Article Number: DRJEVS20268504
DOI: https://doi.org/10.26765/DRJEVS20268504
ISSN: 2734-2174

Vol. 4(7), Pp. 238-245 October 2022

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Original Research Article

Implementation of Learner-Centred Pedagogy through Innovative Teaching in Public Primary Schools in Maswa, Tanzania

Angelina Wandigi Julius

Demetria Gerold Mkulu


Abstract

The study evaluated the use of innovative teaching methods and learner-centred pedagogy in Maswa District public primary schools. The study’s two main goals were to evaluate the most prevalent learner-centred teaching pedagogies used by primary school teachers and to evaluate the barriers preventing the use of innovative teaching methods in Maswa District to implement learner-centred teaching pedagogy. The study used a mixed-methods approach, in which both qualitative and quantitative approaches were used. Quantitative data were gathered using questionnaires and documentation, and they were analyzed using descriptive statistics and SPSS, whereas qualitative data were gathered using in-person interviews, and were analyzed using thematic analysis, and were presented in the form of narration and quotations. According to the findings, most teachers use group discussion and question and answer sessions to engage students in learning, while songs and role plays are rarely used. This could be attributed to a teacher shortage, insufficient teaching and learning materials, and a crowded classroom. Second, the study discovered that challenges impeding the effective application of Learner-Centred pedagogy of innovative teaching include a lack of adequate teaching and learning resources, insufficient teacher training and capacity building on innovative teaching, insufficient motivation and incentive to teachers, a shortage of teachers, congested classrooms as a result of low government facilitation, monitoring, and evaluation, and slow policy implementation. The study concluded that learner-centred pedagogy on innovative teaching approaches were not adequately implemented due to a lack of adequate teaching and learning resources; insufficient teacher training; negative teacher attitudes; insufficient teacher motivation; congested classrooms; larger class work allocation; teacher shortage; and inactive government guiding policy. As a result of the study, the government should emphasize the use of a learner-centred approach in public primary schools.

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Keywords:  Pedagogy, learner-centred teaching pedagogy, innovative teaching, public primary school


 Received: September 7, 2022  Accepted: October 21, 2022  Published: October 27, 2022


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