Issue

Vol. 2 No. 1 (2013)

Assessment of the Implementation of Learner-Centred Teaching Approaches in Secondary Schools in Kibondo, Tanzania

https://doi.org/10.56279/jhss.v2i1.167
Leatitia Gabriel

Corresponding Author(s) : Leatitia Gabriel

Leatitia.Gabriel@duce.ac.tz

Journal of Humanities & Social Science (JHSS), Vol. 2 No. 1 (2013)

Abstract

This study assesses the extent to which the learner-centred approach (LCA) is
effectively articulated in secondary schools in Kibondo District of Kigoma Region,
Tanzania. Data were collected through document analysis, observation, interviews, focus
group discussion and questionnaires from 166 respondents. Research findings show that
teachers encountered a number of transitional problems in implementing the LCA,
including overcrowded classes, lack of students’ readiness and interest, language
problem among learners, lack of in-service training on LCA, poor students’ participation
in class, inadequate instructional resources such as textbooks and reference materials
and shortage of teachers, the situation which lead to an enormous teaching load for
teachers.

Keywords

Teaching and learning, learner-centred approach, teaching resources
Assessment of the Implementation of Learner-Centred Teaching Approaches in Secondary Schools in Kibondo, Tanzania. (2022). Journal of Humanities & Social Science (JHSS), 2(1). https://doi.org/10.56279/jhss.v2i1.167
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Assessment of the Implementation of Learner-Centred Teaching Approaches in Secondary Schools in Kibondo, Tanzania. (2022). Journal of Humanities & Social Science (JHSS), 2(1). https://doi.org/10.56279/jhss.v2i1.167
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