Correlation between code change strategy, teaching modalities and learners’ competence-based abilities: A Case of Arusha Technical College, Tanzania

Abstract

This study sought to establish the correlation between code change strategy, modalities of teaching and competence based abilities of college students at Arusha Technical College. Prior to data collection, the questionnaire was piloted at a neighbouring college and the Cronbach’s Alpha in three variables was between .78 and .89. Descriptive and inferential statistics analyzed data in order to answer research questions. The study concluded that code change takes place in the classrooms and students are free to switch between English and Kiswahili. Students perceived that knowledge acquired in classrooms is helpful in solving practical problems in their areas of specialization. The study further established no correlation between code change strategy and competence based abilities and between code change strategy and modalities of teaching. Finally, the study confirmed a positive yet weak correlation between modalities of teaching and competence based abilities. Since modalities of teaching influences competence based abilities, it is recommended that educators should employ those teaching modalities that encourage participation of the learners for maximization of competence level. Finally, educators should be flexible to allow code change as this is the best way to increase learners’ participation.

Keywords: Code change, competence, ability, technical college, Arusha, Tanzania