Implementation of Learner-Centered Approach Among Teachers in Ordinary Level Secondary Schools in Tanzania a Case of Mbinga District Council
Loading...
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mbeya University of Science and Technology
Abstract
This study aimed to explore the implementation of Learner-Centred Approach (LCA) among teachers in ordinary level secondary schools in Tanzania. The specific objectives were: to find out the teachers’ understanding on LCA, to explore how teachers practice LCA, to determine facilities for the implementation of LCA and to assess the administrative support for effective implementation of LCA. Constructivism theory and holistic case study design were employed in the study where qualitative approach was largely used but supplemented by quantitative approach through which qualitative and quantitative data were gathered. The 80 respondents for the study were purposeful and voluntarily sampled from four ordinary level secondary schools in Mbinga District Council comprising 4 school heads, 20 teachers and 56 students. Data collection instruments used include questionnaires, semi-structured interview, observation and documentary review from which qualitative data were analysed through content analysis by the aid of ATLAS Ti 7 while quantitative data were analysed by SPSS version 20. Findings were presented in tables, charts and statements. The study found that LCA is partially implemented in schools due to some constraints including shortage of teachers, inadequacy teaching and learning resources and infrastructures, large number of students in classes, lack of training among teachers on curricula change, language barrier and lack of awareness on education among students. Regarding the findings, the study recommends to the central government and various stakeholders to emphasize, monitor and evaluate the implementation of LCA, increase of resources in schools, involve teachers in curricula development and changes, and foster health community-school linkage for the success of LCA in schools
Description
This Theses was published in 2018