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Name
Prof. Florence Kyaruzi

Academic Rank
Associate Professor

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Florence Kyaruzi is an Associate Professor of Mathematics Education at the University of Dar es Salaam, affiliated with the Department of Educational Psychology and Curriculum Studies (EPCS). He holds a PhD in Learning Sciences from Ludwig-Maximilians-Universität München (LMU), Germany, and both B.Ed (Science) and M.Ed (Science) from the University of Dar es Salaam. Prof. Kyaruzi joined the Dar es Salaam University College of Education (DUCE) in 2009 as a Tutorial Assistant and has since then advanced through the academic ranks to an Associate Professor in 2025. His research focuses on psychological interventions that enhance mathematics learning, with particular emphasis on the formative use of assessment feedback to improve educational outcomes. His scholarly and consultancy interests include formative assessment practices, feedback across educational levels, learning from errors in mathematics, gender equity in mathematics, and the design and evaluation of various training or intervention programmes. He also teaches courses in educational assessment, evaluation, and pedagogy in mathematics education. He is an active member of several professional associations, including the International Group for the Psychology of Mathematics Education (IGPME) and the European Association for Research on Learning and Instruction (EARLI). Administratively, Prof. Kyaruzi has served in various leadership capacities at DUCE, including Head of the Department of EPCS and the current Director of Research and Innovation (DRI).

Contacts

Email:

Email Address
florence.kyaruzi@duce.ac.tz

Mob:

Research Interest

Research Interest
formative assessment practices; feedback across educational levels; learning from errors in mathematics; gender equity in mathematics; and design and evaluation of educational training or interventions

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Projects

Projects

  1. IDRC-funded project on strengthening in-service teacher mentorship in Tanzania, Kenya, and South Sudan (2024-2026). (Project team member). Grant Total: Tzs. 2.3 billion.

  2. IDRC-funded project on strengthening in-service teacher mentorship and support through school-based teacher training in Tanzania, Kenya, and Zambia (2021-2023). (Project team member). Grant Total: Tzs. 1.9 billion.

  3. UDSM Competitive Research and Innovation Grants (2022) for a project on the efficacy of university mathematics curriculum in the training of secondary school mathematics teachers in Tanzania.  Grant Total: Tzs. 15,000,000.

  4. UDSM Competitive Research and Innovation Grants (2020) for a project on student home-based assessment packages for learning during COVID-19: Lessons and Prospects (Principal Investigator). Grant Total: Tzs. 15,000,000.

  5. UDSM Competitive Research and Innovation Grants (2019) for a project on fostering pre-service science and mathematics teachers’ competence-based teaching through school attachment. Grant Total: Tzs. 15,000,000 

  6. DAAD and the Tanzania Ministry of Education, Science and Technology (MoEST) Scholarship for Doctoral Studies in Germany, October, 2013 – June, 2017

  7. PITRO Staff Development Fund for Master Studies at the University of Dar es Salaam, October, 2009- September, 2011

Publications

Publications

  1. Kyaruzi, F., & Buberwa, I.R. (2026).  Students’ perceptions of mathematics teacher support on assigned-homework during. Journal Education and Learning. 20(1), 78-86, https://doi.org/10.11591/edulearn.v20i1.22944

  2. Kyaruzi, F. (2025). Pupils’ appraisal of the teaching effectiveness of teacher trainees during practicum. Journal of Education for Teaching, 51(2), 230–244. https://doi.org/10.1080/02607476.2025.2470341

  3. Njiku, J., Kyaruzi, F., Timothy, V., Rukondo, N., & Haule, K. (2025). College tutors' and secondary school teachers' knowledge and perceptions of technology integration in teaching and learning. Journal of Educational Technology Development and Exchange (JETDE), 18(3), 170-185. https://doi.org/10.18785/jetde.1803.09

  4. Kyaruzi, F. (2025). Unravelling teacher trainees’ conceptions of teaching practicum assessment in higher education institutions in Tanzania. The International Journal of Assessment and Evaluation, 32 (1), 77-94. https://doi.org/10.18848/2327-7920/CGP/v32i01/77-94.

  5. Kyaruzi, F. (2025). Predictors of students’ participation in science and mathematics subjects in Tanzanian secondary schools. Papers in Education and Development, 42(2), 46-65. https://dx.doi.org/10.56279/ped.v42i2.special.3

  6. Mjenda, M., & Kyaruzi, F. (2025). Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2464358

  7. Kyaruzi, F., & Abdi, B. (2025). Teacher trainees’ perceptions of supervisor feedback in teaching practicum. The International Journal of Learning in Higher Education, 32 (1), 247-264. https://doi.org/10.18848/2327-7955/CGP/v32i01/247-264.

  8. Kyaruzi, F., & Kisamo, K. (2025). Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania. International Journal of Evaluation and Research in Education.  14(3), 2051-2060 https://doi.org/10.11591/ijere.v14i3.30825 

  9. Kinanda, J., Kyaruzi, F., & Fulgence, K. (2024). Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania. African Journal of Teacher Education, 13(3), 111-132. https://doi.org/10.21083/ajote.v13i3.7171

  10. *Kyaruzi, F., González-Martín, A.S., Mwanga, G.G., Kihaga, H. (2024). Trend and issues in the training of secondary school mathematics teachers in Tanzania: The relevance of advanced mathematics courses for teacher trainees. In: Luneta, K., Schäfer, M. (eds). Mathematics Teacher Training and Development in Africa. Teacher Education, Learning Innovation and Accountability. Springer, Cham. https://doi.org/10.1007/978-3-031-68755-6_1

  11. Kania, N., Kusumah, Y.S., & Kyaruzi, F. (2024).  Development of a teaching media: Powtoon as a learning media for arithmetic. World Journal on Educational Technology: Current Issues. 16(4), 235-249. https://doi.org/10.18844/wjet.v16i4.9522 

  12. Kyaruzi, F. (2023). Unraveling factors for gender discrepancies in students’ mathematics performance in Tanzanian secondary schools. Papers in Education and Development, 41(1), 106-125. https://www.ajol.info/index.php/ped/article/view/249968

  13. Kyaruzi, F. Fulgence, K., Kavenuke, P.S., Urio, P., Mwakabenga, R.J., & Oziambo, B. (2023). Relevance of school-based mentorship and support on mathematics teachers’ competences in Tanzania: Stakeholders’ perspectives. International Journal of Membrane Science and Technology, 10(2) 2171-2183. https://doi.org/10.15379/ijmst.v10i2.2785

  14. Timothy, V., Kyaruzi, F., Mwakabenga, R., & Rukondo, N. (2022). Enhancing pre-service science and mathematics teachers’ competence-based teaching through school attachment. Papers in Education and Development, 39 (2), 19-39.  https://www.journals.udsm.ac.tz/index.php/ped/article/viewFile/4635/4005

  15. Kyaruzi, F., Kinyota, M., & Nyanjiga, R. (2021). Validation of Student Attitudes toward STEM (S-STEM) Survey in Secondary Schools in Tanzania. Journal of Education, Humanities and Sciences, 10(5),40-58. https://jehs.duce.ac.tz/index.php/jehs/article/view/108

  16. Kyaruzi, F. (2021). Impact of gender on sources of students’ self-efficacy in Mathematics in Tanzanian secondary schools. International Journal of School & Educational Psychology. https://doi.org/10.1080/21683603.2021.1945512

  17. Kyaruzi, F. (2019). The role of self-efficacy and use of teachers’ feedback on students’ mathematics performance in Tanzanian secondary schools. Journal of Education, Humanities and Sciences, 8(1), 30-46. http://jehs.duce.ac.tz/index.php/jehs/article/view/120

  18. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, 26(3), 278-302. https://doi.org/10.1080/0969594X.2019.1593103

  19. Kyaruzi, F. (2019). The role of students’ conceptions of assessment on secondary school mathematics performance in Tanzania. Papers in Education and Development, 37(2), 1-22. https://journals.udsm.ac.tz/index.php/ped/article/view/3500

  20. Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational 

  21. Kyaruzi, F., Strijbos, J. W., & Ufer, S., (2020). Impact of a short-term professional development teacher training on students’ perceptions and use of errors in mathematics learning. Frontiers in Education, 5, 559122. https://doi.org/10.3389/feduc.2020.559122