Challenges and Interventions in the Teaching and Learning Process in Public Secondary Schools in Ilemela Municipality, Mwanza, Tanzania
DOI:
https://doi.org/10.22161/jhed.6.2.6Keywords:
Classroom, Class size, Education, Commuting, PerformanceAbstract
The study aimed to examine challenges and intervention in teaching and learning process in government schools at Ilemela Municipal, Mwanza Tanzania. Primary aim of education is to enhance both individual and national development by imparting relevant knowledge, fostering positive attitudes, and equipping individuals with the necessary skills to address existing challenges. Through the process teaching and learning process in schools encounter several challenges that impede their progress. The study adopted mixed research approach and convergent parallel research design. About 200 participants out of 2000 target population were included in the study subject matter. Questionnaire and Interview guide were used as instruments in which questionnaire was validated and reliability was checked using split in obtaining 0.8 Correlation coefficients. The data collected through questionnaires were analyzed by researcher using SPSS Version 23 to summarize data, while data gathered through interviews were thematically analyzed. The findings revealed that most of the public secondary schools face in-depth challenges throughout the teaching and learning process. Furthermore, the findings indicated that school feeding programs appear to be essential for enhancing effective teaching and learning, leading to improved academic performance among students. The study recommends that the government should ensure the availability of teaching and learning resources and emphasize the establishment of school feeding programs to enhance students' academic performance.
Downloads
References
Abdullah, M. A. et al. (2019). Challenges facing effective teaching and learning in secondary schools in Tanzania. American Journal of Educational Research, 7(2): 87-92.
Chijoriga M., (2015). Evaluation of school infrastructure development in rural Dodoma. International Journal of Educational Development, 1(41): 123-130.
Christopher, C. & Obeka, D. (2014). Effects of lack of teaching and learning resources on the academic performance of students in second cycle institutions in the Atwima Mponua District of the Ashanti Region. European Journal of Business and Management, 6(11): 221-227.
Dass, R., (2018). Challenges in teaching and learning in South African primary schools. International Journal of Educational Sciences, 18(3): 1-6.
DeGraff, D., & Riddle, J. (2016). Improving learning in public primary schools in Kenya: interventions for instructional effectiveness and students outcomes. International Journal of Educational Development, 4(9): 161-173.
Hattie, J. (2017). The impact of class size on the effectiveness of teaching in primary schools. Review of Education, 5(1): 3-21.
Issa, A., (2016). Effectiveness of remedial programmes in language and mathematics skills in rural Tanzania. International Review of Education. 6(2): 773–793. https://doi.org/10.1007/s11159-016-9593-7
Johnson, H., Stohr, D., & Wedgwood, N. (2019). Transforming education in East Africa. Center for Global Development.
Kassile, T. W. (2020). Challenges facing education for sustainable development in public primary schools in Ilemela Municipal, Tanzania. International Journal of Research and Review, 7(4): 1-10.
Kimani, G., (2018). Effect of continuous teacher professional development on pupil outcomes in Kenya. Global Education Review, 5(1): 18-31.
Kimenyi, M. S. (2012). Improving education quality in Kenya. Brookings Institution.
Kristmundsson, B. (2017). Teaching resources and student performance: Regression discontinuity evidence from rural Bangladesh. American Economic Journal: Applied Economics, 9(3), 313-35.
Lemma, B., Kebede, K., & Tilahun, T. (2016). The impact of poor physical infrastructures, lack of instructional materials, insufficient number of teachers and low level of community participation on the quality of education. Universal Journal of Educational Research, 4(3): 663-669.
Makwinya, P.O. (2019). Factors affecting effective implementation of interventions for improving education quality in Tanzania. Insights from qualitative study in Kibaha District. Continental J. Education Research, 12(1): 1-16.
Muchiri, M., (2017). The influence of class size on academic performance in public day secondary schools in Mwanza, Tanzania. Tanzania Educational Research Journal, 3(1): 23-31.
Muianga, X., Chilundo, A., & Valoi P. (2018). The impact of teaching and learning materials shortages on student achievement in mathematics and science: A multilevel analysis of TIMSS 2003 and 2007. Learning Environments Research, 2(1): 71–89.
Mukama, E., & Andersson, S. B. (2019). The power of storytelling: An analysis of theories of change in five education projects in Sub-Saharan Africa. Global Education Review, 6(1).
Munene, I. (2014). Factors affecting the implementation of teaching and learning materials in secondary schools in Tanzania: The case of Singida Municipality. Educational Research and Reviews, 9(23): 1327-1333.
Mushi, E. A. (2019). Challenges facing the implementation of competence-based education in public secondary schools in Ilemela Municipal, Tanzania. International Journal of Educational Development, 64(9): 1-8.
Ndirangu, J., (2017). Influence of school leadership on students’ academic achievement in public secondary schools. IOSR Journal of Research & Method in Education, 7(4): 31-44.
Odongo, G., (2019). Impact of e-learning resources on educational access in rural Tanzania. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09709-1
Onsomu, E.O., Nzomo, J., & Obiero, C. (2006). The impact of textbook availability on students ‘learning achievements in Kenya: Randomized experiment. Africa Region Human Development Working Paper Series. World Bank, Washington, D.C.
Ringness, T. A. (2015). The role of textbooks in limiting learning potential. Journal of Thought, 48(3-4): 49-63.
Sergeant, J. C., (2019). Randomized controlled trial of a small-group mobile learning program for mathematics in rural Tanzania. International Review of Research in Open and Distributed Learning, 20(4).
UNESCO (2020). Global Education Monitoring Report 2020: Inclusion and education -All means all. UNESCO Publishing.
UNESCO, (2017). Education for people and planet: Creating sustainable futures for all.
UNESCO. (2017). Cracking the code: Girls' and women's education in science, technology, engineering and mathematics (STEM). UNESCO.
UNESCO. (2018). India country report: Measuring equity in learning opportunities and outcomes.
UNESCO. (2019). Handbook on measuring equity in education. UNESCO.
UNICEF (2019) Tanzania Evaluation Report: Evaluation of the Current Status and Future Utility of Complementary Basic Education in Tanzania (COBET) as a strategic intervention to Ensure Access to Quality Education for all Primary School-Ages Children in Tanzania: Dar es Salaam: UNICEF.
Zhang, T, Zhao, Y & Huang, D., (2014). Quality issues in the Chinese public education system. International Journal of Educational Development, 3(4) 17-22.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
