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Status of Kiswahili Remedial Teaching Exercise in Public Secondary Schools in Temeke Municipality, Tanzania Shukuru Lukas; Prospery M. Mwila
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.367

Remedial teaching strengthens students' basic academic skills, such as the ability to read, write, analyse, and interpret. It also assists students who struggle in certain subjects to catch up and master areas not mastered before, empowers students who lag, develops interpretation skills, and helps students with critical thinking skills. This study was guided by a mixed approach and a cross-sectional survey design to analyse the status of Kiswahili remedial teaching in Temeke Municipality public secondary schools. The sample size of this study was 131 participants selected from ten secondary schools, including 10 heads of schools, 20 Kiswahili teachers, 100 students, and 1 municipal education officer selected from the population through simple random and purposive sampling. Questionnaires and interviews were used to collect data from the participants. The results reveal that the Kiswahili remedial teaching intervention enables facilitators and students to correct learning problems, enhance coverage of the subject matters that were unable to be completed in the classroom teaching and learning process, prepare learners for their final examinations, and help slow-learning students and those falling behind in their learning at school and those at risk of dropping out of studies. Moreover, the study finds that teaching material, lack of motivation, and overcrowded classes hinder much progress in students’ performance. apart from ensuring the availability of learning resources, remedial teachers should fulfil the requirement of getting to know each of their students personally to delve into the depths of their souls and consider the external details of their life.

The Contributions of In-Service Teacher Training Programmes on Teaching Effectiveness of Kiswahili Subject in Ilala Municipality, Tanzania Adventina Musiba; Prospery M. Mwila
Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): 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.v2i2.143

Kiswahili teachers in Tanzania lack structured and ongoing in-service training programs (INSET) to improve the effectiveness of their teaching. The study explores the contributions of in-service teacher training programmes (INSET) on the teaching effectiveness of Kiswahili in public secondary schools in Ilala Municipality, Tanzania. Using a mixed-methods approach, the study examines the role of INSET in enhancing teachers’ pedagogical skills, its availability and provision, and the challenges affecting its implementation. A sample of 400 participants was engaged, including teachers, students, and school administrators. Data collection was carried out through a combination of structured questionnaires, interviews, and document analysis. For data analysis, quantitative data were processed using SPSS, while qualitative data were analyzed using thematic analysis. The findings reveal that INSET positively impacts teachers' instructional strategies, increasing their ability to utilise diverse teaching methodologies. However, limited government funding, inadequate institutional support, and low participation hinder the programme’s effectiveness. The study recommends structured professional development initiatives to strengthen Kiswahili teaching and learning outcomes. This research makes an important contribution in understanding the role of INSET (In-Service Training) on the effectiveness of Kiswahili teaching in Tanzania, particularly in Ilala Municipality. The recommendations from this research are expected to provide a feedback mechanism and continuous evaluation should be integrated into the INSET program to ensure its relevance and effectiveness.

Contribution of Sports and Games to Changing Students’ Social Behaviour: A Focus on Selected Public Secondary Schools in Temeke Municipality, Tanzania Leah R. Masaba; Prospery M. Mwila
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (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.v3i1.153

This study aimed to assess the contribution of sports and games in changing student behavior in a case of a selected public secondary school in Temeke Municipality. Specifically, the study aimed to investigate students’ preferred sports and games in relation to the behavioral change benefits of selected games, e.g., football, on teamwork enhancement among secondary school students and to determine the relationship between sports and games and academic activities. The study employed a mixed research approach and a sequential exploratory research design. Four hundred and twenty (420) participants, including sports and games teachers, students and schools heads, were sampled and exposed to question items on the interviews, documentary sources, questionnaires, and focus group discussions. The results reveal that sports activities play a significant role in fostering physical fitness and emotional well-being among children and adolescents. Engaging in sports activities elicits a range of favourable physiological adaptations, primarily enhancing the cardiovascular and muscular systems. In addition, engagement in sporting activities was found to be positively related to psychological factors related to mental well-being while also facilitating the active integration of children and adolescents into society and overall academic performance. Thus, sports teachers and educators must create environments in the playing fields that support ideal notions of ethics, moral reasoning, character and sportsmanship. In doing so, the sports teachers should have the intention of building character when they are engajing with students. This means that without intentions from students and sports teachers themselves, sports cannot build up character.

Factors Influencing the Development of English Language Listening and Reading Skills of Public Primary School Pupils: A Case Study of Temeke Municipality, Tanzania Rehema John; Prospery M. Mwila
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (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.v3i1.173

Because many of the courses taught and class assignments assigned need reading comprehension, successful students in school are those who acquire an interest in listening and reading. The purpose of the study was to determine factors influencing the development of English Lamguage Listening and Reading skills among public primary schools in Temeke Municipality in Kinondoni, Dar es Salaam, Tanzania. Two objectives were employed to guide the study, namely, to investigate the availability of teaching resources for reading and listening skills in English and to identify other factors affecting pupils’ attainment of listening and reading skills in English. The study employed a mixed-methods design and a convergent parralle design. Five hundred and fifty (550) participants, including head teachers, teachers and pupils, were sampled through probability and nonprobability sampling techniques. Interview guides, questionnaires and classroom observation guides were used as tools for data collection. The results revealed that the majority of teachers in public primary schools lacked adequate command of the methods, strategies, and stages for teaching reading skills. Other factors that influenced the teaching of reading skills in public primary schools and thus the acquisition of reading skills included an insufficient number of qualified teachers, overcrowding of pupils in one class, a lack of textbooks, supplementary books, and other reading materials, pupil truancy, regular curriculum changes without proper teacher training on the changes, and a failure of pupils to attend preprimary school education. As a result of these deficiencies, it was discovered that the capacity to teach reading skills in public primary schools varied from one school to the next as well as among teachers within the same schools. The study recommended that short courses on teaching methodology should be held in teachers' resource centers to train teachers on the methods, tactics, and procedures involved in teaching reading skills.

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