Abstract: This study investigated usage of social media platforms and their influence on the education of adolescents in public secondary schools in Arusha City. Specifically, the study examined the extent of social media usage among adolescent in relations to their educational activities and strategies for proper use of social media platforms to enhance the education of adolescent. Social Constructivism Theory and Convergent mixed methods design was adopted. Sample size of 384(240 students, 72 teachers, 60 parents, 6 academic teachers & 6 school heads) was selected. Stratified and simple random sampling techniques were employed to sample students and teachers while academic teachers and school heads were purposively sampled. Snowball technique was employed to obtain parents. Data collection was done through questionnaires and interviews. Validity was established through expert judgment whereas reliability (SQ; r=0.875, and TQ; r=0. 858) were determined using Cronbach Alpha method. Reliability of qualitative data was established through triangulation. Quantitative data was analysed using descriptive statistics, while qualitative data were analyzed thematically. The results show that Facebook and WhatsApp are used to a lower extend for accessing educational resources while actively used for social and personal entertainment. Consequently, students should be guided on responsible use of social media for exploring educational content. In conclusion, educators should ensure that platforms are used effectively to support learning while addressing potential distractions associated with excessive social media use. The study recommends the need to develop clear guidelines and policies for the use of social media in educational settings.

Abstract: This study explored the use of digital media (videos, digital games) in the development of arithmetic skills (number identification, addition, subtraction) in a lower primary (standard one and standard two) in Tanzania. The hypothesis assumed a statistically significant linear relationship between the use of digital media and the development of arithmetic skills in the lower primary. The stratified sampling technique was used to select 160 pupils with F-grade scores in continuous assessment from two public schools in Dodoma City. The experimental group comprised 80 pupils and the control group had 80 pupils. The cognitive theory of Multimedia Learning guided the study, as it emphasises the significance of digital media like videos and digital games in learning. The Multivariate General Linear Model displayed a statistically significant relationship between the use of digital media (video and digital games) and the development of arithmetic skills (Number identification, addition, subtraction) among the lower primary in Tanzania. The study also confirmed that the mean difference between T1 and T2 within pupils in arithmetic skills was also statistically significant because the experimental group demonstrated higher test scores than the control group, indicating the positive effect of videos and digital games on the pupils’ number identification, addition, and subtraction skills. The study recommended that policymakers, curriculum developers, teachers, and other educational stakeholders consider incorporating digital media (videos, digital games) in teaching arithmetic skills among lower primary pupils.

Abstract: Corporal punishment in schools has become one of escalating problematic global human rights issues. Nevertheless, the number of studies worldwide media had been reported to reduce corporal punishment in schools. However, in Tanzania, especially in Dodoma City, the contribution of media in reducing corporal punishment is not well known. This study was set to find out the role played by the media in the reduction of the use of corporal punishment in Dodoma secondary schools. The study explored teachers’ and students’ perceptions on various services offered through media regarding the reduction of corporal punishments in the City of Dodoma. It examined challenges that are contributing to the resistance in the reduction of corporal punishment in the City of Dodoma. The study was guided by the mixed approach, with the sample size of 99 respondents. The methods used for collecting data were interview, and questionnaire. The findings revealed that, 62% of the respondents affirmed that, the media had significantly contributed to reduction of corporal punishment in schools. The study concluded that, the distribution of message against corporal punishment was reported positively by 58% of the respondents. Among the most dominating challenges that constrain the reduction of corporal punishments as revealed by this study consist of society’s culture, which was mentioned by 67% of the respondents, and the lack of educational awareness as perceived by 75% of the respondents. It is therefore recommended that education needs to be provided in order to raise awareness on the reduction of corporal punishment in schools.

Received December 4, 2018; Revised December 5, 2018; Accepted December 5, 2018

Abstract: Effective learning involves abilities to recall facts as well as comprehension of ideas. While this is true in any subject matter, the learning of English demands learners to possess such abilities. The present study was propelled by the fact that mastery of English is one of key challenges facing secondary school teachers and learners in Tanzania where Kiswahili is medium of instruction in Primary Schools while English takes over as medium of instruction in secondary schools. The study employed survey research design. Five out of seven secondary schools in Monduli District were randomly selected to participate by filling the questionnaire. Validity of the questionnaire was assured through expert judgment. Reliability test yielded Cronbach’s Alpha greater than 0.7 in each variable. Data was analyzed through Descriptive Statistics, t-test and Pearson product Moment Correlation coefficient. The study established that students, regardless of their gender differences, perceived to be competent in the use of English Language as medium of Instruction. Teachers used visual materials, audio materials, audio-visual materials as well as real things to enhance effective learning. The use of real things has strong correlation while the use of audio, visual and audio visual has weak and/ or moderate correlation with students’ competence in English Language. It is therefore recommended that teachers should take advantage of students’ competence in English language to enhance the teaching-learning effectiveness. Since the use of real things has more positive influence toward English competence, teachers should be encouraged to use such type of instructional media with the support of the audio, the visual and the audio visual types.