ENHANCING TEACHING AND LEARNING STRATEGIES FOR PUBLIC PRIMARY SCHOOL EDUCATORS TO ACCOMMODATE VERNACULAR LANGUAGE DIVERSITIES IN HANANG DISTRICT, TANZANIA

Authors

  • Clemence Mbiza Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania
  • Flora O. Kasumba PhD, Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania
  • Brown Gwambene PhD, Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania

DOI:

https://doi.org/10.46827/ejes.v10i10.5069

Keywords:

vernacular languages, teaching and learning strategies, language of instruction, public primary schools

Abstract

The study assessed public primary school teachers' strategies for accommodating learners with vernacular language backgrounds in Hanang District, Tanzania. The study involved 110 participants, including 44 teachers and 49 pupils, 4 Ward Education Officers, 1 School Quality Assurance Officer, 1 District Primary Academic Officer, and 11 head teachers. The study employed a mixed research approach. The study selected the sample size using simple random and purposive sampling, and we collected the data through questionnaires, interviews, and observation. The collected data was analyzed using computer software, Statistical Package for Social Sciences (SPSS version 20). The study's findings indicated that most public primary school teachers in Hanang used multiple teaching strategies, such as songs, total physical response, questions and answers, the direct method, and reading aloud, to accommodate pupils with vernacular language backgrounds. These strategies were most frequently employed in lower levels, exceptionally standard one and two. Further, primary school teachers were using teaching and learning materials like pictures, photographs, drawings, cards, flip charts, and natural objects. Also, primary school teachers assess and evaluate their pupils through written exercises, tests, questions and answers, and oral quizzes. The study concluded that multiple teaching strategies helped learners with vernacular backgrounds in public primary schools to master Kiswahili. Also, the assessment and evaluation tools in public primary schools effectively accommodated all pupils’ capabilities and levels of skills. Therefore, teachers should construct standard tests. Hence, the study recommended that the Ministry of Education, Science and Technology (MoEST) organize seminars, workshops and in-service training (IN-SET) to update and impart new knowledge to the teachers on using teaching strategies and preparing practical assessment tools. The government should also employ enough primary school teachers specialized in early childhood education, construct many classrooms and supply sufficient and relevant teaching and learning materials.

 

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Author Biographies

  • Clemence Mbiza, Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania

    Clemence Mbiza is a Master's student in Education in Assessment and Evaluation at the University of Iringa. His areas of interest include Curriculum implementation and Evaluation, particularly in the Basic Levels of Education.

  • Flora O. Kasumba, PhD, Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania

    Flora Kasumba is a lecturer at the Faculty of Education of the University of Iringa and has 20 years of teaching experience. Her research interests include Language Studies, Human Resource Management, Entrepreneurial Behavior, Women Empowerment and Marketing.

  • Brown Gwambene, PhD, Department of Education, Faculty of Science and Education, University of Iringa, P.O Box 200, Iringa, Tanzania

    Brown Gwambene is a Lecturer and researcher at the University of Iringa in the science and education faculty. He has more than 20 years of working experience in higher learning education with an interest in Geography, Education, natural resources, environment, climate change, food security and livelihoods. He published many papers and book chapters, including 25 peer-reviewed journals, 14 conference papers, 3 books, and more than 15 presentations and invited talks. He also served as a reviewer and invited editor of more than six archival journals and conferences.

References

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Published

2023-10-14

Issue

Vol. 10 No. 10 (2023)

Section

Articles

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