ISSN: 2581-8651

Journal of Humanities and

Vol-6, Issue-2, Mar-Apr 2024
Education Development
https://dx.doi.org/10.22161/jhed.6.2.6
Peer-Reviewed Journal
(JHED)

Challenges and Interventions in the Teaching and

Learning Process in Public Secondary Schools in Ilemela
Municipality, Mwanza, Tanzania
David Ngutunyi1*, Demetria Mkulu2 & Clara Lupia3
Department of Education Foundations, St. Augustine University of Tanzania, Mwanza, Tanzania
[email protected] & [email protected]
*Corresponding author Email: [email protected]

Received: 01 Feb 2024; Received in revised form: 12 Mar 2024; Accepted: 25 Mar 2024
©2024 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract
The study aimed to examine challenges and intervention in teaching and learning process in government schools at Ilemela
Municipal, Mwanza Tanzania. Primary aim of education is to enhance both individual and national development by
imparting relevant knowledge, fostering positive attitudes, and equipping individuals with the necessary skills to address
existing challenges. Through the process teaching and learning process in schools encounter several challenges that impede
their progress. The study adopted mixed research approach and convergent parallel research design. About 200 participants
out of 2000 target population were included in the study subject matter. Questionnaire and Interview guide were used as
instruments in which questionnaire was validated and reliability was checked using split in obtaining 0.8 Correlation
coefficients. The data collected through questionnaires were analyzed by researcher using SPSS Version 23 to summarize
data, while data gathered through interviews were thematically analyzed. The findings revealed that most of the public
secondary schools face in-depth challenges throughout the teaching and learning process. Furthermore, the findings
indicated that school feeding programs appear to be essential for enhancing effective teaching and learning, leading to
improved academic performance among students. The study recommends that the government should ensure the availability
of teaching and learning resources and emphasize the establishment of school feeding programs to enhance students'
academic performance.
Keywords— Classroom, Class size, Education, Commuting, Performance.

I. INTRODUCTION affect academic performance and behavior (Maxwell,

This study explored challenges and interventions in 2003; Maxwell and Chmielewski, 2008). Education
teaching and learning process. Quality education is a pillar systems worldwide grapple with numerous challenges that
to social mobility and can thus help reduce poverty, have repercussions for the quality of teaching and learning.
although it may not necessarily reduce income inequality. These challenges include issues related to access to
Teaching and learning have evolved into complex education, especially for marginalized groups, shortages of
professions that play a pivotal role in intellectual growth qualified teachers, large class sizes, outdated teaching
and the preparation of individuals to make positive methods, and inadequate infrastructure and resources
contributions to society. The teaching-learning process can (UNESCO, 2017). Several countries, including India,
be influenced by a variety of factors, including classroom China, and numerous African nations, face difficulties in
environments, libraries, technical workshops, qualified enhancing teaching and learning in public schools, leading
teachers, and instructional methods. The quality of to subpar learning outcomes (UNESCO, 2018; Zhang et
facilities provided, such as classrooms, infrastructure, al., 2014; Fourie, 2016). The COVID-19 pandemic has
health and sanitation, teacher-student relationships, and further exacerbated these challenges, spotlighting existing
moral or social values, can have a profound impact on disparities and inequities (UNESCO, 2020).
students' learning outcomes (UNICEF, 2019). Factors such
as spatial density and personalized classroom settings can

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Africa's education system displays extremely low levels of those involving public transportation, often arrive at
education in many African nations. Some countries have school tired, distracted, and less alert due to the physical
alarmingly low literacy rates, while others have higher and mental strain of the commute. As a result, these
literacy rates. Sub-Saharan Africa, on average, has lower students may have more difficulty concentrating in class,
literacy rates compared to the global average (Fourie, participating in lessons, and absorbing new material. Over
2016). Many African countries have prioritized universal time, this accumulated fatigue can negatively impact
primary education in their education policies, aiming to academic performance (Kassile, 2020). Students who live
increase enrollment, reduce dropout rates, and improve far from school are more likely to be absent, especially on
literacy levels. However, challenges such as high difficult travel days. This missed instruction hinders
population growth, poverty, political instability, and learning and achievement. Students with long commutes,
underfunding of education hinder progress (UNESCO, particularly those involving unpredictable public
2019). In East Africa, countries like Tanzania, Kenya, and transportation, tend to have higher rates of absenteeism.
Uganda face many challenges similar to the rest of the This is because issues like traffic, delays, and breakdowns
continent, including large class sizes, under-qualified make it difficult for these students to make it to school on
teachers, and infrastructure deficits (Johnson et al., 2019). some days. Every school day missed results in lost
Public schools in these countries grapple with issues such learning opportunities that accumulate over time and
as under-qualified and unmotivated teachers, inadequate hinder academic performance (Makwinya, 2019).
teaching facilities, large class sizes, and low proficiency Long commutes can impact student health due to less
levels among students (Kimenyi, 2012). Interventions are sleep, physical fatigue, and the risk of accidents (Kassile,
needed to improve teaching methods, provide ongoing 2020). Long commutes can negatively impact students'
teacher training, increase resources, and reduce class sizes health and wellbeing in various ways, including a lack of
(DeGraff & Riddle, 2016). sleep, physical fatigue, and a higher risk of accidents
during the commute. Poorer health and wellbeing then
influence students' ability to focus, concentrate, and learn,
II. LITERATURE REVIEW
subsequently impacting their attendance, test scores, and
Teachers in large classes have more students to prepare
grades. Poorer health can then influence attendance and
lessons for, grade assignments, and provide feedback to
academic performance.
(Kassile, 2020). This increased workload can lead to
Insufficient hands-on materials and laboratory equipment
higher stress levels and burnout, impacting teaching
impede the practical and cognitive skill development of
quality. Teachers in large classes tend to rely more on
students (Munene, 2014; Muianga et al., 2018),
didactic, whole-class teaching methods rather than
contributing to lower-order learning outcomes. A survey in
interactive, student-centered strategies that require more
South Africa revealed that 79% of teachers believed that
one-on-one time (Mukama & Andersson, 2019). This less-
inadequate materials hindered their ability to teach in
effective instruction can hinder student outcomes. In large
accordance with the prescribed curriculum standards
classes, it is more difficult for teachers to engage with
(Makwinya, 2019). This results in students having a
individual students and keep track of each student's
surface-level understanding of concepts due to limited
comprehension and progress. Large class sizes tend to
exposure to real-life examples and applications, ultimately
disproportionately disadvantage students from low-income
leading to shallow learning. Inadequate teaching resources
backgrounds or those with special needs who rely more on
have been shown to correlate with poorer performance on
individualized teaching approaches (Mushi, 2019). As
tests, exams, and assessments on a global scale
class sizes increase, the number of students per teacher
(Christopher & Obeka, 2014; Onsomu et al., 2006;
also goes up, leaving teachers with less time for each
Ringness, 2015). In several African countries, the absence
student and impacting how much individual attention and
of proper textbooks leads to a shift toward lecture-based
support students receive. Smaller class sizes allow teachers
teaching rather than interactive methods that require
to provide more individualized attention and feedback to
materials (Lemma et al., 2016). A significant disparity in
students. Larger class sizes are associated with less
student performance emerges, with those in schools
teacher-student interaction, time spent on instruction, the
equipped with more instructional materials scoring, on
use of varied teaching techniques, and differentiation of
average, 23% higher in national leaving exams compared
instruction (Hattie, 2017).
to students in less-resourced schools (Alemu, 2017). For
Students who have long commutes to school arrive tired
instance, in Kenya, 90% of science teachers reported that
and less alert, impacting their ability to focus and engage
the lack of laboratory equipment restricted their ability to
in class. This fatigue builds up over time and hinders
performance. Students with long commutes, especially

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conduct demonstrations and experiments, negatively The findings in Figure 1 below indicate that 47.8 percent
impacting lessons (Munene, 2014). of the respondents agree that there is a shortage of teaching
and learning resources, which can affect the teaching and
III. RESEARCH METHODOLOGY learning process in public secondary schools. Additionally,
This study adopted mixed research approaches together 19.6 percent of the respondents strongly agree, 22.8
convergent parallel research design. The design involved percent of the respondents disagree, understanding that
gathering both qualitative and quantitative data there are enough teaching and learning resources, and 9.8
simultaneously, analyzing them separately, and then percent of the respondents were neutral or moderate. The
combining the results at the end to gain a comprehensive study relates to Kristmundsson (2017), suggesting that the
understanding of the research problem (Creswell, 2014). lack of basic teaching resources like textbooks, lab
The use of a convergent parallel design allows for data equipment, workbooks, and charts makes it difficult for
validation and confirmation, ensuring thorough and teachers to effectively deliver lessons and engage students.
validated findings. The study focused on Ilemela district in This impacts instructional effectiveness in schools with
Tanzania's Mwanza region. Both purposive and simple insufficient textbooks and materials, as teachers spend
random sampling methods were employed to select more time planning lessons and searching for
schools, teachers, and students. Stratified sampling method supplemental resources, which distracts from actual
divided respondents into male and female groups, while teaching time. Without adequate textbooks and
purposive sampling was used to select key informants like supplementary materials, teachers struggle to assign
the district education officer and head teachers. Simple readings, homework, and practice exercises, limiting
random sampling was used to select schools and students students' opportunities for independent learning and
from five schools in scattered wards. The sample size was mastery. This implies that there is a shortage of teaching
5 head teachers, 92 teachers (46 male and 46 female), 1 and learning materials, which still affects the teaching and
district secondary education officer, and 60 students. learning process. Teacher qualifications and experiences
are influenced by the shortage of teaching and learning
materials, like science subject equipment. Teachers
IV. FINDINGS OF THE STUDY
reported that a lack of adequate resources limited the range
Challenges in the Teaching and Learning Process in
of teaching strategies they could employ in the classroom.
Public Secondary Schools
Teaching Resource on Instructional Effectiveness and
Learning Outcomes

Fig.1: Opinions on teaching resource on instructional effectiveness and learning outcomes (n=92)
Source: Field Data (2023)

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Therefore, the findings relate to the dilution theory by of teachers affecting class size and, subsequently, teaching
Blake in 1981, as the number of children in a family quality and student learning outcomes. These results align
increase, the resources available to each child decrease, with Andersson and Grosjean (2012), asserting that
leading to negative outcomes such as lower educational teachers in large classes tend to resort to didactic, whole-
attainment and occupational status. Since then, the theory class teaching methods, hindering interactive, student-
has been widely studied and applied to various contexts, centered strategies that necessitate more individualized
including education. The resource dilution theory argues attention. In interviews, several participants shared their
that as class sizes increase, the resources available per perspectives on the impacts of class size. One interviewee
student decrease, resulting in lower student achievement. acknowledged the shortage of classes but highlighted
This includes things like the teacher's time, attention, and ongoing government initiatives to address this issue by
ability to provide individualized instruction and teaching constructing more classes and establishing additional
resources. schools. The interviewee emphasized the importance of
community involvement in supporting these initiatives.
Another participant expressed concerns about the
Challenges of infrastructures in relation to the number
inadequacy of classes, leading to challenging and un-
of students
conducive teaching and learning conditions, even in newly
The findings from Figure 2 reveal that 60.9 percent of established schools.
secondary school teachers acknowledge a genuine shortage
The findings and participant statements align with the
of classes. This shortage poses a challenge to the teaching
dilution theory, indicating that as the number of students in
and learning process due to the large number of students in
a class increase, available resources for each student
a class, impacting class control and overall educational
decrease, potentially resulting in negative outcomes such
effectiveness. Additionally, 12.0 percent of secondary
as lower educational attainment. This perspective is
teachers responded neutrally, 4.3 percent disagreed on the
supported by Kyoshaba (2009), who highlighted a
impacts of class size on teaching quality and student
consistent negative correlation between class size and
learning outcomes in public secondary schools, while 22.8
student achievement, suggesting that resource dilution
percent strongly agreed that there is an inadequate number
impacts learning outcomes adversely.

Fig.2: Inadequate Number of Classes (n=92

Source: Field Data (2023)

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Interviews response to wards challenges in teaching skills using appropriate tools and resources. Students must
and learning process share or go without vital materials.
Poor Infrastructure and Large class Sizes The findings indicated that teachers and students do not
Based on the objective the findings displayed that most have enough books compared to the population ratio.
classrooms are overcrowded, with student numbers One interviewee emphasized that,
exceeding the recommended classroom size. This makes it “For an effective teaching and
difficult for teachers to give individual attention to learning process, there should be
students and poses a challenge for classroom management. enough teaching and learning
Classrooms often have 60-80 students in a single class, far resources that could be accessed in
exceeding recommended ratios. Teachers struggle to conducive learning infrastructure in
provide individual attention and ensure all students school.' School management should
understand lessons. It is difficult to conduct student- ensure the resources are well-utilized
cantered, participatory lessons, or project work. Large when they are available, as some
classes are prone to noise and disruptions, undermining the teachers do not distribute them to
learning environment. students while they are provided by
One of the interviewee stated that: the government. The government
“Many school buildings, classrooms, should ensure equal distribution of
and sanitation facilities are in poor teaching and learning materials, as
condition, negatively impacting the we found that most urban schools
learning environment. Issues such as have a large number of students”.
inadequate seating, leaking roofs, (Interviewee I, September 2023).
and a lack of labs or workshops Lack of Qualified Teachers:
hamper the delivery of quality There is a shortage of content area specialists and trained
education. Leaking roofs, cracked teachers in key subjects like Math, Sciences, and English
walls, and poor ventilation in (Dass, 2018). This compromise the quality of instruction
dilapidated buildings compromise delivered to students. Many teachers are also improperly
comfort and safety. Unsuitable or deployed and end up teaching subjects they are not
missing desks, blackboards, and qualified in. Hard-to-staff specialty subjects often lack
furniture also hinder the learning dedicated teachers, lowering the quality of content
process. Overcrowded and under- delivered and the ability to effectively answer student
resourced facilities cannot support questions. High teacher absenteeism further disrupts
interactive or collaborative styles of lessons and consistency.
teaching”. (Interviewee H,
The findings indicated that schools are hiring temporary
September 2023).
mathematics and science subjects’ teachers to ensure
According to an interviewee, "Most schools still use old effective teaching and learning.
infrastructures with no access to any modern tools.
One interviewee emphasized that,
Laboratories are inadequate as a single room is used as
physics, chemistry, and biology practical labs. Also, no “In order to overcome the situation,
learning and leading resources like enough libraries with we are trying to find out the qualified
needed materials. All these have been setbacks to effective competent mathematics and science
teaching and learning processes" subjects temporary teachers like
physics teachers to satisfy the needs
Shortage of teaching and learning materials:
of the subjects to students. This is
There is a shortage of basic teaching resources such as due to the fact that without hiring
textbooks, lab equipment, and stationery. This affects the temporary teachers, the problem of
effectiveness of teaching practices. Students are forced to qualified teachers’ in some of the
share limited resources, which affects their learning. Most subjects continue to be the gap in the
schools lack basic textbooks, with student-to-book ratios teaching and learning process”.
being particularly unfavourable in science subjects, where (Interviewee J, September 2023).
equipment for practical lessons is also lacking. This makes
it hard for teachers to effectively impart knowledge or

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Low Student Motivation and Participation: students improved examination scores by an average of 12
Factors like socioeconomic challenges, parental neglect, percent. One of the Interviewee stated that;
and the need to work to earn income demotivate students “These public secondary school must
from active participation in class activities (Kimani et al., be improved in all school
2013). This affects their academic performance and infrastructures, includes classrooms,
learning outcomes. Many students work part-time to laboratories, libraries and other
support their education or family financially, negatively facilities. Noise levels from within
impacting study time and concentration in class. Poverty, and outside the school, Lighting,
neglect, and struggles to meet basic needs demotivate temperature, ventilation and air
some from valuing school, affecting attendance, quality in facilities also Cleanliness
engagement, and academic performance. The findings and hygiene of school premises these
indicated that the tendency of motivating students by entire make the school to be good
providing gift to support their on-going academic and influence the effective teaching
performance also affect the teaching and learning process, and learning process”. (Interviewee
as one of the interviewee stated, N, September 2023).
“Due to the presence of the large The findings show that not only class size but all school
number of students, most of the premises should be considered to improve the teaching and
schools are failing to motivate their learning environment.
students even through gifts and Improve Teacher Training:
priorities, there were issues of
Continuous professional development ensures teachers
buying and providing gifts to the
learn new skills to keep their teaching engaging and
students who did well in their
relevant. Subject-specific training improves content
academic results and this conducted
knowledge and the ability to explain concepts clearly.
at the end of each the term but as
Providing regular teacher training programs can improve
time goes this tendency started to dis
pedagogical skills and knowledge of current teaching
appear because now days schools
methodologies. A study in Tanzania found that regular
are waiting at the end of completing
coaching of teachers improved exam scores by 14%
form”. (Interviewee K, September
compared to only a 5% increase without coaching
2023).
(UNESCO, 2021). According to Kimani et al. (2018),
Getting students motivated and engaged in learning can be examined the effect of continuous teacher professional
challenging. Student motivation is correlated with development programs in Kenya, schools that provided
achievement and recommended strategies like connecting regular subject-specific training for teachers saw improved
material to students' interests, allowing more autonomy, learning outcomes for pupils. Teachers also reported
and providing rewards to boost motivation. However, increased confidence and job satisfaction with ongoing
some students may face external barriers to engagement, training to strengthen their pedagogical skills. Also one of
such as unstable home environments. the Interviewee stated that;
Interventions in the Teaching and Learning Process in “Is good for the education
Public Secondary Schools development leaders to provide and
Reduce Class Sizes: facilitate training to public
Large classes make it difficult for teachers to give secondary school teachers because
individual attention needed for effective learning. Smaller investing in comprehensive and
classes of 40-45 students allow for more interactive, ongoing teacher training programs
inquiry-based lessons and feedback. Building additional focus on pedagogical techniques,
classrooms or recruiting more teachers can enable more subject knowledge, and classroom
individualized instruction. Large class sizes have been management skills for effective
shown to negatively impact learning. Muchiri et al. (2017) teaching and learning”. (Interviewee
studied the influence of class size on academic O, September 2023).
performance in Mwanza secondary schools and found that The findings indicated that providing opportunities for
class sizes over 50 students led to significantly lower test teachers to participate in professional development
scores compared to classes with 40 students or less. workshops, conferences, and collaborative learning
Reducing class sizes from over 50 to fewer than 40 communities can enhance their teaching effectiveness.

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Focused professional development in content and feeding program to improve nutrition and reduce hunger as
pedagogy can positively impact student outcomes. a barrier to concentration. Also, Muchiri et al. (2019)
Increase Learning Resources and Introduce E-learning conducted a randomized control trial examining the impact
Programs: of school feeding on education in Mwanza. Results
demonstrated feeding led to significantly higher test scores
Adequate, up-to-date textbooks and materials supplement
along with reduced absenteeism and dropout rates by
lessons by providing students references to study
addressing undernutrition barriers to learning.
independently. Laboratories and technology help bring
subjects like science and IT to life. A program providing One of the Interviewee stated that;
tablets loaded with educational content to rural Tanzanian “Feeding programs contributed to
schools saw standardized test scores rise 25% above the improved test scores, reduce
national average, according to Sergeant (2019). Introduce absenteeism, and lower dropout
e-learning programs utilizing technology or the internet to rates since hungry students cannot
make up for shortages and supplement traditional methods. learn. Feeding programs create
The findings indicated that Classroom resources and opportunities for an education; the
equipment can play an important role in supporting student school feeding programs have been
learning and engagement. Examples, Technology resources shown to improve the nutritional
such as computers, tablets, and interactive whiteboards can status and health of students”.
help teachers deliver engaging lessons that incorporate (Interviewee R, September 2023).
multimedia and interactive activities. Therefore, the findings indicate that, school feeding
One of the interviewee stated that, program can increase the performance in the whole
teaching and learning process for the students to get good
“Using technology in the classroom
academic results.
can improve student engagement and
motivation. Classroom libraries can Community Involvement and Partnership with Local
provide students with access to a Stakeholders:
variety of books and other reading Families actively engaged in their children's education
materials, which can help improve through school committees provide accountability and
reading skills and academic social support linked to better attainment. Forming clusters
performance. Also Science among area schools and local government strengthens
equipment such as microscopes and collaboration on issues like training, resource-sharing, and
lab supplies can help students community engagement. During data collection, one of the
engage in hands-on learning and interview findings as one of the interviewees narrated,
develop critical thinking skills. "All education stakeholders
Access to laboratory equipment was including the community should be
positively associated with student given an opportunity to contribute to
achievement in science”. the teaching and learning process
(Interviewee P, September 2023). and get awareness of which areas
Integrate technology into teaching and learning processes they are supposed to contribute to
to enhance access to information, facilitate interactive the development of the education of
learning experiences, and develop digital literacy skills. their children". (Interviewee T,
Provide teachers with training and support to effectively September 2023).
use educational technology tools and resources. According The findings indicated that, schools can establish effective
to UNESCO (2012), introducing technology, integrating communication channels with parents and involve them in
devices, software, and internet access enables modern their child's education. Encourage parental engagement
blended learning approaches. Extending learning time, through regular communication, parent-teacher
such as through after-school/summer programs, boosts conferences, and involvement in school decision-making
learning when instruction is effective. processes. Collaborate with community organizations and
School Feeding Program: stakeholders to provide additional resources, mentorship
Well-nourished students are better able to pay attention, programs, and extracurricular activities. According to
concentrate, and participate actively in hands-on lessons Henderson and Mapp (2002), move away from traditional
versus hunger-impacted learning. Implement a school lecture-based instruction and adopt student-centered

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approaches that actively engage students in the learning environment that supports effective teaching, positive
process. Encourage active learning, problem-solving, learning outcomes, and the overall well-being of students
critical thinking, and collaborative activities that promote a in Tanzanian public secondary schools.
deeper understanding and application of knowledge.
Strengthen School Leadership and assessment RECOMMENDATIONS
practices The government should prioritize and ensure the consistent
and sufficient provision of teaching and learning materials
According to Black and Wiliam, (1998) Implement a
to facilitate an effective teaching and learning process.
balanced and formative assessment system that includes a
Allocate and prioritize an adequate budget for the
variety of assessment methods, such as projects, portfolios,
education sector, ensuring schools receive sufficient funds
and performance-based tasks. Provide timely and
for effective teaching and learning. Timely disbursement
constructive feedback to students to support their learning
of allocated funds according to a predefined schedule is
and growth. Providing instructional materials, ensuring all
crucial. The Ministry of Education, Science, and
students have textbooks and supplies improves educational
Technology (MoEST) should organize regular training,
equity. Extra academic support for struggling students,
seminars, and workshops for teachers to enhance their
such as after-school tutoring, can help close achievement
competence and keep them updated on various teaching
gaps. Insisting School nutrition programs and Parent
and learning methods in secondary schools. The Ministry
engagement initiatives, addressing hunger through meals
of Local Government and Regional Administrative
or snacks allows students to better focus on schoolwork.
(LGRA) and MoEST should pilot evidence-based
One of the Interviewee stated that,
interventions on a small scale to test feasibility and impact
“An important aspect of a school's before implementing them on a larger scale. This includes
success is the administration to exploring options such as reducing class sizes, improving
maintain quality standards, the head teacher training models, and introducing remedial classes.
of schools should be able to
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