An evaluation of the participatory approach in teaching geography in secondary schools: a case study of Temeke municipality secondary schools in Dar es Salaam region.

This study evaluated the use of the participatory approach in teaching geography in secondary schools within Temeke Municipality in Tanzania. The objectives of the study were to examine the competence and qualification of teachers, availability and use of teaching aids as well as teaching techniques used by teachers in teaching Geography. The model used in the study was adopted from Bloom (1982) and Omari (1995). The study employed both qualitative and quantitative research approaches. A case study design was used in obtaining data for the study. The schools were selected because they shared common characteristics. The study sample included all heads of schools, heads of Geography departments Geography teachers and students who were selected through purposive and stratified sampling techniques. The techniques used in data collection were interviews, observations, and questionnaires. The data were analyzed by using both qualitative and quantitative methods. The findings revealed that, although the participatory teaching method is useful in students’ learning, the application of the approach was ineffective due to lack of teaching and learning materials, lack of in service training through short and long courses for capacity building of the teachers and poor skills of the teachers on the use of participatory teaching approach. It was recommended that Ministry of Education and Vocational Training and other stakeholders should ensure that teaching and learning materials, including text and reference books, teaching aids and equipment are provided to all community schools. In addition, professional development programmers for Geography teachers should be provided such as seminars and workshops to equip the teachers with enough skills and knowledge on proper use of participatory teaching methods.