Is logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania

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dc.creatorFulment, A. K.
dc.creatorTibyehabwa, R. R.
dc.creatorSangiwa, G. C.
dc.creatorSrivastava, B. B.
dc.date2020-03-20T09:01:03Z
dc.date2020-03-20T09:01:03Z
dc.date2017
dc.date.accessioned2022-10-20T13:09:15Z
dc.date.available2022-10-20T13:09:15Z
dc.descriptionFull Text Article. Also available at: http://journals.univ-danubius.ro/index.php/research/article/view/4437
dc.descriptionThe study assesses teacher’s use of logic in teaching and students' assignments, exercises, group work, test and examination. Every University in Tanzania has its own teachers' training curriculum; the way teachers are educated to meet challenges and still upholding teaching qualities is questionable. The study involved qualitative (focus group discussion and observation of students assessments) and quantitative (structured interview) design. The study noted that; majority of teachers lack sufficient logical knowledge of subject matter and do code switch between English and Swahili in teaching although Swahili is not language of instructing science subjects. The study revealed that teacher's use of logic in teaching and student’s assessment is not good and requires understanding of subject matter. Respondents recommend the use logic in the students’ assessment from simple to complex problems as logical skill acquisition. Something lacking in learners is problems solving skills, they rely on reading and memorizing solved questions instead of making logic from what they were taught. The study contributes significantly to understanding of students' learning and understanding as well as the teachers' teaching and students' assessing skills.
dc.identifierFulment, A. K., Tibyehabwa, R. R., Sangiwa, G. C., & Srivastava, B. B. (2017). Is logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania. Journal of Danubian Studies and Research, 7(1).
dc.identifierhttp://hdl.handle.net/20.500.12661/2266
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2266
dc.languageen
dc.publisherDanubian Studies and Research Center
dc.subjectTanzania
dc.subjectTeachers
dc.subjectTraining curriculum
dc.subjectUniversity curriculum
dc.subjectLogical assessment
dc.subjectPrincipal components
dc.subjectTeaching
dc.subjectLogic teaching
dc.subjectLogic knowledge
dc.subjectTeacher education
dc.subjectClassroom instruction
dc.subjectPedagogical skills
dc.titleIs logic aspects incorporated in the teaching and students' assessment? Case study in secondary schools located in Dodoma Municipality, Tanzania
dc.typeArticle

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