Participatory teaching and learning -approach for meaningful physics learning: a case of Secondary Schools in Zanzibar
| dc.contributor.author | Mwinyi, Maryam Amour | |
| dc.date.accessioned | 2021-10-15T09:36:41Z | |
| dc.date.available | 2021-10-15T09:36:41Z | |
| dc.date.issued | 2005 | |
| dc.description | Available in print form, Eat Africana Collection, Dr. Wilbert Chagula Library,(THS EAF QC30.M854) | en_US |
| dc.description.abstract | Participatory approach to teaching and learning is based on constructivist learning theories, and it is believed to foster meaningful learning to science subjects. The extent to which this approach is used, and its effectiveness in Zanzibar secondary schools in teaching physics has remained unexplored. This study explored the extent to which teachers' use participatory teaching and learning and the extent to which this approach enhances meaningful learning of physics among students. The study employed a case study design with both qualitative and quantitative approaches used to answer the research task questions. The data was collected through questionnaires, interviews, focus group discussions, documentary reviews and observation schedules. A total of five secondary schools, 3 governments and two private were selected and 104 research participants were involved. Among the participants 14 were teachers and 90 were students who purposeful and randomly selected respectively. Content analysis was used to analyse data. The study reveals that physics teachers use non-participatory approach in their classrooms such as lecture. While very few physics teachers use participatory approach which involves methods such as discussion and the use of hands on activities. The study also found out that major hindrances for implementing participatory approach for meaningful learning are; large classes, teachers' heavy work load, and shortage of teaching and learning materials. Besides, the approach is very demanding on part of teachers as it needs teachers to be more committed on finding out reliable content and spend more time for lesson preparation. The study recommends that participatory approach be reinforced in the physics lessons by heads of schools as internal school supervisors and inspectors, and education authorities should also ensure that sufficient qualified physics teachers are allocated to secondary school to cope with acute shortage of qualified physics teachers in Zanzibar. Lastly the study provides the suggestions for further studies. | en_US |
| dc.identifier.citation | Mwinyi, M. A. (2005) Participatory teaching and learning -approach for meaningful physics learning: a case of Secondary Schools in Zanzibar. Masters dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/16031 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Education | en_US |
| dc.subject | Secondary | en_US |
| dc.subject | Physics | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Zanzibar | en_US |
| dc.title | Participatory teaching and learning -approach for meaningful physics learning: a case of Secondary Schools in Zanzibar | en_US |
| dc.type | Thesis | en_US |