The study assesses teacher’s use of logic in teaching and students' assignments, exercises,
group work, test and examination. Every University in Tanzania has its own teachers' training
curriculum; the way teachers are educated to meet challenges and still upholding teaching qualities is
questionable. The study involved qualitative (focus group discussion and observation of students
assessments) and quantitative (structured interview) design. The study noted that; majority of teachers
lack sufficient logical knowledge of subject matter and do code switch between English and Swahili
in teaching although Swahili is not language of instructing science subjects. The study revealed that
teacher's use of logic in teaching and student’s assessment is not good and requires understanding of
subject matter. Respondents recommend the use logic in the students’ assessment from simple to
complex problems as logical skill acquisition. Something lacking in learners is problems solving
skills, they rely on reading and memorizing solved questions instead of making logic from what they
were taught. The study contributes significantly to understanding of students' learning and
understanding as well as the teachers' teaching and students' assessing skills.