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All Journal Tanjungpura Journal of Coaching Research Indonesian Journal of Multidisciplinary and Educational Researcher
Goswami, Dulumoni
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Humanities Education 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.
Factors influencing student engagement in physical education: Evidence from urban and rural secondary schools in Tanzania Mduwile, Peter Lameck; Lufunga, Janeth; Goswami, Dulumoni
Tanjungpura Journal of Coaching Research Vol. 4 No. 1 (2026): Tanjungpura Journal of Coaching Research
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tajor.v4i1.96833

Abstract

Background. Learning outcomes in physical education (PE) are dependent on student engagement. Student engagement refers to the level of motivation, participation, and students’ propensity to remain active learners over time. Differences in school resources and socio-economic status between urban and rural schools may result in varied levels of student engagement towards learning PE. Objectives. To explore factors that influence student engagement in physical education among secondary school students in urban and rural schools in Tanzania. Methods. Employing a sequential mixed-methods approach, data was collected from 12 secondary schools selected from three regions in Tanzania (Dar es Salaam, Morogoro, and Dodoma). Quantitative data was collected through student engagement questionnaires. Qualitative data was collected through teacher interviews and classroom observation. The independent sample t-test and regression were used to compare and identify factors contributing to student engagement between urban and rural schools. Results. Statistically significant differences were found between urban and rural students’ engagement levels. Students from urban schools scored higher on behavioral engagement (3.8±0.6 vs 3.4±0.7; p=0.014), emotional engagement (3.6±0.5 vs 2.9±0.6; p=0.001), and cognitive engagement scores (3.7±0.5 vs 3.1±0.6; p=0.002). Teacher quality of instruction, learning resources, and parental academic support had positive contributions to student engagement, while household responsibilities and lack of sports infrastructure had negative contributions towards rural students’ engagement. Conclusion. Student engagement in PE is influenced by factors within and outside the education system which create achievement gaps between urban and rural schools. Recommendations: To close achievement gaps, programs should be developed to increase access to quality teacher training, technological resources, and sports infrastructure. Parental involvement should also be considered a mechanism to help increase equitable student engagement.
Co-Authors Lameck Mduwile, Peter Lufunga, Janeth Mduwile, Peter Lameck