Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools
This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood
Abebe, T. (2014), The practices and challenges of school-based supervision in government secondary schools of Kamashi zone of Benishangul Gumuz Regional State, Thesis University of Ethiopia.
Afolabi, F.O., and Loto, A.B. (2008). The headmasters and Quality Control in Primary Education through Effective Intra school supervision in Nigeria. In Journal of Teachers Perspective, 3(2), 4-25.
Alberto Torres, C., and Rexhepi, J. (2011). British Journal of Sociology of Education, 32(5), 679-698.
Bhattecharjee, J. (2015). The constructivist approach of teaching and learning. International Research Journal of Interdisciplinary and Multidisciplinary Studies, 1(IV), 65-74.
Bloom, D. E., Canning, D., Chan, K. J., Luca, D. L. (2014). “Higher education and economic growth in Africa”. International Journal of African Higher Education, 1(1), 22–57.
Darishah, P., Daud, Y., and Omar Fauzee, M.S. (2017). Teaching and learning supervision by the school management, attitude of teachers and competency of teaching, International Journal of Development and Sustainability, 6(10), 1367-1381.
Egbo, A. C. (2013). Development of Guidance and counselling. Enugu: Joe best publishers.
Ekpenyog, E.L., Endokpolor, E.J. (2016). Constructivist approaches: An emerging paradigm for teaching and learning of business education. The Association of Business Education of Nigeria Journal (ABENJ), 20(3), 145-149.
Fauzee, O. S.M. (2017). Teaching and learning supervision by the school management, the attitude of teachers, and competency teaching. International Journal of Development and Sustainability, 6(10), 1367-1381.
Finlay, L. (2016). ‘Rigor’, ‘ethical integrity’ or ‘artistry’? reflexively reviewing, criteria for evaluating qualitative research. British Journal of Occupational Therapy, 69(7), 319-326.
Fungur, F.D.K., Ashiboe-Mensah, N. A and Adenyira, E. (2013). Human capital theory:
Implications for the Ghanaian construction industry development and innovation. Journal of construction Project Management and Innovation 3(1), 464-474.
Giroux, H. A. (2010). Lessons from Paulo Freire. Chronicle of Higher Education, 57(9), 15-
Grundmeyer, A. T. (2012). A qualitative study of perceptions of first-year college students regarding technology and college readiness, (Doctoral Dissertation, Iowa State University).
Igwe, S.O. (2001) Supervision, evaluation, and quality control in education in Nwagwu, N.A. Current issues in educational management in Nigeria, Ambik Press Ltd, Benin City.
Johnson, D. W., Johnson, R. T., and Stanne, M. B. (2000). Cooperative learning methods: A meta- analysis. http://www.clcrc.com/pages/cl-methods.html.
Karaca, M. (2016). Communication from a sociological perspective. Electronic Journal of Social Sciences, 15(57), 626-648
Kahu, E.R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773.
Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy, and qualitative research: Moving to the bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sagehandbook of qualitative research (pp. 163-179). Thousand Oaks, CA: Sage.
Lekule, S. C. (2014). Investigating school experiences of vulnerable children in Singida, Tanzania: challenges, strategies, and interventions, (Doctoral Thesis, University of Windsor).
Lekule, S.C. (2022). Emancipatory education: pre-requisite for transformation in Tanzania.
Lincoln Y.S. and Guba E.G. (1985). Naturalistic enquiry. Sage, Newbury Park, California Montessori. M. (2013). A critical consideration of the new pedagogy in its relation to modern
science. In D.J. Flinders S.J. Thornton (eds.), The curriculum Studies readers (pp. 19-32). New York: Routledge.
Mwang’onda, S.E, Mwaseba, L. S., and Juma, S. M. (2018). Industrialization in Tanzania: The Fate of Manufacturing Sector Lies upon Policies Implementations. International Journal of Business and Economics Research, 7(3), 71-78. doi: 10.11648/j.ijber.20180703.14.
Nwafukwa, O.P., and Odey, N.B. (2018). Strategies for effective supervision of instruction as a correlate for improved teacher’s productivity and student’s academic performance in Ebonyi secondary schools. World applied Sciences Journals, 36(2), 310-318.
Nkechi, E.E., Ewomaoghene, E.E., and Engenti, N. (2016). The role of guidance and
counselling in effective teaching and learning in schools. International Journal of Multidisciplinary Studies, 1(2), 36-48.
Nouri, A., and Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and
curriculum orientation. International Journal of Critical Pedagogy, 5(2), 76-87.
Nyerere, J.K. (1968). Freedom and socialism: A selection from writings and speeches, 1965– 1967. Dar es Salam, Tanzania: Oxford University Press.
Nyerere, J.K. (1978). ‘Adult education and development.’ In: Hall, B.; Kidd, J.R. (eds.) Adult Learning: A Design for Action. London, Pergamon Press.
Oderinde, O.I, and Muraina, K.O. (2014). Professional development and experience as determinants of counseling perceived competence among school counselors in south-western, Nigeria. Research on Humanities and Social Sciences; 4(24), 1-7.
Olusegun, S.B. (2015). Constructivism learning theory: A Paradigm for teaching and learning. Journal of Research and Method in Education, 5(1), 66-70.
Ogunleye, O.O., Owolabi. O.A., Sanyaolu. O. A and Lawal, O.O. (2017). Human capital development and economic growth in Nigeria. IJRDO Journal of Business Management, 3(8), 17-37.
Oviogbodu, C. O. (2015). Perceived impact of guidance and counseling in the development of Niger Delta Region. Paper present at Niger Delta University conference with the theme: education and sustainable development in the Niger Delta region of Nigeria. Held at the University Entrepreneur Center new site Niger Delta University, Wilberforce island, Amasoma, Bayalsa State Nigeria from 9th – 12th August.
Patrick, A. E. (2009). Strategies for improving supervisory skills for effective primary education in Nigeria, College of Education: Ekiadolor, Benin City.
Roy, A. (2019). Technology in teaching and learning. Journal of Emerging Technology and Innovative Research (JETIR), 6(4), 356-362.
Suleiman., Olanrewaju, M., K., and Suleiman, J. M. (2019). Improving guidance and counseling services for effective delivery in Nigerian secondary schools: Implication for stakeholders in education. Journal of Multicultural Studies in Guidance and Counseling, 3(1), 75-89.
Tebabal, A. and Kahssay, G. (2011), “The effects of student-centred approach in improving. students’ graphical interpretation skills and conceptual understanding of kinematical motion,” Lat. Am. J. Phy. Edu, 5(2), 374-381.
Telebi, K. (2015), John-Dewey philosopher and education reformer. European Journal of Education Studies,1(1), 1-13.
UNESCO. (2010). Development of a general solution to the problem of validity generalization.
URT. (1999). Tanzania development vision 2025. Dar es Salaam, Tanzania: Government Printer.
Copyright (c) 2023 Stephano Mbise, Chrispina Lekule
This work is licensed under a Creative Commons Attribution 4.0 International License.