Primary school teachers’ competency towards the use of participatory methods in teaching geography subject in Iringa municipality Tanzania

The current study investigated the primary school teachers’ competency towards the use of participatory methods (PMs) in teaching the geography subject in Iringa Municipality. Specifically, the study examined the teaching methods used in teaching the geography subject in primary schools, identified the strategies used to incorporate PMs before and during teaching the geography subject and identified the types of training received by the geography teachers with regard to the use of PMs in primary schools. The study was conducted in 6 primary schools located in Iringa Municipality. It employed a descriptive survey design using mixed methods. The respondents of the study were 270 standard seven pupils and 6 geography teachers. The data were collected through questionnaires, documentary review and observation checklist. The quantitative data from the questionnaires and observation checklist were analysed by Statistical Package for Social Science (SPSS) version 20.0 sub-programme, while the qualitative data from documentary review were analysed thematically. The study found that lecture method, teacher giving notes on the chalkboards, and questions and answers were frequently used in teaching and learning geography in primary schools. Whereas, the geography teachers failed to use the more suited PMs in teaching geography such as problem solving, demonstration, group discussion, field trip and project. It was also revealed that in pre-planning the teaching and learning activities, the geography teachers failed to incorporate PMs properly. They did not specify the competencies to be developed in pupils, did not specify the teachers and pupils’ activities, failed to develop specific objectives, did not identify a variety of the teaching and learning materials. Similarly, most teachers failed to use the requisite strategies during teaching geography through PMs. Furthermore, the geography teachers lacked pre-service and in-service training with regard to the use of PMs in primary schools. The study concludes that geography teachers are not adequately competent towards the use of PMs in teaching the geography subject in primary schools. The study recommends that, once again the policy makers should revisit the current geography curriculum to ensure that the geography teachers use a range of PMs. School inspectors and educational officers should make deliberate follow up of the teaching and learning process in primary schools, this will help them to identify the strategies used by geography teachers in implementing PMs. The Ministry of Education and Vocational Training (MoEVT) should provide adequate training to the geography teachers to develop their knowledge and skills on the use of PMs in teaching the geography in primary schools. Further research similar to the present study could be carried out in more schools and districts to improve the validity and reliability of the conclusions made.