| dc.creator |
FAUSTINE, Getruda |
|
| dc.date |
2022-02-21T12:51:58Z |
|
| dc.date |
2022-02-21T12:51:58Z |
|
| dc.date |
2017 |
|
| dc.date.accessioned |
2022-10-21T10:11:10Z |
|
| dc.date.available |
2022-10-21T10:11:10Z |
|
| dc.identifier |
http://41.93.33.43:8080/xmlui/handle/123456789/653 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/85703 |
|
| dc.description |
This study focused on assessment of teachers` perceptions on “Big Results Now” (BRN)
implementation in Tanzanian Ordinary Secondary Schools in Ukerewe District. The
study was guided by the theory of change. The study involved 105 participants from 10
government Ordinary Secondary Schools from Ukerewe District. The study used mixed
approach particularly explanatory mixed design in which data collection instruments
were questionnaire and interview. The quantitative data were analyzed using descriptive
statistics with the help of Statistical Package for Social sciences (SPSS) version 20
whereas qualitative data were analyzed using thematic analysis. The quantitative data
were presented in frequency, percentages and tables while qualitative data were presented
in themes. The main findings of the study showed that the opinions from teachers
proposed to involve all subjects in all classes during the preparation of BRN program in
Ordinary Secondary Schools. The BRN program needs modification for better
implementation. Moreover, the government has tried to improve some of the initiatives
such as a provision of capital grants, provision of teaching and learning materials and
constructions of science labs in Ordinary Secondary Schools. The study recommends that
involvement of teachers on BRN program is vital for the effects of its implementation. |
|
| dc.format |
application/pdf |
|
| dc.language |
en |
|
| dc.publisher |
SAUT |
|
| dc.subject |
Teachers` Perceptions |
|
| dc.title |
Assessment of Teachers` Perceptions on “Big Results Now”, Implementation in Tanzania Ordinary Secondary Education in Ukerewe District council |
|
| dc.type |
Thesis |
|