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All Journal Tanjungpura Journal of Coaching Research Indonesian Journal of Multidisciplinary and Educational Researcher Journal of Research in Education and Pedagogy Journal of Education for Sustainable Development Studies Journal of Technology-Assisted Learning
Goswami, Dulumoni
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Assessing the impact of teaching methods on student engagement in Tanzanian secondary schools: A comprehensive review Lameck Mduwile, Peter; Lufunga, Janeth; Goswami, Dulumoni
Indonesian Journal of Multidisciplinary Educational Research Vol. 3 No. 2 (2025): Oktober 2025
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v3i2.6588

Abstract

This research paper presents a comprehensive review of the impacts of various teaching methods on student engagement in Tanzanian secondary schools, while addressing the contextual challenges of the country’s educational system. Tanzanian schools continue to face persistent barriers such as large class sizes, limited instructional resources, and diverse socio-cultural factors that influence teaching and learning. To investigate these dynamics, the study employed a systematic literature review with qualitative insights gathered from 15 Tanzanian educators. Data collection instruments included semi-structured interviews, classroom observation checklists, and document analysis to ensure both depth and triangulation of findings. The results demonstrate that learner-centered methods, particularly inquiry-based and cooperative learning strategies, improve student engagement by approximately 20–30% compared to traditional lecture-based approaches. Furthermore, the integration of culturally responsive pedagogies and technology-enhanced instruction shows significant potential, although these approaches remain constrained by financial and infrastructural limitations. Based on the evidence, the paper recommends targeted teacher training programs, curriculum reforms that embed participatory methods and scalable, low-cost interventions that align with the Tanzanian context.
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.
Factors influencing student engagement in physical education: Evidence from urban and rural secondary schools in Tanzania Mduwile, Peter Lameck; Lufunga, Janeth; Goswami, Dulumoni
Tanjungpura Journal of Coaching Research Vol 4, No 1 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i1.96833

Abstract

Background. Learning outcomes in physical education (PE) are dependent on student engagement. Student engagement refers to the level of motivation, participation, and students’ propensity to remain active learners over time. Differences in school resources and socio-economic status between urban and rural schools may result in varied levels of student engagement towards learning PE. Objectives. To explore factors that influence student engagement in physical education among secondary school students in urban and rural schools in Tanzania. Methods. Employing a sequential mixed-methods approach, data was collected from 12 secondary schools selected from three regions in Tanzania (Dar es Salaam, Morogoro, and Dodoma). Quantitative data was collected through student engagement questionnaires. Qualitative data was collected through teacher interviews and classroom observation. The independent sample t-test and regression were used to compare and identify factors contributing to student engagement between urban and rural schools. Results. Statistically significant differences were found between urban and rural students’ engagement levels. Students from urban schools scored higher on behavioral engagement (3.8±0.6 vs 3.4±0.7; p=0.014), emotional engagement (3.6±0.5 vs 2.9±0.6; p=0.001), and cognitive engagement scores (3.7±0.5 vs 3.1±0.6; p=0.002). Teacher quality of instruction, learning resources, and parental academic support had positive contributions to student engagement, while household responsibilities and lack of sports infrastructure had negative contributions towards rural students’ engagement. Conclusion. Student engagement in PE is influenced by factors within and outside the education system which create achievement gaps between urban and rural schools. Recommendations: To close achievement gaps, programs should be developed to increase access to quality teacher training, technological resources, and sports infrastructure. Parental involvement should also be considered a mechanism to help increase equitable student engagement.
Co-Authors Baruah, Niharika Ibrahim, Didymus Lameck Mduwile, Peter Lufunga, Janeth Mbingamno, Atida Mduwile, Peter Mduwile, Peter Lameck