Abstract: The study investigated the implementation of Christian Religious Education Curriculum (CREC) in Anglican Church of Uganda founded primary schools in Eastern Uganda. The assessment was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The results showed that; the aims and objectives of CRE are to inculcate moral ethical and spiritual integrity, tolerance, and human fellowship. Reasons for the implementation of CRE in Primary Schools are: to offer a framework for understanding the context of moral living, to develop students’ abilities to improve on their moral lives and understand their own religion and its values, The challenges hindering the implementation of Christian religious education curriculum in Primary Schools are; Teachers focused their greatest attention on measuring written works especially in cognitive attainment rather than affective and psychomotor behavior. Inadequate Religious education textbooks, Lack of induction training and refresher courses for teachers of Christian Religious Education in primary Schools. It is recommended that the Government of Uganda should accept Christian Religious Education to be taught and examined as a separate subject in primary School. Support supervision by the Inspectors to ensure that teachers prepare Christian Religious Education and teach as planned by the NCDC. The ministry of Education and Sports working hand in hand with the NCDC, and foundation bodies should ensure that regular workshops and trainings for all teachers of Christian Religious Education are conducted to empower them with the new methods and skills of handling the subject.

Abstract: This study was conducted to assess the contribution of teaching practice (TP) assessment feedback on enhancing teaching competency among trainee teachers in Arusha region. Specifically, the study investigated the influence of TP assessment feedback on enhancing competency among teacher trainees and the best ways to provide TP assessment feedback to enhance competency among teacher trainees. The study was grounded in performance feedback theory. A mixed methods approach was adopted whereby the study targeted teacher trainees and tutors in the teacher training colleges. Stratified and purposive sampling methods were used to select the study sample of 86 respondents: 10 tutors and 76 teacher trainees. Data was collected using questionnaires, interviews and group discussion. Research experts validated the instruments while reliability (r=0.91) was estimated using the test-retest method. Descriptive statistics were used to analyze the quantitative data in the SPSS version 25 while qualitative data were analyzed in themes and presented in words supported by direct quotations. Key findings highlight that TP assessment feedback influence competency among trainee teachers. In conclusion, TP assessment feedback develops effective teaching competency, provides valuable insights into teaching practice, identify areas for improvement, reinforce good TP, build trainee teachers’ confidence, reveal what has been done well and encourages them to continue doing it and increasing teaching morale among trainee teachers. This study recommends development of clear guidelines and standards for providing TP feedback by allocating adequate resources, creating conducive policies that support and guide trainers to deliver comprehensive feedback systems that enhances teaching competence.

Abstract: The study looked at the influence of teachers’ attitudes towards information communication technology (ICT), on learners’ academic achievement in geography in public secondary schools in Nyamira county, Kenya. The major aim was to assess the teachers’ attitudes towards ICT usage. The study used three questionnaires and one interview schedule to collect data from 190 public secondary schools and 6 education quality assurance officers. The data was collected and coded by using statistical package for social sciences (SPSS) for analysis, use of mixed method approach was used, where descriptive and inferential statistics were analyzed and presented in form of tables. The main issues faced by teachers might have contributed to the limited use of ICT in teaching and learning process, hence affecting learners’ academic achievements in geography. Teachers’ attitudes will be solved when; pre –training, workshops for capacity building and in-service courses for ICT will be enhanced in all learning institutions. The study therefore recommends that teachers get trained for the implementation of ICT in teaching and learning to be enhanced and improvement of infrastructure.

Abstract: The study assessed the managerial strategies in fostering students from transhumant communities to participate in a formal education. The study employed the mixed method approach with descriptive design and a sample of 46 research participants. Descriptive and Thematic analyses were used to analyze data. Questionnaires, interviews and focus group discussion tools were used to gather data. The results revealed that strategies like boarding and mobile schools can be established in transhumant settlements, to motivate teachers working in harsh environment, disbursement of financial resources, establish a special database for transhumant communities, strengthen collaboration with religious sects, lawful polices formulation, establishment, management, and maintenance of schools and monitoring and evaluation of curriculum implementation. However, there are some challenges identified as follows: early marriages for males and females, gender inequality, poor education among parents from local community and harmful traditional practices like night dances and FGM. Therefore, such results imply that transhumant communities require social amenities to curb all challenges that stand as roadblocks to participation in a formal education.

Abstract: This study assessed managerial challenges facing heads of schools on the provision of quality secondary education in public schools in Bukoba district of Tanzania. The study was guided by three objectives: to explore the managerial challenges heads of schools face on provision of quality secondary education, effects of the managerial challenges facing head of schools on provision of quality education and to determine possible measures to curb managerial challenges facing. The study used mixed research approach and convergent parallel research design. The study involved 1 DSEO, 10 heads of schools and 84 teachers. Data were collected using interview questionnaires and observation. The data were analysed by SPSS version 23, also data from interview and observation were analysed through thematic analysis. The findings revealed that heads of schools have the challenge of over whelming by managerial responsibilities, inadequate instructional learning materials, teacher/student ratio exceeds forty students and shortage of laboratories. Moreover, the study disclosed that, teachers have low morale to work. The study recommends that the Ministry of Education, Science and Technology should establish capacity building training and seminars to heads of schools, education policy makers should minimize managerial responsibilities to heads of schools and lastly heads of schools should delegate some responsibilities to their colleagues.

Abstract: The study assessed the effectiveness of group assignments on assessing knowledge acquired among university students in Arusha region. Specifically, the study investigated the effectiveness of university lecturers on monitoring group assignments and identifying methods used by university lecturers to ensure effective use of group assignments. Qualitative and quantitative approaches were employed. Eighty university students, 40 lecturers and 4 examination officers were sampled using stratified and purposive sampling techniques. Questionnaires were used to collect data from lecturers and students, while interview guides helped the collection of qualitative data from the examination officers. The instruments were validated using experts and the reliability was determined using split half method and the calculated reliability coefficient was 0.82. Data were analyzed using descriptive analysis whereas mean scores, frequencies and percentages were generated by use of SPSS. Qualitative data was analyzed thematically alongside research questions and the results were presented in words supported by direct quotations. The study found out that lecturers perceived themselves as competent on using group assignments but most of the students were not satisfied with how the whole process of group assignment was conducted. However, both students and lecturers acknowledged the importance of group assignments on assessing the acquisition of knowledge. Despite the shortfalls, the study concluded that group assignments are effectively used to assess learning acquisition among university students. The study recommended for more seminars and workshops for the lecturers so as to enhance their competence in using group assignments while assessing the acquisition of knowledge among students.

Abstract: The study assessed the readiness for virtual learning adoption in universities in Arusha region, Tanzania. The objectives were to: assess the readiness for virtual learning and find out intervening measures to the challenges facing virtual learning adoption in universities in Arusha region. The study was guided by Technological Acceptance Model (TAM). Convergent mixed methods design was adopted. Data was collected through observation, questionnaire and interview guide. The sample size consisted of 114 respondents; 21 lecturers, 90 master students selected by simple and stratified random sampling technique. Purposive sampling technique was used to select 3 ICT technicians and lecturers from top management level. Validity was established through expert judgment, while reliability was ascertained using test-retest technique and reliability index, QL r=0.914 and QS r=0.912 was obtained using Cronbanch Alpha Method. Credibility of qualitative data was ascertained by involving multiple analysis, while dependability was established through detail reporting of the research process. Quantitative data was analyzed using descriptive statistics in the SPSS version 20 and results were presented in table of frequencies, percentages and charts. Qualitative data were analyzed thematically alongside research questions. The study findings reveal that the readiness for VL in three universities is relatively low. Also universities should train staff and student in ICT, improve VL facilities, and provide enough funds. The study recommends that TCU and universities should review and harmonize their policy programme, so as to allow other approved programme to accommodate VL as mode of delivery.

Abstract: Recent curriculum reforms in the new global economy have emphasised the importance of continuous assessment as a theoretical basis for measuring the progress and achievement of learners in a holistic manner. The aim of this study was to try to establish the teachers’ Level of Use of the continuous assessment model at secondary school level in Zimbabwe. In adopting a small scale investigation, the researcher was limited by financial constraints, time limitation and the Covid-19 restrictions on movement. The researcher explored the teachers’ level of use of the CA model through branching and focused interview protocols involving 15 secondary school teachers purposively selected from three secondary schools. The findings were categorised according to themes predetermined by the literature review and then analysed. The findings revealed that nearly all teachers that participated in the study were clearly users of CA, though mostly operating at LoU III. The study further established that collaboration among most teachers was not embedded within the culture of their schools. The most important finding was that CA was brought in without consultation and sufficient guidelines, a scenario which might have brought in confusion and pushback by teachers to implement the new practice. Recommendations for promoting higher LoU included organising intensive ongoing training on CA and that the Zimbabwe Examination Council (ZIMSEC), for the meantime to take charge of designing CALAs and get them marked in the same way as the public examinations are done until such a time when teachers have attained higher levels of using CA.

Abstract: The purpose of this study was to explore the challenges associated with TV classroom sessions that were done during the pandemic disease of Covid-19 phase one in Tanzania primary schools. The study was guided by the main objective of assessing effectiveness of TV classroom session in Teaching. Sample size of this study were teachers, parents and students from four primary schools. Sample was determined and reached based on the nature of the study wherein probability and purposive sampling were used to get the sample of the study. The study found that there was lack of clear strategies in getting the feedback during and after lessons. Secondly, teachers lacked assessment strategies to assess students who attended the lesson while the parents did not participate in supervising their children’s learning through TV sessions that were run during the pandemic. The following were suggestions made in response to the findings of the study; there is need for education stakeholders to find out the best ways that can be used to get feedback on sessions conducted through online programs including TV classroom sessions. Teaching and learning process require formative and summative assessment, hence there is need to carry out further research that will help to understand ways that will be used to assess learners in emergency situation. Involvement of parents on ways of teaching children through TV need to be considered to get their views and suggestion how the sessions could be productive.

Received September 16, 2020; Revised November 26, 2020; Accepted December 6, 2020

Abstract: Teaching strategies used in implementing the curriculum are the arranged interactions of people and materials planned and used by teachers. They include the teacher’s role, teaching styles, and instructional techniques. However in practice, most programs combine elements of both direct instruction and free play. The purpose of the study was to establish the instructional strategies used by teachers in public early childhood education centers in Kenya. The study targeted 3105 Early Child Development Education (ECDE) teachers and heads in the 775 public ECDE centers in UasinGishu County, Kenya taking 341 respondents as a sample. The paper adopted survey and descriptive design utilizing quantitative research methods. A self-administered questionnaire was administered to collect information from the respondent. The study found that the ECDE teachers were using integrated technology strategy, cooperative learning structures in their classrooms, differentiated instruction in their classroom and incorporated play activities in their instruction. ECD teachers employed goal setting, cross-curriculum teaching and class-wide peer tutoring and assessment instruction as their instructional strategies. County education office should step up their oversight on early childhood education.