The effect of primary school teachers’ background knowledge of science on teaching and learning: the case of Sumbawanga municipality in Tanzania

This study investigated how science background knowledge of primary school teachers affects classroom teaching and learning. Specifically, the study (1) investigated whether primary school teachers have appropriate science background knowledge in classroom teaching and learning; (ii) examined how primary school teachers use the science background knowledge in classroom teaching; and (iii) assessed the effect of science background knowledge on classroom teaching. Data were collected from a sample of 52 respondents: 38 science teachers, 11 Headteachers and three Ward Education Co-ordinators. The study was carried out in Sumbawanga Municipality at 11 selected primary schools. The study deployed both qualitative and quantitative approaches. The data collection methods included questionnaires, interviews, documentary review and classroom observation. Qualitative data were subjected to content analysis, whereas the quantitative data were descriptively analysed for frequencies and percentages. The findings of the study indicated that the majority of the science subject teachers did not have science background, they generally teach to meet the high demand for science teachers. In fact a quarter of the teachers who teach science subjects did not study science subjects when in teacher training colleges. Furthermore, the teachers, who had studied science subjects in secondary or college failed to integrate their science knowledge in real classroom situations. On the whole, teacher failed to effectively utilise their teaching materials in classroom teaching. These findings demonstrate that teaching without science background knowledge tends to undermine science subject teaching. It is therefore, recommended that science subjects should be compulsory for all students in O-Level education and teachers with inadequate science background should be assisted through coaching, regular sharing experiences and module training through Teacher Resource Centres.