Authors : Festo Msoka; Gadi Koda; Lidya Mushi

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/bdce4usb

DOI : https://doi.org/10.38124/ijisrt/26sep1116

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the role of one-hour class seminars in enhancing employability skills among undergraduate students in the field of education in Northern Zone Tanzania. The study employed convergent design under mixed-methods approach was used. The target population comprised 4 Universities 3,546 Third year undergraduate education students, 5 Heads of Departments and 225 Heads of School. A sample of 309 third year undergraduate education students, 4 Heads of Department and 12 heard of secondary schools were selected using total sampling technique and stratified random sampling. Data were collected using questionnaires, interview guides and documents analysis guide. The validity of data collection instruments was ensured by three experts from the Faculty of Education specialized in curriculum studies at MWECAU. The validity was ensured by three experts from the Faculty of Education specialized in curriculum studies at MWECAU. A pilot test conducted in one university in Northern zone Tanzania. The reliability of the questionnaires was established using Cronbach’s Alpha Technique, which yielded values of 0.941 for third year undergraduate education students, confirming acceptable reliability (Okendo et al., 2020). Trustworthiness of findings was ensured through Peer debriefing and triangulation. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, and means) via SPSS Version 27, while qualitative data underwent thematic analysis. Ethical consideration were strictly observed, ensuring informed consent (voluntary participation), anonymity (protection of identity), and confidentiality (secure data management).The study found that one-hour class seminars make a low contribution to enhancing employability skills among undergraduate education students. While seminars were rated useful in introducing professional expectations and encouraging communication and collaboration, their implementation was constrained by limited session duration, uneven student participation, and weak connection to authentic classroom practice, limiting their overall contribution. The study concludes that one-hour class seminars are recognized within university curricula but are not sufficiently effective in developing the employability skills required for professional teaching practice. The study recommended that universities strengthen the implementation of one-hour class seminars through extended session duration, reduced group sizes, structured presentation schedules, and closer linkage between seminar discussions and authentic classroom experiences.

Keywords : One-Hour Class Seminars; Employability Skills; Undergraduate Education Students; Practical Training; Universities.

References :

1. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
2. Hassan, A. (2021). Assessing the effectiveness of practical training in teacher education programmes. International Journal of Educational Research, 14(2), 112–128.
3. International Labour Organization. (2023). Global employment trends for youth 2023. ILO Publishing.
4. Johnson, A., & Roberts, B. (2023). Effectiveness of short seminars on graduate skill development in UK teacher education programmes. Journal of Teacher Education and Development, 31(4), 225–243.
5. Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396–403.
6. Kinyondo, A., & Shija, A. (2024). Employers' perspectives on graduate competencies in Tanzania. Tanzanian Journal of Education and Development, 5(1), 22–41.
7. Kitindi, E. (2021). Teaching and learning challenges in Tanzanian higher education. Journal of Higher Education in Africa, 17(3), 89–105.
8. Kolb, A. Y., & Kolb, D. A. (2018). The experiential educator: Principles and practices of experiential learning. Journal of Experiential Learning Theory, 5(1), 7–24.
9. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
10. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.
11. Maganga, F. (2021). Constraints in simulation and practical training in teacher education. Journal of Educational Practice, 11(4), 56–70.
12. Maijo, E., & Miligo, J. (2024). Role of seminar interventions in professional skills enhancement among Tanzanian undergraduate students. Tanzania Journal of Educational Research, 6(2), 101–118.
13. Mdoe, R., Komba, S., & Mhando, F. (2022). Practical training effectiveness and employability outcomes: Evidence from Tanzanian universities. Higher Education Studies, 12(8), 34–49.
14. Mkimbili, F. (2024). School placement and supervision challenges in Tanzanian teaching practice. East African Journal of Education, 7(2), 98–115.
15. Mugisha, P., Njoroge, D., & Wambui, L. (2023). Seminar-based professional skills learning and graduate readiness in Kenyan universities. African Journal of Education and Training, 15(1), 90–110.
16. Okeke, J., & Balogun, O. (2022). Impact of short career seminars on employability skills of undergraduates in Nigerian universities. International Journal of Career Development, 5(2), 50–69.
17. Okendo, E. O., Mbwambo, J., & Kimaro, R. (2020). Reliability and validity in social science research instruments: A Tanzanian perspective. East African Journal of Educational Research, 3(1), 15–29.
18. Organisation for Economic Co-operation and Development. (2022). Education at a glance 2022: OECD indicators. OECD Publishing.
19. Phillips, D. C., Soltis, J. F., & Ford, J. (2021). Perspectives on learning (6th ed.). Teachers College Press.
20. Regional Executive Officer. (2025). Kilimanjaro region graduate employment report. Regional Administrative Secretariat, Kilimanjaro.
21. Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design; review of different lengths of rating scale/attitude scale/Likert scale. International Journal of Academic Research in Management, 8(1), 1–10.
22. Tanzania Commission for Universities. (2012). Practical Training Framework. TCU.
23. Tanzania Commission for Universities. (2025). Graduation and employment statistics report. TCU.
24. United Nations Children's Fund. (2015). Sustainable Development Goal 4: Education 2030. UNICEF.
25. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.
26. United Republic of Tanzania. (2023). Higher Education for Economic Transformation (HEET) programme report. Government Printer.
27. Warmbrod, J. R. (2024). Reporting and interpreting scores derived from Likert-type scales. Journal of Agricultural Education, 65(1), 30–47.
28. World Bank. (2023). World development report 2023: Learning to realize education's promise. World Bank Publications.
29. World Bank. (2024). Employment and skills in Sub-Saharan Africa. World Bank Publications.
30. Yang, S., & Lee, J. (2024). One-hour professional development seminars and career preparedness among university students in South Korea. Korean Journal of Educational Research, 12(3), 210–228.