Science Teaching 4.2. Computer studies in Secondary schools.

61 CHAPTER 4

4. AIM OF STUDY AND RESEARCH APPROACH

4.1. Science Teaching 4.2. Computer studies in Secondary schools.

4.3 .Status of Teaching Maths in Tanzania 4.4 . Research Approach . Aim of the study: The aim of the study is to find out whether pupils in secondary school learn better by using computer as a tool while teaching. This study is confined to specific subject, math at grade 10 level in Tanzanian secondary schools . 4.1. SCIENCE TEACHING: Problems in teaching and learning in Tanzanian secondary schools. The outcome of any teaching is to bring about changes in knowledge level behaviour, skills and confidence. The method the teacher applies to bring about these changes in pupils is important. Traditionally teachers adopted lecture method where by teacher transferred a lot of knowledge as specified in the curriculum. The teacher centered lecture method is the predominant approach in Tanzanian. Secondary schools as well as in most of sub – Saharan countries Chonjo, O Saki, Possi Mrutus; de Feiter, Vonk Van den Akkar 1995 , in this method, the pupils remain passive, taking down the notes, to memorize and pass the examination. There is little chance to think logically and ask questions related to topic. There is hardly any time for the teacher to promote the students to participate and allow interaction between the teacher and students; students and students. A study done regarding the situation in science teaching in Tanzania revealed that “Teachers were seen to be authoritative dogmatic and inflexible” Chonjo at all 1996 . Their teaching mainly aimed at conveying the content. The problem is complicated further by the cultural belief that teachers are elders 62 and are to be respected without challenging with questions. In another study by Osaki 1999 it was found that pupils depend mainly on the notes given by teachers instead of relevant textbooks. Teachers also, gave hardly any questions that make students refer textbook or other reference books from library. Most of the time science was taught as rigid formulated facts , rather than a knowledge related to nature and its behaviour. Thus student had only superficial knowledge rather than the specific concept. Osaki 1999 also found that teachers teaching science lack skills, such as observations, generation and testing of hypotheses through analysis of data and writing reports of observations and experiments. In another study by Chonjo etal 1996 reveals that science teaching was in a poor state with respect to books, laboratory supplies, good teachers, classroom presentation, teacher pupils’ relation and professional development of teachers. Curriculum review : The most recent curriculum review took place in 1996: The intervention of the new curriculum is to meet the new demand in Job market. The changes involved all the academic subjects: However the curriculum documents remained students centered. A more pragmatic change is required in science and math subjects so that students love to learn new things and connect them to the dynamic daily life. People from industries where they use young students should be able to contribute to the curriculum changes.

4.2 COMPUTER SYUDIES IN SECONDARY SCHOOLS