Education Quality Improvement Programme Impact Evaluation Midline Survey 2016
Tanzania, 2016
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Reference ID
TZA_2016_EQUIPIE-ML_v02_M
Producer(s)
Oxford Policy Management Ltd
Collection(s)
Metadata
Created on
May 16, 2017
Last modified
Dec 02, 2021
Page views
593924
Downloads
44219
- Data files
- ml_v2_1_school
- ml_v2_1_teacher
- ml_v2_1_lesson
- ml_v2_2_pupil
s05 q08: 96 Help - Other (specify) (t_ml_helphow96_other)
Data file: ml_v2_1_teacher
Overview
Valid:
128
Invalid:
0
Type:
Discrete
Start:
1560
End:
1631
Width:
72
Range:
-
Format:
character
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| Give private practice | 1 |
0.8%
|
|
| Have other teachers as well as their better performing peers assist them | 2 |
1.6%
|
|
| Have other teachers help them | 1 |
0.8%
|
|
| Have their better performing peers assist them | 2 |
1.6%
|
|
| Have their friends assist them | 6 |
4.7%
|
|
| Helping pupils with school tools like pens and books | 1 |
0.8%
|
|
| Helping them using learning tools eg book | 1 |
0.8%
|
|
| Make them repeat the class | 1 |
0.8%
|
|
| Teach on extra times | 28 |
21.9%
|
|
| asking a special teacher to teach them | 1 |
0.8%
|
|
| asking help from indiginous teachers to teach them | 1 |
0.8%
|
|
| assigned different teacher to teach them | 2 |
1.6%
|
|
| be cloe to them and gave them books for reading | 1 |
0.8%
|
|
| be close and forming a studying club | 1 |
0.8%
|
|
| be close to them | 20 |
15.6%
|
|
| be close to them and using teaching tool | 1 |
0.8%
|
|
| changing the teaching technique | 1 |
0.8%
|
|
| emphasis on coming early to school | 2 |
1.6%
|
|
| encourage on speaking swahili | 4 |
3.1%
|
|
| encourage them | 3 |
2.3%
|
|
| ensuring that they attend to school daily | 2 |
1.6%
|
|
| feed them then teach them | 1 |
0.8%
|
|
| friendly enviroment for teaching | 1 |
0.8%
|
|
| keep them together with students who know more | 1 |
0.8%
|
|
| make them sit at the front of the class | 1 |
0.8%
|
|
| more use of sketchs and signs | 2 |
1.6%
|
|
| more use of tools and signs | 1 |
0.8%
|
|
| more using of sketch and signs | 1 |
0.8%
|
|
| practical teaching | 2 |
1.6%
|
|
| prohibit talking of venacular language | 3 |
2.3%
|
|
| punishing them | 1 |
0.8%
|
|
| punishment to troublemakers | 1 |
0.8%
|
|
| separate them and give them more time to learn | 9 |
7%
|
|
| separate them and teach them standard 1 lessons | 1 |
0.8%
|
|
| spends more time teaching them | 1 |
0.8%
|
|
| talking to parents | 1 |
0.8%
|
|
| talks to the pupils | 5 |
3.9%
|
|
| teach them during extra times | 1 |
0.8%
|
|
| teach them to read well | 1 |
0.8%
|
|
| teaching 3k on extra time | 1 |
0.8%
|
|
| teaching by uing tools | 1 |
0.8%
|
|
| teaching by using body language | 2 |
1.6%
|
|
| teaching in extra time | 1 |
0.8%
|
|
| teaching on saturday | 1 |
0.8%
|
|
| teaching them individualy | 3 |
2.3%
|
|
| teaching them on extra time | 1 |
0.8%
|
|
| teaching them one after another | 1 |
0.8%
|
|
| uses sketching during session | 1 |
0.8%
|
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.