http://41.59.91.195:9090/handle/123456789/89 2026-05-08T13:24:27Z 2026-05-08T13:24:27Z Losioki, Bertha Mdee, Hemed http://41.59.91.195:9090/handle/123456789/157 2023-08-09T15:13:50Z 2023-01-01T00:00:00Z

Perceived psychosocial impacts of COVID - 19 among students in higher learning institutions in Dar - es- Salaam, Tanzania Losioki, Bertha; Mdee, Hemed Students in higher learning institutions have been affected by COVID – 19 due to mobility restrictions that led to psychological disturbances and limited teaching and learning processes. This study examined the perceived psychosocial impacts of COVID – 19 among students in higher learning institutions in Dar es Salaam region in Tanzania. The study employed a cross-sectional research design and quantitative and qualitative approaches to collect data from a sample size of 200 respondents. The findings revealed that there was moderate to severe perceived fear of COVID -19 infection among students. Anxiety and depression due to challenges encountered by students and the trauma and grief for loosing family members and friends were moderate to normal. The study showed further that COVID –19 had no impacts in cognitive functioning of the students. Students’ concentration in studies and attention in class was normal. The study revealed further that there was high access to information on the prevention against COVID – 19 among students. However, access to counselling services was low. Higher learning institutions should provide counselling services that address emotional impacts such as fear, anxiety, and stress. Psychological counselling should target to mitigate stress, anxiety, and depression among students. In addition, training on stress management and coping skills should be provided and enhanced. Conference Proceedings

2023-01-01T00:00:00Z Losioki, Bertha Mdee, Hemed http://41.59.91.195:9090/handle/123456789/155 2023-08-09T14:33:19Z 2023-01-01T00:00:00Z

The contribution of the hidden curriculum to gender inequality: experiences from Tanzania Losioki, Bertha; Mdee, Hemed Curriculum guides schools in implementing teaching and learning. It determines the content, structure, teaching process, and learning materials. However, the hidden curriculum continued to influence educational practices leading to gender inequality. It contributes to the formation of attitudes, perceptions, and social norms that lead to imbalanced gender representation in teaching and learning materials. This study examined the content and portrayal of males and females in Primary school social studies textbooks. The findings show that visibility and representation of females in textbooks have increased however gender roles were portrayed in stereotypical ideas and images that encourage gender bias. There is a need to increase awareness among reviewers and curriculum developers on gender sensitivity in the preparation of teaching and learning materials. The portrayal of males and females should adhere to gender equality principles. Conference Proceedings

2023-01-01T00:00:00Z