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All Journal International Journal of Educational Innovation and Research
Ndibalema, Placidius
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District Hamad, Ali Juma; Ndibalema, Placidius; Matalu, Kulwa
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7223

Abstract

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.
Towards Enhancing Parental Engagement in Their Children Early Learning Opportunities: Does Asset-Based Approach Matter in Tanzanian Pre-Primary Education? Kojo, Johnson; Seni, Jacob; Ndibalema, Placidius
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.10123

Abstract

The purpose of this study was to explore how asset-based approach (ABA) can be used to enhance parental engagement in Tanzanian pre-primary schools. The study was qualitative in nature in which phenomenographical design was adopted. It consisted of six focus group sessions with a total 34 parents. Individual interviews with five pre-primary school teachers, four head teachers and five chair persons of the school committees was conducted in the six selected schools in Nzega district, Tabora region, Tanzania. Transcripts were thematically analysed using simultaneous inductive open coding and deductive coding using TCABA framework as an illustrative lens. The results revealed that the shift towards asset-based approach was felt to offer better opportunities in enhancing parental engagement in children’s early learning. However, a significant number participants were unable to provide specific examples of the assets that parents were possessing which could be utilised to support children’s learning in pre-primary schools. The results further   showed that using asset-based approach was affected or enabled by different factors, which included community perspectives, lack of time time/resources and awareness. The results support the need for intervention programmes that empower parents to effectively utilise their skills, knowledge, and talents that are essential for supporting their children’s learning at home and in pre-primary schools.
Co-Authors Hamad, Ali Juma Kojo, Johnson Matalu, Kulwa Seni, Jacob