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Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania's Pre-Service Teachers

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Title: Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania's Pre-Service Teachers
Language: English
Authors: Milinga, Joseph Reginard, Kibonde, Ezelina Angetile, Mallya, Venance Paul, Mwakifuna, Monica Asagwile
Source: Australian Journal of Teacher Education. Jun 2022 47(6):1-18.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Group Behavior, Individual Activities, Conflict, Time Management, Stress Variables, Motivation, Grading
Geographic Terms: Tanzania
ISSN: 0313-5373
1835-517X
Abstract: Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers' voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students as they engaged in group-based assessment tasks, hence calling for measures to redress them. Addressing social loafing in higher teacher education is crucial to avoid compromising the quality of assessment practices in the contexts of ever-rising student enrolments in many lower income countries.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370112
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania's Pre-Service Teachers
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  Data: <searchLink fieldCode="AR" term="%22Milinga%2C+Joseph+Reginard%22">Milinga, Joseph Reginard</searchLink><br /><searchLink fieldCode="AR" term="%22Kibonde%2C+Ezelina+Angetile%22">Kibonde, Ezelina Angetile</searchLink><br /><searchLink fieldCode="AR" term="%22Mallya%2C+Venance+Paul%22">Mallya, Venance Paul</searchLink><br /><searchLink fieldCode="AR" term="%22Mwakifuna%2C+Monica+Asagwile%22">Mwakifuna, Monica Asagwile</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Jun 2022 47(6):1-18.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: 19
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Behavior%22">Group Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Activities%22">Individual Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tanzania%22">Tanzania</searchLink>
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  Data: 0313-5373<br />1835-517X
– Name: Abstract
  Label: Abstract
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  Data: Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers' voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students as they engaged in group-based assessment tasks, hence calling for measures to redress them. Addressing social loafing in higher teacher education is crucial to avoid compromising the quality of assessment practices in the contexts of ever-rising student enrolments in many lower income countries.
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  Data: 2023
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  Data: EJ1370112
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Group Behavior
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      – SubjectFull: Individual Activities
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      – SubjectFull: Conflict
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      – SubjectFull: Time Management
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      – SubjectFull: Stress Variables
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      – SubjectFull: Motivation
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      – SubjectFull: Grading
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      – SubjectFull: Tanzania
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