AMUCTA Research & Publications

Archbishop Mihayo University College of Tabora (AMUCTA) is committed to research and academic excellence in education, inclusive practices, and community studies. Below are selected publications and research outputs affiliated with AMUCTA.

• The Inclusion of Students with Disabilities in Higher Learning Institutions: To What Extent Are They Socially Included?
  Philip, E. M. & Rubeba, A., (June 2025)
  
• Uncertainties of forest resources as enhanced by uncontrolled anthropogenic activities in rural Tanzania: A case of Kigosi Forest in Bukombe district
  J. J. Nyaombo, (2026)
  The study assessed the influence of anthropogenic activities on forest resources in Bukombe District, Tanzania. The study used a cross-sectional design and adopted a mixed-methods approach combining quantitative and qualitative methods. Data were collected through household questionnaires and interviews, and quantitative data were analysed using SPSS, while qualitative data were analysed through content analysis. The study found that some human activities degraded forests, including logging, charcoal production, firewood collection, mining, and agricultural activities, resulting in forest ecosystem deterioration, reduced ecosystem services, land degradation, and species extinction. Furthermore, the study recommended potential forest restoration practices, including afforestation, reforestation, the use of alternative sources of energy, and alternative income-generating activities with less dependence on forest resources. Keywords: Anthropogenic Activities, Forest, Forest Resources, Forest Degradation
• Narrative Competencies: Perspectives of Teachers from Orate and Literate Cultures in Multilingual Classrooms
  Vera Kolbe & Harriet Malichi, (2025)
  
• Assessing Lecturers' Teaching Strategies for Learners with Hearing Impairment in Tanzanian Higher Learning Institutions
  Mgwesa, P. & Philip, E. M., (2025)
  
• The Role of Teachers in Enhancing Inclusive Education: A Case Study of Primary Schools in Zanzibar
  Philip, E. M. & Shaffy, A., (2025)
  
• Inclusive Education and School Preparedness during COVID-19: Impacts and Lessons Learnt
  Amani Karisa, Catherine Martin, Ildephonce Mkama, Judith McKenzie, (2025)
  This chapter grapples with the role of schools in disaster contexts, how inclusive education can respond to these additional challenges for children with disabilities, and then moves toward recommendations on how education can work in genuinely inclusive and transformative ways to contribute to effective disaster risk reduction that saves lives. We begin by exploring the concepts of inclusive education and disaster risk reduction, before presenting a brief overview of the responses and impact in Kenya, South Africa, and Tanzania with regard to children with disabilities. From this we identify the gaps that were evident as well as innovative responses. The case studies of the three countries demonstrate that learners with disabilities and their families must be at the forefront of disaster risk reduction efforts, with targeted support to address the persistent inequities and barriers they encounter. Recognizing and addressing the barriers faced by learners with disabilities during disasters ensures inclusive and equitable educational opportunities, enabling all learners to continue learning uninterrupted, regardless of their circumstances. Schools need to support students’ holistic development, encompassing academic, social, and emotional growth, as well as disaster preparedness. Inclusive education’s greatest strength in reducing vulnerability and enhancing resilience lies in welcoming students with disabilities as valuable members of mainstream education and using this inclusive framework as a catalyst for communities to adopt holistic inclusivity in community-based inclusive development initiatives, including disaster risk reduction.
• Exploring Gender Honorifics in Tanzanian Sign Language: Cultural and Linguistic Perspectives
  Ildephonce Mkama, (2025)
  Sign Language is the primary mode of communication among members of the deaf community. Sign language is not only influenced by sex distinctions but also reflects the general concern about language and gender equality. That is, analysing sign language can unveil rich insights on how social identities are constructed and communicated within a deaf community. Sign language, as a tool for the transmission of deaf culture, bears cultural influence in both the formation of signs and their use. However, most sociolinguistic studies have been conducted on spoken languages, rather than sign languages. Studies in Tanzania, for instance, have focused on power and participation, as well as gender-responsive language use among students and teachers, leaving sign language discourse largely unexplored. It is against this backdrop that this study examines the influence of cultural-linguistic attributes on the formation of signs in Tanzanian Sign Language (TSL). The study focuses on the extent to which honorifics are represented in these signs. The study analysed the sign language lexicon to identify signs that denote gender, where 10 signs were identified from the Tanzanian Sign Language Dictionary to represent the male and female genders. Interpretive Phenomenological Analysis was adopted as the main analysis tool, complemented with Critical Discourse Analysis to highlight language and gender in their respective contexts of use. Thematic and ethnographic analyses were the main methods employed in the study. The analysis shows that cultural-linguistic attributes have contributed to the formation of gender-based signs. Language attributes, such as dominance and diversity, have underscored the choice and use of such gender-based signs. Keywords: Honorifics, Sign Language, Gender, Gendered Honorifics, Culture, Linguistics
• Vertisols Pedological Characterization: Soil Morphology, Properties, Classification and Fertility Levels
  J. J. Nyaombo, (2024)
  A detailed pedological characterization of vertisols was carried out from in Itigi district central Tanzania from 2022 to 2023 to adequately attain data relevant for agricultural planning and executing soil fertility studies across the district. Six sites were selected, named as IPD-P1, DML-P1, ITIG-P1, KTR-P1, SJR-P1 and TKR-P1 and considered as benchmark sites of existing vertisols in the district with reference to existing soil information and a prior conducted reconnaissance soil survey. Four samples from each site making a total of 24 samples were collected and analyzed with standard laboratory procedures for understanding their chemical and physical properties. The soil profiles were adequately very deep dominated by clayey. The pH level in all soils were between slightly acidic (< 6.4) to moderate alkaline (> 8.2). Available P, K and Zn were generally low (> 2.1 cmol(+) /kg, >17.4 cmol(+) /kg, 0.79 cmol(+) /kg respectively) in all study profiles. Levels of Exchangeable bases in all study profile were adequately available in which Ca dominated over others (<15 cmol(+)/kg. With the use of USDA soil taxonomy, profiles were classified as IPD-P1 (vertic chromic gypsitorrests) DML-P1 (vertic chromic calcitorrests) ITG-P1 (vertic chromic gypsitorrests) KTR-P1 (vertic chromic calcitorrests) SJR-P1 (vertic chromic gypsitorrests) and TKR (vertic chromic gypsitorrests). The six studied profiles had slight variations among them and within their horizons in terms of physical and chemical properties, and therefore this enhances the need of carrying soil characterization for effective fertilization recommendations. Keywords: Vertisols, soil morphology, soil properties, fertility levels, soil classification
• Interactive Effects of sowing methods, Phosphorus Fertilization and Varieties on Chickpea (Cicer erietinum L.) Yields Growth in Vertisols
  J. J. Nyaombo and A. E. Majule, (2024)
  Field experiments were conducted in farming seasons 2020/2021 2021/2022 and 2022/2023 to investigate the effects of fertilization, varieties and sowing methods and their interactions on yield attributes of chickpea on vertisols in Tanzania. Three desi type chickpea varieties (Local check-1, Mwanza-1 and Ukiriguru-1), two fertilizer rates sources (50 and 60 kg P₂O₅ and control fertility) and three sowing methods (Spacing [30x10]cm, sowing behind plough and broadcasting) and their interactions were evaluated. Experiments were conducted in a factorial arrangement of three replicated randomized complete block design. The size of each plot was (3x3) m. At Tukey’s 95% confidence interval, results revealed that fertilization was significant at (p<0.001) on plant population at harvest, biological yield and grain yield while varieties were significant at (p<0.001) on number of seeds per pod and 500 seeds weight as well as at (p=0.002) on grain yield. 50 kg/ha of 60 kg P₂O₅ Kg/ha and 50 kg P₂O₅ kg/ha resulted to 1,255 kg/ha and 709 kg/ha with a least performance recorded on control fertility resulting to 616 kg/ha. On varieties, Ukiriguru-1 resulted to 1,040 kg/ha while Local variety and Mwanza-1 resulted to 735kg/ha and 804 kg/ha respectively. It was concluded that yield attributes of chickpea improved with seed varieties and fertilizer use whereby Ukiriguru-1 resulted to maximum yield per ha as well as 60 kg P₂O₅ Kg/ha resulted to maximum yield per ha. Therefore, Ukiriguru-1 may be cultivated along with 60 kg P₂O₅ for maximum chickpea yield. Further studies are recommended for appropriate spacing. Keyword: Chickpea, Phosphorus, Sowing methods, Fertilization, Vertisols
• Inclusive Education in Tanzania
  Ildephonce Mkama, (2024)
  International and intercultural comparative studies on inclusive and special needs education focus on the comparative aspects between one or several countries or even continents, as well as the situation in individual countries or groups of countries e.g. in developing countries, in Europe or parts of Europe such as Central Europe/Eastern Europe or in North/South America. For comparative assessment, these will be brought into relationship with each other, using specific criteria to determine similarities and differences. The desired objective and choice of comparative criteria will determine the comparison results (Beltz Lexikon Pädagogik 2007, p. 750).
• Technology Driven Curriculum for 21st Century Higher Education Students in Africa
  Ezra Nathanael, (2024)
  
• Geography Teaching in Secondary Schools: Contribution of Teacher's Methodological Competencies on Students' Academic Achievements
  Ezra Nathanael, (2024)
  The purpose of this study was to investigate teachers’ methodological competencies useful for effective advanced level Geography teaching in secondary schools. Specifically, it investigated the contribution of teachers’ methodological competencies to students’ performance. The focus was on investigating teachers’ effectiveness in using stipulated teaching strategies as per syllabus to determine their competences in teaching the geography subject. The specific objectives was to examine the major features of A-level Geography subject syllabus and Geography classroom teaching, to examine teachers’ methodological competencies useful in teaching Geography subject at advanced secondary schools, to examine the students performance in advanced level Geography subject for the last four years in the national examinations (2008-2011) and to examine the contribution of teachers’ methodological competencies on A-level Geography students’ achievement. The study was carried in Iringa District in 2012. The adopted mixed research approach and employed multiple embedded case study research design; because, the nature of the study wanted multiple responses from different contextualized teaching and learning situation. The study involved a total of 52 respondents from three advanced level secondary schools, in which 36 students, 9 advanced level geography teachers, 3 heads of schools were sampled. Two officials from the NECTA and two officials from TIE were also sampled. Probability sampling with simple random selection of students was employed. A-level geography teachers, head of schools and officials from both TIE and NECTA were sampled purposively because of the uniqueness of the information required from them. Primary information of this study was gathered using Observation, interviews and semi-structured questionnaires. Documentary review was used to gather secondary data inscribed in different school documents. Data were analysed using both content analysis and descriptive statistical techniques. The Statistical Package for the Social Sciences (SPSS-Version 16.0) and Microsoft Excel 2007 were used in analysing descriptive data. The findings revealed that, A-level geography syllabus have a well stipulated teaching and learning strategies needed to be used by teachers. However, the findings indicated that, teachers were not using effectively the stipulated teaching strategies. It was also revealed that, A-level geography teachers had inadequate pedagogical skills and knowledge implementing participatory teaching methods, instructional planning and time management. In light of these findings, it is recommended that, Colleges and Universities that prepare teachers should review their curricula to strengthen the methodological competences of graduating teachers. Professional in-service training programmes should be encouraged to complement pre-service training. Key words: Curriculum, teaching and learning, geography teaching, methodological competency, students’ achievements, participatory teaching methods.
• Bilingual Deaf Education: Enhancing Literacy among Deaf Learners in Secondary Education in Tanzania
  Ildephonce Mkama, (2024)
  Educating deaf students has been a concern of many education stakeholders. Due to inadequate research on deaf education in Tanzania, significant information about the learning of deaf students is missing. However, the adoption of inclusive education has not been of significant help to deaf students’ literacy and learning. Consequently, less than 9% of deaf students in Tanzania have reached the secondary education level, while more than 80% drop out and/or fail. This paper explored literacy skills among Form Two deaf students in 24 secondary schools and found that all the studied students had some varying literacy challenges. They could not produce intelligible written texts in either Kiswahili or English language. This paper has highlighted specific literacy challenges and proposes a drill mechanism for promoting literacy among such students. Keywords: deaf education, literacy, bilinguality, learning
• The impact of school culture on the academic progress of deaf learners in Tanzanian inclusive schools
  Ildephonce Mkama, (2022)
  The learning situation of deaf students in inclusive secondary education in Tanzania has witnessed a decade of struggle and choice on the best inclusion modality. This has resulted in an inconsistency in the accommodation of deaf students in inclusive schools. In this respect, this study was conducted to explore how the culture of a school has contributed to the academic progress of deaf students in the first decade of inclusive education. The study, therefore, employed phenomenology methods in collecting and analysing the data. The findings show that schools have not been able to change their cultures to accommodate deaf students. Hence, the learning of most students in secondary education takes place in a regular culture of the school. As a result, most of them have not only failed to reach the next levels of their education cycle but also dropped out of school. Therefore, we recommend that for to build an equitable learning space for deaf students in an inclusive school, the curriculum should be adapted to the bimodal-bicultural model.
• Pulses Farming; An Adaptive Strategy to Climate Change in Arid and Semi-Arid Regions: A Case Study of Itigi District in Singida Region, Tanzania
  J. J. Nyaombo, (2022)
  The study assessed pulses farming as an adaptation to climate change in semi-arid areas. FGD, Household Questionnaires, Key Informant Interview and Observation were used to collect primary data from four study villages; Itigi, Ipande, Damweru and Kitopeni. A total of 106 heads of households were involved in the study through questionnaires and quantitative and qualitative data were analyzed statistically and through content analysis technique respectively. Cereals among maize, millet and sorghum have lost their economic significance among farmers while pulses including chickpea, lentils and beans are potentially currently cultivated by more farmers. Climate change effects such as shifting and shortening of rainfall season and increasing drought have contributed to the decline of cereal crop yields. Specifically shifting of rainfall season and drought interaction vitally influence the decline of cereal crop yields, F (1, 99) = 198.770, p = 0.000 and the same causes have led to the adoption of chickpea and lentils farming in the study area as shifting of rainfall season was statistically significant to the adoption of pulses farming, X2 = 9.138, df = 2, p = 0.010 and drought was, X2 = 106.000, df = 3, p = 0.000 as the pulses are found adoptive drought condition and shortened rainfall season. This has enhanced food and nutrition assurance to farmers, increased household income and farmers’ livelihood.
• Characterization of Vertisols Fertility Status and Their Implications on Chickpea (Cicer arietinum L.) Farming in Semi-Arid Areas of Itigi District in Tanzania
  J. J. Nyaombo and A. E. Majule, (2022)
  The study was conducted to assess biophysical and chemical properties of vertisols of Itigi District and examine their suitability for chickpea (Cicer arietinum L.) farming. Six soil composite samples were collected from top and subsoil of three selected farms used for growing chickpea and named as ITG-P1, ITG-P2 and ITG-P3. All profiles had a depth of 144 cm with heavy clay texture. pH levels varied from slight acidic to moderate alkaline, thus, favoring chickpea production. Exch. bases including Mg, K, and Na ranged from low to medium while Exch. Ca and CEC were high in all profiles, thereby, providing supportive environment for growth of chickpea. Available P was low and ranged from 0.54 to 2.10 mg/kg which was crucial for chickpea production necessitating fertilization with 30 to 80 kg of P2O5 /ha depending on the P available. The level of K varied as in ITG-P2 was adequate (>15 cmol(+)/kg) while in ITG-P1 and ITG-P3 was very low (<2 cmol(+)/kg) necessitating application of 30 kg of K2O/ha for chickpea production. Studied profiles had a slight difference in assessed characteristics, hence, the need to understand fertilizer demand for chickpea production was important. Understanding fertility status of soils is important before investing in crop production where such information is not known. Keywords: chickpea, fertility status, Itigi, semi-arid, vertisols
• Removing Barriers to Inclusive Education for Tanzania’s Deaf Learners
  Ildephonce Mkama, (2021)
  Removing barriers to inclusive education for Tanzania's deaf learning
• Exploring Reading Culture in Tanzanian Higher Education Institutions: The Case Study of AMUCTA Education Undergraduates
  Revocatus Constantine Kuluchumila, (2017)