Browsing by Author "Nassor, Said Hemed"

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    Use of classroom interaction method for the teaching and learning of geography in ordinary level secondary schools in Zanzibar: a case of West District
    (University of Dar es Salaam, 2012) Nassor, Said Hemed
    This study assessed the use of classroom interaction method in teaching and learning geography in ordinary level secondary schools in Zanzibar. The study was conducted in West District. It specifically examined the teaching methods commonly used by teachers in classrooms availability and relevance of teaching and learning materials used to implement the interactive teaching approach and also the teachers’ ability to improvise the local teaching materials. It also assessed students’ participation during geography teaching and learning as well as the extent to which geography teachers conducted interactive teaching and learning in geography lessons. A total of 115 respondents were involved in the study. Simple random, systematic random and purposive sampling techniques were used to select the sample for the study. Focus group discussion, interview, documentary review and observation data collection methods were used in the study. Results obtained were analyzed through using content analysis. The study revealed that the lecture method was mostly used in all five selected schools followed by discussion and questions and answers. In spite of the scarcity of teaching and learning materials which appeared in the schools, the ability of teachers to improvise local teaching materials was minimal. The researcher observed that there was students’ and teachers provided tests and assignments but the problem was limited feed back to students. The study also revealed that teachers used students’ ideas in geography lessons and related geography concepts with real life activities. Furthermore, the study revealed that the most dominant interactions were teacher to students and students to students, while teacher to materials and students to materials rarely existed in geography lessons. Not all schools had well prepared schemes of work and lesson plans.They were included that there were teaching and learning materials but not enough to facilitate the interactive approach. Finally the study concluded that in the studied schools there was implementation of classroom interactive teaching and learning in geography lessons in ordinary level secondary schools but lack of adequate teaching and learning materials, constrained frequent application of the interactive teaching approach. The study recommended that the government ought to prepare in-service programmes for geography teachers, specifically on the use of available local teaching and learning materials to enable teachers conduct the teaching of geography through interactive approach. Also it is recommended that a similar study be carried out in more secondary schools in other areas, a measure which would lead to a better understanding of geography teaching and learning in different districts in Zanzibar.