ANDRAGOGICAL IMPROVEMENTS FOR EFFECTIVE LEARNING OF MODULES EXPERIENCING POOR ACADEMIC PERFORMANCE. A CASE OF THE COLLEGE OF BUSINESS EDUCATION, DAR ES SALAAM

Abstract

Mastering of the subject area and andragogical skills simplifies the teaching and learning process, thus, improves the academic performance of students in their respective examined modules. The current study explored the best andragogical approaches for effective learning of modules experiencing poor academic performance in Tanzania. The study was conducted in the College of Business Education (CBE) whereby a mixed methods approach was employed in the study. Interviews, questionnaires, and document review were used in data collection. A stratified random sampling technique was used to select 105 bachelor and 70 diploma students at CBE, Dar es Salaam Campus. The study employed a content analysis technique for qualitative data collected through interviews and document review, while the data collected through questionnaires were analyzed using SPSS version 25. The findings indicated that most of the methods used by instructors to modules experiencing students’ academic failure were those characterized by teacher-directed learning approaches rather than students’ self-directed learning. Some of the identified weaknesses in those methods were boredom, less participatory, not providing feedback on time, not sharing learners’ experiences and being theoretical oriented rather than being practical. It was also observed that some of the instructors lacked important attributes while interacting with students for effective learning such as being courageous, readiness of volunteering to help students, motivating students, being flexible and fair, and provision of guidance and counseling services to students. Based on the findings, the study recommends that there should be an in-service training on andragogical knowledge and skills to instructors to enable them to effectively perform instructional delivery and assessment activities. In addition to that, all instructors with modules experiencing poor academic performance should be ready to learn from other instructors whose modules or subjects do not experience poor performance.