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All Journal Indonesian Journal of Multidisciplinary and Educational Researcher Journal of Education for Sustainable Development Studies
Goswami, Dulumoni
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Assessing the impact of teaching methods on student engagement in Tanzanian secondary schools: A comprehensive review Lameck Mduwile, Peter; Lufunga, Janeth; Goswami, Dulumoni
Indonesian Journal of Multidisciplinary Educational Research Vol. 3 No. 2 (2025): Oktober 2025
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v3i2.6588

Abstract

This research paper presents a comprehensive review of the impacts of various teaching methods on student engagement in Tanzanian secondary schools, while addressing the contextual challenges of the country’s educational system. Tanzanian schools continue to face persistent barriers such as large class sizes, limited instructional resources, and diverse socio-cultural factors that influence teaching and learning. To investigate these dynamics, the study employed a systematic literature review with qualitative insights gathered from 15 Tanzanian educators. Data collection instruments included semi-structured interviews, classroom observation checklists, and document analysis to ensure both depth and triangulation of findings. The results demonstrate that learner-centered methods, particularly inquiry-based and cooperative learning strategies, improve student engagement by approximately 20–30% compared to traditional lecture-based approaches. Furthermore, the integration of culturally responsive pedagogies and technology-enhanced instruction shows significant potential, although these approaches remain constrained by financial and infrastructural limitations. Based on the evidence, the paper recommends targeted teacher training programs, curriculum reforms that embed participatory methods and scalable, low-cost interventions that align with the Tanzanian context.
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 Ibrahim, Didymus Lameck Mduwile, Peter Lufunga, Janeth Mduwile, Peter