JOURNAL OF ISSUES AND PRACTICE IN EDUCATION最新文献

{"title":"Transforming Biology Assessment through Written Feedback in Tanzania Secondary Education: Insights from Action Research","authors":"Devotha Wilfredi, Nicholas Wachira","doi":"10.61538/jipe.v16i.1436","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1436","url":null,"abstract":"This study examined the impact of written feedback in Biology assessment in secondary schools, focusing on both student and teacher perspectives. Using action research with 80 students and their teacher, the study spans four months across three reflective cycles. Central findings reveal that descriptive, non-evaluative feedback empowers students. Feedback clarifies misunderstandings, offers specific improvement guidance, and makes \"next steps\" manageable. Further, descriptive feedback exposes students to broader problem-solving strategies. The study also shows that written feedback transcends mere evaluation. It becomes a reflective dialogue, with students actively using feedback to improve, and teachers acting as facilitators, guiding students towards better learning outcomes. Consequently, assessment shifts from simply judging to a transformative partnership. Both students and teachers contribute actively, aligning assessment with the ultimate goal of enhanced learning.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formative Assessment Practices and its Influence on Students’ Learning and Achievement in Biology: Lessons from a Selected Community Secondary School in Moshi, Tanzania","authors":"Beatitude J. Mrema, Alex Mlemba, W. Massam","doi":"10.61538/jipe.v16i.1427","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1427","url":null,"abstract":"This qualitative study explored current teachers’ formative assessment practices in Biology classrooms and how these practices influence performance in the subject. The study employed a case study design in a single selected community ordinary-level secondary school in Moshi municipality. It purposively involved two Biology teachers and twenty students selected from classes that do not have national examinations. Data were collected through semi-structured interviews with teachers, classroom observations, and focus group discussions with the students, as well as a review of students’ exercise books. The data were transcribed verbatim, then coded and themes generated through interpretive phenomenological analysis. The findings showed that teacher’s oral questioning dominated the assessment practices. Other strategies such as peer assessment, student-student interactions, descriptive feedback, and sharing of learning intentions with students seemed to be unfamiliar to the Biology teachers involved. The study recommends among other things, in-service training for teachers on how to employ alternative formative assessment practices during instruction to promote students’ learning and achievement in Biology.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers hindering Effective Engagement in Online Assessment for Teacher Education in Tanzania: Perspectives from two Teachers’ Colleges","authors":"Aines Chasubuta, Placidius M. Ndibalema","doi":"10.61538/jipe.v16i.1422","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1422","url":null,"abstract":"The recent shift to online distance learning in education institutions has prompted the implementation of online assessment. However, the effectiveness of online assessment in most countries, particularly sub-Saharan Teacher Colleges, remains in a critical dilemma as their adoption of technology is still at an infancy stage. Evidence about tutors and student-teachers from sub-Saharan Africa using available virtual platforms such as Learning Management System (LMS) to conduct effective online assessment is scarcely available. This paper addresses how tutors and student-teachers face challenges of integrating online assessment into their teaching through LMS as well as how they benefit from it. The paper is based on a study that employed a qualitative approach where the phenomenological design was adopted to gain lived experiences from participants on the use of LMS for online assessment. 15 tutors from two colleges were interviewed with the expectation that they would have rich information about the implementation of online assessment through LMS. Findings indicated that both tutors and student-teachers faced multiple barriers which compromised their ability to engage in online assessment. Such barriers are categorized into policy issues, resource-related challenges, online teaching and learning services and instructor-related challenges. Despite the challenges, participants perceived online assessment to have significant impact towards learning. Participants also expressed that online assessment is essential for learning in the digital age and thus, suggested the need to strengthen their capacity to improve their engagement. This study recommends that Teacher Colleges should invest in technological systems that enhance online assessment. To accelerate learning transformation in Teacher Colleges, awareness in online learning is vital. To increase student-teachers’ engagement in online assessment through LMS, it is necessary to make curriculum reforms to ensure effective e-learning. Future research may focus on generating evidence about practices in different contexts.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competence-Based Assessment in Tanzanian Teacher Education in the Fourth Industrial Revolution: A Comprehensive Analysis","authors":"Hamis Juma, G. S. Patel","doi":"10.61538/jipe.v16i.1437","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1437","url":null,"abstract":"Competence-based assessment plays a pivotal role in shaping the quality and effectiveness of teacher education programs in the dynamic landscape of the Fourth Industrial Revolution (4IR). Understanding the existing assessment practices and their alignment with competence-based principles is essential for enhancing the preparation of future educators in this context. This study examined the assessment practices in Tanzanian teacher education programs gaining insights into how student teacher assessment is done and the alignment of competence-based principles in the preparation of student teachers. A survey involving 531 participants was conducted to gather data on Statistical analysis were employed to explore variations in assessment experiences based on gender, age, and education level. The findings indicate that traditional pen-and-paper assessments remain the dominant assessment method in Tanzanian teacher education, comprising a substantial 69%. Notably, 52% of student teachers believe are evaluated on their aptitude to seamlessly integrate technology into teaching and learning, accentuating the criticality of digital skills. Furthermore, our study unveils a multifaceted assessment landscape for innovation and critical thinking, with 25.2% of students always feeling assessed, in contrast to 13.6% who seldom or never experience this evaluation. Remarkably, gender emerges as a potent influencer in technology integration assessments, while age distinctly shapes the evaluation of research skills and collaborative abilities. Moreover, the findings underscore that competence-based assessment in Tanzanian teacher education is progressively adapting to meet the demands of the 4IR. However, they also underscore the need for a more diversified and innovative assessment approach to effectively address the evolving educational landscape. This study highlights the pronounced impact of gender, age, and education level on assessment experiences, underscoring the imperative for tailored approaches in nurturing future educators.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140490664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Learning Management System and Digital Library for Students’ Assessment","authors":"Renatus Makolo, F. Ishengoma, Deo Shao","doi":"10.61538/jipe.v16i.1441","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1441","url":null,"abstract":"Information and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills. \u0000 ","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"230 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140491309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive Assessment in Tanzania: A Myth or Reality?","authors":"Mohamed Msoroka","doi":"10.61538/jipe.v16i.1423","DOIUrl":"https://doi.org/10.61538/jipe.v16i.1423","url":null,"abstract":"The National Examinations Council of Tanzania (NECTA) was established in 1973, following the withdrawal of Tanzania from the East African Examinations Council in 1971. Since then, NECTA has been coordinating and managing national examinations at primary and secondary school levels. It also coordinates and manages teacher college examinations. With such a huge pool of customers, NECTA has been serving learners with diverse learning needs, including learners with disabilities. This requires NECTA to find ways to accommodate those learners. This paper discusses inclusive assessment, an approach to assessment which ensures that assessment policies, procedures, and practices support and enhance the inclusion of all learners, including those with special needs. The paper intends to establish whether inclusive assessment in the Tanzanian context is a myth or a reality. This qualitative study mainly collected data through documentary reviews and individual interviews. The findings suggest mixed feelings; in some areas, NECTA performs well. However, there are a lot of gaps to be filled by the government, NECTA and other stakeholders to ensure inclusive assessment is implemented to the fullest. ","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"5 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managing Research in Higher Learning Institutions (HLIs) in Tanzania : A Systematic Review on the best Practices for using Artificial Intelligence","authors":"Patrick Renatus Manyengo","doi":"10.61538/jipe.v15i2.1392","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1392","url":null,"abstract":" This paper reports on the findings of a systematic review in relation to the research management practices in Higher Learning Institutions through the use of Artificial intelligence (AI) technologies such as ChatGPT in Tanzania. AI technologies have gained significant popularity in recent times. However, their integration into academic settings raises concerns, especially in terms of potential ethical considerations. The systematic review at hand used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to retrieve English records in Google Scholar under the phrase \"ChatGPT in research¨. Eligibility criteria included the published research papers on ChatGPT and research practices. A total of 28 documents were retrieved. Only 20 documents met the inclusion criteria after full screening. The findings indicate that setting a code of ethics for using AI is paramount. Further research is needed in order to gain detailed insights into this new innovation and technology. It was concluded that ChatGPT in research has to be validated with other methods.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Managing Distance Learning for Secondary School Students in Tanzania during the COVID-19 Outbreak: Challenges and Opportunities Implicating Educational Inequality","authors":"Elias Gebron Mshiu, J. S. Mwinjuma, Joyce Nemes","doi":"10.61538/jipe.v15i2.1389","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1389","url":null,"abstract":"This study explored the lived experiences of secondary school students in Moshi Municipality with distance learning amid the COVID-19 outbreak in Tanzania. Specifically, it explored the challenges and opportunities of learning amid the COVID-19 pandemic, and the roles assumed by parents and teachers to support secondary school students’ distance learning. A qualitative approach, framed within the phenomenography research design, guided the present study. Nineteen secondary school students were purposively selected from four secondary schools in Moshi Municipality. Data were collected through in-depth interviews and focus group discussions. The collected data underwent a systematic inductive content analysis to identify emerging themes from the data. The findings indicate that different approaches or methods were utilised by students for distance learning, including printed materials for self-study, TV and radio programmes, online resources, and online interactive classes. However, challenges such as limited internet access and limited device availability emerged as significant hurdles. Additionally, emotional struggles, including loneliness and motivational issues, were evident, while the absence of peer interaction and concentration difficulties were notable concerns. On the positive side, flexible learning environments allowed for self-paced learning, skill development, and the exploration of personal interests. Students capitalised on the autonomy of distance learning to discover new abilities and passions. The present study recommends that teachers continue to explore innovative teaching methods, like recorded audio lessons and supplementary resources to enhance students' learning experiences. The study suggests provisional of professional development opportunities to equip educators with the necessary skills for effective distance teaching.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"50 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Protocol for Developmental Faculty Coaching at the University Level","authors":"Timothy J. Hartigan","doi":"10.61538/jipe.v15i2.1396","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1396","url":null,"abstract":"This article discusses short-term developmental faculty coaching, which can be categorized as ongoing and personal professional development. This coaching is distinct from faculty evaluation. The developmental faculty coaching protocol discussed here is a novel one developed by the author. It was developed through direct observation of over 400 in-person and online classes of over 100 new and returning adjunct faculty at a small higher education institution in New York State, USA. The protocol was generally used with new faculty, who know an academic area, but they lack training in andragogy and have had no or little experience teaching university students. A pre-observation, during-observation, and post-observation protocol is outlined for the faculty coach and the instructor being coached. It is suggested that developmental faculty coaching be made available to all new higher education instructors and to those more experienced instructors who request it. Recommendations for future study include collecting data on individual instructors or a cohort of new instructors through quantitative and/or qualitative research, which would yield insights into how new instructors grow into excellent classroom teachers at the university level. \u0000 ","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Challenges of Managing Extracurricular Activities for Pre-Primary Children's Physical Development in Meru District Council-Arusha","authors":"Flora Nashon Nyaisa","doi":"10.61538/jipe.v15i2.1390","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1390","url":null,"abstract":"Globally, extracurricular activities promote children's readiness to master their physical, social, emotional and cognitive development. This study assessed the challenges in managing extracurricular activities toward children's physical development. The Administrative management theory by Henry Fayol and Froebel's Play Theory was employed in this study. The study employed semi-structured interviews with five pre-primary teachers, five head teachers and five sports teachers. The findings suggest the existence of the following challenges: the shortage of playing facilities in schools, a lack of some children's interest in participating in extracurricular activities, a lack of in-service training on handling extracurricular activities which promote children's physical development, tight school timetables and schedules with no space for extracurricular the participants also shortage of funds to run extracurricular activities. To address the challenges, schools started small projects for fundraising, promoting teachers' mentorship and collaboration among schools to share knowledge and skills on how extracurricular activities encourage children's physical development. Schools frequently meet with parents to emphasise the importance of extracurricular activities to their children's physical development. The study recommended that the school management team educate parents on the importance of extracurricular activities. Further, research needs to be done on the influence of physical development on a child's academic achievement.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"54 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}