Abstract: The present study examined various strategies for the implementation of inclusive education in public primary schools within Same District. The research was carried out in the Kisima, Hedaru, and Same Wards and encompassed three primary schools. The research employed a case study design utilizing a qualitative technique. Secondary data in the form of documentary reviews was utilized, alongside in-depth interviews with participants, as the primary means of data collection. A purposive sampling method was employed to choose a group of 24 respondents, consisting of 6 regular teachers and 3 head teachers, 3 education officers serving as key informants. Besides, 6 pupils with special learning needs, and 6 normal pupils. The thematic analysis technique was employed for data analysis. The results indicated that the implementation of inclusive education in public primary schools within Same district is hindered by several significant problems, including a lack of suitable solutions, unfavorable attitudes exhibited by instructors towards inclusive education, and insufficient financial resources. The study suggests that the successful implementation of inclusive education in Same district and other regions of Tanzania necessitates the a doption of regional and culturally suitable solutions. It is imperative for the government to make concerted efforts towards augmenting the money allocated for inclusive education. This initiative will contribute to the increased accessibility of inclusive educational materials and resources within inclusive learning environments.

Abstract: This study assessed the effects of the usage of library resources on the acquisition of knowledge among students in public secondary schools in Arusha district. The study examined condition of library resources in public secondary schools and investigated measures to be taken to improve the condition and effective uses of library resources by secondary school students. Convergent parallel design was adopted. From a target population of 5282, the sample for the study was 98 respondents which included 50 students, 40 teachers, 4 librarians and 4 heads of schools in Arusha district. Stratified random sampling technique was used to select the respondents while school heads were purposively selected. Questionnaires, observation guides and interview schedules were used as data collection instruments. Research experts validated the instruments and the reliability test (TQ=0.86 & SQ=0.79) was conducted using Cronbach alpha. The collected data were analyzed using descriptive statistics to generate mean scores, percentages and frequencies. Thematic analysis was used to analyze the qualitative data and the presentation was done in words being supported by direct quotations. The study found out that the condition of library resources in public secondary schools was bad as most of the school libraries did not have up to date books. The study recommended for the government and other education stakeholders to support the schools by ensuring that the school libraries have adequate and up to date books. The study also recommended for students to be encouraged to use library resources for them to expand their knowledge and skills.

Abstract: Information and Communication Technology (ICT) has been found to be important in the teaching and learning process for 21st century. However, the effective use of this contemporary paradigm was found to be subjected to many factors. This paper aimed to assess the level at which ICT is being used and the challenges met by Biology teachers in teaching and learning process. A descriptive survey research design was adopted. Both qualitative and quantitative data were collected from a sample of 64 Biology teachers randomly selected from secondary schools of Rulindo District. During data collection, a Likert’ scale questionnaire and interview protocol were used. A descriptive statistic was used to analyse the obtained quantitative data while independent sample t-test was used to compare the level of using ICT between males and females. Additionally, qualitative data were used to feel the gap not filled by quantitative findings. The findings showed that ICT was basically used in general purposes like preparation of teaching notes and making scheme of works rather than being used in specific biological experiments. The main challenges preventing the adequate use ICT for teaching Biology were the lack of adequate ICT resources, lack of adequate trainings and limited technical support. On the other side, the results from independent sample t-test showed a difference in the level of using ICT between males and females (t=2.508, p=.015). It has been found that male teachers (M= 2.32, SD=0.63) used ICT at high level compared to their female counterparts (M=2.16, SD=0.54). Therefore, all educational agents have to increase their investment in providing adequate ICT resources, and effective training on the best ways of integrating ICT in teaching different subjects. A strong motivation and encouragement is also needed to all teachers for preventing gender disparity in using ICT for teaching Biology and science subjects in general.

Received February 20, 2019; Revised March 15, 2019; Accepted March 17, 2019

Abstract: This study sought to investigate Challenges in teaching and learning physical geography in selected public secondary schools in Wajir County, Kenya. It has been noted over time that students’ performance in Physical Geography has been declining in relation to Human Geography. This, therefore, prompted a study to be carried out so as to establish the major challenges in teaching and learning of physical geography in Wajir County. The research aimed at investigating the availability and utilization of resources and facilities used in teaching physical geography, teachers’ preparedness and effectiveness of instructional methods used to teach physical geography. The study was guided by the Social Cognitive Theory of Albert Bandura, which advocates that students learn through observation. The study utilized descriptive survey research design. The quantitative approach used self-administered questionnaires, which were directed to secondary school students taking Geography. Purposive sampling was used to select 21 form three students. The study found out that the instructional resources and facilities for teaching/learning physical geography are available but underutilized. The students’ lack of motivation in physical geography was associated with inadequate number of teachers of geography in schools. Students’ attitudes affect performance of physical geography in Wajir County. From the study, it was concluded that students could perform well in physical geography if these variables are addressed. The study recommends that: the number of geography teachers in Wajir County should be increased; Geography teachers to attend in-service training and Students’ attitude towards geography should be improved through activities like field trips and use of motivational speakers about the benefits of geography.

Received November 15, 2018; Revised February 22, 2019; Accepted February 26, 2019

Abstract: The purpose of this study was to investigate how learners with special needs in public primary schools were managed inclusively in Makueni County –Kenya, based on instructional strategies, learner engagement, resource materials, assessment, and physical environment. The study used concurrent mixed methods design. Purposively the study selected nine schools that had adapted inclusive education and had boarding facilities, county director of education, nine EARC officers in charge of special needs education in each sub-county, nine head teachers, teachers with/without special needs training, focus groups of learners with /without special needs and 18 support staff as respondents. Questionnaires were administered to 107 teachers who were present when data was collected, interviews, observations and documentation was done to verify how the special learners were managed. Teachers moderately used instructional strategies, assessments and engaged learners. Most schools had inadequate resources for managing learners with special needs inclusively. Physical environments in most schools were minimally adapted.