| dc.creator |
Kussa, Emmanuel H |
|
| dc.date |
2019-08-27T11:26:50Z |
|
| dc.date |
2019-08-27T11:26:50Z |
|
| dc.date |
2016 |
|
| dc.date.accessioned |
2022-10-20T14:15:32Z |
|
| dc.date.available |
2022-10-20T14:15:32Z |
|
| dc.identifier |
Kussa, E.H. (2016). Assessment of the implementation trend of learner-centered approach in English language in primary schools: the case of Kongwa district, Tanzania. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1132 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1132 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study is about assessment of the implementation trend of learner-centred
approach in English language primary school classrooms in Tanzania. It explores the
strategies used by primary school teachers in teaching and learning, assesses the
extent to which the strategies that teachers used reflect learner-centred approach in
English language teaching in primary school classrooms as well as explores
teachers’ opinion on the effectiveness of the strategies used in the implementation of
learner-centred approach in primary schools. The study employed both quantitative
and qualitative approaches. A case study and cross-sectional survey designs were
used during data collection from 80 respondents through observation, questionnaires,
interview and focused group discussion. The findings revealed that despite the
appropriateness of LCA, its application in English language classes is still very
unproductive due to the reasons such as resource constraints, large class sizes,
inadequate in-service training, and pressure to cover topics, difficultness of the
language and poor motivation among teachers and pupils. The study concludes that
LCA is appropriate in teaching English language in Tanzania. However, there are
contextual factors that hinder the effective implementation. It is therefore
recommended that head teachers need to reinforce the whole process of teaching and
learning. Also, the Ministry of Education, Science, technology and training
vocational should ensure there are enough teaching and learning materials. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
English language |
|
| dc.subject |
Primary schools |
|
| dc.subject |
Learner centred approach |
|
| dc.subject |
Assessment |
|
| dc.subject |
Examination |
|
| dc.subject |
Determination |
|
| dc.subject |
Implementation trend |
|
| dc.subject |
Kongwa district |
|
| dc.title |
Assessment of the implementation trend of learner-centered approach in English language in primary schools: the case of Kongwa district, Tanzania |
|
| dc.type |
Dissertation |
|