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All Journal MULTIPLE: Journal of Global and Multidisciplinary Journal of Education for Sustainable Development Studies
Mduwile, Peter
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Enhancing Student Engagement: Effective Strategies for Active Learning in the classroom in Secondary schools Mduwile, Peter; Dulumoni Goswami
MULTIPLE: Journal of Global and Multidisciplinary Vol. 2 No. 5 (2024): Mei
Publisher : Institute of Educational, Research, and Community Service

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Abstract

Student engagement is crucial for academic success, motivation, and overall well-being. Active learning involves students participating in their learning process through activities that require them to think critically, collaborate with their peers, and apply knowledge in real-world scenarios. This paper reviews the current literature on student engagement and active learning, examines the tangible benefits of active learning in the classroom, and provides practical, actionable strategies for teachers to implement. This paper actively explores the issue of enhancing student engagement in secondary schools through the implementation of effective strategies for active learning in the classroom. The research actively focuses on identifying and analysing various methods that have successfully promoted active learning and increased student engagement in the classroom context. Active learning strategies, including project-based learning, technological integration, group projects, and hands-on activities, are included. The paper also discusses the challenges and barriers that may arise when implementing these strategies, such as limited resources, teacher training, and cultural considerations. It provides evidence-based recommendations for overcoming these challenges and promoting student engagement, drawing on insights from the literature review and interviews with educators in Tanzanian secondary schools. This paper offers a thorough grasp of the significance of student participation in secondary education classrooms and helpful advice for educators and school officials on how to improve participation using active learning techniques. By applying these tactics, educators can establish a more vibrant and captivating educational setting promoting student achievement.
Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Baruah, Niharika
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i2.43

Abstract

Tanzania has expanded secondary education access over the past two decades through initiatives like the Secondary Education Development Program and Free Education Policy. While these reforms have significantly increased enrollment, concerns about educational quality persist. This study investigates how rapid enrollment growth has affected the quality of secondary education in Tanzania, particularly focusing on disparities in learning outcomes, teacher distribution, and infrastructure. A mixed-methods design was employed, combining quantitative analysis of government statistics (2015–2023) with qualitative data from interviews and focus group discussions in both urban and rural schools. Quantitative data assessed trends in enrollment, teacher-pupil ratios, and academic performance, while qualitative insights explored experiences of students, teachers, and administrators. Enrollment rose by over 50% between 2015 and 2023. However, this expansion coincided with overcrowded classrooms, underqualified teachers, and limited resources. Teacher deployment and learning outcomes remained uneven across regions. Participants highlighted systemic challenges, including a lack of functional laboratories, insufficient materials, and poor infrastructure. Despite these issues, emerging opportunities include ICT integration, community engagement, donor support, and reforms in the Education and Training Policy. Tanzania’s focus on universal access must be matched by targeted efforts to enhance quality. Key recommendations include investing in teacher training, infrastructure development, equitable resource allocation, digital learning, and accountability mechanisms. Achieving Sustainable Development Goal 4 requires a strategic balance between quantity and quality to ensure inclusive, equitable, and transformative education for all.
Co-Authors Baruah, Niharika Dulumoni Goswami Goswami, Dulumoni Ibrahim, Didymus Lufunga, Janeth