Abstract: This study investigated the usage of capitation grants to enhance teachers’ motivation in public secondary schools in Longido District in Arusha Region. Specifically, the study assessed the barriers to the effective usage of capitation grants on enhancing teachers’ motivation and suggested strategies for the effective usage of capitation grants to enhance teachers’ motivation in public secondary schools. The study was guided by Financial Control Theory and convergent mixed methods design. Target population was 281 individuals (271 teachers and 10 school heads). The sample size consisted of 91 respondents; 81 teachers obtained through stratified and simple random sampling and 10 school heads purposefully sampled. Data collection was done through questionnaires and interview guides. Validity was established through expert judgment. Reliability of questionnaires for Likert-type items was determined after a pilot study in three secondary schools using Cronbach Alpha Method. Statistical Package for Social Sciences (SPSS) version 25 was used where coefficient r = 0.864 was obtained. The trustworthiness for the interview guide was ensured through peer debriefing and triangulation. Descriptive statistics was used to analyze quantitative data in SPSS version 25 and results were presented in tables. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms. The study revealed inadequate financial resources allocated to schools as a challenge that impedesimprovement of teaching and learning environments, thereby affecting teachers’ motivation. In conclusion, capitation grants were found to be rarely utilized for teachers’ motivation, recommending the need for policy adjustments to prioritize continuous teacher motivation and development.

Chibuikem Dibor-Alfred – Department of Economics, Near East University, Nicosia, Turkish Republic of Northern Cyprus

Cynthia F. Dikeogu Okoroigwe – Department of Economics, Alvan Ikoku Federal University of Education, Owerri Nigeria

Nkemdirim Jennifer Ogbonna – Department of Economics and Development Studies, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State Nigeria

Corresponding Email: anulireg@gmail.com

Abstract: This research examines how institutional monetary incentives and parental financial backing influence female Economics students’ academic achievements, motivation levels, and career ambitions at Alex Ekwueme Federal University, Ndufu Alike Ebonyi State (AEFUNAI). Utilizing a descriptive survey methodology and quantitative assessment, data were gathered from 120 female undergraduates (200–400 level) selected via stratified random sampling to ensure balanced representation. A structured questionnaire addressing demographics, financial dependence, academic outcomes, motivation, and career aspirations was distributed during lectures, yielding a Cronbach’s alpha of 0.82, indicating reliability. Descriptive statistics and inferential analyses, including Ordinal Logistic Regression, Chi-square, and ANOVA, were applied to explore relationships and trends. The findings reveal a predominantly young demographic (65% aged 18–22) that heavily relies on parental financial assistance, with limited institutional support. Monetary incentives were identified as significantly improving academic performance, decreasing stress, and promoting motivation and self-efficacy. Participants also associated financial backing with long-term career objectives and ambitions for further studies. While financial assistance is crucial, academic success is also influenced by individual motivation and external factors. The results advocate for increased institutional financial aid and tailored support for off-campus students to enhance equity, retention, and academic excellence among female undergraduates in Nigeria.

Abstract: In Tanzania, many early-grade learners struggle with low levels of engagement and motivation, which hampers their mastery of foundational skills in literacy and numeracy. In response to these challenges, gamification has emerged globally as a promising pedagogical approach; however, its adoption and influence within the Tanzanian context remain under-researched. Therefore, this paper presents a comparative analysis of gamification strategies and their effects on motivation and engagement in early childhood learning within public and private schools in Dodoma City. The study specifically examines how differences in school environments affect the implementation and outcomes of gamified teaching methods, particularly in promoting pupils’ motivation and engagement in learning basic skills (3Rs). Using a qualitative multi-case design, data were collected from two public and two private primary schools through interviews, focus group discussions, and classroom observations. Findings reveal that private schools utilize more digital gamification tools due to their better infrastructure, while public schools tend to rely on traditional games. Despite contextual differences, teachers in both settings perceived gamification as an effective approach for increasing pupil engagement and motivation. Challenges included a lack of digital tools in public schools and inconsistent training across all schools. The study recommends increased investment in infrastructure, equitable access to technology, and teacher professional development programs tailored to gamification pedagogy.

Abstract: There have been significant changes in the educational system around the world, and the use of various modern technologies has been implemented to influence students’ academic achievement positively. However, this is not the case for
most Tanzanian secondary schools. Therefore, this study investigated students’ perceptions of the use of computer simulations in the teaching and learning of the non-metal topic at Bagamoyo District Secondary Schools in Tanzania. The study used student questionnaires as a data collection tool. The study involved 245 respondents. The findings revealed that the use of computer simulations significantly improved student learning. Further, findings reported that simulations helped simplify understanding of abstract scientific concepts, making lessons more interactive and effective. These results underscore the value of integrating technology into science education, particularly in enhancing conceptual understanding. The study concludes that computer simulations are a powerful tool for improving chemistry learning in secondary science education. It recommends that educational institutions adopt computer simulations as part of the curriculum, infrastructure gaps to guarantee equitable access to technology.

Abstract: This study investigated student perceptions of their effectiveness in learning English as a subject in public secondary schools in Tanzania. It specifically focused on four key areas: students’ attitudes toward English, their interest in the subject, motivation to learn, and student-teacher interaction during English lessons. The study was guided by Aaron Chao’s theory of learner autonomy in language learning, emphasizing that students must actively “push” their linguistic boundaries through frequent, intense, and effective communication. A descriptive research design was used, drawing a sample of 720 students and 79 teachers from 158 public secondary schools through purposive and simple random sampling techniques. Data were collected using semi-structured questionnaires, interviews, and classroom observations, and analyzed using SPSS and thematic content analysis. Findings showed that most students held moderately positive attitudes toward English, with many viewing it as a favorite subject. However, intrinsic motivation and enjoyment of English lessons were relatively low, indicating a need for more engaging teaching methods. Interest in English was also mixed, with many students participating in class but showing little initiative to study outside of it. Motivation was generally high, especially for achieving good grades, but fewer students recognized the social benefits of learning English. Student-teacher interaction was rated moderate; while teachers were seen as clear and dependable, they were often perceived as unapproachable and unresponsive to students’ learning difficulties. The study concludes that student engagement in English could be improved through interactive, student-centered teaching, more supportive teacher communication, and encouragement of autonomous learning practices.

Abstract: Science, as defined by The Oxford Advanced Learner Dictionary (2006), is knowledge about the structure and behavior of the natural world based on facts that can be proven through experimentation. Science laboratory teaching heavily influences the effective teaching and learning of science as it is a place for conducting experiments and the birthplace of a comprehensive and practical understanding of science. With its emphasis on hands-on experiences, laboratory learning is crucial in preparing students for future scientific endeavors. Consistent practice leads to proficiency in what the learner has been taught during classroom instruction. The saying ‘practice makes perfect’ (Hager, 1974, as cited in Pareek, 2019) also holds true in science education. This review paper aimed to illuminate the transformative role of science laboratory education in shaping students’ attitudes toward science subjects and motivation to make a career in science and technology. A Constructivist approach to learning guided this review. Science education significantly benefits from the use of science laboratories, as supported by Dewey’s learning by doing, Kolb’s experiential learning theory, and Kuhn’s paradigm shift theory. According to the instructional theory of learning interaction, the science laboratory directly impacts students’ attitudes and motivation, leading to better academic performance. The literature was thoroughly researched and critically analyzed in the area of interest in the review. The literature sources mainly focus on the last ten years (2013-2023), with some current additions to the present knowledge economy. As recommendations after the literature search, on one side where teacher competency is essential, there is an urgent need to address resource mobilization issues at schools, targeting the problems of budget, space, etc., to make space for innovation.

Abstract: The increasing prevalence of gambling among students has raised questions about the underlying factors contributing to these behaviours. One critical factor that has emerged is the influence of peers’ behaviours and the urge to model fellow peers’ actions. This study’s aim was to examine peers’ urge to model fellow peers’ behaviour and cognitive motivation tendencies during peer interaction on gambling motivation. The study was grounded in Albert Bandura’s Social Cognitive Theory and Ryan and Deci’s Self-Determination Theory. The study used mixed method research design. The study targeted all third-years students from two universities in Kericho County, and university counsellors from these institutions. The study used Yamane’s formula to recruit a sample of 353 students and census to recruit all the 3 counsellors from the two universities. For key informants, the study used snowballing to recruit 7 students self-presenting with gambling problems. Quantitative data was analyzed using statistical package for social science (SPSS) (Version 23.1) to produce descriptive and inferential statistics. Qualitative data was reported in narrations and direct quotations reinforced the quantitative outcomes. The findings revealed that peers’ urge to model fellow peers’ behaviour have a positive and significant effect on gambling motivation among students in universities. Universities should, therefore, develop counseling services and programmes that highly focus on building awareness on gambling consequences among students. The programmes should prioritize educating students on the addictive nature of gambling and its adverse effects on mental well-being, personal relationships, and academic performance.

Abstract: This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Abstract: The purpose of this study was to assess the effects of employee motivation on financial performance of hotel business in Rwanda with a case of Hill-Top Hotel and Country Club. The following specific objectives guided the study: To identify the different types of employee motivation, to find out the contribution of employee motivation to the financial performance, to determine the challenges facing employee motivation at Hill-Top Hotel and Country Club. The study sample size was 39. The questionnaire and interview guide were used to collect primary data. The results indicated the major type of employee motivation used by Hill-Top Hotel and Country Club was an improved working environment with a rate of 26%. The findings also revealed that Hill-Top Hotel and Country Club maintains employee motivation by increasing employee performance leading to the contribution of financial performance at a rate of 36%. Finally, the findings showed that 33.3% of the respondents answered that poor understanding of the motivations behind repeat bookings as a major challenge facing employee motivation at Hill-Top Hotel and Country Club. In conclusion, employee motivation contributes to the financial performance of hotel businesses. The researcher recommends that Hill-Top Hotel and Country Club should hire more trained and motivated employees. by improving the work environment and having motivated employees who are familiar with assigned tasks, could increase employee performance and contribute to the finance performance. This would ensure that the efficiency and effectiveness of the organization are enhanced.

Abstract: The present study argues that instructional factors are key determinant for teacher training colleges (TTCs) students’ low motivation of learning mathematics in language education option. Findings are drawn from a large study that investigated factors behind the low motivation of TTC students in learning mathematics as a subsidiary subject. The research was informed by learning theories which affirm that what is learned depends on one’s prior knowledge, on the social context for learning, and on the connections between what is being learned and the real world. Through a questionnaire and classroom observation in two teacher training colleges (TTCs), qualitative data were collected from 34 participants and analyzed using thematic approach. The theme of this study was created based on literature review and findings from respondents. The results of the study revealed that teaching strategies and teaching resources take over the mathematics content to explain the low motivation of students in language education option. Therefore, the study recommends mathematics tutors in TTCs to put more effort in using teaching and learning materials to enhance learner-centered teaching approaches.