Teachers’ Knowledge Of Laboratory Practicals, Frequency Of Student Laboratory Practices And, The Conduct Of Practical Examination In Tanzania; Reflection From Students, Teachers And School Quality Assurance Officers
Volume 1 - Issue 4, October 2017 Edition
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Author(s)
Revelian R Tibyehabwa, Arnold K Fulment, Gideon C Sangiwa, Prof. Bajarang Bali Lal
Srivastava
Keywords
Laboratory Practical, School Quality Assurance Officers, Secondary Education, Student Laboratory Practical Assessment, Teachers' knowledge of subject matter
Abstract
This study analyses the perceptions of students, teachers and school quality assurance officers on contemporary teachers’ knowledge of laboratory practicals, frequency of student laboratory practices and the conduct of practical examination in Tanzania secondary education. The study involved thirteen secondary schools located in urban and rural areas of Dodoma municipal, Tanzania with a sample of 194 science students from junior classes (form 3 and 4) and senior classes (form 5 & 6) whereas 31 Chemistry teachers and 7 school quality assurance officers interviewed were those found in place. Data were gathered using questionnaires, through interviews, focus group and key informants. Quantitative data were analyzed using SPSS and Excel packages, through factor analysis to obtain principal components as reduced but more meaningful variables. The study noted that teachers have low to moderate knowledge of lab practicals acquired through mentorship and individual efforts but they are unable to deliver practical lessons to the students’ satisfaction level, practicals in schools are performed prior regional (mock) and national examination, where performed practicals are based on few and repetitively known practically examined topics in the National Examination Council of Tanzania (NECTA) examination. However, most respondents thought laboratory practicals in schools is inadequately supported and motivated, and that an improved laboratory practices requires; alternation of examined topics in NECTA practical examination, availability of lab facilities in schools, regular and in-service teachers’ lab based training and availability of learning spaces in schools. Alternation of examined topics is meant to avoid prediction of examination topics toward NECTA examination and little involvement of teachers in students’ practicals towards final examination. This study significant contributes to the understanding of current state of science studies in secondary education.
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