The Impact of Teaching Materials for Pupils with Mental Disorders in Public Primary Schools at Mvomero District Council, Tanzania

Euben Mwaijande; Joseph Hokororo Ismail

doi:10.37284/eajes.7.4.2261

Euben Mwaijande Mzumbe Secondary School
Joseph Hokororo Ismail, PhD Jordan University College

DOI: https://doi.org/10.37284/eajes.7.4.2261

Keywords: Pupils, Mental Disorders, Teaching, Teaching Materials

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Abstract

The study aimed to examine the impact of teaching materials for pupils with mental disorders in public primary schools. The study employed a mixed approach and a case study design, and the social cognitive theory was used as a guiding tool. A sample size of 20 respondents was drawn from 30 populations through purposive and simple sampling technique. The data collection methods were through interviews, observation and questionnaire. Descriptive statistical analysis and content analysis were used to analyze the collected data. The study revealed that, there is shortage of teaching materials like game puzzles, visual aids, audio visual, video visual and building blocks as indicated in selected four public primary school at Mvomero District Council, where each learner has different level of mental disorders. The study concludes that the government should provide a sufficient fund to these public primary schools so that pupils with mental disorders get better education services and conducive environment which will facilitate all teachers and pupils to improve teaching and learning process

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