| dc.creator |
Mbilinyi, Wende Meshack |
|
| dc.date |
2020-03-04T09:18:44Z |
|
| dc.date |
2020-03-04T09:18:44Z |
|
| dc.date |
2019 |
|
| dc.date.accessioned |
2022-10-20T14:15:48Z |
|
| dc.date.available |
2022-10-20T14:15:48Z |
|
| dc.identifier |
Mbilinyi, W. M. (2019). Effectiveness of primary school mathematics enhancement initiatives in Tanzania: Implication for pupils’ academic performance in Dodoma city (Master's dissertation). The University of Dodoma, Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1925 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1925 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study aimed to assess the effectiveness of primary school mathematics enhancement initiatives in Tanzania: Implication for pupil’s academic performance in Dodoma City. Specifically, the study aimed at assessing the effectiveness of existing primary school mathematics initiatives in improving pupil’s performance, to explore stakeholders’ perceptions on the primary school mathematics initiatives, to explore the adequacy of teacher’s capacity building initiatives on mathematics performance and to solicit the best way to improve the performance of mathematics. Generally, the study was guided by two theories namely; social learning theory by Albert Bandura (1977) and Social cultural theory by Lev. Vygotsky (1978). The two theories are grounded on the understanding that, the environment used for interaction between teachers, pupils have an influence on their cognitive behavior change, and therefore can affect their performance. The study was conducted in Dodoma city council. The Cross-sectional survey design was employed; both qualitative and quantitative data were collected from 174 respondents through questionnaire, observation checklist, Focus Group Discussion, Documentary Review and interview. Findings revealed that respondents have a good understanding of the concept of Mathematics Initiatives and that only two programs out of eight have been mentioned to be adequate and therefore more effective. The majority of the programmes have been found to be less effective. The study concludes that most of programs were unsuccessful and partially implemented with less impact on the improvement of primary school mathematics performance. The study recommends that Mathematics need to be considered as a basic subject to all teachers and therefore, increase training programmes for all teachers in primary schools. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Primary school |
|
| dc.subject |
Mathematics enhancement |
|
| dc.subject |
Academic performance |
|
| dc.subject |
Mathematics initiatives |
|
| dc.subject |
Mathematics teachers |
|
| dc.subject |
Dodoma |
|
| dc.subject |
Capacity building |
|
| dc.subject |
Teacher-students ratio |
|
| dc.subject |
Students‘ performance |
|
| dc.subject |
Mathematics performance |
|
| dc.title |
Effectiveness of primary school mathematics enhancement initiatives in Tanzania: Implication for pupils’ academic performance in Dodoma city |
|
| dc.type |
Dissertation |
|