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All Journal MULTIPLE: Journal of Global and Multidisciplinary Journal of Research in Education and Pedagogy Journal of Education for Sustainable Development Studies Journal of Technology-Assisted Learning
Mduwile, Peter
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Student Engagement: Effective Strategies for Active Learning in the classroom in Secondary schools Mduwile, Peter; Dulumoni Goswami
MULTIPLE: Journal of Global and Multidisciplinary Vol. 2 No. 5 (2024): Mei
Publisher : Institute of Educational, Research, and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Student engagement is crucial for academic success, motivation, and overall well-being. Active learning involves students participating in their learning process through activities that require them to think critically, collaborate with their peers, and apply knowledge in real-world scenarios. This paper reviews the current literature on student engagement and active learning, examines the tangible benefits of active learning in the classroom, and provides practical, actionable strategies for teachers to implement. This paper actively explores the issue of enhancing student engagement in secondary schools through the implementation of effective strategies for active learning in the classroom. The research actively focuses on identifying and analysing various methods that have successfully promoted active learning and increased student engagement in the classroom context. Active learning strategies, including project-based learning, technological integration, group projects, and hands-on activities, are included. The paper also discusses the challenges and barriers that may arise when implementing these strategies, such as limited resources, teacher training, and cultural considerations. It provides evidence-based recommendations for overcoming these challenges and promoting student engagement, drawing on insights from the literature review and interviews with educators in Tanzanian secondary schools. This paper offers a thorough grasp of the significance of student participation in secondary education classrooms and helpful advice for educators and school officials on how to improve participation using active learning techniques. By applying these tactics, educators can establish a more vibrant and captivating educational setting promoting student achievement.
Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Baruah, Niharika
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i2.43

Abstract

Tanzania has expanded secondary education access over the past two decades through initiatives like the Secondary Education Development Program and Free Education Policy. While these reforms have significantly increased enrollment, concerns about educational quality persist. This study investigates how rapid enrollment growth has affected the quality of secondary education in Tanzania, particularly focusing on disparities in learning outcomes, teacher distribution, and infrastructure. A mixed-methods design was employed, combining quantitative analysis of government statistics (2015–2023) with qualitative data from interviews and focus group discussions in both urban and rural schools. Quantitative data assessed trends in enrollment, teacher-pupil ratios, and academic performance, while qualitative insights explored experiences of students, teachers, and administrators. Enrollment rose by over 50% between 2015 and 2023. However, this expansion coincided with overcrowded classrooms, underqualified teachers, and limited resources. Teacher deployment and learning outcomes remained uneven across regions. Participants highlighted systemic challenges, including a lack of functional laboratories, insufficient materials, and poor infrastructure. Despite these issues, emerging opportunities include ICT integration, community engagement, donor support, and reforms in the Education and Training Policy. Tanzania’s focus on universal access must be matched by targeted efforts to enhance quality. Key recommendations include investing in teacher training, infrastructure development, equitable resource allocation, digital learning, and accountability mechanisms. Achieving Sustainable Development Goal 4 requires a strategic balance between quantity and quality to ensure inclusive, equitable, and transformative education for all.
Barriers and Solutions: International Students’ Experiences in Intercultural Communication Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Mbingamno, Atida
Journal of Research in Education and Pedagogy Vol. 3 No. 1 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i1.128

Abstract

As global student mobility expands, intercultural communication (IC) has become an essential aspect of the international student experience. In multicultural countries like India, international students often face challenges related to language, culture, and academic integration. Assam, an emerging educational hub in Northeast India, remains under-researched in this context, particularly regarding how well it supports the intercultural adaptation of foreign students. This study investigates the intercultural communication challenges faced by international students in Assam and explores the coping strategies they employ. It focuses on identifying barriers across sociocultural, educational, individual, and interpersonal domains. A mixed-methods design was used. Quantitative data were collected through structured surveys from 39 students representing 25 countries. These surveys explored communication preferences, language use, and cultural adjustment difficulties. Qualitative data were gathered through in-depth interviews with four students to provide deeper insights. Data were analyzed using descriptive statistics by SPSS 27.0 version and thematic coding for the interview schedule. The study found that 51.3% of students faced IC challenges, despite some initially denying such experiences. English was the primary communication language (61.5%), but limited fluency in Hindi or Assamese hindered interaction with locals. Common issues included tone misinterpretation, gestures, and religious sensitivities. “Culture shock” was the most reported challenge (73.3%), particularly related to food, customs, and personal boundaries. Language barriers also impacted academic engagement. Students commonly responded by initiating open discussions (53.8%) or observing and analyzing situations (48.7%). The study highlights the critical role of language proficiency, cultural awareness, and adaptive strategies in improving intercultural communication. It urges institutions to promote inclusive, culturally responsive environments for international students.
The Impacts of Artificial Intelligence on Higher Education: A Tanzanian Context Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Baruah, Niharika
Journal of Technology-Assisted Learning Vol. 2 No. 1 (2026): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v2i1.12

Abstract

Artificial Intelligence (AI) is increasingly transforming higher education across the globe by reshaping teaching, learning, research, and institutional management. In developing countries such as Tanzania, the integration of AI into Higher Education Institutions (HEIs) presents both significant opportunities and complex challenges. Despite the presence of infrastructural and resource limitations, AI has the potential to revolutionize the educational landscape by improving access to quality learning materials, supporting data-driven decision-making, and enhancing administrative efficiency. This study explores the multifaceted impacts of AI on Tanzanian HEIs, with a specific focus on its current applications, benefits, challenges, and policy implications. The research draws upon recent empirical studies and secondary data to analyze how AI technologies such as intelligent tutoring systems, predictive analytics, and automated assessment tools contribute to personalized learning experiences and improved academic outcomes. Moreover, the study identifies the major barriers to AI adoption, including inadequate technological infrastructure, limited institutional capacity, insufficient AI-related policies, and persistent ethical concerns surrounding data privacy and algorithmic bias. Findings reveal that although AI adoption in Tanzanian HEIs is on the rise, the implementation remains fragmented and uneven across institutions. To fully harness AI’s transformative potential, the study recommends the development of comprehensive national AI policies, investments in digital infrastructure, and targeted capacity-building programs for educators and administrators. Additionally, the research emphasizes the need for ethical frameworks that promote fairness, inclusivity, and transparency in AI utilization. Overall, this paper underscores the necessity of a strategic and policy-driven approach to ensure that AI contributes effectively and equitably to the advancement of higher education in Tanzania.
Co-Authors Baruah, Niharika Dulumoni Goswami Goswami, Dulumoni Ibrahim, Didymus Lufunga, Janeth Mbingamno, Atida