ORGANIZATION
OF THE STUDY
The study includes
three chapters, which are chapter one, chapter two and chapter three
Chapter one will
includes, the background of the problem, statement of problem, research
objectives, research questions significance the study, research hypothesis and
scope (delimitation) of the study
Chapter two includes
the literature review and literature gap.
Chapter three includes
research methodology, introduction on, area of study, research design, targeted
population, sample and sampling, research investment and data collection.
CHAPTER ONE
1.0 The background of the problem
Tanzania is located in
eastern part of Africa. It consists of
two parts (mainland and Zanzibar) which have different system of education and
other specific features. Private schools
were nationalized by the government and became government owned (public) in the
1960’s and 1970’s under the slogan of free and universal public education. However in Tanzania (Mainland but not
Zanzibar) the student flows primary education forced the government to allow
non-government (private) schools at secondary level in the 1990s and they
account for a half of enrolment at present.
Since 1984, the
government has been encouraging people and private agencies, respectively, to
build, respectively, to build community and private secondary schools. In
between (1995 and1999) the number of secondary school increased from 595 to
849, (MOEC 2001:21)
1.1 Statement of the problem
Arusha secondary schools recommended that
staffing ratios are not realized. Some
of the short foals emanate from the subject-based nature of the curriculum,
making teachers. Unsustainable between subjects. Most private schools do not
have trained teacher. In addition, teachers preference for urban schools and
differences in attitude towards education among regions have also less to
differential enrolment rates and
performance among schools in Arusha. So
schools can use internal and external inspection as one way of examine what is
happening in schools of Arumeru district in Arusha city. Also the monitoring will be conducted t the
ABC schools owned in Usa river which are private owned school so the study will
to see if teachers are able in preparing scheme of work, lesson plan and if
they are well in teaching and managing well the class
1.2 Objectives of the study
The general objective of the study is to
investigate the effective process of monitoring consistently in order to
identify the strength and weakness that inform school management teams and
teaching staff
The study will be guided by the
following objectives (specific objectives.)
i.
To identify the system of monitoring established
in Arusha city secondary schools
ii.
To identify the reasons for school to
monitor
iii.
To identify different things which are
monitored
iv.
To know the one who monitors
v.
To evaluate the procedures followed when
monitors
vi.
To evaluate things which they are doing when
gather the information
1.3 Research questions
i.
What monitoring system are established
in Arusha city schools
ii.
Why these schools monitor
iii.
What is they monitor
iv.
Who monitors
v.
How best they monitor-procedures they
follow
1.4 Research hypothesis
i.
It may be by collecting information by
listening students and staffs
ii.
Maybe it allows seeing where they need
to improves
iii.
It may be the quality of teaching
iv.
It may be every personal at school and
even parents
v.
It
may be through student perception
1.5 Significance of the study
-
To encourage other researchers to carry
further out researches on the same topic
-
The teachers and their students will get
insight into effective use of teaching and learning methods
-
Then the study hopes to contribute the
better understanding of the monitoring process of teaching and learning at school level which
hinder students performance in schools.
1.6 Delimitation (scope) of the study
The study will be
conducted in two selected secondary schools namely, Ngongongare secondary
schools and Tanzania Adventists secondary school. These schools are easily reachable teachers,
school administration and students will be involved as the source of
information during the field work study.
CHAPTER TWO
2.0 LITERATURE REVIEW
This chapter reviews
the relevant literature concerning monitoring the process of teaching and
learning at schools.
2.1 Definition of monitoring
White (1997:7) defines “monitoring
as a continuous a formative, diagnostic assessment of any performance”.
West (1992) argues that
“while monitoring is not the same as evaluation (they are linked) as the
decision to evaluate an aspect of teaching and learning may arise as a
consequence of monitoring”. This implies
they are different process.
They oxford dictionary
(2005) defines the word “monitoring as any of various persons or devices for
checking or warming about a situation or operation”. This definition makes it more explicit that
monitoring is the process that checks a specific aspect of an organization it
also has a specific purpose in that it is used to warn an organization that intended
or operation is not where it might have expected it to be. In other words it checks intention against
facts or predictions.
Raffin and Ruthven
(2000) argue that “monitoring is keeping in touch with your pupils learning, Including informal classroom process or more
formal processes such as the national system of tests and examination”.
Hardie (2001) suggests
that, “monitoring is the planned routine gathering or useful information is a
regular continuous and systematic
checking process against preciously
targets in order to take any necessary action”
Mintzberg (1979)
suggests that gathering useful information is part of the information
processing role of a business manager in educational setup this process of
collecting information may include looking, observing and listening to
students, to staffs indeed to anybody who has useful information. “Monitoring , therefore is finding out what is
real happening in classrooms, not what school heads and managers might think is
happening or what they would like to be happening.
Hargreaves (1995)
argues that “monitoring should be carried out on a formative basis so that
adjustments can be made as the implantation of target or change is actually
going on”.
2.2 Why do schools need to monitor?
Hardie (2001) suggests
five reasons for doing monitoring in schools
·
it allows you to assess how well you are
doing
·
it allows you to see where you are
achieving targets and standards.
·
It allows you to see where you are not
achieving targets and reaching standards
·
It allows seeing where you need to improve.
White (1997) talks or
pressure head of schools face from politicians, parents and media to improve what
are widely regarded as performance indicators fest result and inspection
reports.
Taylor and Mulhall
(2001) suggests that it is reported that some parents mostly in rural areas are
less likely to be educated themselves and may attach lower value to schooling
and so have less ability to support their children. The situation highlights that not all parents
can be relied on in monitoring the quality of teaching or take action if the
teaching of their children is poor quality.
Therefore, it is clear that much of the solution lies in the supply-side
that is in ensuring adequate numbers appropriately trained, motivated and
engaged staff in schools to ensure that proper teaching and learning is taking
place
Mulkeen”s (2005) report
that remote schools in the Africa are less likely to be visited by external
inspectors. In Malawi for example, if
was noted that absenteeism is more frequent in remote schools where the
atmosphere is more relaxed and visited by inspectors are less frequent. The ministry of education In Tanzania also
acknowledges it that. Monitoring of teaches by the local community is often
weaker in remote areas, where there are inadequate competent personal, lack of
transport, offices and the ability of the inspectors to take appropriate and immediately
corrective measures where necessary. (MOEC,1995)
2.3
What to monitor
The school needs to
define all areas of investigation. Monitoring
may concentrate on a specific issue or practice on a particular case such as
examining one particular teaching method rather generalization representative
of others and the worth of general approaches.
White (1997) argues
schools need to ‘monitor everything’ this would appear to be a daunting almost
counterproductive tasks, even for a school that is experienced in monitoring
Hardie (2001) suggests
that or monitoring might be on either input, such as staff, resources or
planning go on outputs such as staff, resources or planning or on output such
as the quality of students work, that is, children’s learning pupils self
assessment of learning, teacher self assessment of teaching and levels of
attainment in tests or examination or number of children at high level.
Rogers and Badham
(1992) advise that, it is impossible to monitor everything, monitoring should
be limited to specific focuses and target priority objectives, which are
achievable in the short term and are readily measured.
To make tasks
manageable it is possible to group what of monitor three main categories.
2.3.1 Curriculum provision
This category will
include all policies, schemes, guidelines and procures put into place to help
effectily implement a broad and balanced curriculum.
The national curriculum
provided by TIE (Tanzania institute of education) will require schools to manage
their curriculum provision. It will place the responsibility on the school to
ensure that a government-imposed curriculum will be effectively implemented.
School heads and appointed teachers known as academic masters should ensure
that a particular subject is taught in the school and that the schemes of work
show progression and continuity, along with a variety of other tasks. Robertson
(1997) recommends that “this form of monitoring should ensure that curriculum policy
transfers into practices” monitoring teachers plans would fall into this
category along with the accuracy and
consistence of teachers along with assessment , including marking to guarantee
that arrangement for assessment pupils progress in promoting high standards of
learning (p. 13)
Managing curriculum
provision will also include monitoring the use and purchase of resources to
ensure that are being deployed to their best use and that there are sufficient
to implement the curriculum efficient to implement the curriculum effectively.
2.2.2
Student progress
A school to compare
their results nationally, locally and against similar school can use the
national examination result table. A
school can look company year-by –year result taking into account any cohorot
variances the use of test diagnostic test and year s (form two and form four)
can provide value added data which a school can use to help identify areas of
weakness. Schools can also identify the performance of specific groups for
example gender or particular year groups.
Russell (1996:77)
argues that “the use of these indicators do not provide the full picture of
pupils progress within a school however they may give advance warning of areas
were management is moving towards its
intended objective
2.2.3
Quality of teaching
Monitoring the quality
of teaching has widened the purpose of monitoring from mainly a checking to a
more judgmental, qualitative role. (OFSTED, 1995:103) states, headmasters need
to know what is going on in their school.
It is only through monitoring of course, that the head masters , might
need. In this way monitoring is more
than just a process of information gathering it is linked to a deeper and more
sustained process judging quality (normally called evaluation) Russell,
1996:83. White (1997:13) argues that a school needs to observe classroom
practice so that the outcomes of the whole system of the schools planning can
be monitored students learning must be observed to see if they are making progress
in knowledge skills and understanding. A school will need to be very clear about which
process they will adopt monitoring or evaluation as they will much affect the outcome
of the intended process
Middlewood and Bulton (2001:75) argue that monitoring may be
more internal conducted by insiders, rather than the personal frequently, it
may be that monitoring for managers schools may find towards the informal,
rather than the formal, although it might be both.
2.4 Who should monitor
Hardie (2001:76) points out that schools committed to
monitoring such as holy family college, London maintain that everyone at the
school has a role in monitoring and evaluation classroom teachers, governors,
head of years tutors, senior management need to be built into a number of these
personas specific roles and responsibilities.
White ( 1997:9) argues that this is important as all staff
have the subjects they coordinate. It
follows therefore, that there has to be staff involvement and commitment to the
process of monitoring. For this to work
effectively there needs to be the appropriate resources available and
coordinated so that there is a consistency of practice
2.5 how should school
monitor
Monitoring as previously defined is part of a process and is
noted as school improvement and consequently from it to be successful the whole
staff needs to be involved, have a clear understanding of its purpose and know
how it will be performed. Monitoring is not an end itself and the result must
be followed up (slack, 1997:85)
2.5.1 control and
accountability
An important
consideration in school monitoring decision making is the framework of control
and accountability with whole these decisions take place in the Tanzanian context. Ministry of education and vocation training
in 1995 issued an integrated education and training practice which among other things
liberalized the provision of education at all levels including secondary
education. It means that the government
has remained with major role of quality control through monitoring and
evaluation of the education provided in all institutions. To achieve this goal,
the government should set standards for teacher’s qualification, teaching and
learning materials to be used, as well as the size of classes, school inspections
and that schools should sit for the same national examinations. (chediel, et
al, 2000)
2.5.2 Culture
Monitoring needs to be placed in the context of school
improvement sot that staff perceives it as a purposeful way forward, for the
pupils and themselves, Rhoden (1997:69). This suggests a culture in monitoring
is important where all members of staff are not only monitors but also are part
of being monitored. They are encouraged to work in genuine partnership and
mutual respect while seeing that adapt to changes and not for criticism.
Rhoden (1997:61) argues that as a prerequisite to purposeful
and successful monitoring there needs to be a commandment from all staff to
deliver the relevant and up to date documents policies scheme and guidelines:
in addition to these prerequisites the staff will need part of the monitoring.
A culture needs to be in place where by teacher are not only used to being monitered
for example having people observing the
in the classroom but also trusted that they will apply the expectations an d
criteria consistory and as a greed.
2.6 Method of monitoring
teaching and learning at school level .
Monitoring teaching
and learning involves a number of issues and aspects. From the literature read, the study will
chose to include the following areas to investigate when monitoring teaching and
learning. This are a combination of teaching areas that are suggested by the
OFSTED self evaluation for school course Brighouse and Woods (1999). Southworth
and Conner (1999) (19999) and MacGilchrist
et al,(1997)
2.6.1 Classroom
observation.
Classroom observation
can be a good source of information in terms or improvement in classroom
practice and raising standards of work. Brighouse and woods (1999) suggest that
it is because assessment has led us to look at achievement and results where as
observation enables us to environment.
MacGilchrist et al, (1997) suggest that using classroom observation is
one of the key ways of improving teaching and learning across the school. They suggest that observation is multipurpose
in that is provides a structure for focusing on the quality or teaching and
learning of the classroom as well as for monitoring and evaluating improvement
initiatives.
Drummoned et al (1992) also recognize the importance of
lesson observation and describe lesson observing an essential skill for every
teacher
2.6.2 Monitoring
through pupils Perceptions.
Ruddock et al, (1996)
argued that what pupils say about their schooling is not only worth listening
to but can be fundamental to school improvement generally
Dulley (1999) point out students perceptions can be eye
opening and informative but they can also be bruising for teachers. Staff needs to be prepared for this and
consider how they are going to use the data
Macbeth (1999) state the importance of having an overall view
of the ability of education. If we are serious
about evaluating quality and standards in our schools we need to evaluate from
all perspective whether from head teachers, school inspector or pupils
2.6.3 Monitoring pupils
work. OFSTED (1999:135) states pupils earlier and current
work provides an essential source of evidence of their attainment and progress.
It also offers an insight into the curriculum, teaching and pupils altitudes to
work
During a local inspection the inspectors should carry our ‘security
of work’. The sample of work will
include the work of pupils in all year groups in all subjects. Brighouse and woods (1999) describes how
samples of work can be used to raise standard and transform attitudes towards
achievement
2.6.4 Homework.
The use of homework assignment bears a significant and
positive relationship to achievement
when the homework is carefully monitoring
time. (birdhouse and woods ,1999)
Then MacBeath (1999:8) states that success also relies upon
the homework and self directed learning that they do out of school hours and
classroom learning flourished when good teaching and self directed learning
meet: homework will be given frequently
as a means of extending returned to student, graded and commented on clearly
understood by monitored by parents
2.5.5 Marking
Monitoring the marking of students work on a regular basis to
ensure constancy and feedback to students is a key issue. Black and William (1998) shows that effective
feedback is a key factor in improving learning through formative
assessment. Formative assessment is
connected with the frequent assessment of students and concerned with
assessment for learning rather than of learning.
Gipps (1997) suggests that pupils will not necessarily
improve from just valid and reliable judgments about work in order for them to
improve they will needed to be involved and having goals to work towards..
2.5.6 Monitoring documentation
schemes or work and planning for continuity and progress.
As MacGilchrist et al, (1995) point out a plan which is systematically
monitored and which a range of evidence is used to evaluate is likely to be effective. So often is schools new strategies and
systems are put in place and because there is no a parent monitoring structure
the system eventually fades away. Some
documents are more useful that other e.g. planning documents particularly when
the planning is done collaboratively. Planning for development is an
essential part of the school improvement process. Waterhouse
(1983) suggests that planning focuses the mind and gives a sense of direction
2.6.7 Literature gap
Most people who have already work on the study, they
explained on methods of monitoring in schools, and colleges but they did not
explain the whole indicators that can be
used to monitor the quality in teaching and learning process in school which
are number of class per hours or per week by subject or by class frequency of
use of teaching aids and frequency of use of new teaching learning materials
CHAPTER THREE
3. RESEARCH MEHTODOLOGY
3.1 INTRODUCTION
This chapter presents
method and procedures which will be followed in the research study. It describes, the area as study, targeted
population sample and sampling procures research instrument and type of data
collection chosen
3.2
Area study
The study will be
conducted in Arusha city, in Arumeru District. T he selected schools are
Tanzania Adventist secondary school (TASS) and Ngongongare secondary school.
These schools has been chosen because of the convenient acceptability to research
and also the adequate and proximity of data collection
3.3
Target population and sampling procedures
The target population
of the study comprises three section which are, students, teachers and schools
administrator. Because the respondents are found within school component and
much of the authentic data will be easily obtained. A total of 30 (thirty) respondents will take
part in this study. Will be 3(three)
administrators and 5 students from form one, 5 students for form two 5 students
from three and 8 students from form fours.
Random sampling will be
used to select school which will be involved in the study by ignoring the
geographical distribution of the school location. Also stratified sampling technique will be
applied to select students from that different classes, teachers and school
administration from their respective offices.
The researcher will select both girls and boys students and their
respondents to avoid business in their study.
3.4
Research design
This study will employ
survey research (descriptive research) whereby the cross sectional will be used
because it is comparatively less expansive, prepared keeping in view of this
objective of the study resources available and data collection manageable than
in the other research design
3.5
Research tools/instruments
Methods of data
collection will constitute observation questionnaires and interview
Observation will be
employed when researcher participates in the classroom to observe teaching
competence in teaching and students learning which will help a research to
observe a real picture of the learning teaching and its environment teacher and
administration will be given self administered questionnaires and interviewed. Students will be given questionnaires and
open ended interviewed and given assistance on how to fill it. where by interview provides the prior history
of situation in order that the investigator
can readily identify other relevant resources of evidence. Also open ended at will allow for questions
that will provide opportunity for the respond to state the facts or the matter
as well as the opinions about the events.
.
3.6
Data collection
The data of the study will be collated in form of qualitative
research.
APPENDEX 1
TENTATIVE BUDGET
S/N
|
PARTICULARS
|
UNIT
|
UNITS
|
UNIT PRICE
|
VALUES
|
1.
|
Reams of paper
|
Reams
|
2
|
9000/=
|
18,000/=
|
2
|
Pens
|
Pieces
|
10
|
200/=
|
2000/=
|
3
|
Transport charges
|
lamp sum
|
1
|
5000/=
|
5000/=
|
4
|
Communication expense
|
Lump sum
|
1
|
10,000/=
|
10000/=
|
5
|
Substance allowance in
the fields
|
Days
|
10
|
5000/=
|
50000/-=
|
6
|
Hiere for data analysis
|
Days
|
3
|
10000/=
|
30000/=
|
7
|
Typing and printing
charges (all papers)
|
Papers
|
60
|
600/=
|
36000/=
|
8
|
Wages for data collectors
|
paper
|
4
|
10000/=
|
40,000/=
|
9
|
Photocopy and binding
|
Pieces
|
3
|
20000/=
|
60000/=
|
Total
|
250,000/=
|
APPENDIX II
TIME FRAME
TIME
|
MAIN ACTIVITIES
|
LOCATION
|
RESPONSIBLE PERSON
|
25 OCTBER 2013
|
SUBMISSION OF RESEARCH TOPIC
|
SUPERVISORS OFFICE
|
RESEARCHER
|
11, NOVEMBER, 2013
|
SUBMISSION OF CONCEPT
NOTE OR PAPER
|
SUPERVISORS OFFICE
|
RESEARCHER
|
20 JANUARY 2014
|
SUBMISSION OF RESEARCH PROPOSAL
|
SUPERVISORS OFFICE
|
RESEARCHER
|
MARC 2014
|
DEVEOPMENT OF DATA OF
COLLECTION
|
UNIVERSITY OF ARUSHA
|
RESEARCHER
|
2-11 APRIL 2014
|
DISTRIBUTIONS OF
QUESITONAIRES FOR DATA COLLECETION
|
-TEACHERS
-ADMINISTRATORS
-STUDENTS AT PROPOSED
SCHOOL
|
RESEARCHER
|
14-25 APRIL 2014
|
REPORT ANALYSIS
|
UNIVERSITY OF ARUSHA
|
RESEARCHER
|
MAY 2014
|
THE FIRST DRAFT OF THE
REPORT AND SICK FOR APPROVAL
|
SUPERVISORS OFFICE
|
SUPERVISOR
|
JUNE 2014
|
- THE FINAL RESEARCH
-WRITING REPORT
-THE FINAL RESEARCH
REPORT
|
SUPERVISORS OFFICE
|
RESEARCHER
SUPERVISOR
|
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Managing The Curriculum, London: Paul Champany
Publishing
Macbeth, J. (1999),
School Must Speak For Them Selves, The Case For Schools Self Evaluation,
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MacGilchrist, B. Myers
K. and Deed, J. (1997) The Intelligent School, London: Paul Chapman Publishing
Middle Wood, D. and Burton,
N. (Eds) (2001) Managing The Curriculum, London: Paul Chapman Publishing
Mintzerg, H. (1979) The
Nature Of Management Work 2nd
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Mulkeen, A. (2005)
Teachers For Rural Schools: A Challenge For Africa In Effective Schools And
Quality Improvement, Papers From The ADEA Paris: Association for The
Development Of Education In Africa.
Raffin, J. An Druthren,
K. (200) Monitoring, Assessment Recording Reporting and Accountability, In Beck, J And Early, M.
(Eds Key Issues In Secondary Education, London: Cassel
Robertson, G. (1997)
“The Management Of Monitoring In Which P And Poster, C. (Eds) The Self
Monitoring School, London Routledge.
Rogers, G. An Dbadham,
L. (1992) Evaluation In Schools, London: Routledge.
Rusell, S. (1996)
Collaborative School Self Review, London: Lemos And Crane.
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A (2001) Linking Learning Environments Through Agricultural
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