Abstract: This study assessed the effectiveness of teaching religious subjects in developing moral behavior among students in public and private secondary schools in Arusha City. The specific objectives were to examine the practices of teaching religious subjects, assess their effect on students’ moral behavior and identify challenges experienced in teaching these subjects. The study was grounded in Lawrence Kohlberg’s moral development theory, which posits that individuals progress through different stages of moral reasoning. The study employed a mixed-methods approach with a convergent design. The population included 34,300 students, 61 heads of schools and 901 teachers from 61 secondary schools. A sample of 100 respondents, comprising 6 heads of schools, 24 teachers and 70 students was selected using stratified, simple random, and criterion purposive sampling techniques. Data were collected through questionnaires and interviews and analyzed using inferential and descriptive statistics for quantitative data while qualitative data were analyzed using content analysis. Findings revealed that religious subjects are actively taught in both public and private secondary schools with greater emphasis in private schools (p=0.000). The teaching of religious subjects significantly contributes to the moral development of students thou faced by a number of challenges including lack of professionalism. The study concluded that religious education contributes to the development of moral behavior among students and recommended that parents, religious leaders, and the government to emphasize the teaching of religious subjects so as to enhance moral development among the students.

Abstract: This paper examined the extent to which internal quality assurance (IQA) practices are contributing to the enhancement of academic work. The study adopted a concurrent mixed-methods design. Data was collected using survey questionnaires and key informant interviews from a total of 321 respondents selected using stratified random sampling from two universities. The principle of reciprocal determinism underpinned the conceptualization of the research variables, data collection, analysis, and interpretation. The Pearson regression analysis of the data showed that IQA practices could enhance teaching and learning by 12.6% and research by about 15.9%. However, a one-sample difference in the mean t-test confirmed the null hypothesis that the current IQA practices have no significant effect on university-community engagement. We, therefore, concluded that IQA practices have provided an operational framework that facilitates the academic staff to teach and do research while community engagement and other areas of university operations receive little attention. The more IQA practices reciprocate with the working lives of academic staff, the more such practices are seen to enhance academic processes. Therefore, universities need to widen the scope of the current IQA practices in practical terms through inter-departmental cooperation towards a holistic quality agenda.

Abstract: The purpose of this study was to examine the contribution of principals’ instructional leadership practices in enhancing quality instructional activities in public schools in Baringo County, Kenya. The target population was 6901 Form Four students, 1266 teachers, and 140 principals, during the 2017-2020 school years, 6(six) Sub-County Quality Assurance and Standards Officers (SCQASOs) and 1(one) County Director of Education (CDE). The study adopted descriptive survey research design. Stratified random sampling technique was applied to sample 30% of each of the categories of the study populations. The sample consisted of 2,070 students, 380 teachers, 42 school principals, six SCQASOs and CDE. The research instruments were questionnaires and semi-structured interview guides. The quantitative statistics used included frequencies, means, percentages and standard deviations and the results presented using tables and charts. Qualitative data were thematically clustered in relation to the objectives of the study. The study found that principals were not up to date in their mandate since they gave less emphasis on some key issues such as: class-visits, inspection and approval of teachers’ lesson plans, inspection and approval of teachers’ lesson notes and inspection and approval of students’ lesson notes. The study recommended that principals should be thorough in their instructional leadership responsibility by ensuring that teachers are up to date in their preparation and delivery of content. The findings of this study are expected to contribute to the body of knowledge on how to improve instructional leadership in educational institutions.

Abstract: The study was undertaken in 2017 to measure the contribution of revenue collection actors in own source revenue mobilization of four Local Government Authorities in Tanzania Mainland. The four LGAs from which the study was undertaken were; Bahi District Council, Dodoma Municipal Council, Kongwa District Council, and Manyoni District Council. The sample size of the study was 84 respondents obtained through purposive sampling.s. The structured cross-sectional survey design was adopted because it covers the wide range of the study area. The research findings revealed that 24 (28%) of councilors their contributions were community mobilization and sensitization to pay local taxes, identification of local revenue sources, approval of by-laws and revenue collection estimates, monitoring and supervision of own source revenue collection in their areas of jurisdiction. Moreover, the results showed that 20 (24%) of CMT members their contributions were to identify revenue sources, set revenue collection estimates, collect and supervise revenue, and educate tax payers to pay taxes. Furthermore, the findings revealed that 16 (19%) of WEOs/MEOs/VEOs their contributions were community mobilization and sensitization, revenue collection and supervision, educates people on the benefits of paying taxes in their areas of jurisdiction. Also, the research findings showed that 8 (10%) of own source revenue collectors their contributions were own source revenue collection. Moreover, the results revealed that 16 (19%) of tax payers their contributions were to pay local taxes to their respective LGAs. Therefore, own source revenue collection actors are very indispensable people for LGAs own source revenue mobilization. Consequently, better social service delivery to the local community can be attained by the respective LGA.

Received October 10, 2020; Reviewed October 17, 2020; Accepted October 19, 2020

Abstract: This study aimed at determining contribution of learner competence in six Biology practical process skills on form two learners’ achievement in Gucha South sub-County, Kisii County in Kenya. Solomon’s four non-equivalent control group design was used. The objectives for the study were: To determine the contribution of Biology Practical Process Skills Teaching Approach (BPPSTA) to learners’ achievement in biology and to establish the gender difference in achievement among learners taught using BPPSTA. The study was guided by Constructionism theory as proposed by Seymour Papert. The sample size comprised of 401 form two students out of a target population of 2,946. Data was collected using Biology Practical Observation Schedule (BPOS), Process Skills Assessment Test (PSAT) and Biology Achievement Test (BAT). Means and standard deviations were used to compare the group performances then one-way ANOVA and t- test at α = 0.05 significance level were used to test the hypotheses. The study found that BPPSTA positively contributed to learner achievement with males significantly achievement higher than females. It is concluded that BPPSTA led to an improved learner attainment in biology however, this performance did vary by gender. The study findings may provide insights to the Biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons. The study recommends that biology instruction should lay emphasis on the use of BPPSTA with a greater effort being put in place to engage the female learners more.