The use of visual aids in the teaching and learning of English in Tanzania’s primary schools: a case Study of Muleba district

This study investigated the extent to which visual aids are used in teaching and learning English in Tanzania’s republic primary schools using Muleba District as a case study. The study had four specific objectives, which were to: first identify the types of visual aids commonly used in teaching and learning English in primary schools; second examine the extent to which visual aids are in the teaching and learning of English in primary schools; finally, explore teachers’ and pupils’ attitudes to the used of visual aids in teaching and learning English in primary schools. The study employed a mixed research approach and used an embedded case study design. The sample comprised 205 respondents. Data were gathered through interviews, observations, focus group discussion and documentary review. Qualitative data were subjected to content analysis, whereas quantitative data were analysed using SPSS version 20 to get frequencies and percentages that enabled the researcher to draw conclusions from the findings. The study shows that the majority of teachers rarely used the recommended visual aids in teaching and learning English. The study recommended that the government through the district and school administration should allocate enough funds to ensure the availability of adequate visual aids for teaching and learning English in schools. In addition, regular seminars workshops and in-service training programmes should be provided to nourish teachers’ pedagogical knowledge and skills required for effective English language instruction in schools including the use of visual aids.