The Quest for Quality Science Education Experiences in Tanzanian Secondary Schools

Kalolo, John Fungulupembe

doi:10.5296/jse.v5i2.7146

Cited by 6 publications

(9 citation statements)

References 29 publications

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“…Learning facilities and media have the main function as teaching aids, influencing the creation of an atmosphere, condition, culture, and learning environment managed by teachers. The use of learning media in the learning process can arouse desire and interest, arouse motivation and stimulate student learning activities (Kalolo, 2015;Lee et al, 2010). Optimizing the use of learning media can enhance the quality of the process and student learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta

Sugiyono

2021

Jurnal Penelitian dan Evaluasi Pendidikan

336

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The objectives of the study are to determine (1) the achievement of standard facilities and infrastructure for vocational high school in the Special Region of Yogyakarta, (2) the supporting factors for achieving the standard of facilities and infrastructure, and (3) the inhibiting factors for achieving the standard of facilities and infrastructure. This study employed an evaluation research method with a survey approach. The research sample was six vocational high schools in the Special Region of Yogyakarta, which was chosen through purposive sampling, taking into Cluster 1, Cluster 2, and Cluster 3. Data collection techniques used were Focused Group Discussion techniques, questionnaires, documents, observations, and interviews. The validity of the questionnaire instrument used expert validation. Analysis of quantitative data was conducted through descriptive analysis techniques and qualitative data with interactive analysis models. The results of the study show that (1) the standard of facilities shows that the average school data has met facilities and infrastructure standards, (2) the supporting factors for achieving the standard of facilities and infrastructure are (a) the principal's policy in developing facilities and infrastructure, (b) government support through programs to develop and achieve national education standards, (c) community support through school committees, (d) education board support, and (3) the inhibiting factors for achieving facilities and infrastructure standard are: (a) the lack of teacher media innovation developed in vocational high school; (b) the lack of maximization and maintenance of infrastructure in vocational high school; (c) the lack of support in classrooms and workshops, especially in the connectivity aspect.

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Section: Discussionmentioning

confidence: 99%

The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta

Sugiyono

2021

Jurnal Penelitian dan Evaluasi Pendidikan

336

View full text Add to dashboard Cite

show abstract

“…Along the same line, teacher-centeredness dominates chemistry teaching and learning in Tanzanian classrooms, with the teacher remaining the primary source of information through the chalk-and-talk technique. Moreover, inquiry learning tasks such as observations, hypotheses, testing, data collection, interpretations, discourse, and conclusions are similarly restricted in the learning process (Kalolo, 2015;Kinyota, 2020). Consequently, memorization learning persists, and there is little effort to support learners with science process skills (Mkimbili et al, 2018;Kinyota, 2020;Semali & Mehta, 2012).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students’ Learning of Science Process Skills

Beichumila

Kafanabo

Bahati

2022

IJLTER

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This study aimed at exploring the instructional activities that could support students’ learning of science process skills by using chemistry-based computer simulations and animations. A total of 160 students were randomly selected and 20 teachers were purposively selected to participate in the study. Data were gathered in both qualitative and quantitative formats. This was accomplished through the use of a classroom observation checklist as well as a lesson reflection sheet. The qualitative data were analyzed thematically, while the quantitative data were analyzed using percentages. The key findings from the study indicated that chemistry-based computer simulations and animations through instructional activities, particularly formulating hypotheses, planning experiments, identifying variables, developing operational definitions and interpretations, and drawing conclusions, support students in learning science process skills. It was found that during the teaching and learning process, more than 70% of students were able to perform well in the aforementioned types of instructional activities, while 60% performed well in planning experiments. On the other hand, as compared to other instructional activities, planning experiments was least observed among students and teachers. Students can be engaged in knowledge construction while learning science process skills through the use of chemistry-based computer simulations and animations instructional activities. Therefore, the current study strongly recommends the use of chemistry-based computer simulations and animations by teachers to facilitate students’ learning of chemistry concepts in Tanzanian secondary schools.

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“…Regarding basic education, the experience of Uganda, Tanzania, and Kenya show that the increased enrolment of students atthe primary level increases demands for secondary education that needs the involvement of parents (Oketch & Rolleston, 2007). In Kenya, an intervention to basic education has been improved by expanding access in general, and students perform better and gain chances to continue to higher levels, but the learning outcomes remain low in public schools, which reduces the benefits of universal education,whereas, in Tanzania, Kalolo (2015) revealed that science teachers should emphasize on what is essential for learners to improve their achievement.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

Sibomana

Nicol

Nzabalirwa

et al. 2021

IJLTER

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Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

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The Quest for Quality Science Education Experiences in Tanzanian Secondary Schools

Cited by 6 publications

References 29 publications

The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta

The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta

Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students’ Learning of Science Process Skills

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

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