The learner-centred approach in ordinary level secondary school teaching: a study of implementation in the Kibondo district of Kigoma region, Tanzania

The purpose of the study was to assess the extent to which the learner-centred approach is effectively articulated in secondary schools in Kibondo District of Kigoma Region, Tanzania. Specifically, the study had four objectives: to investigate classroom orientation in terms of class size and activities in relation to the learner-centred approach; to examine the knowledge secondary school teachers have of the concept of learner-centred approach; to assess teaching methods and tactics employed by teachers in implementing the approach; and to identify and examine successes gained vis-à-vis problems encountered by teachers in implementing this approach. Based on constructivism theory guiding the implementation of LCA, the study was mainly qualitative, complemented by quantification of findings in selected areas of concern. Data were collected through document analysis, observation, interviews, focus group discussion and questionnaires from 166 respondents including 96 students, 60 teachers, 08 heads of schools, 01 District education officer and 01 Chief zonal school inspector. Selection of target respondents was done through stratified random, simple random and purposive sampling procedures. Qualitative data were subjected to content analysis whereas quantitative data were tabulated and computed through SPSS and put into frequencies and percentages. Although teachers and students acknowledged the significance of the learner-centred approach, findings from the study revealed that teachers in secondary schools in Kibondo District employed non-participatory methods in their daily classroom teaching. This was partly associated with the fact that during the training course in teachers ‘colleges, teachers were trained on the LCA innovation but rather theoretically than practically. Also, research findings showed that teachers encountered a number of transitional problems in implementing the LCA, including overcrowded classes, lack of students’ readiness and interest, language problem among learners, lack of in-service training on LCA innovation, poor students’ participation in class, inadequate instructional resources such as textbooks and reference materials, and shortage of teachers, all which led to an enormous teaching load for teachers. These seemed to be very critical problems in the effective implementation of the LCA curriculum. In view of the research findings, it was concluded that the LCA is not effectively implemented. The study thus recommends that in curriculum design consideration should be given to the role of teachers. Release of the new curriculum should correspond with timely dissemination of instructional resources, and also the Ministry of Education and Vocational Training should deliberately initiate courses, seminars and workshops for all in-service teachers in secondary schools and tutors in teachers’ colleges on the wide range conceptions and practical methods and tactics of the learner-centred approach.