Enhancing learner-centered approach in ordinary level history: a case of Rombo district

Msesa, Phinehas Mussa

dc.creator	Msesa, Phinehas Mussa
dc.date	2019-08-18T10:46:37Z
dc.date	2019-08-18T10:46:37Z
dc.date	2015
dc.date.accessioned	2022-10-20T14:15:27Z
dc.date.available	2022-10-20T14:15:27Z
dc.identifier	Msesa, P. M. (2015). Enhancing learner-centered approach in ordinary level history: a case of Rombo district. Dodoma: The University of Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/781
dc.identifier.uri	http://hdl.handle.net/20.500.12661/781
dc.description	Dissertation (MA Education)
dc.description	This study examines how the teaching of History can be improved by developing and using instructional materials based on the learner-centered approach (LCA). The study has employed quasi-experimental and phenomelogical designs in which two schools in Rombo district in Kilimanjaro region were involved. The experimental school had 1 teacher and 45 students while the control school had 1 teacher and 40 students. Data were collected through interviews, tests and observations. Qualitative data were analyzed by using content analysis while quantitative data from the test were analyzed by using statistical methods such as tabular forms. Findings revealed that, before the experiment, both teachers were teaching History through the teacher-centered approach (TCA) because they lacked knowledge and skills on how to use the LCA. Students had a little interest and faced difficulties in understanding the subject. After the introduction of the innovation in experimental school, teachers admitted that the LCA made their work simpler because their roles were that of facilitators, guiders and their students were more active and interested in the subject. Students from the experimental school performed significantly better than those of the control school in the post test, and gave testimonies of being more actively involved in learning, easier understanding, building more learning skills, and increased interest in the subject. It is concluded from the study that, the teaching of History through LCA exemplary materials has been successful in improving the teachers‟ knowledge and skills on learner-centered teaching and changed their attitudes towards teaching and learning. It has also made learning easier and more effective. It is recommended that lessons from this study be utilized to improve teaching in History and other subjects.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	History teaching
dc.subject	Instructional materials
dc.subject	Learner-Centered Approach
dc.subject	LCA
dc.subject	Teachers' knowledge
dc.subject	Teachers' skills
dc.subject	Rombo
dc.subject	School Performance
dc.subject	Ordinary level history
dc.title	Enhancing learner-centered approach in ordinary level history: a case of Rombo district
dc.type	Dissertation