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ISSN 2738-9243

JAET is a publication of the Institute of Adult Education P. O. Box 20679, Dar es Salaam, Tanzania Tel: +255-022-2150838/2151048 Fax: +255-022-2150836. Email: info@iae.ac.tz, Website: iae.ac.tz ii

Contributors Michael Wilfred Ng'umbi Senior Lecturer, Institute of Adult Education, Dar es Salaam-Campus Mbowe Ramadhan Kabung'a Senior Lecturer, Institute of Adult Education, Dar es Salaam-Campus Kija Steven Magembe Senior Lecturer, Institute of Adult Education, Morogoro-Campus Florence Williams Associate Instructional Designer, University of Central Florida Anathe R. Kimaro Lecturer, Institute of Adult Education, Dar es Salaam-Campus Onesmo Emmanuel Assistant Lecturer, Institute of Adult Education, Dar es Salaam-Campus Scholastica E. Kileo Assistant Lecturer, Institute of Adult Education, Dar es Salaam-Campus Peter Kisusi Charles Assistant Lecturer, Institute of Adult Education, Dar es Salaam-Campus

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Editorial Adviser Michael W. Ng'umbi

- Director, Institute of Adult Education

Editorial Board

Prof. Alan Tait

- The Open University, UK.

Prof. Dato' Morshidi Sirat

- Higher Education Research Institute,

Malaysia

Prof. Honoratha H. M. Mushi

- Open University of Tanzania

Dr. Florence Williams

- University of Central Florida, USA

Dr. Godson Gatsha

- Botswana Open University, Botswana

Dr. Edefonce Nfuka

- Open University of Tanzania

Dr. Florence K. Ghamunga

- Tumaini University, Tanzania

Dr. Christine Geofrey

- Institute of Rural Development

Planning, Dodoma - Tanzania

Ms. Mary Watugulu

- Institute of Adult Education

Dr. Sempeho I. Siafu

- Institute of Adult Education

Dr. Mbowe R. Kabung'a (Chief Editor) - Institute of Adult Education

Production Team Eric Samba Hamis Dilunga

- Copy Editor - Graphic Design and Setting

All Correspondence should be addressed to: Chief Editor, Journal of Adult Education in Tanzania, Institute of Adult Education, P.O. Box 20679, Dar es Salaam. TANZANIA Tel: 255-22-2150838/2151048 Fax: 255-22-2150836Email: jaet@iae.ac.tz

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Editorial Note Teaching and learning process in higher learning institutions need an in-depth exploration of fundamental skills, principles, practices, theories, concepts and professional issues involved in delivering special adult education knowledge and training in various disciplines. The current edition offers eleven comprehensive articles originated from research and review works that facilitate adult learners' students, lecturers and practitioners to acquire new knowledge and practices in numerous adult educational fields. Other contributors in this edition offer the solutions to pandemic diseases relative to adult learner's contented technics in knowledge acquisition.

In this respect, the article entitled Assessment on Students' Information Literacy Skills for Self-Directed Learning at the Open University of Tanzania by Peter Kisusi Charles, assessed students' pre-university information literacy skills, also examined the variations of information literacy skills among students and investigated facilitators' support in developing students' information literacy skills. The findings indicated that some students had pre-university information literacy skills and others relapsed into information illiteracy. Based on information literacy variation some students posses high capacity for recognizing information sources while fewer had lower skills. Moreover, the article revealed ineffective academic support between lecturers and students. The article concluded that, the high or low information literacy skills among students lead distance learning to be easier or complex learning process.

The second article entitled The Effects of Home Environment on Students' Academic Achievement in Longido District, Arusha Region by Anathe R. Kimaro sought to examine the effects of home-work habits on students' academic achievement across the gender as well as exploration of the degree to which parental support and finally explored on guidance affect students' academic achievement. The article established that students with high degree of homework activities performed poorly in their subjects compared to students with moderate and low homework burden who scored average and high on their academic tasks respectively. Moreover, female students were occupied more with home-work activities before and after school hours compared to male students. It was also found that parents had very little support and guidance towards their children school related activities. The article recommended that In order to improve students' academic performance, parents should give their children time to study at home by relieving them from burden of home chores.

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