AMUCTA Research & Publications

Archbishop Mihayo University College of Tabora (AMUCTA) is committed to research and academic excellence in education, inclusive practices, and community studies. Below are selected publications and research outputs affiliated with AMUCTA.

• Interactive Effects of Sowing Methods, Phosphorus Fertilization and Varieties on Chickpea (Cicer arietinum L.) Yield Growth in Vertisols
  J. J. Nyaombo and A. E. Majule, (Nov. 2024)
  
• The Inclusion of Students with Disabilities in Higher Learning Institutions: To What Extent Are They Socially Included?
  Philip, E. M. & Rubeba, A., (June 2025)
  
• Exploring Gender Honorifics in Tanzanian Sign Language: Cultural and Linguistic Perspectives
  Ildephonce Mkama, (July 2025)
  
• Narrative Competencies: Perspectives of Teachers from Orate and Literate Cultures in Multilingual Classrooms
  Vera Kolbe & Harriet Malichi, (2025)
  
• Assessing Lecturers' Teaching Strategies for Learners with Hearing Impairment in Tanzanian Higher Learning Institutions
  Mgwesa, P. & Philip, E. M., (2025)
  
• The Role of Teachers in Enhancing Inclusive Education: A Case Study of Primary Schools in Zanzibar
  Philip, E. M. & Shaffy, A., (2025)
  
• Inclusive Education and School Preparedness during COVID-19: Impacts and Lessons Learnt
  Amani Karisa, Catherine Martin, Ildephonce Mkama, Judith McKenzie, (2025)
  
• Exploring Gender Honorifics in Tanzanian Sign Language: Cultural and Linguistic Perspectives
  Ildephonce Mkama, (2025)
  
• Technology Driven Curriculum for 21st Century Higher Education Students in Africa
  Ezra Nathanael, (2024)
  
• Geography Teaching in Secondary Schools: Contribution of Teacher's Methodological Competencies on Students' Academic Achievements
  Ezra Nathanael, (2024)
  
• Bilingual Deaf Education: Enhancing Literacy among Deaf Learners in Secondary Education in Tanzania
  Ildephonce Mkama, (2024)
  
• Inclusive Education in Tanzania
  Ildephonce Mkama, (2021)
  International and intercultural comparative studies on inclusive and special needs education focus on the comparative aspects between one or several countries or even continents, as well as the situation in individual countries or groups of countries e.g. in developing countries, in Europe or parts of Europe such as Central Europe/Eastern Europe or in North/South America. For comparative assessment, these will be brought into relationship with each other, using specific criteria to determine similarities and differences. The desired objective and choice of comparative criteria will determine the comparison results (Beltz Lexikon Pädagogik 2007, p. 750).
• Exploring Reading Culture in Tanzanian Higher Education Institutions: The Case Study of AMUCTA Education Undergraduates
  Revocatus Constantine Kuluchumila, (2017)