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Research Article
Formative Assessment of Content and English Language in Biology Subject Among PITA Project Secondary Schools in Meru District Council, Arusha-Tanzania
Issue:
Volume 15, Issue 2, April 2026
Pages:
54-62
Received:
15 January 2026
Accepted:
27 January 2026
Published:
10 March 2026
Abstract: The proficiency in English, which is the second and language of instruction in Tanzanian secondary schools seems not being given a strong attention by content subject teachers during the assessment of learning. This study was conducted to analyse the practice of Biology teachers in formative assessment of Biology content and English language as a language supportive pedagogy in the Biology subject. The study was to answer the following research questions: (i) What techniques do teachers employ for formative assessment of Biology content? (ii) How do teachers support students' English language in biology formative assessment? (iii) What are the challenges associated with formative assessment of content and language in Biology subject? The target population was 33 ordinary level secondary schools under the PITA project in Meru district council. Of the total schools, five were sampled for this study. The respondents included 70 students and 6 Biology teachers making 76 total participants. The convergent parallel research design under mixed method research approach was used. Purposive and stratified-random sampling techniques were used to select teachers and students respectively. The researchers collected data using questionnaires, interview, observation, and document analysis guides. The results showed that the Biology teachers use mainly question & answer, group assessment and short tests in Biology subject assessment. The formative assessment in Biology also involves the assessment of language aspects such as checking spelling, pronunciation, grammar and tenses. The results also revealed three main challenges: difficult biological terms, language of instruction and time in formative assessment of both Biology content and language. The researchers recommended the use of more techniques, Biology dictionary and enhancement of cooperation between Biology and language experts in formative assessment of Biology content and English language.
Abstract: The proficiency in English, which is the second and language of instruction in Tanzanian secondary schools seems not being given a strong attention by content subject teachers during the assessment of learning. This study was conducted to analyse the practice of Biology teachers in formative assessment of Biology content and English language as a l...
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Report
From Burnout to Balance: Tools for Sustainable Teaching in Distance and Hybrid Instruction
Callie Victor*
,
Cathy Felmlee Shanholtz
Issue:
Volume 15, Issue 2, April 2026
Pages:
63-68
Received:
2 March 2026
Accepted:
16 March 2026
Published:
26 March 2026
Abstract: Faculty stress and burnout are growing concerns in higher education. The implications of stress and burnout are well-known and within educational institutions impact faculty wellness, teaching effectiveness and learning outcomes. Administrative responsibilities, scholarship and service expectations, professional roles and career advancement compound the pressures on faculty. Additionally, the influx of technology has further amplified faculty demands to continually learn and adopt new technology. By addressing common burnout pitfalls, faculty can learn to thrive and move from burnout to balance. This report provides strategies and recommendations that foster sustainable teaching practices while maintaining faculty presence and instructional quality. Combining scholarly evidence and faculty experiences, the report highlights strategies for sustainable course design, pedagogical flexibility, and leveraging collaboration and interdisciplinary support. Furthermore, applications to for distance and hybrid education are addressed. Teaching approaches that focus on efficient course design and management, alignment of course objectives and assessment methods, use of technology and shared resources promote faculty balance. Modular course structures, evergreen materials, flexible assignments, and interdisciplinary collaboration allow teaching to be both practical and sustainable. Remembering the motivation behind becoming an educator and embedding creative, intellectually engaging components supports professional identity. Prioritizing faculty engagement without increasing stress is paramount to maintain sustainable teaching.
Abstract: Faculty stress and burnout are growing concerns in higher education. The implications of stress and burnout are well-known and within educational institutions impact faculty wellness, teaching effectiveness and learning outcomes. Administrative responsibilities, scholarship and service expectations, professional roles and career advancement compoun...
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Research Article
Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs
Issue:
Volume 15, Issue 2, April 2026
Pages:
69-78
Received:
27 February 2026
Accepted:
13 March 2026
Published:
15 April 2026
DOI:
10.11648/j.edu.20261502.13
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Views:
Abstract: This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.
Abstract: This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data ...
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