Effects of teachers' instructional strategies on improving performance of biology in advanced-level secondary schools in Tanzania: the case of Zanzibar.

The study investigated effects of teacher’s instructional strategies on improving performance of Biology in advanced-level secondary schools in Tanzania. The study was conducted in Zanzibar and three schools were investigated. The sample comprised 317 respondents that included 312 students and 5' teachers. Data collection was undertaken through classroom observations, interviews, questionnaires and documentary review. Data were qualitative in nature and were analyzed through content analysis. Study findings revealed that overall poor teachers' instructional strategies of A-level Biology lessons t have a direct effect on students' performance. Findings revealed that unpreparedness to lessons; poor teaching methods; unorganized teaching; and inappropriate teachers' evaluation system are the main causes of students' poor performance of Biology in Advanced Level secondary schools in Zanzibar. Overall findings revealed that teachers got in class to achieve their own aims and not students' aims to learn and succeed. In light of these findings, two major recommendations have been put forward as follows: lid know that students and the national priorities come first before First, teachers show their personal interests. Second, school heads should play their role to ensure that strong strategies are planned and applied so that every responsible personnel have to act to aced level Biology results.