Implementation of learner-centred approach in ordinary level secondary schools in Tanzania: A Case of Mbinga District Council
| dc.contributor.author | Mhule, Daliko Cosmas | |
| dc.date.accessioned | 2024-05-28T09:49:22Z | |
| dc.date.available | 2024-05-28T09:49:22Z | |
| dc.date.issued | 2017 | |
| dc.description | A dissertation submitted to Mzumbe University as a partial fulfilment of the requirement for the award of Master’s Degree of Arts in Education (MAED) of Mzumbe University. | |
| dc.description.abstract | This study aimed to explore the implementation of Learner-Centred Approach (LCA) 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 dominated the study but supplemented by quantitative approach. Therefore both 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 includes questionnaires, semi-structured interview, observation and documentary review. Qualitative data were analysed through content analysis with the aid of ATLAS ti.7 and quantitative data were analysed using SPSS version 20. Findings were presented in tables, charts and statements. The study found that LCA there is a minimal implementation of LCA in schools due to some constraints including shortage of teachers, inadequate 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. Based on the analysis of 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 healthy community-school linkage for the success of LCA in school | |
| dc.description.sponsorship | Private | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/850 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Learner – Centred Approach | |
| dc.subject | Ordinary Level Secondary Schools | |
| dc.subject | Constructivism | |
| dc.subject | Positivism | |
| dc.subject | Mbinga District Council | |
| dc.title | Implementation of learner-centred approach in ordinary level secondary schools in Tanzania: A Case of Mbinga District Council | |
| dc.type | Thesis |