Secondary School Students In Tanzania Research Articles

Utilisation of Information and Communication Technology in Teaching and Assessment of Secondary School Students in Tanzania

This study assessed the implementation of ICT as a pedagogical tool in teaching and assessment of secondary school students in Tanzania. The study employed a survey design with 179 secondary school science teachers. One teacher was randomly sampled from each of 179 randomly selected secondary schools. The teachers responded to questionnaires. Responses from questionnaires were coded and numbers entered into M-Excel for processing. Results obtained were presented in Tables showing absolute numbers and percentages. The study established that 62 per cent of teachers were trained in ICT as a pedagogical tool. They used the knowledge in teaching and assessment aspects such as searching teaching materials through internet (90%), examination word-processing (81%), typing notes (80%), processing examination results (59%) and using projectors in classroom instruction (56%). However, no teacher was found to use computer technology for assessment. Teachers faced various challenges in utilisation of ICT such as inadequate number of ICT equipment (78%), inadequate knowledge and skills in ICT (59%), unreliable internet (35%) and absence of electricity or power cut-off (34%). The study recommends that all teachers should be trained in the use of ICT in both teaching and assessment. Moreover, the challenges observed in the use of ICT should be addressed for effective utilisation and integration of ICT in secondary education.

Managing Distance Learning for Secondary School Students in Tanzania during the COVID-19 Outbreak: Challenges and Opportunities Implicating Educational Inequality

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.

Assessing online sexual exploitation among secondary school students in Tanzania from a routine activity theory perspective

ObjectivesIn this study, we first assessed whether four routine activity theory (RAT) variables (Internet exposure, target suitability, proximity to offender, and guardianship) determine Tanzanian adolescents' online sexual exploitation (OSE). Second, we identified two types of guardianship that moderate the relationships between these variables and adolescents' OSE. Third, we assessed the moderating effect of locality (rural area) on the relationships among the RAT variables and OSE. MethodOur analysis was based on a stratified random sample of 1014 secondary school adolescents aged 12–20 years (M = 15.67; SD = 1.35) recruited from urban and rural regions of Tanzania. We used Poisson regressions to test the main effects of the RAT variables and the moderating effects of two types of guardianship and locality on OSE. ResultsWe found that OSE increased with the suitability of the respondents and with online exposure. Social guardianship had a moderating effect on OSE by reducing the positive influence of target suitability. Living in a rural area also had a moderating effect on OSE through reinforcing the effect of proximity to potential perpetrators in cyberspace. ConclusionRAT can effectively increase our understanding of the OSE of minors in Tanzania. Furthermore, social rather than physical guardianship can mitigate the risk factors of OSE.

Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students’ 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania

Proficiency in spatial visualization plays a significant role in learning 3D geometry. Spatial visualization ability can be enhanced through the use of relevant teaching and learning techniques. The study aimed to investigate the impact of computer-aided instructional techniques on improving students' spatial visualization skills in learning 3D geometry, addressing the issue of low spatial visualization ability among students. The study followed a mixed research approach with a quasi-experimental design. Twenty mathematics teachers were purposively selected, and 267 Level-4 students from six ordinary-level secondary schools were purposively chosen for the study. Data were gathered using interviews, and pre- and post-tests of control and treatment groups through the use of computer simulation and animation of 3D figures in the treatment group, while the control group was taught using traditional methods. The Statistical Package for Social Sciences (SPSS) was used to compute descriptive and inferential statistics from quantitative data, while thematic analysis was applied to analyze qualitative data. The results from mathematics teachers’ interviews indicate that teachers put less emphasis on enhancing students’ spatial visualization abilities. Students from the treatment group outperformed the control groups on spatial visualization ability in terms of test scores. Additionally, an independent sample t-test revealed a statistically significant difference between the control and treatment groups in terms of spatial visualization ability. The computer-aided instructional approach is relevant in enhancing students’ spatial visualization abilities. To improve students' spatial visualization skills, the researchers propose in-service training for teachers to incorporate computer simulations and animations into the teaching and learning of 3D geometry.

The influence of formative assessment practices in promoting 21st Century skills development among secondary school students in Tanzania

The influence of formative assessment practices in promoting 21st Century skills development among secondary school students in Tanzania

The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council

The continuous trend of poor mathematics performance in Tanzania has developed different stakeholders' attention, including the Government, to research the possible causes of poor performance. The presence of mathematics anxiety among students is believed to have an impact on students' performance in Mathematics. In this study, the researcher aimed to investigate the effects of Mathematics Anxiety on Mathematics Performance Among Secondary Schools Students in Tanzania. The study employed a sample size of 396 students from six secondary schools in the Arusha City Council. The researcher collected data through structured questionnaires with closed-ended questions distributed to respondents. Respondents' mathematics terminal examination marks were used in this study. The collected data were analysed using descriptive (percentages and mean) and inferential statistics (correlation and multiple regression analysis). The results generally revealed a significant effect of mathematics anxiety on mathematics performance among secondary school students at a 0.05 level of significance (P-Value 0.00 2- tailed). A correlation coefficient r = 0.304 indicate a significant moderate positive relationship between the effects of mathematics anxiety and mathematics performance. The regression equation indicates that mathematics anxiety affects mathematics performance by 46.6% when other factors remain constants. Based on the findings, it was recommended that mathematics teachers be aware of the possibility of mathematics anxiety among their students. Also, further studies that involve a large sample should be conducted to re-confirm the assertion.

Psychoactive Substance Abuse among Secondary School Students in Tanzania: Exploring Perception and Understanding of Its Impact on Academic Achievement

The aim of this study was to explore perceptions and understanding of the impact of drug and psychoactive substance abuse among Secondary School students Kilolo district of Iringa Tanzania. The study was guided by the following specific objectives: to identify the commonly used psychoactive drug and substances; to explore students’ perceptions on psychoactive substance use; to examine students’ knowledge of the impact of psychoactive substance abuse on academic achievement; and to explore the strategies used in preventing use of drugs and substance abuse at Secondary School level. The study was guided by the Self-Medication Theory of Addiction. The theory that provides a valuable investigative and clinical paradigm to address the challenging issue of drug addiction. The study used a quantitative approach with a cross-section descriptive design. Employing simple random sampling, a total sample of 400 respondents were drawn from five secondary schools of Kilolo district. The data were obtained through questionnaire-based survey. The data were analysed using descriptive statistics with the aid of IBM SPSS Statistics version 20. The findings revealed that the commonly used psychoactive substances by secondary school students were alcohol, marijuana, snuff, and cigarettes. The students had the knowledge of drugs and substance abuse and perceive that they are not good for their academics and health. The study further unveiled that some students used the substances sparingly and while others used them on a daily basis. The findings showed that students had knowledge of the impact of psychoactive substance abuse on academic achievement. The findings also revealed that mechanism are in place at the school level to prevent drugs and psychoactive substance abuse. In view of the findings of this study it is recommended that families should be involved in the fight against use of drugs and psychoactive substances and provide counsel for the students. Schools should strive at encouraging positive peer relationships and networks among students who do not use psychoactive substances.

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.

Prevalence of Psychoactive Substance Use and Associated Behavioral Risks among Secondary School Students in Tanzania

This study aimed to investigate the prevalence of psychoactive substance use and associated behavioral risks among secondary school students in Tanzania. The study adopted a qualitative research approach. Data generated from semi-structured interviews with Heads of school, focused group discussions with teachers and students and documentary reviews were subjected to thematic analysis. Credibility, dependability, confirmability and transferability were considered to ensure trustworthiness. Rights and welfare of research participants and subjects were considered by the researcher. The most commonly used psychoactive substances among secondary school students were marijuana (cannabis), cigarettes and alcohol. Peer pressure, the family environment, the availability of substances in students localities are some of factors that influenced students to use psychoactive substances. The study recommends that the government should take special priority in banning the use of cannabis, cigarettes and alcohol, especially among secondary school students in order to minimize the prevalence of the use of psychoactive substances among secondary school students. School management and government at large need to establish drug control and prevention clubs in secondary schools so as to equip students with the necessary skills of knowing to resist temptations related to the use of psychoactive substances.

Effects of Covid-19 Pandemic and coping mechanisms of ordinary level secondary school finalists in Tanzania

This study sought to examine the effects of COVID-19 on finalist secondary school students in Tanzania. The study also sought to find out the coping mechanisms employed by students, teachers and parents in the efforts of mitigating the pandemic. A qualitative research approach which adopted a phenomenological design was utilised for data collection and analysis. A snowball sampling technique was used in selecting 36 study participants. These included 12 students, 12 teachers and 12 parents. Data were collected through interviews and non-participant observations. Trustworthiness and credibility of the findings were achieved using triangulation of data collection tools and quotations from the participants. The findings revealed that COVID-19 has multiple effects on academics. The study also revealed that coping mechanisms such as ICT and positive institutions and communities were used to minimize fear, stress, confusion and stigma. Due to the seriousness of the pandemic, and the fact that the world might have to live with it for a long period as expected, the study recommends that governments, school leaders, teachers, parents and students embrace digital teaching and learning and devise various coping mechanisms including positive institutions and communities to mitigate the multiple academic effects which may arise.

Biological, material and socio-cultural constraints to effective menstrual hygiene management among secondary school students in Tanzania.

Menstrual hygiene management is an important determinant for girls' educational outcomes. We develop a method of cross-sectional analysis that quantifies the relative importance of four distinct mechanisms: material, biological, social and informational constraints and consider four main schooling outcomes: absenteeism, early departure, concentration and participation. We use survey data from 524 female students enrolled in four co-educational secondary schools in Northern Tanzania. Average age at first period is 14.2 years (standard deviation = 1.1, range 9-19). Information is the least binding constraint: 90-95% of girls report they received information about menstruation and how to manage it. In contrast, biological constraints are hindering: (i) the distribution of menstrual cramps and pain is bifurcated: most girls report very light or very strong pain (rather than moderate) with considerable educational impacts for girls in the latter group, (ii) irregular cycles (62%) and difficulty predicting the cycle (60%) lead to stress and uncertainty. Socio-cultural constraints are binding as 84% would feel shame if male peers knew their menstrual status, and 58% fear being teased over periods. Material constraints include prohibitive costs: girls spending between 12-70% of the daily national poverty line (6,247 TSH per day) on pads during their period. However, we discern no statistically significant relationship between access to pads and absenteeism. In contrast, biological and socio-cultural constraints as well as lack of sanitary infrastructure have significant effects on absenteeism. The results have several implications. First, sanitary pad interventions should consider participation and concentration as main outcomes, in addition to absenteeism. Second, biological (menstrual cramps and pain) and socio-cultural (fear, stigma) constraints are drivers of menstruation-related absenteeism and participation in the classroom and need to be evaluated in trials. We suggest exploring analgesic use, alternative pain-management techniques, menstrual cycle tracking technologies, and social programming in future trials.

On the predictors of pro-environmental behaviors: integrating personal values and the 2-MEV among secondary school students in Tanzania

The role of personal values in understanding pro-environmental attitudes and behaviors has received considerable attention from psychological researchers. However, little is known about the mutual interaction of personal values and the Theory of Ecological Attitudes (2-MEV) in explaining pro-environmental behaviors (PEBs). To explore the mediating factors with which pro-environmental behaviors are explained via environmental attitudes and personal values, this article reports the study findings from secondary school students. Specifically, the article indicates the extent to which a unified model of personal values and the Theory of Ecological Attitudes (2-MEV) explain self-reported PEBs. The cross-cultural validity of the 2-MEV for measuring environmental attitudes (EA) among the selected respondents is as well investigated. A cross-sectional survey of 408 secondary school students was used for data collection. As expected, principal component analysis with a varimax rotation confirmed the two-factor structure of the 2-MEV measuring EA with two uncorrelated factors of Preservation and Utilization. Interestingly, multiple regression analyses indicated that a combined model of personal values and the 2-MEV provides a more explained variance of self-reported PEBs compared to when any of the two predicators is used independently. Overall, altruistic value provides the largest predictive power over egoistic and biospheric values in mediating EA. In turn, the general model that includes personal values and the 2-MEV indicates that Preservation makes the largest and unique contribution in explaining recycling, biodiversity protection, environmental activism, and general PEBs. Conversely, the Utilization factor provides the largest negative explained variance for management of environmental pollution behavior. These findings remain unaltered even when the age of respondents and social desirability responding are statistically controlled. The implications regarding these study findings are discussed.

Relationship between Personality Trait Introversion-Extroversion and Academic Achievement in Science Subjects among Secondary School Students in Tanzania

While extrovert individuals tend to obtain their energy from other people, and they love talk, they interact, participate, lead, and socialize, introvert individuals direct their energy and attention inward and reflect on their own thoughts, memories, and feelings. Based on the introversion-extroversion personality characteristics, the present study sought to determine who performs better in science subjects between introverts and extroverts, and demonstrate these relationships by gender. The assumption was that while science classrooms require a great deal of interaction among the learners, these contrasting dimensions of personality trait could be reflected in classrooms and bear some implications on students’ learning and achievement. We employed a modified Eysenck Personality Questionnaire (EPQ) to identify students’ personality (N=345) along introversion-extroversion scale and correlated these with their academic performance obtained from their National Form Two (Grade 9) Exam which is considered of high quality and standard. A comparison within sex revealed that introvert girls performed significantly better than extrovert girls whereas extrovert boys performed significantly better than introvert boys. When a comparison was made between sexes, it was revealed that extrovert boys had significantly higher grades compared to extrovert girls while introvert girls had significantly higher grades compared to introvert boys. Overall then, the study revealed a statistically significant correspondence of higher grades with introvert girls and extrovert boys, and lower grades with extrovert girls and introvert boys. The study implications and suggestions are made to inform instruction, guidance, and intervention.

Teachers’ Perception on Students Substance Use and School-Based Prevention Programmes in Tanzania

The purpose of this paper was to determine the prevalence of sports betting among secondary school students in Tanzania. The study was conducted in the Dodoma region and covered four secondary schools in Dodoma City. The probability sampling procedure was used to select students randomly for everyone to have the chance of being involved. The judgmental sampling technique were used to collect information from the head of discipline units and class teachers, and simple random sampling was used to select both public and private secondary schools. The study administered questionnaires and interview questions to students, head of discipline units, and class teachers. The questionnaires and interview questions targeted at picturing out the rate at which sports betting was intruding students. The finding shows that students aged between 10-17 years were reported to have high interest and feelings to take the risks of betting. The findings also show that females students are less involved in betting activities compared to male students. Besides, it was found that male students spend more of their precious time 6-10 hours a day in betting compared to female students. Furthermore, it was revealed that majority of students had taken part in more than one bet among the identified games including bet-way, premier bet, sport pesa, and tatu Mzuka.

The Prevalence of Sports Betting in Tanzania Secondary School Students

The purpose of this paper was to determine the prevalence of sports betting among secondary school students in Tanzania. The study was conducted in the Dodoma region and covered four secondary schools in Dodoma City. The probability sampling procedure was used to select students randomly for everyone to have the chance of being involved. The judgmental sampling technique were used to collect information from the head of discipline units and class teachers, and simple random sampling was used to select both public and private secondary schools. The study administered questionnaires and interview questions to students, classes, head of discipline units, and class teachers. The questionnaires and interview questions targeted at picturing out the rate at which sports betting was intruding students. The finding shows that students aged between 10-17 years were reported to have high interest and feelings to take the risks of betting. The findings also show that females students are less involved in betting activities compared to male students. Besides, it was found that male students spend more of their precious time 6-10 hours a day in betting compared to female students. Furthermore, it was revealed that majority of students had taken part in more than one bet among the identified games including bet-way, premier bet, sport pesa, and tatu Mzuka.s

Visual exploration and hazard search strategies in a simulated road crossing task among primary and secondary school students in Tanzania

Pedestrians, cyclists, motorcyclists, and other vulnerable road users represent more than half of all road fatalities globally. In Tanzania, pedestrians account for a significant proportion of the death toll, accounting for 30% of all traffic fatalities (WHO, 2018) and a 2016 study conducted in Dar Es Salaam found that 87% of school-aged children walk to school (Draisin, 2016), highlighting that school-aged children are exposed to a high level of risk.The present work reports the results of a study conducted in primary and secondary schools in the Arusha Region of Tanzania which investigates the students’ road crossing mental representation, as well as their level of hazard perception awareness, through their declared gaze behaviour. The students were asked to identify and tell the areas where hazards could come from within three road crossing scenarios, thus exploring the mental representation of the visual exploration strategies applied by children and teenagers when crossing the road. Results showed the tendency to apply the “compliant gaze behaviour” pattern in a flexible manner and to integrate it with the exploration of other areas in the visual field, particularly by the senior students. Practical implications for planning effective pedestrian road safety training programs are discussed.

Factors associated with the awareness of contraceptive methods, understanding the prevention of HIV/AIDS and the perception of HIV/AIDS risk among secondary school students in Dar es Salaam, Tanzania.

Objective: To assess the awareness of contraceptive methods, understanding of HIV/AIDS prevention and the perception of HIV/AIDS risks among secondary school students in Tanzania.Methods: An anonymous self-administered questionnaire survey was conducted among secondary school students in Tanzania. The questionnaire included sociodemographic characteristics, awareness of contraceptive methods, an understanding of HIV/AIDS prevention, and the perception of HIV/AIDS risks. Three secondary schools were selected by considering the gender balance and location, which included the urban and surrounding areas. The research objectives, methods, and ethical considerations were explained, and the students voluntarily completed the questionnaire.Results: A total of 233 responses were collected, and 204 responses were considered valid for the analysis. The mean and standard deviation of age were 18.5 ± 1.0. Regardless of the gender, age, religion, and major course of study, the maternal educational status (adjusted odds ratio [AOR]: 3.129; 95% confidence interval [CI]: 1.324, 7.398; P=0.009) and the number of information sources (AOR: 7.023, 95% CI: 3.166, 15.579, P<0.001) demonstrated associations with the awareness of contraceptive methods. Respondents who lived outside a dormitory (AOR: 3.782; 95% CI: 1.650, 8.671; P=0.002) and who currently had a partner (AOR: 3.616; 95% CI: 1.486, 8.800; P=0.005) were associated with a high level of understanding of HIV/AIDS prevention regardless of gender, age, religion, and major course of study. Respondents with few information sources were associated with a high level of perception of HIV/AIDS risks (AOR: 0.293; 95% CI: 0.115, 0.747; P=0.010), regardless of gender, age, religion, and major course of study.Conclusion: Factors associated with the awareness of contraceptive methods, the understanding of HIV/AIDS prevention, and perception of HIV/AIDS risks were not consistent. To ensure the improvement of these factors among secondary school students, sexual health education should be integrated into educational programs and provided holistically.

Promoting STEM Education Through Sustainable Manufacturing: Case Study of Photovoltaic Toys

There is an increasing trend of renewable energy applications as a means of energy source in Tanzania. Many initiatives on renewable energy applications are focused on increasing their accessibility and usability preferably for electrification of Off-grid rural areas. In addition to providing eco-friendly energy supply, renewable energy applications have a great potential in addressing other socio-economic challenges including motivation of students to pursue Science, Technology, Engineering and Mathematics (STEM) subjects and careers. A pilot project was conducted to examine the use of the renewable energy application as a tool for promoting STEM subjects to secondary school students in Tanzania. Through sustainable manufacturing approach, a sample of three different photovoltaic toys was produced by re-designing second-hand toys together with re-using waste-broken solar panels. This serves as an edutainment to enhance STEM teaching and learning that can easily and sustainably be adopted with the local context.

Multi-type child maltreatment: prevalence and its relationship with self-esteem among secondary school students in Tanzania

BackgroundChild maltreatment is becoming predominantly multi-type in nature. Studies report that multi-type child maltreatment is associated with low self-esteem in adolescence and adulthood. There is a lack of published studies in Tanzania regarding multi-type child maltreatment and its relationship with self-esteem in adolescence. This study investigates the prevalence of multi-type child maltreatment and its relationship with self-esteem among secondary school students in Tanzania.MethodsA cross-sectional, community-based study of secondary school students was conducted in randomly selected secondary schools in Tanzania. A multistage cluster sampling technique was employed to obtain the required number of study participants. The Rosenberg Self-Esteem Scale and the Adverse Childhood Experiences (ACE) questionnaire were used to measure the variables under investigation in the study. A total of 1000 participants (M: F ratio = 1.2:1) were studied. The mean age at presentation was 16.24 ± 7.36 years. The modal age group was 16–18 years (54.2%).ResultsThe prevalence of multi-type child maltreatment was 97.6%. The prevalence of physical abuse, physical neglect, emotional neglect emotional abuse and sexual abuse was 82.1, 26.2, 51.9, 21.8 and 24.7%, respectively. Females reported a higher prevalence of physical abuse (84.3%), physical neglect (28.0%) and sexual abuse (26.2%) than their male counterparts. Emotional abuse (53.3%) was reported more often by males. In terms of ACE, participants were classified as having zero (2.4%), one (22.4%), two (20.3%), three (18.2%), four (14.7%), five (12.8%) and over five (9.2%) types of maltreatment.With regard to multi-type child maltreatment, emotional abuse (X2 = 2.925, p = 0.001), emotional neglect (X2 = 2.329, p = 0.032), physical neglect (X2 = 22.508, p < 0.001) and physical abuse (X2 = 6.722, p = 0.036) were significantly associated with low self-esteem.ConclusionThe current study demonstrates that multi-type child maltreatment exists in Tanzania and has adversely affected self-esteem among secondary school students. We believe that this study has significantly added to the body of literature on child maltreatment by investigating exposure to 10 types of ACEs as opposed to single types, as the majority of previous studies have investigated.

Sexual exploitation of adolescent students in Tanzania: Implication for social services

A considerable empirical research has been conducted on sexual exploitation of children and adolescents; however, limited information is available in developing countries. This study describes and discusses the prevalence, nature and characteristics of sexual exploitation of adolescents using data collected from 1116 secondary school students in Tanzania. Results indicate that 21 percent of the surveyed adolescent students had had at least one experience of sexual exploitation. Being a female, living in rural areas and being aged above 15 years were associated with high risk of sexual exploitation. This study underscores gender- and locality-specific social work interventional requirements, with emphasis on interdisciplinary collaborative efforts.