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Name
Eunice Ndomondo

Academic Rank
Senior Lecturer

Department
Educational Psychology and Curriculum Studies

Biography

Biography

Dr. Eunice Ndomondo is a Senior Lecturer in the Department of Educational Psychology and Curriculum Studies, Faculty of Education, Mkwawa University College of Education. She is an educator and a psychologist with research interest in school curriculum, instructions, and learning for preschool and secondary school students.  She obtained PhD in Education, Master of Arts in Applied Social Psychology and Bachelor of Educational Psychology, all from the University of Dar- es-sallam in Tanzania. She teaches Educational Psychology Courses for undergraduate and postgraduate students.

Contacts

Email:

Email Address
ndomondo.eunice@muce.ac.tz

Research Interest

Research Interest
Students academic engagement, early childhood education, human development,, and family influences on students academic attaininment, hu

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Projects

Projects

Improving Students Academic Achievement by Improving Engagement in Learning

Publications

Publications

Parents preferences for private secondary schools in Tanzania: What are the perceptions and motives for their choices. International Journal of EducationalReform DOI 10.1177/10567879251342761journals.sagepub.com/home/ref

 

Promoting history subject skills through competency based assesment in Tanzania rural secondary schools: Teachers' understanding and practices

Social Sciences and Humanities Open doi.org/10.1016/j.ssaho.2024.100876 

 

Instructional resources for innovative history teaching and learning in Tanzania secondary schools: Exploring availability and utilisation 

Cogent Arts and Humanities DOI: 10.1080/23311983.2024.2382526

 

History  teachers' conceptualisation of competency based curriculum in transforming  instructional practices in lower secondary schools in Tanzania https://doi.org/10.1016/j.ssaho.2022.100331

 

Educating children with albinism in Tanzanian regular secondary schools: Challenges and opportunities.  International Journal of Education and Research, 39(1), 389-400