International Journal of Learning Spaces Studies

Abstract The study investigated the ways to mitigate the effects of cultural practices hindering Maasai girls’ access to formal education in Tanzania. The study employed collective case study design and sampled fifteen respondents whereby secondary school girls, community education leaders, educated Maasai parents, school board chairperson were crucial participants. The study used snowball technique was used to gather data from knowledgeable Maasai parents while the typical case sample was used to Maasai girl students and school board chairperson. The study collect data through interview, focus group discussion and open-ended questionnaire. Data was analyzed based on the theme emanating from the study objectives. The findings of the study revealed that the negative impacts of cultural practices that contribute to Maasai girls’ failure to access formal education can be mitigated by encouraging positive attitudes and beliefs among community members. This also involves recognizing the value and benefits of educating girls and to empower them to manage the blockages from their community’s culture. Once more, minimization of gender-based violence as well as gender balance practices in education access should become potential benefits. The study recommends that the government, Maasai community, parents as well as Maasai girl students should fight against gender-based violence to liberate girls from cultural practices bondages. The study concludes that there are effects of cultural practices that contribute to girls’ loss of access to formal education. Consequently, it is important for the community to adopt and implement policies that value education for both genders without cultural boundaries.

Abstract Student interaction has been reported to be essential in enhancing students’ performance and sense of community, although it tends to differ across various variables. This study investigates students’ interaction in blended learning (BL) courses at two Tanzanian universities and how their interaction ultimately relates to a sense of community and academic performance. A total of 492 undergraduate students studying education, accounting and economics were involved. The data were collected using the interaction and sense of community scales, and student performance was obtained from coursework scores. Furthermore, the data analysis involved mean scores, regression and Kruskal Wallis Tests. The results of this study demonstrate that students’ characteristics, such as gender and ICT skills, did not result in any significant differences regarding interaction; only degree programmes were significant. Additionally, student interaction did not predict their academic performance but only predicted their sense of community. The findings of this study indicate that degree programmes influence student interaction. Additionally, student interaction positively contributes to a sense of community without impacting academic performance. Study contribution and implications are also discussed.

Abstract The current research aimed to investigate the effectiveness of gamification with behaviorism and constructivist approaches enriched with game elements appropriate to each approach. The statistical population of the present study includes all 5th-grade students of Karaj City Primary School who studied in the academic year 2023-2024. The research design used in this study was Solomon's four-group quasi-experimental design, using control groups and conducting pre-tests and post-tests for the required groups. The sampling of the current research was based on available sampling and random selection of samples in groups. After the implementation of designed educational games (one group enriched with elements such as points, badges, and scoreboard and another group enriched with elements of feedback, group discussion, and cooperation) in 6 training sessions, the collected data were analyzed by two-way ANOVA and Scheffe's post hoc test. The research data were obtained by using a teacher-made learning test on the taught content. The results of the analysis showed that both games with constructivist and behaviorist approaches and categories of game elements used in groups had sufficient effectiveness. However, in the group trained with the game designed with a constructivist approach and enriched with elements of feedback (integrated with cooperation, and group discussion for constructivism approach) more learning happened than in the other group.

Abstract Non-Government Organizations (NGOs) have engaged in the provision of fundamental socio-economic support aimed at improving education provision in the global south. This study was motivated by the understanding that education is a vital tool for developing both individuals and societies, and that NGOs had been working in many sectors, basic education exclusively. Providing education for all children, specifically in primary and secondary schools, has been a focus of many Governmental and NGOs. The study examines the contribution of the Campaign for Female Education (CAMFED) on vulnerable girls’ performance in Tanzania secondary schools. The study employed qualitative and quantitative approaches under a case study design to examine the contributions of CAMFED in selected five community secondary schools in Kilombero district where CAMFED has operated since 2006. Although CAMFED operates in many districts, beneficiaries in Kilombero conceivably possess a vast majority. Simple random and purposive sampling techniques were used to select 120 respondents whereas questionnaires, interviews and documentary review were used to collect relevant data. The data were analyzed through content analysis and descriptive statistics. The findings show that the performance of sponsored vulnerable girls was better compared to the non-sponsored vulnerable girls. This implies that the services provided by CAMFED contribute to the improved performance of vulnerable girls. Furthermore, the government should closely cooperate with private organizations to provide education to its citizens on the importance of investing in education for their children.

Abstract One of pedagogical models that helps structure learning objectives at different levels of complexity is Bloom's taxonomy. Therefore, reviewing books based on this taxonomy can help develop students' cognitive skills. In the present study, the questions of the book "Calculus 2" were analyzed based on Bloom's cognitive taxonomy. This research is descriptive-analytical that its primary goal is to gain a deeper understanding of the subject under investigation by identifying patterns, relationships, and differences within the data . Unit of analysis this research is activities, class works and exercises. The questions discussed in this research include: To what extent has attention been paid to the different levels of Bloom's cognitive taxonomy in the formulation of questions in each chapter of the book "Calculus 2"? & Which level of Bloom's cognitive taxonomy accounts for the highest percentage of questions in this book? & Which level of Bloom's cognitive taxonomy accounts for the lowest percentage of this book's questions? The results of the research indicate that the highest percentage of the book's questions are related to the "Application" level, that is, the third level of Bloom's cognitive taxonomy that indicates students' ability to apply mathematical concepts and techniques. Among of the 275 analyzed questions, only 15 questions (5.45%) are related to the "Evaluation" level that indicates a lack of opportunities for critical thinking and judgment about information. Consequently, a mathematics textbook that primarily focuses on the application level and offers limited opportunities for assessment may hinder the comprehensive development of students’ cognitive skills.

Abstract Creating stimulating, future-focused learning environments is essential, considering learning as the interplay between students and their environment. Developing optimal learning spaces requires a holistic, transformative approach at both theoretical and practical levels.  This study sought insights from relevant co-creators – i.e., students, academics, clinicians - to identify essential factors for designing an interactive, inter-professional space for healthcare training. This study utilised a Critical Utopian Action Research design. Purposefully selected co-creators participated in two Future Creation Workshops (FCWs) to provide keywords for utopian desires and anticipated challenges in the envisioned space during phases 1 and 2 respectively. Keywords, were subsequently thematically grouped and ranked. In phase 3, participants further contributed insights on initiating the prioritised utopian ideas. Fourteen consenting participants were equally distributed in two FCWs. The top three utopian priorities were Human resources, Educational technology, and Physical space. The top three challenges envisioned were Digital resources, Human resources, and Organisational challenges. Innovative leadership, Funding, Access, and Empowerment were proposed to guide the creation of the desired space. Incorporating diverse co-creators ensured a comprehensive grasp of needs, desires, and proposed actions for developing an interactive, inter-professional learning space. Even though the value of creating a digital learning space was evident, the impact of the current challenges within the global higher education environment, such as funding and digital access, cannot be ignored. Innovative leadership, to strategically and effectively utilise such an interactive space within the teaching and learning environment, would thus be the biggest driver of success.