Garuda - Garba Rujukan Digital

Bridging Policy and Practice: ICT Tools and Instructor Support in Adult Education Centers in Coastal Tanzania Binuru Kivaria; Prospery Mwansa Mwila
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.243

The integration of Information and Communication Technology (ICT) in adult education is widely recognized as a critical driver of inclusive learning, instructional effectiveness, and lifelong skills development. Despite supportive national policies in Tanzania, evidence suggests that the translation of these policy intentions into practice within adult education centers remains uneven. This study examined the availability of ICT tools and the nature of instructor support services in adult education centers in the Coastal Region of Tanzania, with the aim of understanding how policy commitments are reflected at the implementation level. A mixed-methods approach within a cross-sectional research design was employed. Quantitative data were collected through structured questionnaires administered to 40 adult learners and 16 instructors, while qualitative data were obtained through semi-structured interviews with 4 adult education center coordinators and direct observations using checklists. Descriptive statistical analysis was conducted using IBM SPSS, while qualitative data were analyzed thematically. The findings indicate that while basic infrastructure such as electricity and limited internet connectivity is generally available, critical ICT tools including computers, projectors, and printing equipment are insufficient and unevenly distributed across centers. Both instructors and learners demonstrated positive perceptions of the usefulness of ICT in teaching and learning; however, actual integration of ICT into instructional practices was irregular. Instructor support services, particularly training, mentoring, and technical assistance, were found to be inconsistent and largely inadequate. These gaps contribute to a disconnect between ICT policy aspirations and classroom realities. The study underscores the need for targeted investment in ICT infrastructure, sustained professional development for instructors, and strengthened institutional support mechanisms to enhance effective ICT integration in adult education settings

Enhancing Chemistry Learning through Digital Platforms: Teachers’ Practices and Students’ Engagement in Morogoro Secondary Schools, Tanzania Faraja Willy; Prospery Mwansa Mwila
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.244

The study examined the influence of digital learning platforms on students’ understanding and application of Chemistry concepts in public secondary schools in Morogoro, Tanzania. It aimed to explore the types of digital platforms employed by teachers, assess the extent of their classroom integration, and evaluate their effects on students’ learning outcomes. A mixed-methods approach was used, combining questionnaires, interviews, lesson plan analysis, and classroom observations. Data were collected from 52 students, 10 Chemistry teachers, and school administrators across selected schools. Findings revealed that while teachers demonstrated high awareness of digital learning platforms and frequently used them during lesson preparation, classroom integration remained inconsistent. Students reported partial exposure, with only 52% observing the use of digital tools during lessons. Teachers predominantly relied on user-friendly resources such as YouTube educational channels and national online platforms (Shule Direct, TIE, Mwalimu Plus), whereas sophisticated Learning Management Systems were minimally utilized. Observations and student feedback highlighted positive effects of digital platforms on conceptual understanding, problem-solving, visualization of abstract concepts, engagement, motivation, and collaborative learning. Challenges included limited infrastructure, unreliable internet, inadequate technical support, and underutilization of advanced digital tools. These findings align with the Technology Acceptance Model (TAM) and TPACK framework, emphasizing the need for both perceived usefulness and ease of use, along with pedagogical integration, to optimize digital learning. The study recommends enhancing infrastructure, providing continuous professional development, promoting LMS adoption, and fostering institutional policies that support systematic digital integration in Chemistry instruction to maximize learning outcomes.

Towards a Pan-African Kiswahili: Strategies for Linguistic Expansion and Continental Integration Victor Mpoyo Kalume; Prospery Mwansa Mwila
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.247

Kiswahili is one of Africa’s most widely spoken indigenous languages and holds growing significance as a symbol and instrument of Pan-African integration. Spoken by more than 200 million people and recently recognized as a Continental Working Language of the African Union, Kiswahili possesses unique potential to facilitate political cooperation, socio-economic development, and cultural unity across Africa. This study examines evidence-based strategies for the sustainable expansion of Kiswahili beyond its traditional East African stronghold to the wider continent. Employing a qualitative systematic literature review guided by the PRISMA framework, the paper synthesizes scholarly research, language policy documents, and regional integration frameworks related to language planning, education, digital media, and Pan-Africanism. The findings identify six interconnected pillars essential for Kiswahili’s continental growth: legal and policy recognition, education and teacher training, curriculum harmonization, media and digital dissemination, cultural diplomacy, and economic integration. While East Africa demonstrates high levels of institutionalization and everyday use, Central and Southern Africa show growing adoption through education and media, and West and North Africa remain in early stages of engagement. Persistent challenges include the dominance of colonial languages, shortages of trained teachers, uneven digital infrastructure, and concerns over linguistic diversity. The study argues that Kiswahili should be promoted as a complementary African lingua franca rather than a replacement for indigenous languages. The paper concludes that coordinated political commitment, sustained investment, and Pan-African institutional collaboration are necessary to position Kiswahili as a functional, modern, and unifying language capable of advancing Africa’s integration agenda and cultural renaissance.

Teachers' Community Involvement in Fee-Free Basic Education in Tanzania: A systematic Literature Review Issa Yusuph; Michaela Mhagama; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.833

Teachers' community involvement has increasingly been recognized as a critical factor in the successful implementation of Fee-Free Basic Education (FFBE), particularly in developing countries where educational reforms require strong collaboration among schools, families, and local communities. This study systematically reviewed empirical evidence on the contribution of teachers' community involvement to the implementation of Fee-Free Basic Education and examined the challenges constraining effective community engagement. The review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant studies were identified through systematic searches of peer-reviewed journal articles, books, policy reports, and scholarly publications obtained from major academic databases, including Scopus, Web of Science, ERIC, Google Scholar, and institutional repositories. Studies published in English that addressed teachers' community engagement and education policy implementation were included, while duplicate records, opinion papers, conference abstracts, and studies lacking empirical evidence were excluded. The selected studies were screened, assessed for eligibility, and synthesized thematically. The review indicates that teachers' community involvement substantially enhances the implementation of Fee-Free Basic Education by strengthening stakeholder collaboration, improving communication between schools and communities, promoting shared decision-making, increasing accountability, mobilizing local resources, and improving learner attendance and participation. Evidence further suggests that schools characterized by strong teacher-community partnerships are more capable of sustaining educational reforms and responding to contextual challenges than those operating with limited stakeholder engagement. However, the review also identifies persistent barriers, including inadequate institutional support, increasing teacher workloads, socio-economic constraints, limited parental awareness, weak participatory leadership, and insufficient professional preparation for community engagement. The review concludes that community involvement should be institutionalized as an integral component of Fee-Free Basic Education implementation rather than treated as a complementary activity. Strengthening teachers' competencies in community engagement, promoting participatory school leadership, and establishing supportive policy frameworks are essential for enhancing educational quality and ensuring the long-term sustainability of education reforms, particularly within resource-constrained contexts.

ICT Integration and Teaching Effectiveness in Public Primary Schools in Bagamoyo District, Tanzania Mzee Maalim; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.834

Information and Communication Technology (ICT) is increasingly recognised as a catalyst for improving teaching effectiveness and students' learning outcomes. Despite Tanzania’s investments in digital education through policy reforms, teacher training, and ICT infrastructure, effective classroom integration remains constrained by inadequate infrastructure, limited pedagogical competencies, and unequal access to digital resources. This study assessed the impact of ICT integration on teaching effectiveness, students' learning outcomes, motivation, engagement, and educational equity in selected public primary schools in Bagamoyo District, Tanzania. A mixed-methods approach using a convergent parallel design was adopted. Data were collected from teachers, head teachers, and education officers using questionnaires, interviews, and observation checklists, and analysed using descriptive and inferential statistics alongside thematic analysis. Instrument validity and reliability were established through expert review, pilot testing, and Cronbach’s alpha (α > 0.70). Ethical standards were observed throughout the study. Findings revealed that ICT integration positively influenced teaching effectiveness (75%, β = 0.62, p < 0.01), students’ learning outcomes (70%, r = 0.58, p < 0.01), learner motivation (82%, t = 4.31, p < 0.001), and classroom engagement (78%, χ² = 12.45, p < 0.01). However, only 60% of respondents reported improved educational equity, with regression results indicating a weaker association between ICT use and equity outcomes (β = 0.29, p > 0.05), reflecting persistent disparities in access to digital resources. The study concludes that ICT enhances teaching and learning when supported by adequate infrastructure, teacher competence, and institutional leadership. It recommends sustained investment in ICT infrastructure, continuous teacher professional development, strengthened instructional leadership, and equitable access to digital technologies.

Specialized Montessori Materials and Numerical Sequencing Skills in a Private Pre-Primary School in Pwani Region, Tanzania Dorosela Deogratius; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.848

Early numeracy is foundational for mathematics, yet settings struggle to translate abstract number concepts into experiences. This study explored how Montessori pedagogy supports early numeracy in Pwani Region, Tanzania. The article addresses the objective of examining how specialized Montessori materials support numerical sequencing skills. A qualitative interpretivist approach and single-site case-study design were adopted. Eight participants-six pre-primary teachers and two administrative leaders-were selected through purposive and total-population sampling. Semi-structured interviews, classroom observations, and document analysis generated evidence. After university and administrative clearance, the researcher observed four morning work cycles, documented teacher-child interactions, reviewed lesson plans and learner records, and conducted interviews lasting 30–45 minutes. Transcripts, field notes, and documents were coded thematically, compared constantly, and synthesized narratively. Credibility and content validity were strengthened through triangulation, supervisor review, member checking, thick description, piloted observation routines, an audit trail, and documented coding; dependability and confirmability replaced statistical reliability. Ethical protections included informed consent, voluntary participation, withdrawal rights, pseudonyms, confidentiality, parental notification, secure records, and non-intrusive observation. Findings showed that Number Rods physicalized ordered magnitude; Sandpaper Numerals developed tactile symbol memory; Spindle Boxes concretized zero and enabled self-correction; and material mastery transferred to Tanzania Institute of Education sequencing, matching, and number-writing tasks. The study concludes that specialized materials operate as sensory and semiotic bridges from quantity to symbol while shifting error detection toward the learner. It recommends protecting uninterrupted work cycles, maintaining complete material sets, training teachers in precise presentations, incorporating affordable local manipulatives into national guidance, and evaluating transfer to mathematics outcomes

Implementation of Delegated Leadership Practices in Public Secondary Schools in Kinondoni Municipality, Tanzania Fatma M. Mshana; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.849

Secondary schools require leadership arrangements that distribute managerial and supervisory work beyond the head of school. This study examined how delegated leadership was implemented in Kinondoni Municipality, Tanzania. The article focuses on assessing the implementation of delegated leadership practices. A mixed-methods approach and explanatory sequential design were used. The sample comprised 417 participants: 400 students, eight class teachers, four academic teachers, three head teachers, and two Ward Education Officers. Students were selected through stratified random sampling, while education stakeholders were purposively selected. Questionnaires, semi-structured interviews, observations, and documentary reviews generated the data. Following permission and consent for the study, questionnaires preceded interviews; observations and school records provided corroborating evidence. SPSS version 28 produced frequencies, percentages, means, and standard deviations, while qualitative evidence was analysed thematically using Braun and Clarke’s six phases. Triangulation across four instruments supported validity and credibility; however, the source study reported no numerical reliability coefficient. Ethical safeguards included institutional and municipal approval, voluntary participation, adult written consent, parental consent for minors, anonymity, confidentiality, and protection from harm. Delegated leadership was implemented moderately: effective delegation and improved accountability each attracted 47.0% agreement; responsibility for outcomes, 42.8%; teacher participation, 40.8%; and clear communication of responsibilities, 36.8%. Means ranged from 2.96 to 3.27. Interviews identified centralization, inadequate authority, limited training, resistance, and uncompensated workload. The study concludes that delegation exists but often transfers tasks without sufficient clarity, authority, or preparation. It recommends written delegation structures, commensurate decision authority, leadership development, supportive monitoring, teacher participation, workload recognition, and periodic implementation audits

Influence of Self-Talk Strategies on Students’ Mathematics Performance in Public Secondary Schools in Dar es Salaam City Council, Tanzania Gasper A. Mwaipopo; Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 3 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i3.850

Mathematics performance remains a significant concern in secondary education, partly because students’ negative thoughts, mathematics anxiety, low confidence, and fear of failure may reduce their participation and persistence in mathematical tasks. This study examined the influence of self-talk strategies on students’ mathematics performance in public secondary schools in Dar es Salaam City Council. The main objective was to investigate how positive self-talk, replacement of negative thoughts, and encouragement of constructive internal dialogue influence students’ mathematics performance. The study adopted a mixed-methods research approach and an explanatory sequential research design. The study involved 118 actual respondents comprising 100 students, 12 mathematics teachers, and 6 heads of schools. Data were collected using structured questionnaires and semi-structured interviews, supplemented by classroom observations. Quantitative data were analysed using frequencies and percentages in SPSS Version 26, while qualitative data were analysed thematically. Validity was enhanced through expert review and piloting, while reliability was addressed through test-retest procedures. Ethical considerations included institutional permission, informed voluntary participation, confidentiality, anonymity, and respect for participants’ rights. Findings showed that 90% of students agreed or strongly agreed that teachers guided them to use positive self-talk in class; 90% reported that positive self-talk improved their mathematics performance; and 90% reported better performance when self-talk was encouraged. Furthermore, 88% indicated that teachers helped them replace negative thoughts with positive ones, while 88% reported that self-talk helped shy students participate actively. Interview findings indicated improved confidence, reduced mathematics anxiety, greater persistence, and increased classroom participation. The study concludes that self-talk strategies positively influence students’ perceived mathematics performance. It recommends integrating positive self-talk into mathematics instruction, strengthening teacher training, and providing targeted support for learners experiencing mathematics anxiety.

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