Mohamed Mbarouk Suleiman



I completed my Master of Science in Education (Msc (Ed)) specialized in Science and Mathematics at Aga Khan University, Institute of Educational Development East Africa, Dar es Salaam  Tanzania on Feb; 2014. My research interest was “Teaching Science in Schools with Limited Laboratory resources”. In 2007, I holds a Bsc (Ed) majoring in Physics and Mathematics from the University College of Education, Zanzibar. I also studied at Nkrumah teachers’ training College where I successfully awarded Diploma in Education specialized in Physics and Mathematics on May 2002.

In Jan 2009 to date I have employed by the Ministry of Education and Vocational training, Tanzania as a college tutor at Klerruu Teachers’ College Iringa, Tanzania, teaching Physics in Diploma level and science in certificate courses. I was also a Physics and Mathematics teacher at Haile Selasie secondary school in Zanzibar for about five years from Aug 2002 to Dec 2008.

At present I am pursuing PHD in education and my area of interest is Curriculum reform and Implementation: Secondary science teachers’ participation and their practices in teaching and learning science.

What motivated me to undertake PhD study?

The interest of pursuing PHD in education is informed by my desire to gain knowledge and skills of research that will enable me to explore scientifically the current and important issue in education, science education in particular. Nowadays, science become one of the burning issues in educational system in my country such that most of the students run away from it and opt to take art subjects. My interest is be equipped with diversity of knowledge and experiences of understanding the problem through scientific investigations and able to suggest the way of solving it. Therefore, holding a PHD will not only increase on the number of professionals, but also enable me improve the education system from a more informed and more focused point of view.

My experiences both as a teacher educator and while pursuing my Masters' degree at The Aga Khan University, Tanzania  Institute for Educational Development, East Africa have exposed me to global educational challenges and dynamics and I feel it is my duty to participate and contribute towards my county's and global educational development. I believe that the knowledge, skills, and experiences I will get through my PHD studies will make me more a competent educationist for my professional and career development. As a teacher educator, holding PHD in Education from university of Leeds will uplift my skills and place me in a better position to facilitate both pre-service and in-service teachers in carrying out necessary research towards educational development not only in my country but also globally.

What makes me passionate about my subject?

Science education is an area of my interest; I have been teaching physics as one of the science subjects for about five before shifted to teacher training college where currently I am working teaching Diploma and Certificate courses in science, academic as well as pedagogical part.  During these teaching experiences, I have experiences gradual change in science curriculum with the aim of improving the quality of science in terms of teaching and learning as well as students’ academic performance. Despite to these changes, the performance in most of the science subjects are still not interesting. This make me to develop the interest of understanding to what extent are the science teachers involved in curriculum reform and its impact on science curriculum implementation.

What are my plans once I have completed my PhD?

My plan after completing my studies is to go back to my country and to be one of the change agent on academic arena. 

Research interests

Submission Date: October 2019

My research interest is on “Curriculum Reform and Implementation: Science teachers’ Participation and Practices”.

In Tanzania secondary education, science are among one of the area that students’ performance are not yet pleased to the government as well as to other academic practitioners.  Among other reasons that majority of the studies found as a contributing factors are shortage of science teaching and learning materials including science text books, shortage of science teachers, overcrowded classrooms just to name them a few. All these could be very good reasons for the students to perform poorly in science subjects, however science teachers’ practice on implementing the intended curriculum might also be a big factor to the poor students’ academic performance in science.

Tanzania educational curriculum, undergo many changes with less teachers involvement, while there are limited studies that discuss the impact of teachers’ participation on curriculum reform and students’ academic performance. Thus the aim of this study is to investigate the impact of science curriculum implementation on science teachers’ participation during curriculum reform.

A cross section survey design will be employed to enable the researcher to have different section of the population within limited time schedule. The study also will use the mixed method approach where both qualitative and quantitative approaches will be used in a single study. Qualitative and quantitative approach will be used to help the researcher to corroborate the findings and obtaining more accurate findings. Thus interview, observation and questionnaire will be used as method of data collection.

The population of this study will be all science teachers in Tanzania secondary schools teaching physics, chemistry and biology. However, the sample of the study will involve only six regions out of twenty seven of the Tanzania regions.