacher trainees) and school teachers on the use of information technology in Teaching and learning in Morogoro municipal. Questionnaire was used to collect data from 216 undergraduates who were pursuing Bachelor of Science with Education courses at Sokoine University of Agriculture and 160 school teachers. Data were analyzed by using Statistical Package for the Social Sciences (SPSS) whereby chi-square test statistic was applied. It was observed that there is greater number of undergraduates than school teachers who responded that, using IT in teaching raises enjoyment, save time, motivates learners and that text book is easily used than using IT. However, the percentage of teachers who thought that IT improves the school administration was higher than that of undergraduates. Also, both male and female teachers and undergraduates have nearly similar perceptions on the role of IT in simplifying teachers' role in the classroom.