Extensiveness of Teachers in Applying Role Modelling Strategy to Enhance Retention of Children under Complementary Basic Education in Tanzania in Selected Districts of Mara Region

Annamary Peter; Eugene Lyamtane; Catherine Muteti

doi:10.18535/ijsrm/v12i08.el05

Abstract

This study sought to investigate the Extensiveness of teachers in applying role modelling Strategy to enhance retention of children under Complementary Basic Education in Tanzania (COBET) in selected Districts in Mara Region. The study was guided by one research question. Convergent design under a mixed methods was used to examine the problem in question. The target population of 99 COBET centres, 99 head teachers, 133 teachers, and 898 children. A sample of 158 participants was selected, comprising 30 centres, 14 head teachers, 54 teachers, and 90 children, using probability and non-probability sampling. Data were collected through questionnaires, interviews, and focus groups. The validity of the instruments was assured by subject experts, and the questionnaire's reliability was tested using Cronbach's Alpha (0.802), while reliability for qualitative data was ensured through peer review and triangulation. The quantitative data were analysed using descriptive and inferential statistics, including an independent t-test at 0.05 significance, and the qualitative data underwent thematic analysis. The study found that teachers to a large extent employed role modelling strategy to enhance retention of the children through exposure to success stories, extracurricular activities, and promoting positive character. There is no significant difference between the extent mean scores of more experienced and less experienced teachers in employing the role modelling strategy to enhance retention of the children under complementary basic education in the Selected Districts in Mara Region. The study concludes that Teachers employed role modelling as a retention strategy for the children under COBET with some potential areas for improvement in the practicality of the strategy. Since both sets of teachers, regardless of their level of experience, are equally using role modelling strategy are called to reflect on their deeds and words in front of the children in the COBET programme to enhance their retention. The local government through DEOs in Mara region should organize and fund the training for teachers on role modelling strategy at least once a year for the enhancement of retention of children under COBET.

Keywords

Role modellingRetentionProfessionalPara-professionalExtensiveness

References

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[refR-3] Creswell, J., & Clark, V. (2018). Designing and conducting mixed research methods (3rd edition). SAGE Publications.Google Scholar ↗

[refR-4] Hashim, A. M., Aris, S. R., & Fook, C. Y. (2022). Assessing Gender Differences in Creative Self-Efficacy, Creative Ability and Creative Environment Dimensions Among Lower Secondary School Students. Asian Journal of University Education, 18(4), 879-893.Google Scholar ↗

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[refR-6] Kilimwiko, L. (2021). Sustainable development requires global awareness and local action. Development and Cooperatio.Google Scholar ↗

[refR-7] Kirk, C., Gadsden, V. L., & Quinn, R. (2019). Re-framing adult student success: Understanding and identifying successful outcomes for adult students in adult education programs.Google Scholar ↗

[refR-8] Kombo, H. M. (2019). Assessing the role of alternative learning classes in reducing out of school children in Zanzibar.Google Scholar ↗

[refR-9] Laletas, S., & Khasin, M. (2021). Children of high conflict divorce: Exploring the experiences of primary school teachers. Children and Youth Services Review, 127, 106072. https://doi.org/10.1016/j.childyouth.2021.106072DOI ↗Google Scholar ↗

[refR-10] Mbilu, E. M. (2019). Non-formal education and quality basic education for all in tanzania: A study of the effectiveness of non-formal education programs for children of school-going age in Korogwe District.Google Scholar ↗

[refR-11] Mbogoma, G. N. (2018). Julius Nyerere’s Education for Self-Reliance in Post-Colonial Tanzania: A Reconsideration.Google Scholar ↗

[refR-12] Mnubi, G. (2019). Redrawing the map of complementary basic education to guarantee the child’s right to quality education in Tanzania. Journal of Adult Education.Google Scholar ↗

[refR-13] MoEST. (2023). Curriculum for Primary Education, Standard I-VI. Tanzania Institute of Education.Google Scholar ↗

[refR-14] Mrisho, M. K. (2017). Achievements and problems of Complementary Basic Education in Tanzania (COBET) in enhancing access to primary education in Kinondoni Municipality, Dar es salaam.Google Scholar ↗

[refR-15] Muyaka, J., Omuse, D. E., & Malenya, F. L. (2021). Manifestations of boys’ under participation in education in Kenya: The case of Busia and Kirinyaga counties. Compare: A Journal of Comparative and International Education, 1–16. https://doi.org/10.1080/03057925.2021.1877113DOI ↗Google Scholar ↗

[refR-16] Ngware, M. W., Boukary, H., Wekulo, P., Mutisya, M., Zikani, K., Otieno, C. M. A., & Riechi, A. R. O. (2018). Alternative education and return pathways for out-of-school youth. A background paper for the secondary education in Africa (SEA): Preparing youth for the future of work. APHRC Nairobi.Google Scholar ↗

[refR-17] Nyang’au, M. K., Ochola, W. A., & Maobe, S. N. (2021). Participation of in and out of school youth in decision-making on showcasing success stories by young agri-preneurs for motivation to implement agricultural programmes. International Online Journal of Education and Teaching.Google Scholar ↗

[refR-18] Oddy, J. (2022). Executive summary: Accelerated education in the Democratic Republic of Congo, South Sudan, Tanzania and Uganda. Inter-Agency Network for Education in Emergencies.Google Scholar ↗

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[refR-23] Scharpf, F., Kirika, A., Masath, F. B., Mkinga, G., Ssenyonga, J., Nyarko-Tetteh, E., Nkuba, M., Karikari, A. K., & Hecker, T. (2021). Reducing physical and emotional violence by teachers using the intervention Interaction Competencies with Children – for Teachers (ICC-T): Study protocol of a multi-country cluster randomized controlled trial in Ghana, Tanzania, and Uganda. BMC Public Health, 21(1), 1930. https://doi.org/10.1186/s12889-021-11950-yDOI ↗Google Scholar ↗

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[refR-25] Sodirjonov, M. M. (2020). Education as the most important factor of human capital development. Theoretical & Applied Science, 84(04), 901–905. https://doi.org/10.15863/TAS.2020.04.84.161DOI ↗Google Scholar ↗

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[refR-27] Thomas, O. A., Olatoye, R. A., & Adamu, G. K. (2021). Assessing socio-cultural factors affecting integration of Almajiris into formal education system in Katsina state, Nigeria. Journal of Education and Learning (EduLearn), 15(2), 168–177. https://doi.org/10.11591/edulearn.v15i2.20276DOI ↗Google Scholar ↗

[refR-28] Thouin, É., Dupéré, V., Dion, E., McCabe, J., Denault, A.-S., Archambault, I., Brière, F. N., Leventhal, T., & Crosnoe, R. (2022). School-based extracurricular activity involvement and high school dropout among at-risk students: Consistency matters. Applied Developmental Science, 26(2), 303–316. https://doi.org/10.1080/10888691.2020.1796665DOI ↗Google Scholar ↗

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