Open Access Open Access  Restricted Access Subscription or Fee Access

Assessment of the Implementation of Learner-Centred Teaching Approaches in Secondary Schools in Kibondo, Tanzania

Leatitia Gabriel

Abstract

This study assesses the extent to which the learner-centred approach (LCA) is effectively articulated in secondary schools in Kibondo District of Kigoma Region, Tanzania. Data were collected through document analysis, observation, interviews, focus group discussion and questionnaires from 166 respondents. Research findings show that teachers encountered a number of transitional problems in implementing the LCA, including overcrowded classes, lack of students’ readiness and interest, language problem among learners, lack of in-service training on LCA, poor students’ participation in class, inadequate instructional resources such as textbooks and reference materials and shortage of teachers, the situation which lead to an enormous teaching load for teachers.

Keywords

Teaching and learning, learner-centred approach, teaching resources

Full Text:

PDF

References

Alford, B.J. & M.N. Ovando. 1997. Creating a culture of detracking in a learner-centred school: Issues, problems and possibilities. Paper Presented at the Annual Meeting of the American Association of School Administrators in Orlando, Florida. Alfassi, M. 2004. Effects of a learner-centred environment on the academic competence and motivation of students at risk. Learning Environments Research, 7(1): 1–22. Bathlomew, L. 2008. Implementation of problem-solving methods in science education in Tanzania. MA Dissertation, University of Dar es Salaam.

Best, J.W. & J.V. Kahn. 2006. Research in education. Boston: Pearson Education. Daniels, D., D. Kalkman & B. McCombs. 2001. Young children’s perceptions of learning and teacher practices in different classroom contexts: Effects on motivation. Early Education and Development, 12: 253–273. Dewey, J. 1939. Intelligence in the modern world: John Dewey’s philosophy. New York: Random House Inc. Dominician, I. 2008. A study of the implementation of the 2005 English language curriculum: A case of the resourced and the better resourced secondary schools in Dar es Salaam and Dodoma regions. MA (Linguistics) Dissertation, University of Dar es Salaam. Fasko, J.D. & D.J. Grubb. 1997. Implications of the learner-centred psychological principles and selfassessment tools for teacher education reform. Paper Presented at the Annual Meeting of the American Educational Research Association. Chicago. USA Hung, D. 2002. Constraints on the development of a learner-centred curriculum: A case study of EFL teacher education in Vietnam. Paper Presented in the 4th World Teachers’ Day in Thailand and the 12th UNESCO-APEID International Conference. Johanna, G. & M.F. Salinas. 2009. Effect of learner-centred education on the academic outcomes of minority groups. Journal of Instructional Psychology, 70(3): 1267–1270. Komane, S.S., S.V. Morganant & C.D. Yandila. (n.d.). Towards learner-centred approach in senior secondary school science lessons. Botswana: Department of Mathematics and Science Education. Komba, D. 2001. The changing role of the teacher in the information age. Journal of the Open University of Tanzania, 3(2): 53–65. Lea, S., D. Stephenson & J. Troy. 2003. Higher education students’ attitudes to student-centred approach: Beyond educational bulimia. Studies in Higher Education, 3(28): 321–334. Mbunda, F.L., A.S. Mbise & D. Komba, 1992. The teaching and learning processes in Tanzanian primary schools: A classroom interaction analysis. Dar es Salaam: Faculty of Education. Mbunda, F.L. & K.M. Osaki.1996. On situation of teachers in primary schools. Papers in Education and Development, 17: 58. McCombs, B. 2001. Self-assessment and reflection: Tools for promoting teacher changes toward learner-centred practices. NASSP Bulletin, 81, 1–14. Mosha, H.J. 2000. Conceptualizing quality of education. In J.C.J. Galabawa, F.E.M.K. Senkoro & A.F.L. Lwaitama (eds.). The quality of education in Tanzania. Dar es Salaam: DUP. Mogapi, M. & C.D. Yandila. 2001. Assessment on the new senior secondary school syllabi. A Paper Presented at the Biannual National Conference on Teacher Education, held at Tonota College of Education. Morris, P. 1985. Teachers’ perception of the barriers to the implementation of a pedagogic innovation: A Southeast Asian case study. International Review of Education, 31(1), 3–17. Ndunguru, S. 1984. Educational essays for teachers. Arusha: East Africa Publishers. Omari, I.M. 1995. Conceptualizing quality in primary education. Papers in Education and Development, 16: 25–48.

Omari, I.M., J.A. Ndalichako, R.J. Sima, F.D. Tungaraza, M.W. Mboya, & K.A. Mkumbo. 2006. Educational psychology for teachers. Dar es Salaam: DUP. Oppeinheim, A.N. 1992. Questionnaire design, interview and attitude measurement. London: Continuum. Ormrod, J.E. 2006. Educational psychology: Developing learners. Trenton: Prentice-Hall. Perry, W.G. 1999. Forms of Ethical and Intellectual Development in the College Years: A scheme. San Francisco: Jossey-Bass. Rammung, L. 2000. Course-work assessment in the new senior secondary school. B.ED (Science) Project, University of Botswana. Speen, C.A. & S. Vally. 2010. Outcomes-based education and its (dis) contents: Learner-centred pedagogy and the education crisis in South Africa. Southern African Review, 16(1): 39–58. United Republic of Tanzania (URT). 1995. Education and Training Policy. Dar es Salaam: MoEC. Vygotsky, L.S. 1986. Thought and language. Cambridge, MA: MIT Press.

Refbacks

  • There are currently no refbacks.