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BM Ngussa

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.5 (7), pp. 100-108 July, 2018
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.18.012
Author(s) retain the copyright of this article. 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

Correlates of experiential learning in English subject among teacher trainees in Arusha City, Tanzania

Baraka Manjale Ngussa

Senior Lecturer of Curriculum and Teaching University of Arusha, Tanzania.

Author’s Email: ngussathe5th(at)gmail.com



date Received: May 18, 2018     date Accepted: July 6, 2018     date Published: July 16, 2018


 Abstract

This study investigated correlates of experiential learning in English subject among teacher trainees in Arusha city using descriptive correlation design. A sample of 87 teacher trainees from two randomly selected universities participated by filling the questionnaire. Data analysis involved descriptive Statistics, ANOVA and Pearson product Moment Correlation. The study established that experiential leaning takes place in the teaching and learning of English subject while collaborative learning and instructional technology enhanced the experiential learning. There is no significant difference in experiential learning by respondents categorized according to Grade Point Average and Class Size. Finally, there is a positive correlation between experiential learning and group collaboration, between experiential learning and the use of instructional technology and between the use of instructional technology and group collaboration. It is therefore recommended that educators should maintain experiential learning in order to enhance maximized learning outcome in the teaching and learning process.


Key words: Experiential, learning, group, collaboration, English, Arusha, Tanzania


Ngussa