Journals Articles

Permanent URI for this collectionhttp://dspace.ifm.ac.tz/handle/123456789/134

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Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification
(International Journal of Environmental Research and Public Health, 2018-09) Hussein, Haruna; Xiao, Hu; Samuel, Kai Wah Chu; Robin, R. Mellecker; Goodluck, Gabriel; Ndekao, Patrick Siril
An effective innovative pedagogy for sexual health education is required to meet the demands of technology savvy digital natives. This study investigates the extent to which game-based learning (GBL) and gamification could improve the sexual health education of adolescent students. We conducted a randomized control trial of GBL and gamification experimental conditions. We made a comparison with traditional teaching as a control condition in order to establish differences between the three teaching conditions. The sexual health education topics were delivered in a masked fashion, 40-min a week for five weeks. A mixed-method research approach was uses to assess and analyze the results for 120 students from a secondary school in Dar Es Salaam, Tanzania. Students were divided into groups of 40 for each of the three teaching methods: GBL, gamification, and the control group (the traditional teaching method). The average post-test scores for GBL (Mean = 79.94, SD = 11.169) and gamification (Mean = 79.23, SD = 9.186) were significantly higher than the control group Mean = 51.93, SD = 18.705 (F (2, 117) = 54.75, p = 0.001). Overall, statistically significant differences (p ≤ 0.05) were found for the constructs of Motivation, Attitude, Knowledge, and Engagement (MAKE). This study suggests that the two innovative teaching approaches can be used to improve the sexual health education of adolescent students. The methods can potentially contribute socially, particularly in improving sexual health behaviour and adolescents’ knowledge in regions plagued by years of sexual health problems, including HIV/AIDS
Measuring the Level of Job Satisfaction of Library Staff at the Institute of Finance Management, Tanzania: A Case Study
(International Journal of Business and Management Invention, 2017-11-09) Kyumana, Valeria
The positive or negative feelings that workers experience about their job encompass job satisfaction. This study examined job satisfaction of IFM library staff by measuring the level of job satisfaction on a general front and from specific aspects (variables). The study used Minnesota Satisfaction Questionnaire (MSQ-short form) and sampling was enumerative to incorporate all professionals and para-professionals library staff. The findings showed that IFM library staff experience moderate satisfaction with work itself and job security being the factors that caused high satisfaction. Achievement, recognition, advancement, salary, responsibility, status and relationship with supervisors and co-workers accounted for moderate satisfaction. The study pointed out that the one overwhelming factor for low satisfaction leading to dissatisfaction of IFM library staff was working environment. Establishment of the library board to include stakeholders from various faculties including students and management of IFM was recommended and seen as a way forward to bridging the gap between library staff and the academic community thus facilitating service provision and job satisfaction.
'I don't want to be carried like luggage': disability and physical access to Tanzanian academic libraries
(UNISA Press, 2015-01) Majinge, Rebecca M.; Stilwell, Christine
This article reports on an empirical study which investigated access for people in wheelchairs and/or with visual impairments to Tanzanian academic libraries. A pragmatism paradigm and Oliver's (1990) social model of disability were employed as well as the International Classification of Functioning, Disability and Health (ICF). Using quantitative and qualitative methods, questionnaires, interview schedules and an observation checklist were used to collect data. The study sample from the libraries of five Tanzanian higher education institutions (HEIs) totalled 196 respondents. The respondents were library directors, other professional library and disability unit staff, Ministry of Education's Special Needs Unit staff, and people in wheelchairs and/or with visual impairments. The study found that there were no functioning lifts and/or ramps in the academic libraries studied which could have enabled these users to reach the upper floors where the information resources or services were located. For academic libraries to provide services which are inclusive, as well as certain special services for users with disabilities, various guidelines need to be implemented. Examples include library buildings having working lifts and/or ramps, and signage and location devices appropriate for people with visual impairments. The study findings could be used to improve physical access to these academic libraries.
Access to electronic and print information resources by people with visual impairments in university libraries: A review of related literature
(Emerald Publishing Limited, 2018) Majinge, Rebecca M.; Mutula, Stephen
The purpose of this paper is to discuss the implication of copyright on access to electronic and print information resources by people with visual impairments in university libraries. The paper examines the extent to which electronic and print information resources in university libraries are accessible to people with visual impairments; the extent to which existing national/international copyright laws facilitate or hamper access to electronic and print information resources by people with visual impairments; examine challenges facing people with visual impairments in accessing electronic and print information resources; and how these challenges can be ameliorated.
Ethical Aspects of Doctoral-Research Advising in the Emerging African Information Society
(Library Trends, Johns Hopkins University Press, 2015) Mutula, Stephen; Majinge, Rebecca M.
This paper discusses the ethical aspects of doctoral-research advising in the emerging African information society from an African perspective. It addresses the following research questions: What is the status of information ethics in Africa? What theoretical frameworks are available to illuminate the ethical dimension of the emerging African information society? To what extent are ethical aspects of the emerging African information society integrated into doctoral research advising in library and information science in Africa? What are the roles and obligations of the supervisor and supervisee in doctoral research? How is information and communication technology (ICT) being used to enhance doctoral-research advising? The paper is underpinned by various ethical theoretical models, such as the Trust Model, Hayward Power Relations, classical and contemporary ethical traditions, and game theory. It relies upon a literature survey to address the research problems. Results reveal, among other things, the milestones achieved by African scholars in promoting information ethics through curriculum development and research. However, there is a need for the evolving information society to take cognizance of African cultural contexts. The results also reveal that supervisor–supervisee relationships are constrained. The ethical dimension of the emerging African information society should be infused into the doctoral-research process to improve the relationships of supervisor and supervisee. This should be supported by responsible use of ICT, taking into account the Africa cultural context and African values to facilitate the doctoral-advising process. All these should be buttressed by an enabling policy framework at the institutional level to promote harmony and productivity in doctoral research.
The integration of special needs for people living with disabilities into Tanzania’s LIS curriculum
(South African Journal of Libraries and Information Science, 2020-05-18) Majinge, Rebecca M.; Msonge, Vincent Tilubuzya
This paper presents the findings of a study that examined the integration of special needs into the Library and Information Science (LIS) curriculum by Tanzania’s library schools. The social model of disability by Oliver (1990) underpinned the study, which deployed both quantitative and qualitative research approaches in a survey research design. A questionnaire, an interview and content analysis were used in data gathering. The study found that special needs in the LIS programme are integrated at one university as an elective but not covered as a core subject. The study found that the integration of special needs into the LIS curriculum is important in improving library services. Furthermore, it was established in this study that the integration of special needs into the LIS curriculum faced the challenge of relying on library staff who lacked training in special needs in addition to lacking assistive equipment. In addition, inadequate funding, lack of appropriate information resources, and lack of sensitisation and awareness of universities and government decision-makers were other challenges the study identified. The study recommends that courses for meeting special needs are compulsory for undergraduates as well as postgraduates in LIS, but also in disciplines such as engineering and information technology, so that universally accessible buildings that integrate the needs of people with disabilities are built, so that websites suitable for people with disabilities are designed, and so that librarians select and acquire information resources and assistive equipment related to people with disabilities. The government should supply adequate funds to all universities to support people living with special needs.
Shortcomings in Library and Information Science (LIS) PhD projects : analyses of examined theses and supervised for the period 2008–2016 at select universities in eastern, western and southern Africa
(Qualitative and Quantitative Methods in Libraries (QQML), 2018-05-28) Mutula, Stephen; Majinge, Rebecca M.
This article presents the experiential perspectives of the authors on the shortcomings in LIS PhD theses submitted for examination or supervised in 15 purposively selected universities in Kenya, Uganda, Botswana, Ghana, and South Africa. In all, 36 theses were examined and/ or supervised for the period 2008–2016. The shortcomings discussed here were isolated in the conception of the research topic, introduction (background to the study), review of literature, selection and use of theory, presentation and discussion of the results, as well as in the technical presentation of the theses. The authors conclude that the shortcomings identified in the LIS PhD projects may be attributed to a number of factors including, but not limited to inadequate preparedness on the parts of supervisors and the candidates, and limited support given to PhD candidates. The authors recommend rethinking the mode of offering the LIS PhD programmes from being exclusively research-oriented to a hybrid model of course work and research. The issues raised in this article have implications for PhD supervision capacity building, postgraduate support and mentorship.
ICT Use in Information Delivery to People with Visual Impairment and on Wheelchairs in Tanzanian Academic Libraries
(African Journal of Library, Archives and Information Science, 2014-10) Majinge, Rebecca M.; Stilwell, Christine
This paper investigated the role of Information and Communication Technologies (ICTs) in information delivery for people with visual impairment and on wheelchairs in Tanzanian academic libraries. A pragmatism paradigm and the social model of disability of Oliver were employed using both quantitative and qualitative methods. Questionnaire, interview schedules and an observation checklist were used to collect data. The study population comprised library directors, other professional library staff, disability unit staff, people with visual impairment, and on wheelchairs and staff from the Ministry of education’s Special Needs Unit. A sample of 196 respondents was surveyed. The study found that ICTs facilitated information provision for people with these disabilities but that there was no adaptive or assistive equipment in Tanzanian academic libraries for them. Academic libraries should install assistive ICT equipment to facilitate information delivery easily, independently and remotely to people with visual impairments and in wheelchairs.
Library service provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania
(South African Journal of Libraries and Information Science, 2013-01) Majinge, Rebecca M.; Stilwell, Christine
This article is based on a study that examined library services provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania. The article looks at access to the information resources available and the layout of library buildings in five universities in Tanzania. The broader issues in this study were grounded in the importance of access to information as a fundamental right and, particularly, in university studies. The study drew on a pragmatism paradigm and the social model of disability of Oliver which emphasises universal access as the norm. Both quantitative and qualitative methods were used to conduct survey and observation-based research. The findings reveal that academic libraries provide services to people with visual impairments and in wheelchairs but these services are not inclusive or universal. The study therefore recommends that academic libraries, as manifest in the social model, should strive to provide inclusive services to all users including people with disabilities. To achieve this universal access requires the formulating of policy regarding provision of library services to people with disabilities, providing adequate budgets and staff training. In addition, practical measures are needed such as constructing library buildings with ramps and maintaining working lifts, acquiring Braille and large print information resources, as well as providing assistive equipment.

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