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BM Ngussa

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.4 (1), pp. 1-7 January, 2017
Available online at
Article ID:/16/EPRR/70/07 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Original Research Article

Correlations between medium of instruction and interaction factors among teacher trainees: A case study of the University of Arusha- Musoma Centre, Tanzania

Baraka Manjale Ngussa

Director of Graduate Studies and Arusha Town Centre, University of Arusha, Tanzania.

Author’s Email: ngussathe5th(at)

date Received: October 10, 2016     date Accepted: November 28, 2016     date Published: January 20, 2017


This study sought to establish correlations between interaction factors and medium of instruction among teacher trainees at the University of Arusha, Tanzania. Using a Case Study Approach, 88 teacher trainees participated by filling the questionnaire. T-test and Pearson co-relational coefficient measured differences and relationships among variables in question. The reliability test yielded cronbach alpha of above 0.79 for classroom interaction, group interaction and medium of instruction. The study concluded that educators employed problem solving strategies that encouraged participation in learning. Language competence increased the level of interaction but media of instruction (English or Kiswahili) did not bring any difference in the level of classroom or group interaction. Therefore, it is recommended that Language teachers should play good role to improve learners’ mastery of the medium of instruction in order to enhance the interaction level during teaching-learning sessions.

Key words: Medium, instruction, interaction, teacher trainees, Arusha, Musoma, Tanzania