Educational Dimension

Rubeba, A.M., 2026. Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers’ compliance with assessment standards. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.973

This study examined self-perceived assessment competencies and practices among university instructors in Tanzania. The study was conducted across three public universities, using ex post facto and transcendental phenomenological designs. Stratified proportional sampling, simple random sampling, and purposive sampling were used to select and collect data from a sample of 205 instructors. Questionnaires, interviews, observations and documentary analysis were used concurrently to gather data. The qualitative data were analysed thematically, whereas the quantitative data were analysed using logistic regression. The analysis revealed significant differences among instructors on indicators for self-perceived assessment practices and demographic parameters. This study, therefore, proposes that universities make deliberate efforts to hold frequent workshops and seminars for instructors to improve their assessment practices.

Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers' compliance with assessment standards | Educational Dimension Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers' compliance with assessment standards Authors Asia Mbwebwe Rubeba The University of Dodoma https://orcid.org/0000-0001-7136-5486 DOI: https://doi.org/10.31812/ed.973 K...

Salami, M.O. and Adewuyi, H.O., 2026. Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1034

This study examined the association between teacher motivation strategies and student academic achievement in public secondary schools in Oyo State, Nigeria. A quantitative cross-sectional survey design was employed. Data were collected from 905 teachers in 97 schools, selected through a two-stage stratified random sampling process across urban and rural areas. Two validated instruments were used: the Teacher Motivation Strategies Questionnaire (TMSQ, Cronbach's α=0.89) and the Student Academic Achievement Survey (SAAS, Cronbach's α=0.85). Multiple regression analysis revealed that recognition programmes, career advancement opportunities, workload management, and a supportive school culture collectively explained 68% of the variance in student achievement (R²=0.680, p

Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria | Educational Dimension Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria Authors Muideen Oladeji Salami University of Ibadan https://orcid.org/0009-0001-3487-3681 Habeeb Omoponle Adewuyi University of Johannesburg https://orcid.org/0000-0002...