Learner Centred Methods within the Constraints of Shortage of Instructional Resources and Facilities in Itigi District, Tanzania

Abstract

This study examines the implementation of learner-centred methods (LCMs) within the constraints of shortage of instructional resources and facilities in Itigi District, Tanzania. The study employed qualitative approach with multiple case study design. Purposive and simple random sampling procedures were used to obtain data from 31 respondents. Data were collected through interviews and focus group discussions.
Data from interviews and focus group discussions were analysed by content analysis.
The findings show that with the use of LCMs students increase the morale of studying and confidence, hence raises their ability to grasp the intended knowledge. The findings also disclose that the major cause of shortage of instructional resources and facilities is lack of funds for buying gears for LCMs like books, computers, projectors, and printers. Moreover, the findings indicated that respondents view LCMs as pedagogically effective approaches; nevertheless, they underscored the importance of sustained and rigorous supervision to enhance the fidelity of their implementation. Furthermore, teachers should be trained to improve their ability to apply LCMs in an effective way; and increase of funds by schools  as highly recommended. The study suggests that it is worthwhile to ensure that all key educational stakeholders play their roles, without which good teaching methods will always remain on papers. The study concludes that the application of LCMs in secondary schools is apparent and important, but there should be a serious improvement for better results from these methods.