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Noah Mtana

Jordan University College, Post Graduate Studies, Research and Publications, Faculty Member

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A university lecturer with a PhD in education teaching language education and linguistics. Researcher on language education, currently on English medium education, lesson and learning studies and language and development.

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Papers by Noah Mtana

Pedagogical Practices and Pupils’ Academic Performance in Primary Schools in Morogoro Municipality, Tanzania

Asian journal of education and social studies, Apr 17, 2023

Our paper investigated the contribution of pedagogical practices on pupils' academic performance ... more Our paper investigated the contribution of pedagogical practices on pupils' academic performance in primary schools in Morogoro Municipality, Tanzania. We employed a qualitative approach and conducted the study in three public and three private primary schools, with a total of 60 respondents. Primary data were gathered through interviews, focus group discussions, and classroom observations. We used content analysis to analyze the data and develop themes and sub-themes. The results show that public and private school teachers differ in their approach to pedagogical practices, resulting in variations in academic performance. We conclude that effective pedagogical practices can significantly impact pupils' academic performance and suggest that teachers receive proper training and support to implement these practices. Therefore, our study

Task-Based Learning (TBL) Approach: An Effective Method for Improving English Language Communication Skills in Public Primary Schools in Morogoro Municipality, Tanzania

Asian Journal of Education and Social Studies

The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in i... more The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in improving pupils' communicative ability in English language in public primary schools in Morogoro municipality, Tanzania. To achieve this, we utilized a mixed approach, incorporating qualitative and quantitative methods for data collection and analysis. We selected six primary schools, with a total of 320 respondents divided into an experimental group (160 respondents) and a control group (160 respondents). Data were collected through pre- and post-tests, classroom observations, and interviews with both pupil and teachers. The results of our study revealed that the experimental group, which was exposed to TBL, performed significantly better than the control group. Overall, the experimental groups consistently outperformed the control groups. Furthermore, the findings from the motivation questionnaire indicated a significant difference in motivation levels between the experimental and ...

Baseline Study Report: Language Supportive Teaching and Textbooks in Tanzania

The Contribution of Classroom Management Practices on Learners’ Academic Performance in Public Secondary Schools in Morogoro Municipality

East African Journal of Education Studies

The study’s focus was to determine the contribution of classroom management practices to learners... more The study’s focus was to determine the contribution of classroom management practices to learners’ academic performances in public secondary schools in Morogoro municipality. The study used the qualitative research approach under a case study design with a total of 100 key informants. The key informants were drawn from four selected secondary schools in Morogoro municipal council. Ginott’s Theory of Communication in Teaching guided the study, whereas goal setting and social learning put emphasis on teachers to models in classroom management activities where learners facilitate learning through interaction. The data were collected through interviews, focus group discussions (FGDs), documents review and observations to the identification of classroom management activities on learners’ academic performance in secondary schools. The data collected was presented with the support of tree diagrams and direct quotation(s) from the respondent(s). The study results indicate that secondary sch...

A Tanzanian Meta-Study of Participating Schools

School Development Through Teacher Research, 2018

Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania

Vocational and Technical Education, 2019

Competence-based education and training (CBET) is a functional approach to education as it emphas... more Competence-based education and training (CBET) is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study aimed at finding out how technical college trainers implement CBET curriculum in Arusha city, Tanzania. The study adopted a qualitative approach through the use of case study design in order to get an in-depth understanding of the CBET implementation process. A total of 24 trainers were selected through purposive sampling from three (3) Science and Allied Technology (SAT) technical colleges in Arusha city, Tanzania in which in-depth interviews and open-ended questionnaires were used to collect information. The findings indicated that, though majority of the trainers got in-service training, more than half had limited awareness and understanding about the meaning and aim o...

The Tanzanian English Case

School Development Through Teacher Research, 2018

Framing the Cases – a System Level Comparison

Framing the Cases of English as a Second Language in Tanzania and Sweden

School Development Through Teacher Research, 2018

The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania

East African Journal of Education Studies

This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from... more This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College. This study had four specific objectives; To assess the success of LST training in Morogoro Teachers’ College, to find out how LST works in secondary schools where graduates from the LST training in Morogoro are teaching, to determine how LST contributes to the transition from Kiswahili to English medium instruction, and to examine challenges which leaners experience after making the transition between primary and secondary schools. The study involved a sample of 8 respondents (i.e., 5 teacher educators) from Morogoro Teachers’ College and 3 secondary school teachers from the college; the researcher used descriptive design which used qualitative research approaches. Nonprobability sampling techniques such as purposive sampling was used to get the sample for this study. Data collection involved...

The effects of COVID 19 on implementing the secondary school curriculum: The case of Morogoro municipality

Research on Humanities and Social Sciences, 2021

The aim of this study was to look on the effects of the COVID 19 on the implementation of seconda... more The aim of this study was to look on the effects of the COVID 19 on the implementation of secondary schools curriculum in Morogoro Municipality. The objectives of this study were to assess curriculum implementation before the COVID 19, to find out what happened to the curriculum implementation when schools were closed and to determine compensatory strategies after schools were opened. The study involved 5 (five) Ordinary secondary schools with different socioeconomic status. There were 90 respondents; these include 60 Form three students, 10 Parents, and 20 Teachers. It mainly employed qualitative approach. Data were collected through semi-structured interviews and focus group discussion. Data analysis was done qualitatively. The study was mainly guided by Socio-cultural (Social Constructivism) theory. The theory was thought to be an appropriate theoretical framework to underpin this study. This theory helps to explain how curriculum implementation was influenced by the level of learner's assistance to learn. The study used case study research design. Findings show that before the pandemic students were all well supported to learn both at home and at school where teachers, peer students and parents played the role of supporting the learners. Findings show that when schools were closed there was no implementation of the curriculum; most of the students were not supported to learn. Only 27 out of 60 students were supported to learn, yet the assistance was very limited so curriculum was not implemented. Findings revealed that when schools were opened various strategies were adopted by the schools to compensate the time that was lost during schools closure, these include, adjustments in the school timetable, improvement in assistance by teachers, encourage peers assistance and encourage learners to read by borrowing books. These strategies helped the schools to compensate the time lost also to cover up most of the subject contents. Few learners who were left behind by teachers due to high speed to teaching were assisted by their fellows. The researcher recommends that the Government should invest much on technology in educational institutions where teachers and student could meet online even when they are separated. The researcher also recommends further study to be conducted on the effects of the COVID 19 on the primary school curriculum implementation. Also the same study can be conducted in other Regions.

Tanzanian primary school learners investing in English : What are their attitudes, expectations and opportunities?

The study is about attitudes, expectations and opportunities of Tanzanian primary school learners... more

Chapter 10 - Mtana and O-saki 2017.pdf

This chapter addresses the issue of empowering the marginalised through language supportive pedag... more This chapter addresses the issue of empowering the marginalised through language supportive pedagogy in secondary education in Tanzania. Like many African countries, Tanzania uses a local language that is familiar to students (in this case Kiswahili) during the early years of schooling; and a European language, English, in secondary and higher education. This means that the switch from the local language, Kiswahili, to English takes place at the beginning of secondary schooling. The main problem is that, because of the existing policy that allows only English in secondary schools, many students who enter these schools become marginalised because they are not fluent enough to use English for communication and for learning school subjects. There has been a six week bridging baseline English course to address the issue, but research (e.g. Murasi 2013) has shown that because of its duration and poor management, this course does not facilitate smooth transition from Kiswahili to English-medium education. A project on ‘Language Supportive Teaching and Textbooks’ (LSTT) has been implemented since 2012 in response to the problem.

Our discussion in this chapter is about marginalisation and empowerment in this context. In the chapter, we begin by discussing the concepts of marginalisation and empowerment in education. Then we discuss how Tanzanian language policies and practice in the schooling system create a situation that marginalises the majority of students. After that, we use the LSTT project to discuss how it is possible to empower marginalised students through a language supportive pedagogy. We finally discuss some implications after outlining a few lessons drawn from the project.

Title of CONTRIBUTION: Empowering the marginalised through language supportive pedagogy in Tanzanian secondary education Title of EDITED WORK: Multilingualisms and Development

QEC Paper on Language

The paper puts forward an argument that language can be a powerful means for inclusion or exclusi... more The paper puts forward an argument that language can be a powerful means for inclusion or exclusion in education. It begins by presenting the uses of language in education and then explaining how language can facilitate inclusion or exclusion. The paper then brings three language cases for Tanzania namely Kiswahili in early primary education, English in early secondary education and language for learners with special needs. The cases are presented to show how the languages allow exclusion of many learners and cause inequalities of access in education. In every case, suggestions are put forward on how the problems can be alleviated. In conclusion, the paper argues that the exclusive environment created by inappropriate language choice and ineffective teaching has to be changed for the better.

Pedagogical Practices and Pupils’ Academic Performance in Primary Schools in Morogoro Municipality, Tanzania

Asian journal of education and social studies, Apr 17, 2023

Our paper investigated the contribution of pedagogical practices on pupils' academic performance ... more Our paper investigated the contribution of pedagogical practices on pupils' academic performance in primary schools in Morogoro Municipality, Tanzania. We employed a qualitative approach and conducted the study in three public and three private primary schools, with a total of 60 respondents. Primary data were gathered through interviews, focus group discussions, and classroom observations. We used content analysis to analyze the data and develop themes and sub-themes. The results show that public and private school teachers differ in their approach to pedagogical practices, resulting in variations in academic performance. We conclude that effective pedagogical practices can significantly impact pupils' academic performance and suggest that teachers receive proper training and support to implement these practices. Therefore, our study

Task-Based Learning (TBL) Approach: An Effective Method for Improving English Language Communication Skills in Public Primary Schools in Morogoro Municipality, Tanzania

Asian Journal of Education and Social Studies

The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in i... more The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in improving pupils' communicative ability in English language in public primary schools in Morogoro municipality, Tanzania. To achieve this, we utilized a mixed approach, incorporating qualitative and quantitative methods for data collection and analysis. We selected six primary schools, with a total of 320 respondents divided into an experimental group (160 respondents) and a control group (160 respondents). Data were collected through pre- and post-tests, classroom observations, and interviews with both pupil and teachers. The results of our study revealed that the experimental group, which was exposed to TBL, performed significantly better than the control group. Overall, the experimental groups consistently outperformed the control groups. Furthermore, the findings from the motivation questionnaire indicated a significant difference in motivation levels between the experimental and ...

Baseline Study Report: Language Supportive Teaching and Textbooks in Tanzania

The Contribution of Classroom Management Practices on Learners’ Academic Performance in Public Secondary Schools in Morogoro Municipality

East African Journal of Education Studies

The study’s focus was to determine the contribution of classroom management practices to learners... more The study’s focus was to determine the contribution of classroom management practices to learners’ academic performances in public secondary schools in Morogoro municipality. The study used the qualitative research approach under a case study design with a total of 100 key informants. The key informants were drawn from four selected secondary schools in Morogoro municipal council. Ginott’s Theory of Communication in Teaching guided the study, whereas goal setting and social learning put emphasis on teachers to models in classroom management activities where learners facilitate learning through interaction. The data were collected through interviews, focus group discussions (FGDs), documents review and observations to the identification of classroom management activities on learners’ academic performance in secondary schools. The data collected was presented with the support of tree diagrams and direct quotation(s) from the respondent(s). The study results indicate that secondary sch...

A Tanzanian Meta-Study of Participating Schools

School Development Through Teacher Research, 2018

Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania

Vocational and Technical Education, 2019

Competence-based education and training (CBET) is a functional approach to education as it emphas... more Competence-based education and training (CBET) is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study aimed at finding out how technical college trainers implement CBET curriculum in Arusha city, Tanzania. The study adopted a qualitative approach through the use of case study design in order to get an in-depth understanding of the CBET implementation process. A total of 24 trainers were selected through purposive sampling from three (3) Science and Allied Technology (SAT) technical colleges in Arusha city, Tanzania in which in-depth interviews and open-ended questionnaires were used to collect information. The findings indicated that, though majority of the trainers got in-service training, more than half had limited awareness and understanding about the meaning and aim o...

The Tanzanian English Case

School Development Through Teacher Research, 2018

Framing the Cases – a System Level Comparison

Framing the Cases of English as a Second Language in Tanzania and Sweden

School Development Through Teacher Research, 2018

The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania

East African Journal of Education Studies

This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from... more This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College. This study had four specific objectives; To assess the success of LST training in Morogoro Teachers’ College, to find out how LST works in secondary schools where graduates from the LST training in Morogoro are teaching, to determine how LST contributes to the transition from Kiswahili to English medium instruction, and to examine challenges which leaners experience after making the transition between primary and secondary schools. The study involved a sample of 8 respondents (i.e., 5 teacher educators) from Morogoro Teachers’ College and 3 secondary school teachers from the college; the researcher used descriptive design which used qualitative research approaches. Nonprobability sampling techniques such as purposive sampling was used to get the sample for this study. Data collection involved...

The effects of COVID 19 on implementing the secondary school curriculum: The case of Morogoro municipality

Research on Humanities and Social Sciences, 2021

The aim of this study was to look on the effects of the COVID 19 on the implementation of seconda... more The aim of this study was to look on the effects of the COVID 19 on the implementation of secondary schools curriculum in Morogoro Municipality. The objectives of this study were to assess curriculum implementation before the COVID 19, to find out what happened to the curriculum implementation when schools were closed and to determine compensatory strategies after schools were opened. The study involved 5 (five) Ordinary secondary schools with different socioeconomic status. There were 90 respondents; these include 60 Form three students, 10 Parents, and 20 Teachers. It mainly employed qualitative approach. Data were collected through semi-structured interviews and focus group discussion. Data analysis was done qualitatively. The study was mainly guided by Socio-cultural (Social Constructivism) theory. The theory was thought to be an appropriate theoretical framework to underpin this study. This theory helps to explain how curriculum implementation was influenced by the level of learner's assistance to learn. The study used case study research design. Findings show that before the pandemic students were all well supported to learn both at home and at school where teachers, peer students and parents played the role of supporting the learners. Findings show that when schools were closed there was no implementation of the curriculum; most of the students were not supported to learn. Only 27 out of 60 students were supported to learn, yet the assistance was very limited so curriculum was not implemented. Findings revealed that when schools were opened various strategies were adopted by the schools to compensate the time that was lost during schools closure, these include, adjustments in the school timetable, improvement in assistance by teachers, encourage peers assistance and encourage learners to read by borrowing books. These strategies helped the schools to compensate the time lost also to cover up most of the subject contents. Few learners who were left behind by teachers due to high speed to teaching were assisted by their fellows. The researcher recommends that the Government should invest much on technology in educational institutions where teachers and student could meet online even when they are separated. The researcher also recommends further study to be conducted on the effects of the COVID 19 on the primary school curriculum implementation. Also the same study can be conducted in other Regions.

Tanzanian primary school learners investing in English : What are their attitudes, expectations and opportunities?

The study is about attitudes, expectations and opportunities of Tanzanian primary school learners... more

Chapter 10 - Mtana and O-saki 2017.pdf

This chapter addresses the issue of empowering the marginalised through language supportive pedag... more This chapter addresses the issue of empowering the marginalised through language supportive pedagogy in secondary education in Tanzania. Like many African countries, Tanzania uses a local language that is familiar to students (in this case Kiswahili) during the early years of schooling; and a European language, English, in secondary and higher education. This means that the switch from the local language, Kiswahili, to English takes place at the beginning of secondary schooling. The main problem is that, because of the existing policy that allows only English in secondary schools, many students who enter these schools become marginalised because they are not fluent enough to use English for communication and for learning school subjects. There has been a six week bridging baseline English course to address the issue, but research (e.g. Murasi 2013) has shown that because of its duration and poor management, this course does not facilitate smooth transition from Kiswahili to English-medium education. A project on ‘Language Supportive Teaching and Textbooks’ (LSTT) has been implemented since 2012 in response to the problem.

Our discussion in this chapter is about marginalisation and empowerment in this context. In the chapter, we begin by discussing the concepts of marginalisation and empowerment in education. Then we discuss how Tanzanian language policies and practice in the schooling system create a situation that marginalises the majority of students. After that, we use the LSTT project to discuss how it is possible to empower marginalised students through a language supportive pedagogy. We finally discuss some implications after outlining a few lessons drawn from the project.

Title of CONTRIBUTION: Empowering the marginalised through language supportive pedagogy in Tanzanian secondary education Title of EDITED WORK: Multilingualisms and Development

QEC Paper on Language

The paper puts forward an argument that language can be a powerful means for inclusion or exclusi... more The paper puts forward an argument that language can be a powerful means for inclusion or exclusion in education. It begins by presenting the uses of language in education and then explaining how language can facilitate inclusion or exclusion. The paper then brings three language cases for Tanzania namely Kiswahili in early primary education, English in early secondary education and language for learners with special needs. The cases are presented to show how the languages allow exclusion of many learners and cause inequalities of access in education. In every case, suggestions are put forward on how the problems can be alleviated. In conclusion, the paper argues that the exclusive environment created by inappropriate language choice and ineffective teaching has to be changed for the better.