Abstract: This study assessed Research-Based Learning (RBL) and its influence on the development of critical thinking among students in higher education institutions (HLIs) in Arusha region. The study adopted Sequential Explanatory Design and mixed-methods approach. The objectives were to: assess barriers to RBL that affect the development of critical thinking skills among students in HLIs and propose strategies for improving RBL practices. Experiential Learning Theory guided the study. The target population consisted of 1,000 undergraduate, 600 postgraduate students & 34 lecturers. The sample size of 94 consisted of 14 lecturers selected purposively, 50 undergraduate and 30 postgraduate students selected by Stratified and simple random sampling methods. Data were collected using document analysis, interviews and questionnaires. Validity was established through expert judgment. Reliability of questionnaires for Likert-type items was determined after a pilot study & analyzed in Statistical Package for Social Sciences (SPSS) version 23 where Cronbach Alpha coefficient of r=0.767 was generated. Credibility of qualitative instruments was established through detailed reporting of the research process, peer debriefing and triangulation. Descriptive statistics & thematic analysis were adopted. Findings revealed that financial constraints, inadequate mentorship and limited time are barriers facing RBL. The study concludes that to nurture critical, autonomous, and solution-oriented graduates, HLIs should adopt a policy-driven and well-resourced Research-based learning RBL model embedded within a strong institutional research culture. The study recommends a curriculum that integrates research skills development from first year, increased budgetary allocation for research support, investment in digital infrastructure and formal training for supervisors tasked with mentoring student researchers.

Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.

Abstract: The study assessed the cultural practices andtheircontribution towards quality education in public secondary schools. Objectively, the study examined the contribution of cultural practices towards quality education in public secondary schools and the strategies for improving cultural practices for quality education in public secondary schools. Cultural Capital Theory directed the study. A total of 94 respondents (18 teachers, 10 parents, 6 schools heads and 60 students) were selected to represent the target population of 1632. The study adopted Ethnography and cross-sectional survey design with mixed methods approach. The study used questionnaires and interviews guide to gather data. School heads and parents were purposively selected while stratified and simple random sampling was employed to select teachers and students. Two experts enhanced validity of instruments for collecting quantitative and qualitative data. Reliability of quantitative instruments were ensured using Cronbach alpha index; SQ=0.62 & TQ=0.91. For qualitative instruments, reliability was ensured through triangulation of data sources. Descriptive statistics in the SPSS version 25 was adopted in quantitative data analysis while thematic analysis was utilized for qualitative data. The study exposed intercultural exchange, encouraging collaborative decision making and promotion of ethical values as cultural practices that contribute towards quality education. Educating the community, enactment of by-laws and enforcing them are strategies for improving cultural practices. In conclusion, the aspects of culture that negatively affects quality education should be looked at and appropriate by-laws formulated and implemented for guidance. The study recommends that cultural practices that negatively affect quality education in secondary schools should be prohibited.

Abstract: This study assessed the relevance of university curriculum to the labour market demand in Arusha Region, Tanzania. The objectives were to: examine the shortcoming of various aspects of universities curricula to labour market demand and determine the strategies to enhance Universities Curricula to the labour market demand. Human Capital Theory guided the study. The study adopted convergent mixed methods design. Interview guide and questionnaires were used to collect data from respondents who consisted of 60 postgraduate students, 12 lecturers and 10 employers selected from a population of 350. Cronbach Alpha reliability correlation coefficient for postgraduate students’ questionnaire after the pilot study was, r =0.799 while qualitative instruments were confirmed through cross-validation among different data collection methods. Quantitative data were analysed using descriptive statistics in the SPSS Version 25. Results were presented in form of tables of frequencies, percentages and means. Qualitative data were thematically analysed using thematic coding. Findings revealed that there is limited financial assistance, inadequate ICT materials and insufficient industry engagement. Additionally, the strategies include integrating practical experiences, establishing clear guidelines for funding virtual learning projects, and fostering industry partnerships. The study concluded that there is need to establish industry advisory boards to provide continuous input on curricula development, ensuring it meets current market needs. Incorporate project-based learning and real-world problem-solving into the curricula to develop practical skills. The study recommends that universities should place a stronger emphasis on entrepreneurship education to better prepare graduates for starting their own ventures that would contribute to economic growth.

Abstract: The study investigated the effectiveness of curriculum review in improving skilled based education in secondary schools in Arusha district. Objectives were to; assess the factors for curriculum review and determine solutions to the shortcomings in curriculum review on skilled based education in secondary schools. The study was guided by Pedagogic Device Theory. Cross sectional survey design and mixed methods approach were adopted. The study targeted a population of 383 from 61 secondary schools from where a sample size that consisted of 170 (120 form four leavers, 36 teachers, 12 school heads, 1 SQAO & 1 DSEO) respondents was drawn. Form four leavers were obtained through snowball sampling techniques while school heads, SQAO & DSEO were purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert judgment whereas reliability index, FFLQ; r=0.823 & TQ; r=0.740 was obtained using Cronbach alpha. Credibility of qualitative instruments was enhanced through triangulation. Descriptive statistics was used to analyze quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically alongside research questions and presented in narrative forms. Curriculum that equips students with practical skills, market demand and relevant to current societal needs are factors for curriculum review. The study concludes that there is a need to develop partnerships with local businesses to offer students internships and apprenticeship opportunities. The study recommends that educators should incorporate critical thinking, creativity, and problem-solving skills into the curriculum to prepare students for the 21st-century workforce.

Abstract: The study examined the Effects of teachers’ recognition on secondary school students’ academic performance in Arusha District Council, Tanzania. Objectives were to assess the extent to which teacher’s recognition influences students’ academic performance and the effective strategies to enhance teacher’s recognition in public secondary schools. Social Action Theory guided the study. Sequential explanatory design was adopted. Sample size consisted of 172 (162 teachers, 9 school heads and one DSEO) from 9 public secondary schools. Teachers were selected through stratified and simple random sampling techniques. School heads and one DSEO were purposively sampled. Questionnaires and interviews were employed to collect data. Validity was established through expert input. Reliability was determined using Guttman split half method and reliability index, TQ; r=0.987 was reported. Credibility of qualitative instrument was established through detailed reporting of the research process. Descriptive statistics was used to analyze quantitative data in the SPSS version 25 and results were presented in tables. Qualitative data underwent thematic analysis and was presented in narrative forms. Results show that teacher recognition plays a crucial role in influencing various aspects of teaching and learning ultimately leading to improved student academic performance. In conclusion, enhancing teacher recognition in public secondary schools is crucial for improving teacher motivation, job satisfaction, and overall performance. In recommendation, a culture of teacher recognition within a school should be initiated and supported and a collaborative environment where teachers feel valued and motivated to excel should be created. This may lead to higher academic achievements among students.

Abstract: This study investigated the influence of technological advancement towards quality education in higher learning institutions (HLIs) in Arusha city. The study examined the technological advancement in HLIs and determined the application of technological advancement to quality education of students in HLIs. This study was guided by Technology Acceptance Theory. Convergent mixed methods research design was adopted. The target population for this study was 1110 individuals with the sample size of 64 students selected using stratified sampling, while 20 course instructors and 8 technology experts were selected using purposive sampling technique. Data were collected using questionnaires and interview guides. The validity of instruments was determined by the research experts and the reliability(r=0.83) was tested using Cronbach Alpha Coefficient method. Reliability of instrument for collecting qualitative data was done by ensuring its credibility, transferability and dependability, indicating that the instruments were fairly reliable. Data from questionnaires were analysed using descriptive statistics with the help of SPSS-25 and presented in figures and tables. while qualitative data was analysed thematically alongside research questions. Internet connectivity, access to computer laboratories and ICT training were identified as technological advancements in HLIs. In conclusion, application of technology has facilitated easy access to teaching materials, enhanced student creativity, and provided learning opportunities even during pandemics. The study recommends that instructors should actively seek training opportunities to improve their digital literacy and proficiency in using various educational technologies in addition, students should take an active role in utilizing technological advancements for their educational benefit.

Abstract: This study was conducted to assess the contribution of teaching practice (TP) assessment feedback on enhancing teaching competency among trainee teachers in Arusha region. Specifically, the study investigated the influence of TP assessment feedback on enhancing competency among teacher trainees and the best ways to provide TP assessment feedback to enhance competency among teacher trainees. The study was grounded in performance feedback theory. A mixed methods approach was adopted whereby the study targeted teacher trainees and tutors in the teacher training colleges. Stratified and purposive sampling methods were used to select the study sample of 86 respondents: 10 tutors and 76 teacher trainees. Data was collected using questionnaires, interviews and group discussion. Research experts validated the instruments while reliability (r=0.91) was estimated using the test-retest method. Descriptive statistics were used to analyze the quantitative data in the SPSS version 25 while qualitative data were analyzed in themes and presented in words supported by direct quotations. Key findings highlight that TP assessment feedback influence competency among trainee teachers. In conclusion, TP assessment feedback develops effective teaching competency, provides valuable insights into teaching practice, identify areas for improvement, reinforce good TP, build trainee teachers’ confidence, reveal what has been done well and encourages them to continue doing it and increasing teaching morale among trainee teachers. This study recommends development of clear guidelines and standards for providing TP feedback by allocating adequate resources, creating conducive policies that support and guide trainers to deliver comprehensive feedback systems that enhances teaching competence.

Abstract: The study assessed the challenges facing pupils from single parent families towards academic achievement in Arusha city council. The objectives of the study were to; examine the challenges facing pupils from single parent families in primary school and explore the possible solutions to the challenges facing pupils from single parent families in primary school education. Attachment Theory guided the study. Mixed methods approach was adopted. Target population of the study was 1055 and sample size of 108 respondents from public primary schools were involved in the study. Purposive sampling technique was employed for both teachers and pupils. Questionnaires and interviews were used to collect data. Content validity was validated through the expert judgment. Reliability was determined using test re-test technique and reliability index, r=0.835 was obtained using Cronbach Alpha Method. Quantitative data was analyzed using descriptive statistics in SPSS version 25. The obtained results were presented in tables of frequencies and percentages. Qualitative data was analyzed thematically alongside research questions. The study established that economic hardship, lack of parental care, lack of G/C and socialization are the major challenges facing pupils from single parent families towards their education achievements. In recommendation, pupils from single parent’s families with low income should be identified, assisted and mentored towards their education. The government needs to set a budget for those pupils in need. The school administration should encourage teachers to offer G/C services to single parent pupils in order to encourage them to work hard in their academics.

Abstract: This study investigated the effects of disaster management towards academic achievement in public secondary schools in Arusha District Council, Tanzania. Objectives were to; examine ways of managing disasters in secondary schools and effects of disaster management towards academic achievement of students in public secondary schools. Emergency Management Theory guided the study. Convergent mixed methods design was adopted. Questionnaires, documentary analysis, photo taking and interviews were used to collect data from 105students and 85teachers selected by simple and stratified random sampling techniques. Five school heads and 4 WEOs were purposively selected. Validity was fortified through expert inputs. Reliability employed test-retest technique and reliability index, SQ r=0.735, TQ r=0.827and NTSQ r=0.761were obtained. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Qualitative data underwent thematic analysis. Quantitative data were analysed using descriptive statistics in the SPSS version 23 and results were presented in tables. Findings include provision of fire extinguishers to help in putting off fire outbreaks, enhancing drainage system and raising building foundation to prevent surface runoff from accessing classrooms and offices. Proper use of fire extinguishers to minimize damages caused by fire in schools hence minimal interference to learning process. In conclusion, without a disaster management plan, schools spend more time and resources reacting to a situation instead of planning for the anticipated disaster. Recommendations entailed all institutions to provide fire extinguishers, enhance drainage system and improve students’ discipline as disaster mitigation measures.