We should real think of abolishing corporal punishment

2013 National examination results ambiguity

What if form four exam results were judged on the basis of cut off points rather than a pass at D level in two subjects?

For example if all students scoring greater than 40 average points were considered to have scored zero then the students in column DIV IV >40 would get Div Zero. Column % DIV IV > 40?T. DIV IV shows the percentage of students who scored div four but could score zero if the max points for div IV was 40 points. Move over, column % DIV IV > 40/Total shows the percentage of all students from the selected schools who would have scored div zero but have division IV.

The selection of the schools for this analysis was totally random. There was a random click of the school from the list of schools displayed by the national examination council, and for every school that was clicked the number of DIV IV with with average points greater than 40 were counted. Later on a percentage of the students who scored div IV but have average points higher than 40 was calculated for both total div IV scores and Total students in the school.

From the sample of 21 schools under study a total of 21.7% of the students who scored div IV were supposed to score div zero. This means that the percentage of div zero for the studied schools would increase by 8% if the grading was based on average points score rather than a D score in two subjects.

School name	DIV I	DIV II	DIV III	DIV IV	DIV 0	Total	DIV IV >40	% DIV IV >40/T.DIV IV	% Div IV >40/Total
Manyunyu	3	15	38	36	10	102	6	16.66666667	5.882352941
Sangu	17	66	118	140	6	347	8	5.714285714	2.305475504
Shabani Robert	32	47	63	19	0	161	0	0	0
Goima	0	0	2	11	25	38	1	9.090909091	2.631578947
Bujela	0	4	7	20	32	63	6	30	9.523809524
Pasiansi	0	17	19	37	25	98	8	21.62162162	8.163265306
Ipogolo	1	6	8	53	6	74	22	41.50943396	29.72972973
Ilunga	1	4	13	72	79	169	27	37.5	15.97633136
Ndorwe	0	1	20	40	56	117	9	22.5	7.692307692
Nachunyu	0	1	0	17	34	52	7	41.17647059	13.46153846
Lulembela	1	4	5	15	8	33	3	20	9.090909091
Sale	1	6	16	36	30	89	8	22.22222222	8.988764045
Raudha Academy	0	2	11	14	0	27	0	0	0
Chiwata	0	0	2	8	38	48	4	50	8.333333333
Kinampundu	0	0	2	19	7	28	5	26.31578947	17.85714286
Magengati	0	1	5	8	12	26	4	50	15.38461538
Mpunguzi	0	3	9	40	44	96	9	22.5	9.375
Ndoleleji	0	1	3	9	4	17	2	22.22222222	11.76470588
Unyamikumbi	0	0	7	22	20	49	0	0	0
Iwindi	1	2	19	59	47	128	16	27.11864407	12.5
Dahani	0	0	1	15	39	55	5	33.33333333	9.090909091
				690		1817	150	21.73913043	8.255365988

What does this imply?
The government has technically reduced the number of zeros by re-grading the students who are practically failures but scored D grades in two subjects. In fact there is no rationale for judging the person with average score of 46 points but with two Ds as better than the one who scored 41 points and missed the two Ds. Logically how can we say a person with 41 point is worse than the one with 46 points. What does this exactly tell us? That a person who can master two subjects at D level and fail the rest is better than the one who has an average of E in all subjects? According to NECTA anybody scoring an E is regarded as failed? Then what is the rationale of having E and F? Why cant we consider any grade below 29 is a failure?

Factors determining continued use of technology in teaching after the professional development ended

Factors determining the pre-service and in-service teachers’ continuous use of technology after participation in professional development from Ayoub Kafyulilo

Supporting teachers' collaboration in teams to develop TPACK

Supporting teachers' development of technology integration knowledge and skills. from Ayoub Kafyulilo

TPACK development in teacher design teams

TPACK development in teacher design teams: assessing the perceived and observed teachers' knowledge from Ayoub Kafyulilo

Teachers' and Students' Perceptions towards Mobile Phones as a Tool for Teaching and Learning in Tanzania

Teachers' and Students' attitude towards the use of Mobile phones as a tool for teaching and learning

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Teacher design team for TPACK development in Tanzania

Teacher design team as a professional arrangement to develop TPACK among science teachers in Tanzania

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Challenges and opportunities of integrating technology in education in Tanzania

View more PowerPoint from Ayoub Kafyulilo

How to make a good teaching?

This presentation was done at Msolwa secondary school in Morogoro Tanzania in 2010, when I was invited for a workshop on how to make a good teaching. I previously posted this presentation in this blog, however some people have asked me to post it again as they could not find it.
So I am bringing it back again for those who wish to make a good teaching in their classrooms.

Training workshop for teachers on participatory teaching methods

View more PowerPoint from Ayoub Kafyulilo

Challenges and Opportunities of Integrating Technology in Education in Tanzania

Kafyulilo,  Mafumiko and Mkonogwa (under review) Journal of Adult Education

Abstract

Tanzania has been striving to introduce ICT in education since 1997, when the first computer studies syllabus was introduced in secondary schools. However, efforts to implement ICT in education have not been fruitful due to various challenges that ICT in education has been encountering. This study investigated the various challenges to ICT integration in education and  identified  opportunities that can be utilized by the government, schools and  teachers to integrate  ICT in education in Tanzania. Data for this paper were  collected through self-reported questionnaire and semi-structured interviews. Findings from the study showed that ICT implementation in the country is challenged by: the lack of skilled teachers on ICT use, lack of technological tools in most schools, unreliable electricity supply in most schools, and teachers’ attitude towards technology. Despite these challenges, the study identified opportunities that can be utilized by the government, schools and teachers in Tanzania. Some of these opportunities include: high level of teachers’ motivation to use technology in teaching, availability of a framework to guide teachers’ professional development (e.g. TPACK) as well as the emergency of teachers’ collaboration;  an approach which is highly adopted in schools for teacher professional development. The reported challenges and opportunities are important for the government and other education stakeholders in determining the effective measures for integrating technology in education in Tanzania.