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

Leatitia Gabriel


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.


Teaching and learning, learner-centred approach, teaching resources

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