Developing Responsibility for Learning in Higher Education in Tanzania: Experiences from Undergraduate Programmes

Kinyaduka, Bryson D.; Kalimasi, Perpetua J.; Heikkinen, Anja

doi:10.20448/804.4.1.62.69

Cited by 6 publications

(8 citation statements)

References 8 publications

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“…From the analysis of several international journal articles, it is indicated that CTS for students in accounting and LR students in general is relatively inadequate and important to develop (Abdel Razeq, 2014;Allan, 2006;Carpenter & Pease, 2013;Gautam, Jangam, & Loh, 2018;He, Craig, & Wen, 2013;Irafahmi et al, 2018;Kinyaduka, Kalimasi, & Heikkinen, 2019;Sin, Jones, & Wang, 2015;Thompson & Washington, 2015;Wolcott & Sargent, 2021).…”

Section: Resultsmentioning

confidence: 99%

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Nugraheni,

Hendrowibowo

et al. 2024

JoE

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Higher education, including accounting learning, often employs conventional learning models that do not optimally involve active learning. This model is unable to facilitate students developing critical thinking skills (CTS) and learning responsibility (LR), so these two abilities are not yet possessed by students adequately. The learning model that is believed to be able to develop CTS and LR is the flipped classroom. This research aims to produce an integrative flipped classroom model (IFCM) that is valid, practical, and effective for improving CTS and LR students, especially in Introductory Accounting learning. IFCM was developed with research and development using four D models, which consist of four development stages: define, design, develop, and disseminate. This paper presents the IFCM, development process in detail and the results at each stage of development, as well as the final product in the form of IFCM which has been proven valid, practical, and effective for improving CTS and LR students in Introductory Accounting learning.

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Section: Resultsmentioning

confidence: 99%

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Nugraheni,

Hendrowibowo

et al. 2024

JoE

View full text Add to dashboard Cite

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“…It has been reported that the transition between languages has a negative effect on academic performance [82 p1262]. Research by Kinyaduka & Kirwa [85] discovered that most students (69.5%) did not fully understand subject content when taught in English, while 78.9% of teachers regard English language instruction as a hindrance to academic achievement. Recognising the language of instruction challenge, recently, in 2017, Tanzania adopted Swahili as the only language of instruction in schools [86,87].…”

Section: First Literacy Language As Scaffolding Toolmentioning

confidence: 99%

Shaping Educational Approaches for Tanzanian Students

Buchanan¹

2023

UNET JOSS

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Interdisciplinary perspectives are vital for holistic education, and a pivotal area is identifying positive ways to enhance student perceptions of science and religion relationships. A survey conducted at St. John's University of Tanzania explored perceptions of science-religion interactions and evolutionary theory, while attempting to ascertain what sources influence undergraduate sentiments about science and religion. Results pointed to prevalent negative beliefs about evolution and science-religion relationships. Additionally, exploratory factor analysis suggested that students with the most positive science-religion perspective identify the influence of university education in shaping such beliefs. This paper reflects upon the educational significance of these findings and suggests pedagogical approaches to address these contentious issues within science education in Tanzania, which can potentially be applied to other African contexts. Within a collateral learning theoretical framework, a key component in the proposed conceptual framework is embracing Afrocentric criteria, including 'other ways of knowing'. One approach is a 'pre-assessment questionnaire' and an important aspect is being attentive to students' stories about their current understanding of science-religion interactions and the factors which have influenced these perceptions. The other two pedagogical approaches described are 'first literacy language as a scaffolding tool' and 'science storying'.

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“…This is because it carries and translates the expectations of society from an education system into reality (Offorma, 2010). In Tanzania, diversified curriculum today appears to be the best preference among Tanzanians (Kinyaduka, 2013). Therefore, as higher learning institutions, we may need to rethink about our curricula to create a society potential for industrialization.…”

Section: Diversified Curriculum and Industrialisationmentioning

confidence: 99%

Going for Diversified Curriculum (Education) for Industrialization and Employment in Tanzania Universities

2023

JEP

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Though diversified curriculum evaluation results are more or less disappointing, the paper provides justification for continuing to embrace it. From justifications provided in this paper, we still hold that it will culminate in industrialisation and employment. The paper provides five reasons to continue embracing diversified curriculum in education systems, specifically in Tanzania. The proposed diversified curriculum comprises professional specific competencies, embedded skills (extra-skills), and industrial 4.0 capabilities. These are key areas to concentrate to produce graduates who will not only act as seeds for industrialization, but also who can create employment in Tanzania. Through diversified curriculum, we intend to create graduates who are bold enough to face future uncertainties, which include the looming problem of unemployment in Tanzania. A number of models are proposed to adopt in implementing the diversified curriculum in higher learning institutions. However, one implementation model is assumed to be the most appropriate given the current context in higher learning institutions, namely optional extended model. To implement the curriculum innovation successfully, we propose one additional training year in undergraduate degree programmes. Importantly, the paper forecasts possible challenges and solutions ahead of establishment and implementation of the curriculum innovation.

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Developing Responsibility for Learning in Higher Education in Tanzania: Experiences from Undergraduate Programmes

Cited by 6 publications

References 8 publications

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Shaping Educational Approaches for Tanzanian Students

Going for Diversified Curriculum (Education) for Industrialization and Employment in Tanzania Universities

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