User Charges and Students’ Ability to Pay on Participation in Undergraduate Science Teacher Education Programmes at the Open University of Tanzania.

Mgogo, Agatha (2021) User Charges and Students’ Ability to Pay on Participation in Undergraduate Science Teacher Education Programmes at the Open University of Tanzania. Doctoral thesis, The Open University of Tanzania.

Microsoft Word - Submitted Version Download (13MB)

Abstract

This study investigated the effects of user charges vis-à-vis students’ ability to pay and how these affects students participation in undergraduate science teacher education learning activities at the Open University of Tanzania. Specifically, the study analysed the magnitude of direct and indirect costs and sources of funds available; examined sufficiency of funds for students to meet all study costs and the extent to which students’ participation in learning activities were affected as a result of levels of students’ ability to pay. The study utilised mixed research approach in which both quantitative and qualitative methods were used in data collection and analysis. Using a cross-sectional survey design, a combination of purposeful and snow balling sampling procedures were used to select the sample of 78 students from the population of 97 students. The findings revealed that salaries, loans, grants from employers, personal income generating projects, family member support and selling of private assets to be the only sources of funds which were available to students in undergraduate science teacher education programmes and funds available from these sources were not sufficient to meet students’ study costs. As a result, some students in these programmes were not able to participate fully in learning activities and this made some delay to complete studies, poor performance in examinations, and being dormant and dropout. This study concludes that affordability of distance undergraduate science teacher education students is questionable given the increased number of activities which require conventional strategies. The study recommends, among other things, putting in place more sustainable and accessible funding mechanisms to undergraduate distance learners so as to enhance full participation. Keywords: Educational participation, indirect costs, direct costs and Higher Education

Actions (login required)

View Item