Abstract: The purpose of this desk research paper is to demonstrate the application of social learning theory to the field of education. According to the notion of social learning, people can pick up new behaviours by watching and copying the actions of others in social situations. It says that even in the lack of muscular reproduction or direct reinforcement, learning is a cognitive process that happens in a social setting and can happen only through observation or direct instruction. Vicarious reinforcement is the method via which learning happens when rewards and penalties are observed in addition to behaviour. Regular rewards for a given behaviour increase the likelihood that it will continue; on the other hand, frequent punishments increase the likelihood that a behaviour will stop. The idea stresses the significant roles of numerous internal processes in the learning individual, building upon classic behavioural theories that hold that behaviour is only controlled by reinforcements.

Abstract: This study investigated the influence of language of instruction on academic performance of students in secondary schools in Arusha City Council, Tanzania. Objectively, the study found out the effectiveness of language policy in equipping students with the right knowledge in basic education and identified the challenges related to language of instruction faced by secondary school students in Arusha City Council. The study adopted convergent mixed methods design. Interview guide and questionnaires were used to collect data from respondents who consisted of 10 head teachers purposively selected, 101 teachers and 128 students selected by stratified and simple random samplings techniques. The reliability correlation coefficient (r=0.810) for questionnaire was determined. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions. Findings revealed that English language policy in secondary schools is not effective, as majority of students do not use it as a medium of instruction. Negative attitude towards foreign language by students, political interference, negative influence of mother tongue, limited teacher’s proficiency in English language and poor classroom participation due to language barriers were identified as challenges facing students. The study concluded that students in secondary schools are not adequately prepared to use English as a medium of instruction in secondary schools. The study recommends heads of schools and teachers to ensure effective English orientation courses to induct students in using English and the Government to review the language policy to enhance its efficiency.

Abstract: This paper reports the findings of the perceptions and barriers of blended learning in the instruction of mathematics from the standpoint of lecturers and students at the University of Rwanda selected colleges during the Covid-19 shutdown. The paper is a comparative study done with twelve lecturers and seventeen undergraduate students selected from the College of Education (CE), and College of Science and Technology (CST) at level three (the third year of 2021), who were chosen using a simple random sampling method. Data was collected through a survey questionnaire that asked lecturers and students about their perceptions and problems of using a blended approach in mathematics instruction. To ensure the scientific validity of the study, SPSS edition 23 was used to examine the tool for coherence, and it produced a reliability coefficient of 0.717. The results were also analyzed using SPSS-23. Lack of access and an inconsistent internet connection was cited by students as barriers to using blended learning in mathematics instruction. The findings show that lecturers’ and students’ perceptions on the usage of blended learning are strikingly comparable. This research should be viewed as a realistic approach to the universities’ willingness to implement blended learning methods in terms of curricula and instructional methodologies for mathematics instruction.

Received December 7, 2020; Revised December 11, 2020; Accepted December 14, 2020

Abstract: Use of practical work greatly contributes to successful classroom pedagogy. Various challenges may however, hinder effective use of practical in biology instruction. Despite the challenges, there too are several benefits that accrue when biology is taught through practical activities. The purpose of this study was to find out the challenges and benefits when practical work is used during biology instruction. The study was guided by the following two objectives: To determine challenges faced by teachers when using biology practical work and two, to analyze the benefits when using practical work during biology instruction. Constructivism theory by Jerome Bruner guided the study. Saturated sampling technique was used to select all the 42 biology teachers. Data was collected by use of three instruments: Biology Teachers’ Questionnaire (BTQ), Document Analysis Guide (DAG) and the Biology Teachers’ Interview Schedule (BTIS). Quantitative and qualitative data analysis techniques were used. Quantitative data was analyzed by use of percentages while qualitative data was analyzed thematically. The challenges revealed include: inadequate resources and facilities, teachers’ inexperience, health and safety risks, lack of technical assistance and imbalanced format of examination. The study also revealed the benefits of biology practical work as: promote understanding of biological concepts, develops important skills, leads to understanding of the process of science, promotes creativity and finally encourages development of group attributes such as cooperation. The findings may be important to inform the education stakeholders and curriculum developers the challenges and benefits that are associated with biology practical work and how to mitigate these challenges.

Received November 29, 2018; Revised December 12, 2018; Accepted December 16, 2018

Abstract: The paper discusses challenges of language of instruction on Students academic performance of Secondary Schools in Karatu District, Tanzania. The study adopted descriptive survey design. The population of this study comprised of 627 Teachers of Ordinary level Government Secondary Schools in Karatu District. The study was carried out in 15 Ordinary level Government Secondary Schools. Data was collected from 249 teachers selected randomly. A pilot study of 60 teachers from secondary schools in Kilimanjaro Region was done. Data collection was done through questionnaires. Descriptive statistics in terms of frequencies and percentages were used to analyze quantitative data. The study concluded that majority of teachers in public secondary schools in Karatu District face challenges in teaching using English as language of instruction. Hence language of instruction is a barrier to academic achievement to both students and teachers. Majority of teachers in public secondary schools stressed that incompetence in language of instruction hinders classroom interaction between teachers and students which contributes to low academic achievement of students. The study recommends that Ministry of Education and Vocational Education Training (MOEVT) should come up with a policy on promoting English language of instruction to improve competencies to students and teachers, put emphasis on the language of instruction from lower levels, introduction of English clubs, campaigns and competitions among students to increase the level of competency in public secondary schools.