Exploring strategies employed by geography teachers to implement learner-centred approaches in secondary schools in Temeke District (Dar es Salaam Region) and Kilwa District (Lindi Region), Tanzania

Abstract

The implementation of learner-centred approaches (LCAs) is essential for fostering students’ engagement, critical thinking, and problem-solving abilities in secondary school geography. Guided by Constructivist Learning Theory, this study examined the strategies used by teachers to implement LCA, the factors facilitating its use, and the barriers hindering its application in Tanzanian secondary schools. The study was conducted between August and November 2021 in four schools—Wailes and St Antony Mbagala in Temeke District, and Kilwa Kivinje and Kilwa Masoko Islamic in Kilwa District—representing public and private institutions in both urban and semi-rural contexts. The target population included geography teachers and Form Three students. A mixed-methods approach was employed. Quantitative data were collected from 200 students using structured questionnaires, while qualitative insights were obtained through classroom observations, interviews, and focus group discussions. Purposive sampling was used to select schools and teachers, whereas simple random sampling was used to select students. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed. Findings revealed that group discussions, question-and-answer sessions, and contextualised examples were the most commonly used learner-centred strategies. However, Information and Communication Technology [ICT] integration and fieldwork were rarely practised due to resource limitations. Qualitative data further indicated that collaborative learning, teacher motivation, and availability of instructional materials facilitated LCA implementation, while overcrowded classrooms, limited resources, examination pressure, and inadequate professional development constrained its consistency. The study concludes that although teachers are motivated to adopt LCA, systemic and contextual challenges hinder effective implementation. It recommends strengthening teacher training, improving access to learning resources, reducing class sizes, and enhancing school leadership support to promote sustainable, learner-centred pedagogy in geography education.