STUDENTS’ LEVELS OF AGENTIC ENGAGEMENT IN EXPERIMENTS AND ITS EFFECT ON SCIENTIFIC INQUIRY COMPETENCIES IN TECHNICAL EDUCATION AND TRAINING INSTITUTIONS IN TANZANIA

Autors/ores

  • Labani Kanyonga PhD Candidate, Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya
  • David Kipkasi Kessio Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya
  • Eugenia J. Kafanabo Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam University, Dar es Salaam, Tanzania
  • Sammy K. Chumba Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya

DOI:

https://doi.org/10.46827/ejes.v11i8.5469

Paraules clau:

agentic engagement, scientific inquiry competencies, technical education and training institutions, Tanzania

Resum

This study aimed to assess students’ levels of agentic engagement in experiments and its effect on scientific inquiry competencies (SICs) in technical education and training institutions in Tanzania. The study employed a quantitative approach and a cross-sectional survey design. A sample of 337 second- and third-year students studying the laboratory science and technology (LST) program from five technical education and training institutions was drawn using a proportionate stratified sampling technique. Data was collected through the use of the student agentic engagement survey questionnaires as well as the SICs test and analyzed through descriptive statistics (mean, standard deviation and variance), an independent sample t-test and hierarchical multiple regression analysis. The results revealed that LST students had a similar level of agentic engagement despite their differences in gender (male vs. female), grade levels (second vs. third years), and the nature of the institutions (private vs. public) and overall moderate levels of agentic engagement in experiments. The results further revealed that students’ agentic engagement in experiments had a significant positive effect on SICs when age, gender, nature of technical institutions and grade levels were controlled. Therefore, we concluded that LST students’ gender, grade levels and the nature of the institutions have no effect on students’ levels of agentic engagement. Notably, students demonstrated moderate levels of agentic engagement in scientific experiments, and agentic engagement found to be an important learning factor for promoting SICs. Thus, we recommended that while instructing scientific experiments in the laboratory, instructors be reminded to involve students as agents as often as possible to improve their SICs.

 

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Biografies de l'autor/a

  • Labani Kanyonga, PhD Candidate, Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya

    Labani Kanyonga is a Doctor of Philosophy in Educational Research and Evaluation student at the Department of Educational Management and Policy Studies, School of Education, Moi University, Kenya under the South African-German Centre for Excellence in Education Research Methodologies and Management (CERM-ESA) scholarship. He holds a Bachelor of Education in Science from the University of Dar es Salaam and a Master of Education in Assessment and Evaluation from St. Augustine University of Tanzania. His research interest is in the development and promotion of scientific inquiry competencies, student engagement during scientific experiments, inquiry-based learning, student scientific problem-solving skills and promoting student experimental skills.

    ORCID: https://orcid.org/0009-0008-6305-5574

  • David Kipkasi Kessio, Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya

    Dr. David Kipkasi Kessio is a Senior Lecturer in the Department of Educational Management & Policy Studies. He is a Postgraduate Coordinator at the School of Education and a teaching practice coordinator. He holds PhD, M.phil, B.Ed. (Moi University) and a member of several professional organizations as well as a DAAD alumni. He has published on educational leadership, mentorship and cross-border higher education.

    ORCID: https://orcid.org/0000-0003-2262-9005

  • Eugenia J. Kafanabo, Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam University, Dar es Salaam, Tanzania

    Dr. Eugenia Kafanabo is a Senior Lecturer and an expert in curriculum design and development and has experience of more than 24 years in the education sector. She is a leader, and the current Dean of the School of Education, University of Dar es Salaam. Her expertise in curriculum design and development has earned her an opportunity to work with Ministry of Education, Tanzania Institute of Education in different matters of teacher training, science education, climate change and gender issues. She is currently the team leader of Binti Shupavu Project supported by the Spencer Foundation in Tanzania, and working with colleagues from Cornell University in the USA and Amplify Girls in Kenya. She is also a member of a research project that evaluated the Teacher Continuous Professional Development (TCPD) in 26 Local Government authorities (LGAS) for the World Bank under the Ministry of Education, Science and Technology in Tanzania (2022-2023). She is a mentor and has supervised more than 70 students at Masters and Ph.D., where she has gained experience in research methodologies through CERMESA Project.

    ORCID: https://orcid.org/0000-0003-3175-8167

  • Sammy K. Chumba, Department of Educational Management and Policy Studies, Moi University, Eldoret, Kenya

    Prof. Sammy K. Chumba is an Associate Professor of Educational Management and Policy. He is the Chairman of the School of Education Post Graduate Studies Committee. He holds PhD in Educational Administration (Moi University), Masters in Education Administration and Planning (University of Eastern Africa-Baraton), a Bachelor of Education (Science) from Egerton University, a Certificate in Doctoral Supervision (Stellenbosch University) and a Certificate in National Senior Management in Education Management at Kenya Education Management Institute. Currently teaches Advanced Educational Statistics and Educational Management courses.

    ORCID: http://orcid.org/0000-0002-5968-5126  

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2024-07-09

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Vol. 11 Núm. 8 (2024)

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