Abstract: This study was conducted to investigate the “Effects of Teaching Approaches on Students’ Academic Performance from Selected Public Secondary Schools in Arumeru District, Tanzania”. A total of 95 respondents were sampled from three selected schools which had a population of 124 teachers. Data was analyzed using the Pearson Product Moment Correlation Coefficient and was used to determine the relationship between the variables. The findings revealed that student centred approach in teaching has more impact on academic performance than teacher centred approach. The study recommends that the Ministry of Education to see to it that teaching approaches are revisited and exposed to teachers through regular trainings and workshops to ensure that student’s academic performance is a priority. The study also recommends that a teacher–centered approach should be used minimally to avoid teacher monopoly of the knowledge, instead, students must be encouraged to become the masters of their own density rather than depending on teachers as one source of knowledge. The study further recommends the use of technology such as the use of computers to help teachers minimize interaction with students.
Keywords: Teaching approaches, students’ academic performance.
Title: EFFECTS OF TEACHING APPROACHES ON STUDENTS’ ACADEMIC PERFORMANCE FROM SELECTED PUBLIC SECONDARY SCHOOLS IN ARUMERU DISTRICT, TANZANIA
Author: Pascah Kimeli, Joshua Kuboja
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 11, Issue 4, October 2023 - December 2023
Page No: 359-365
Research Publish Journals
Website: www.researchpublish.com
Published Date: 17-November-2023
