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The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz Education Master Dissertations 2020 Teachers` use of project-based approach to enhance learning: A case of selected secondary schools in Chamwino district in Dodoma, Tanzania Bunju, Jumanne Kondo The University of Dodoma Bunju, J. K. (2020). Teachers` use of project-based approach to enhance learning: A case of þÿselected secondary schools in Chamwino district in Dodoma, Tanzania (Master s dissertation). The University of Dodoma, Dodoma. http://hdl.handle.net/20.500.12661/2700 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. TEACHERS` USE OF PROJECT-BASED APPROACH TO ENHANCE LEARNING: A CASE OF SELECTED SECONDARY SCHOOLS IN CHAMWINO DISTRICT IN DODOMA, TANZANIA JUMANNE KONDO BUNJU MASTER OF ARTS IN EDUCATION THEUNIVERSITY OF DODOMA DECEMBER, 2020 TEACHERS` USE OF PROJECT-BASED APPROACH TO ENHANCE LEARNING: A CASE OFSELECTED SECONDARY SCHOOLS IN CHAMWINO DISTRICT IN DODOMA, TANZANIA BY JUMANNE KONDO BUNJU A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE AWARD OF MASTER DEGREE OF MASTER OF ARTS IN EDUCATION THEUNIVERSITY OF DODOMA DECEMBER, 2020 DECLARATION AND COPYRIGHT I, Bunju Jumanne Kondo, declare that this Dissertation is my original work and that it has not been presented and will not be presented to any other university for a similar or any other degree award. Signature…………………………………….. No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma. If transformed for publication in any other format, it shall be acknowledged that this work has been submitted for degree award at the University of Dodoma. i CERTIFICATION The undersigned certify that he has read and hereby recommend for acceptance by the University of Dodoma dissertation entitled “Teachers` Use of Project-Based Approach To Enhance Learning: A Case Of Selected Secondary Schools In Chamwino District In Dodoma, Tanzania” in partial fulfillment of requirements for the degree of Master of Arts in Education of the University of Dodoma Dr. Prosper Gabrieli Signature..................................................... Date...... ......................................... (SUPERVISOR) ii ACKNOWLEDGEMENT First I am grateful to the Almighty God for his blessing to me to do the study. Also, I extend my genuine heartfelt gratitude to my supervisor Dr. Prosper Gabrieli for his support and guidance to me. I would like to acknowledge all research informants: head of schools, teachers, District quality assurer and students in one way or another participated in this study. Also, I express my genuine thanks to my fellow students Miss Idda Medard, Faraja Mgina and Esther Senkoro from MAED class of 2018/2019 whose comments, reminders, guidance and encouragement were the catalyst toward hard working of this journey. I extend my inner most thanks to my parents Kondo Bunju and Salma Abdallah for their prayer and encouragement which help me to work hard throughout my studies. I would like to thanks all staffs of College of Education, lecturers of masters and all MA candidates of 2018/2019 for their encouragement, suggestions and cooperation in the whole period of studies. Lastly, I also thank all important people who had contributions in my studies but their names could not appear in this page. I am thankful to the kindness that they showed to me. iii DEDICATION This study is dedicated to my lovely mother Salma Abdallah Limuli and my father Kondo Shabani Bunju, and the late brother Amini Juma Bunju for their parental guidance and care since my childhood. Also, to my young brother Hamisi K Bunju for his advice and encouragement. iv ABSTRACT Efforts for enhancing students’ learning in schools through integration of effective pedagogies such as project activities are the global concern. Project-based approach (PBA) is conceived to be the most effective pedagogies for meaningful learning when appropriately used. This study investigated teachers’ use of the PBA in the teaching and learning process to surface appropriate measures to effectively use the approach. Specifically, the study examined teachers’ perceptions on the PBA determine the extent to which teachers’ use PBA and finally identify strategies to enhance teachers’ use of the PBA in schools. Four (4) secondary schools and one district administrative offices of Chamwino District in Dodoma Region located Tanzania were used. Forty one (42) participants including 4 heads of schools, 16 classroom teachers, 20 students, 1 district quality assurer, and 1 district academic officer were purposively selected to participate. The study employed case study research design to interviews classroom teachers, heads of schools and district quality assurer. Focus group discussions were conducted to students to get their views when the PBA is used during the learning process. Furthermore, document analysis and classroom observations were conducted to get in-depth information to establish teachers’ use of the PBA in schools. Qualitative data analysis strategies were used to analyse the data. Learning-by-doing theory developed by John Dewey (1859-1952) was used to guide the study. Findings from interview and classroom observation indicate that 07 out of 16 teachers believed PBA can enable students to be creative, critical, active and innovative meaning that that 9 out of 16 do not believe in PBA and perceive it as time consuming process and impedes coverage of the intended syllabus. The findings indicate that teachers only use it for the finalists to get marks for the summative evaluation as indicated in the syllabus. Nevertheless, the study identified lack of teachers’ professional learning opportunities and the large number of students as major challenges obstruct implementation of PBA. Findings indicate teachers’ readiness to learn more about the PBA in order to enhance meaningful learning. The study concludes that teachers have limited skills and competences to use PBA in during the teaching and learning process. To attain meaningful learning by integrating effective pedagogies such as PBA, the study recommends provision of regular professional learning opportunities to teachers. v TABLE OF CONTENTS DECLARATION AND COPYRIGHT ......................................................................... i CERTIFICATION ....................................................................................................... ii ACKNOWLEDGEMENT .......................................................................................... iii DEDICATION ............................................................................................................ iv ABSTRACT ................................................................................................................. v TABLE OF CONTENTS ............................................................................................ vi LIST OF TABLES ...................................................................................................... ix LIST OF FIGURES ..................................................................................................... x LIST OF APPENDICES ............................................................................................. xi LIST OF ACRONYMS ............................................................................................. xii CHAPTER ONE ........................................................................................................ 1 PROBLEM AND ITS CONTEXT ............................................................................ 1 1.0 Introduction ............................................................................................................ 1 1.1 Background ............................................................................................................ 1 1.2 Statement of the Problem ....................................................................................... 6 1.3 Objective of the Study ............................................................................................ 7 1.3.1 General Objective................................................................................................ 7 1.3.2 Specific Objectives.............................................................................................. 7 1.4 Research Questions ................................................................................................ 8 1.5 Significance of the Study ....................................................................................... 8 1.6 Limitation of the Study .......................................................................................... 8 1.7 Scope and Delimitation of the Study ..................................................................... 9 1.8 Definition of Key Terms ........................................................................................ 9 CHAPTER TWO ..................................................................................................... 11 LITERATURE REVIEW ........................................................................................ 11 2.0 Introduction .......................................................................................................... 11 2.1 Theoretical framework ........................................................................................

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