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All Journal Journal of Education For Sustainable Innovation Journal of Multidisciplinary Research and Development
Kanyabwoya, Angelina
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Promoting science teachers’ competencies in Tanzania: The significance of competence-based assessment approaches Kanyabwoya, Angelina; Bwagilo, Huruma Olofea; Mugaya, Samweli, Tumain
Journal of Education For Sustainable Innovation Vol. 3 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v3i2.2625

Abstract

This study examined how competence-based assessment approaches can promote the development of science teachers’competencies in diploma teacher colleges in Tanzania. The study used a multiple case study research design. Qualitative methods such as interviews, focus group discussions, documentary reviews and observations were employed, and data from 66 respondents were analyzed using thematic analysis. The findings indicated that the majority of science tutors still employed a traditional assessment approach, with traditional paper-and-pen assessments remaining dominant and few competence-based assessments, such as projects and practical work, being incorporated into science lessons in diploma teacher colleges. The minimal use of competence-based assessment approaches was due to a lack of skills, limited administrative support, a lack of, or delay to, teaching and learning materials, heavy teaching workloads, large class, and inflexibility. The study recommends the use of competence-based assessment approaches, the provision of in-door training, and the timely purchase of teaching and learning materials.
Enhancing science teachers’ competencies in Tanzania: The utilization of teaching and learning resources Kanyabwoya, Angelina; Bwagilo, Huruma Olofea; Mugaya, Samweli, Tumain
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.2455

Abstract

This study examines how teaching and learning resources can enhance competencies of science teachers at diploma-level teacher training colleges. A multiple case study research design was employed. Qualitative methods, such as interviews, focus group discussions, documentary reviews and observations, were used to collect data from 66 respondents, which was analyzed using thematic analysis. The findings revealed that few science tutors utilized teaching and learning resources effectively. This was due to inadequate of skills, limited administrative supports, delays in providing teaching and learning materials, large classes and heavy teaching workloads. Despite the minimal availability of teaching and learning resources and the willingness of science tutors to utilize these resources in science teaching and learning, the study concludes that their implementation in the classroom remains ineffective. Consequently, student teachers are likely to remain incompetent in science subjects. The study recommends the effective use of teaching and learning resources, their timely purchase, and indoor training provision.
Co-Authors Bwagilo, Huruma Olofea Mugaya, Samweli, Tumain