Department of Educational Psychology and Curriculum Studies

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Browsing Department of Educational Psychology and Curriculum Studies by Author "Anney, Vicent Naano"

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    Ensuring the Quality of the Findings of Qualitative Research: Looking at Trustworthiness Criteria
    (scholarlink research journal, 2014) Anney, Vicent Naano
    This paper identifies that masters of education students at the University of Dar es Salaam School of Education and Open University of Tanzania are faced with a challenge of deciding which trustworthiness criteria to employ between the qualitative and quantitative criteria in ensuring the genuineness of qualitative enquiry. This paper used 323 students’ masters of education dissertations employing the qualitative research methodology and examined the trustworthiness criteria used by students to ensure the rigour of the findings of those ssertations.The findings indicated that most of the students in their dissertations incorrectly employed the quantitative trustworthiness criteria such as reliability and validity to ensure the rigour of their dissertations findings employing the qualitative research methodology. In the sampled masters of education dissertations only 21 out 323 employed the correct qualitative trustworthiness criteria, such as credibility, transferability, confirmability and dependability. This study finding suggests that the authenticity of some dissertations submitted for master’s degree award their findings are questionable. The study recommendations were that research methodology course lecturers are encouraged to strengthen teaching of the qualitative research approach as well as dissertation supervision to guide students to apply correct trustworthiness criteria for qualitative research methodologies.
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    The Lacuna in African Education Systems: Why the Systems are not Achieving the Needs for 21st Century Learned Citizens
    (International Knowledge Sharing Platform., 2015-11-30) Anney, Vicent Naano
    This is a library–based research paper that explored problems facing African education systems in the 21st century and how to address these challenges. It is almost six decade since first African country received its independence from colonial masters but African education systems are still ineffective and pupils are not in schools and those in schools some are graduating without basic literacy skills of writing, reading and doing simple numeracy. The findings indicated that African education systems has a lot structural problems such as policy issues, management problems, poor curriculum, lack of funding and ‘political will’ to improve education system. This study provide some suggestions on how to reform African education systems so as foster the skills development for the 21 century citizens.
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    Student’s Plagiarisms in Higher Learning Institutions in the Era of Improved Internet Access: Case Study of Developing Countries
    (IISTE Knowledge Sharing Partners, 2015) Anney, Vicent Naano; Atanas, Mosha Mary
    This study investigated students’ plagiarism practices in Tanzania higher learning institutions by involving two universities-one public and one private university as a case study. The universities involved have honour code and policies for plagiarism detection however they do not employ software for checking students’ plagiarism. The study employed qualitative research approach within the interpretive paradigm. The participants for the case study were purposively selected. Data were collected using focus group discussions and documents analysis (assignments, dissertations and proposal suspected for plagiarism). The findings indicated that plagiarism is a critical problem for the students in sampled universities as assignment submitted during the course of study contains a substantial text that was copied from other sources without acknowledging the original authors. Moreover, study findings also shows that most students had understanding that plagiarism is the academic dishonest, however, this has not stopped them plagiarizing. Factors such as the access of internet, shortage of books, student’s laziness and poor academic writing skills played a key role in students’ plagiarism at the two universities. Based on these results, the study recommends universities to have adequate resources in particular software for detecting plagiarism. In addition, lecturers/instructors to play their role effectively in educating students about the effects of plagiarism in academic works which to some extent will minimize the problem of direct copying and pasting other peoples’ works without acknowledgment.