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

Bryson D Kinyaduka,Anja Heikkinen,Perpetua J Kalimasi

doi:10.20448/804.4.1.62.69

Bryson D Kinyaduka, Anja Heikkinen + Show 1 more

Open Access

https://doi.org/10.20448/804.4.1.62.69

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Abstract

In recent years, the requirement for students to shoulder responsibility for learning has been conceived as one of important attributes of a student or a graduate. This attribute is assumed to be developed through the application of competence-Base Model (CBM) in higher education as opposed to the application of the Traditional Model (lecture to seminar model) practiced in higher education for centuries. Given the importance of shouldering the responsibility for learning among students, particularly, in developing lifelong learning attitude among students, it was thus vital to study to understand whether or not the instructional models designated to operate or the implemented instructional models developed the important feature among undergraduate students. This study adopted a longitudinal study design. This study had a sample size of 183 respondents in phase I and a sample size of 70 respondents in phase II. Further, the study used questionnaire to collected data in two consecutive semesters to year one undergraduates. The Elusive Competence-Based Model (ECBM) and the Elevated Traditional Model (ETM) were instruction models in operation at the time of this study. The ECBM resulted in gradual deterioration of students’ responsibility for learning whereas the ETM resulted in gradual development of students’ responsibility for learning toward a positive direction. The study concludes that the use of seminars in an effective way contributes in promoting responsibility for learning among undergraduate students.

Highlights

In recent years, Tanzania higher education system has adopted the competence-Based model (CBM) for teaching and learning
In institution M2, the institution which used the Elusive Competence-Based Model (ECBM) the results show that the overall average of the Yehs Index of perception (YIP)
The implemented instructional model in institution M2 is ECBM, the learning environment of which results in gradual development of ability to shoulder responsibility for learning among students toward a negative direction i.e. gradual deterioration

Summary

Introduction

Tanzania higher education system has adopted the competence-Based model (CBM) for teaching and learning This instructional model is believed to develop ability to shoulder responsibility for learning among students; in our view, this is one of the most important attitudes of lifelong learning. The instructional model is believed to develop this dimension of lifelong learning through allowing students to plan for their own learning, think about their own learning, learning what one wants to learn from whoever, assess one’s learning, demonstrate ability to use prior learning and ability make sense of what one learns ( Kerby, Knapper, Lamon and Egnatoff, 2010) The combination of these attributes results in ability of a student to shoulder responsibility for learning. This is to say, creating successful graduates beyond the classroom walls, it should be the primary object of any formal education endeavour today

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Conclusion