Tag Archives: classroom observation

Teachers’ Perceptions on Quality Assurance Officers’ Classroom Observation in Improving Students’ Performance in Certificate of Secondary Educational Examination in Mwanga District (Published)

The research study focused on teachers’ perceptions on the classroom observation of Quality Assurance Officers in improving performance of Certificate of Secondary Educational Examination (CSEE) in Mwanga district. The study was anchored by expectancy theory by Lewin and Tolman in 1932. The study employed quantitative approach whereby cross-sectional survey design. the target population was 24 heads of schools, 412 teachers from 24 public secondary school in Mwanga district and 7 Quality Assurance Officers. Sample random and stratified sampling technics were used to get 5 Quality Assurance Officers, 8 heads of schools and 82 secondary school teachers to make a sample size of 95 participants. Validation of instruments was done by two research experts from MWECAU. Questionnaires were used to collect data from teachers and interview schedule to heads of schools and Quality Assurance Officers. The data were analyzed quantitatively using descriptive statistics. Before actual data analysis, a pilot study was conducted to establish the reliability of data through Cronbach Alpha (r=0.71 for teachers’ questionnaire data). The finding revealed that 3.083 mean percentage of teachers indicated that Quality Assurance Officers conduct their classroom observation role in assessing content delivery, teaching and learning methods, availability of teaching and learning documents, preparation of teaching documents for improving students’ performance in CSEE. However, it was indicated that various factors influenced teachers’ perceptions with most noticeable one of being past experiences of teachers to Quality Assurance Officers. The study concluded that 3.083 mean score of teachers in Mwanga district have positive perceptions on classroom observation by Assurance Officers. However, it was also concluded that some teachers still take Quality Assurance Officers as fault finding people due to factors like past experiences with school inspectors. The study recommended that conducting frequent school visit, using friendly, respectful communications with teachers will improved the perceptions of teachers. But also, Quality Assurance Officers should have a regular follow up mechanisms in order to ensure that their feedback report is implemented as expected

Keywords: Perception, Quality assurance office, Teachers, classroom observation

Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania (Published)

This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student teachers who were involved in the study while 2 teachers college principals automatically included in the study to make a total sample that consist of 86 respondents. Questionnaires, document analysis schedule and interview guides were used to collect the required information. Quantitative data were analyzed by using descriptive statistics and presented in tables. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that classroom observation strategy used by Public teachers College Principals do enhance certificate student teachers academic performance as always the college principal provide warning and reprimands to tutors who fail to attend class, often the college principal make follows-up on student teacher whenever they have problems on academic issues and sometimes the college principal visits learning sessions in classroom. The study concluded that college principals’ visitation in the classrooms has a contribution to student teachers academic performance. Aspects such as provision of warning and reprimands to tutors who fail to attend class as planed in the college general time table, making follows-up on student teacher whenever they have problems on academic issues are being done by college principal. The study recommends that colleges principals should continue to carry out regular classroom visits and discuss results with the tutors’ concerned as a strategy of improving tutors’ job performance as well as student teachers academic performance.

Citation: Aloyce Thomas; Evans Okendo Ogoti and Victorini Salema (2022) Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania, British Journal of Education, Vol.10, Issue 12, pp.60-76

Keywords: : Academic Performance, Certificate Student Teachers, Colleges’ Principals, Supervisory Strategies, classroom observation

Teacher/ Learner Interactions in Sudanese EFL Task Based Classrooms ) A case study of Two Sudanese Universities) (Published)

Teaching and learning English in an EFL context includes some difficulties, such as how to prepare learners to use English language so as to be able to participate in conversations inside and outside the class. Two Universities were chosen in this study. One of them is University of Bahri, college of Languages, Fourth Year English language department and the other is University of Alneelein (comparative study) .Six classrooms were chosen, three of them  University of  Bahri and other  three in University of  Alneelein, to interact through both video and audio-tapes.  The study explores recurring patterns of questioning behavior and their interactive effects were observed through nonparticipant observation. The findings of this study indicate that display questions were used by the teachers more frequently than referential questions. Also, it was concluded that not all referential questions could create the adequate interaction.

Keywords: Display Questions, and referential questions, classroom observation, interaction, interactive effect