| dc.description |
This study aimed at investigating the STEP contribution to English teaching in community-based secondary schools. The reason behind for doing so was due to the government of Tanzania through the MoEST that decided to invest much on 4 subjects: Mathematics, Biology, English and Kiswahili that were revealed to be poorly performed in 2012. The government then came with STEP programme as a strategy towards improving students‟ performance as well as improving teaching. The study was conducted in 2 regions: Dodoma and Singida, whereby in each region, two (2) schools were paid a visit by the researcher; one (1) school from municipality and another one from one district. The approach used was qualitative research whereby the work is mostly in descriptive manner. However, it should be noted that qualitative research approach does not mean that numerical data are not presented. In some instances, the researcher has used numerical information but descriptions were given more emphasis. The study employed a case study design mainly on a contemporary issue (STEP programme) that is in Tanzanian context. Two theories; Total Quality Management Theory and Social Learning Theory were used by the researcher to guide the study.
Data collection was done through interviews, focus group interview, questionnaire and documentary review. Participants involved included 2 REOs, 2 MSEOs, 2 DSEOs, 13 English teachers, 4 Heads of schools and 36 students. All those participants were purposefully selected. Data were analysed thematically.
The findings revealed that, STEP programme has helped 228 English teachers out of 975 from 2 regions who attended the seminar. This showed that majority of English teachers were not trained. Worse still, in all 4 schools visited, there were neither enrichment classes nor enriched students. Therefore, the programme has proved a failure.
It is therefore advised that, in order to bring better results in English teaching, all English teachers have to be trained. There should be intensive monitoring and supervision of the STEP programme by all responsible organs for effective and fruitful outcomes. |
|