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FLORENCE KYARUZI

Senior Lecturer, Head, Department of Educational Psychology and Curriculum Studies, Dar Es Salaam University College Of Education
Education:

Ph.D (Learning Sciences) Lüdwig-Maximilians- University of Munich, Germany

Teaching:

  1. Educational Measurement and Evaluation
  2. Contemporary issues in Science and Mathematics Education;
  3. Pedagogical issues in Science and Mathematics Education
  4. Research Methods in Education
  5. Psychological Research and Data Analysis

Research:

  1. Educational Measurement, Assessment and Evaluation
  2. Formative Assessment and Feedback Practices in Learning
  3. Teacher and Student Conceptions of Assessment
  4. Professional Development in STEM Education.

Projects:

  1. Training on multidisciplinary research proposal writing for researchers in Tanzanian higher education institutions, DAAD funded project under the Dialogue on Innovative Higher Education Strategies National Multiplication Training (DIES-NMT). 01/11/2019- 01/10/2020
  2. Research project on students’ participation in secondary schools’ STEM subjects in Tanzania: Re-examining the role of interests, motivation and self-efficacy a joint project with College of Teacher Education Zhejiang Normal University, China. 01/07/2018 –
  3. Fostering pre-service science and mathematics teachers’ competence-based teaching and problem solving skills through school attachment programme, multidisciplinary project funded by the University of Dar es Salaam competitive research and innovation grants for year 2019/2020. 01/10/2019 –

Publications:

  1. Kyaruzi, F. (2021). Impact of gender on sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools. International Journal of School & Educational Psychology, 1-14
  2. Kyaruzi, F., Strijbos, J. W., & Ufer, S., (2021). Corrigendum: Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning. Frontiers in Education, 5: 634597. doi: 10.3389/feduc
  3. Kyaruzi, F., Strijbos, J. W., & Ufer, S., (2020). Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning. Frontiers in Education, 5, 559122. doi: 10.3389/feduc.2020.559122
  4. Kyaruzi, F. (2019). The role of students’ conceptions of assessment on secondary school mathematics performance in Tanzania. Papers in Education,37(2), 1-23.
  5. Kyaruzi, F. (2019). The role of self-efficacy and use of teachers’ feedback on students’ mathematics performance in Tanzanian secondary schools. Journal of Education, Humanities and Sciences, 8(1), 30-46.
  6. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, doi:10.1080/0969594X.2019.1593103
  7. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1-9. doi.org/10.1016/j.stueduc.2018.01.004
  8. Kyaruzi, F., Strijbos, J. W., & Ufer, S. (2016, August). Students’ assessment for learning perceptions and their mathematics achievement in Tanzanian secondary schools. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3,155-162). Szeged, Hungary: PME.