PhD VIVA VOCE
Candidate Name |
Yotham, Tawi |
|
Registration Number |
2015-07-00082 University of Dar es Salaam School of Education |
|
Qualifications attained: Mr. Tawi Yotham obtained his Bachelor Degree (Bachelor of Arts with Education) in 2002 and Masters’ Degree (Master of Arts in Applied Social Psychology) in 2010 from the University of Dar es Salaam. From 2015 to date, he is a PhD in education (coursework) candidate. Currently, he is an Assistant Lecturer in the Department of Educational Psychology and Curriculum Studies in the Faculty of Education, University of Dar es Salaam (DUCE). His area of research interest is assessment in education. |
||
Title of Dissertation/Thesis |
Secondary School Teachers’ Feedback Practices for Students’ Geography Learning in Tanzania |
|
Date of Viva Voce |
13th September, 2022 |
|
Venue |
Board Room, SoED |
|
Time |
10.00 a.m |
|
Supervisors |
Prof. Akundael Mbise & Dr. Joyce Sifa Ndabi |
Abstract
This study investigated secondary school teachers’ feedback practices on Geography students’ continuous assessment activities in Tanzania. The aim was to understand how Geography teachers provided feedback concerning students’ continuous assessment activities. Specifically, the study intended to:- explore Geography teachers’ perceptions on the provision of feedback on students’ continuous assessment activities, examine the feedback practices of Geography teachers, examine the extent to which Geography teachers provide effective feedback, and analyze the challenges which Geography teachers face concerning the provision of feedback. The study was guided by pragmatism philosophy and employed a mixed-methods research approach and concurrent research design. The study involved a sample of 421 (400 students, nine teachers, nine heads of schools, and three school quality assurance officials) respondents who were randomly and purposively sampled. The data were collected through questionnaires, interviews, Focus Group Discussions, and observation checklist. The findings revealed that all Geography teachers perceived the provision of feedback as very important for facilitating students’ learning. Again, the study revealed that oral feedback was the most common type of feedback provided by Geography teachers. Furthermore, the study revealed that evaluative feedback was the most common nature of feedback provided by Geography teachers. The results from descriptive statistics indicated that teachers did not provide effective feedback since the mean scores of most (5 out 7) of the characteristics of effective feedback (clear, empowering, descriptive, specific, and continuous) were below the total mean score (M=2.2, SD=0.3). Lastly, the findings revealed that Geography teachers faced several challenges regarding the provision of feedback concerning students’ continuous assessment activities. However, two of them were the major ones were; large number of students and heavy teaching load. Therefore, it is concluded that teachers are not providing effective feedback concerning students’ continuous assessment activities as they did not consider the characteristics of effective feedback. This is to say, the feedback they provided did not help students to improve their learning. It is recommended that there should be established mechanisms for motivating teachers for extra activities they do or when they work beyond the official working hours. Also, they should construct houses for teachers close to schools to allow teachers to have enough time with students and regular provision of in-service training on how to provide effective feedback to facilitate students’ learning. It is also recommended that the number of periods per week should be increased from 3 to 4 periods to allow Geography teachers to have adequate time to teach, assess, and provide effective feedback. Finally, the study has suggested future directions for further research on secondary school teachers’ feedback practices concerning students’ learning, particularly in other subjects.
Panel Members |
||||
No |
Name |
Designation |
Rank |
Unit |
Prof. Eustella Bhalalusesa |
Chairperson |
Professor |
SoED-EFMLL |
|
Dr. Joviter Katabaro |
Representing External Examiner |
S/Lecturer |
SoED-EPCS |
|
Dr. Eugenia Kafanabo |
Internal Examiner |
S/Lecturer |
SoED-EPCS |
|
Prof. Akundaeli Mbise |
Candidate’s Supervisor |
Professor |
SoED-PESS |
|
Dr. Wadrine Maro |
Head of the relevant department (or his/her appointee) |
Lecturer |
SoED-EPCS |
|
Dr. Albert Tarmo |
Co-opted Member (appointed by College/School/Institute |
Lecturer |
SoED-EPCS |
|
Dr. Septimi Kitta |
Co-opted Member (appointed by College/School/Institute |
S/Lecturer |
SoED-EPCS |
|
Dr. Innocent Buberwa |
Appointee of the Principal for PhD only) |
Lecturer |
DUCE-EPCS |