Wkład klasowych technik oceny w rozwój umiejętności rozwiązywania problemów w nieformalnym szkolnictwie średnim w Tanzanii


  • Tulia Michael University of Dodoma, Tanzania
  • Abdon Ephrem University of Dodoma, Tanzania



Słowa kluczowe:

rozwiązywanie problemów, ocena, nieformalne kształcenie średnie


Celem tego badania było zbadanie wkładu technik oceny w rozwój umiejętności rozwiązywania problemów wśród uczniów w nieformalnym szkolnictwie średnim w Tanzanii. W badaniu zastosowano podejście jakościowe z fenomenologią. W badaniu wzięło udział 32 uczniów i 8 nauczycieli, co stanowiło 40 osób. Wywiady, zogniskowana dyskusja grupowa i obserwacja były metodami użytymi do zebrania danych. Dobór celowy został zastosowany do wszystkich uczestników tego badania. Wyniki badania ujawniły, że techniki oceny stosowane przez nauczycieli miały niewielki wkład w rozwój umiejętności rozwiązywania problemów wśród uczniów. Wyniki badania ujawniły, że nauczyciele dążyli do umożliwienia swoim uczniom osiągnięcia wysokich ocen na egzaminach, a nie skupiali się na rozwijaniu umiejętności rozwiązywania problemów. Inne wyniki badania pokazały, że techniki oceny stosowane przez nauczycieli były w większości oparte na domenie poznawczej, a nie psychomotorycznej i afektywnej.  Badanie zaleca, aby nauczyciele stosowali techniki oceniania w celu umożliwienia uczniom uzyskania dobrych ocen, jak również osiągnięcia umiejętności rozwiązywania problemów, które pozwolą im rozwiązywać wyzwania, z jakimi spotykają się w codziennym życiu.


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