Perceptions of Undergraduate Students on the University Teaching Practice Assessment Process in Kilimanjaro Region, Tanzania

Abstract

The Tanzanian government, through its Ministry of Education Science and Technology has done a lot to improve teaching practice for student teachers. However, the situation has not improved much in various universities in Kilimanjaro Region. The study aimed to investigate the perceptions of undergraduate students towards University Teaching Practice Assessment process in Kilimanjaro region, Tanzania. The study was guided by six (6) research questions. Two hypotheses were tested. The study employed mixed methods approach under which a Convergent Parallel design was used. Both probability and non-probability sampling procedures were used to sample the target groups. Simple random, purposive and stratified sampling techniques were used to determine the study sample that consisted of 185 respondents including 20 lecturers, 162 students and 3 teaching practice coordinators. Lecturers and TP coordinators were drawn by the use of purposive sampling while students were stratified into groups and then randomly picked from each stratum. Instruments used for data collection included: questionnaires and interview guide. Validity of the instruments was determined through experts and reliability coefficients of scales from undergraduate students' questionnaires were computed and found to be 0.633. Quantitative data were analyzed in terms of percentages, frequencies, and mean scores by using Cronbach Alpha with the aid of Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed through narration and direct quotation. Findings revealed that, undergraduate students perceive teaching practice assessment process positively since it helps them to become competent teachers of the future. One-way ANOVA and independent t-test were used to test hypotheses.