Perceptions and Factors Influencing Teaching and Learning in Kyela Secondary Schools in Tanzania

Abstract

Understanding teachers' and students’ perceptions are very crucial in exploring the factors that influence teaching and learning in secondary schools. This study was conducted in Kyela and specifically, it intended to (1) assessed teachers’ perceptions of quality student learning environments and (2) examine the extent to which teaching and learning contexts influence student learning. The study adopted a mixed approach to research using a concurrent- triangulation design with a sample of 148 participants selected through purposive and simple random sampling procedures. The data collection involved the use of questionnaires, semi-structured interview schedules, and focus group discussions. The analysis of data involved the use of SPSS to generate frequencies and percentages for quantitative data, and the use of content analysis for qualitative data. The findings revealed that teachers had varying perceptions on quality learning environment and factors that influence student learning including committed teachers, availability of teaching and learning materials, and good leadership. The findings showed further than 83.2% and 58% of students and teachers respectively, had a belief that the main purpose of teaching and learning is to help a student to pass examinations, thus teachers should complete the contents stipulated in the syllabus before examinations. Similarly, the findings suggested that factors such as limited Inservice-training to teachers lead to ineffective student learning as most of the teachers remain conservative to teacher-centred approaches. It is concluded that students' learning can be affected by the contexts in which an idea is taught as well as by students' and teachers’ perceptions and attitudes on teaching and learning processes.