UNIVERSITY OF DAR ES SALAAM

DEPERTMENT OF EDUCATIONAL PSYCHOLOGY AND

CURRICULUM STUDY
COURSE CODE: CT 108
COURSE NAME:
COURSE CO-ORDNATOR:
GROUP NO:

No NAME REGSTRATION COLLEGE

NUMBER
01 DORIS DANIEL LEONARD 2023-04-05384 CoNAS
02 MELESIANA MASANJA KIDAGA 2023-04-14074 CoNAS

03 SAMWEL GALILAYA MBEJIWA 2023-04-07207 CoNAS

04 TUMAINI BATLOMAYO DAGNO 2023-04-01519 CoNAS

05 JACKSON WILLIAM DAUD 2023-04-01583 CoNAS
06 MAHAFUZU JUMA RAMADHANI 2023-04-11661 CoNAS
07 ABDILLAH IH ABDALLAH 2023-04-00077 CoNAS
08 BONANE KIBAMBA JOSTONE 2023-04-03387 CoNAS
O9 JOHNBOSCO VICTOR 2023-04-03275 CoNAS
10 ELIZABERTH N DIDACE 2023-04-01677 CoNAS

Question.
QN.With examples from the education system in Tanzania, discuss the implication of the
following approaches in teaching science, mathematics and technology subjects. (10 Marks)
1. Discovery learning
2. Inquiry-based teaching
3. Problem-based teaching
4. Activity-based teaching
5. Questions-and-answers
6. Brainstorming
7. Cooperative learning
8. Group discussions
9. Jigsaw method
10. KWL method
11. Case study
12. Project method
13. Field trips
14. Lecture
15. Orientation
16. Teacher demonstration
17. Plenary discussions
18. Guest speaker method
19. Drill and practice
Submission should be made via [email protected] not later than 5th February 2023 at
1400 hrs.

In Tanzania's education system, there are different teaching practices that

responsible to the learner's and teacher's needs, interests and background and involving
learners/teachers actively in the learning and teaching process through various activities, These
teaching practices established in Tanzania's education is what known as teaching and learning
approaches or interactive and transformation approaches enhancing learning and teaching
processes in Tanzania.(Arends,2004). Also those approaches can be from being more teacher
centered approaches or learner centered approaches having different implications in Tanzania.
The following are those approaches with their implications related to education system in
Tanzania.

01.Discovery learning.
This is an educational approach that based on learner centered approach
which emphasize hands-on, experiential learning where learners or students explore and
discovery concepts and knowledge on their own rather than being taught directly by teacher.
(Arends,2004). In Tanzania's education system, discovery learning approach is also used in
teaching science, mathematics and technology subjects. For example, in teaching science
Tanzanan teachers facilitate hands-on experiments where learners observe phenomena, such as
conducting simple experiments in physics like determining the value of acceleration due to
gravity using every day objects like simple pendulum.
Also, in mathematics education, a teacher use problem -based tasks that requires student to
apply mathematical concepts to solve real problem facing them like in understanding of spartial
relationship a student engage in designing geometric shapes using mathematical techniques
and concepts.
Then in technology, discovery learning for technology subjects like computer science or
information technology, students create software applications or design digital solutions by
engaging in project based learning to address societal challenges. Through those several
examples in each subjects, implications of discovery learning in education system in Tanzania
are described as follows.
•Discovery learning approach promotes active participation and engagement
among students since it create them to explore concepts independently. In Tanzania's education
system, these approach help all the students to participate in doing experiments because, in
order to collect data of the experiments, everyone is required to pay active participation in
experimentation and finally they can discover different concepts and knowledge improving
learning in Tanzania.
For example, conducting science experiments like current experiments or mechanical
experiments, solving real world mathematical problems through discovery learning approach
make learning more interactive and engaging for students learning to deeper understanding of
the subjects matter.
One of the challenge which challenge active participation and students engagement in Tanzania
is lack of resources such as laboratory equipments for science experiments, technology tools for
hands-on activities and materials for interactive mathematics lessons. Limited resources in
Tanzania hinder the effectiveness of discovery learning approach in promoting active
participation and engagement among students.
•Through discovery learning approach, it promotes critical thinking as
students are encouraged to analyse information, making connection of laboratory equipments
in experiments and draw conclusion on their own. This helps the students to develop problem
solving skills which is required in science, mathematics and technology Fields. Students in
Tanzania can enhance their cognitive skills essential for success in science, mathematics and
technology subjects. By engaging in hands-on activities that requires them to analyse
information, draw conclusions and make connections between concepts. For instance, when a
student is assigned to conduct scientific investigations independently or finding solutions to
engineering challenges, they are more likely to develop analytical thinking skills.
In Tanzania's education system, the students gain critical thinking through discovery learning
but one of the obstacle that hinder them to engage more in critical thinking is traditional
assessment methods like standardized tests may not fully capture the outcome of discovery
learning which emphasize process oriented skills rather than memorization. Thus critical
thinking in Tanzania can be improved by developing appropriate assessment tools for evaluating
students progress.
•Discovery learning in Tanzania develop a deeper understanding of scientific
principles, mathematical concepts and technical applications. This is through critical thinking,
the more the students engage in critical thinking the more they develop understanding about a
certain activities given to explore concepts. Therefore this hand-on experience lead to better
retention and application of knowledge where by, in Tanzania education system, traditional
teaching methods often prioritize memorization over comprehension, implementation
discovery learning. For example, when students actively engege in learning with the materials
through collaborative projects, they are more likely to internalize the information apply it in
various contexts. Deeper understanding of students in Tanzania is also hindered by how
teachers training the students. Teachers are required additional training to effective
implementing discovery learning strategies in the classroom.
Generally, In Tanzania the implementation of the discovery learning approach
in teaching science, mathematics and technology subjects has the potential to transform
traditional classroom practices by fostering active engagement, active participation, encourage
critical thinking skills, real world application, collaborative and communication among students,
while there are challenges associated with resources constraints teacher training needs, and the
assessment methods adaptation, overcoming these obstacles through strategic planning and
support can lead to more dynamic and effective education experience far Tanzania learning.

02.Inquiry-based teaching
Inquiry -based teaching is seen to be more leaner centered approach that
involves the act of posing questions, problem or scenarios to students, encouraging them to
investigate and explore possible solutions or explanations.(Coombs,B.1995). For example,
inquiry -based approach can enhance learning outcomes and better prepare students for future
challenges in science, mathematics and technology subjects is conducted by encouraging
students to ask questions, investigate phenomena and construct their understanding concepts.
In Tanzania, the adoption of an inquiry -based teaching approach in science, mathematics and
technology subjects has significant implications for education system as follows.
•The implementation of an inquiry -based teaching approach also promotes
collaborative learning environments in Tanzanian schools. Students have the opportunity to
share ideas, debate different perspectives and collectively construction of knowledge is
achieved through group investigations, discussion and peer-to-peer interaction.
(Coombs,B.1995). For example, in science classes, students work together to design
experiments or analyse results through collaborative enquiry projects which encourage
teamwork and communication skills.
Also, in technology subjects, collaborative foster creativity and innovation where students
engaging in hands-on projects like cording or robotics activities. One of the problem facing
inquiry -based teaching approach in Tanzania is maximum amount of poverty among students.
For example, students in Kagera region are required to explore knowledge about the change of
climatic condition when climbing mount Kilimanjaro, so much money is required in such project
for taking journey from Kagera to Kilimanjaro, since they are poorly in economics aspect they
can't achieved the project.
•The use of inquiry -based teaching approach encouraging curiosity and
instills lifelong learning habits among Tanzanian students. Through those exploration and
discovery which influence curiosity create learners to develop a passion for learning that
extends beyond the classroom.(Arends,2004). For example, students develop a sense of wonder
and curiosity that increase their intellectual growth when they are encouraged to ask questions
about the natural world or explore mathematical concepts through experimentation.
This intrinsic passion to learn not only benefits their academic performance but also prepare
them for continuous learning throughout their lives. Thus through these lead to lifelong learning
habits in Tanzania's students. one of the problem facing them is the students to leave from
schools due to long life in studying and thus decide to engage in searching money instead of
proceeding with the studies.
•Intergrating an inquiry -based teaching approach lead to the development
of highly skills that are essential in a rapidly changing the world. For example, in today's digital
age each and everything in real life has been modified into highly technology, example, online
marketing and others. Hence it means that innovation and problem solving are highly valued.
Thus in Tanzania's education system, aducators can better equip students with the competence
needs to thrive in diverse professional Fields. For the use of highly technology, it require more
expensive equipment like computers, generators and others, Thus it becomes a challenge to the
Tanzanian students to explore concepts through Field activities since there is scarcity of
equipments for experimentation.
Finally, inquiry -based teaching in Tanzania's education system for science,
mathematics and technology subjects is more important from ensuring students engagement
and motivation to develop critical thinking skills aligning with today's skills development,
promoting collaborative learning and caltivating curiosity. Therefore Tanzania can empower it's
students to become lifelong learners who are well prepared to tackle complex challenges and
contribute meaningful to society.

03.Problem-based teaching
This is an approach based more to a learners focuses on solving problems and
enhancing students analytical abilities or it focuses on presenting students with real problems
or scenarios that requires critical thinking, collaborative and application of knowledge to find
solutions.(Anangisye,2006). In the context of Tanzania's education system, implementating a
problem based teaching approach in science, mathematics and technology subjects can have
significant implications for students learning outcomes and overall educational development,
those implications are as follows related to education system in Tanzania.
•Problem based teaching allow students to develop practical skills that are
essential for future careers, For example, students studying mathematics could work on finding
the solutions of the problem questions that address specific challenges faced by local business
or organization. Students enhance their technical abilities and gain valuable experiences in
project management and teamwork since they applying their programing skills to solve practical
problem. Problem -based teaching prepare the students for the needs of the workforce and
create them with transferable skills beyond academic skills or knowledge.(Anangisye,2006).
•Problem based teaching encourage students to deive deeper understanding
of concepts into a subjects matter by connecting theoretical knowledge with practical
application. Example, in Tanzania, by engaging in hands-on activities and problem solving tasks,
after a students to conduct experiments or investigation related to environmental issues
affecting their community, students develop a better understanding of scientific principles and
their relevance to every day life. Hence problem -based teaching create the students to have an
ability to connect between classroom learning and real world scenarios and finally promote
critical thinking.
•The implementation in Tanzania's education system face challenges such as
teacher training needs, limited resources and curriculum alignment requirements, while it offers
numerous benefits it still have those challenges. Thus the Tanzanian government should provide
much resources required in problem solving like books for gaining knowledge, laboratory
equipments and others, also find out good methods of assessment rather than using
standardized methods and provide other requirements.
In conclusion, implementing problem -based teaching in science, mathematics
and technology subjects in education system of Tanzania is crucial and provide far-reaching
implications for skills development and students outcomes due to less developing status of the
Tanzania country.

4. Activity-based teaching; Is the one which encourage learning by experience and active
involvement on the process. This is according to Anangisye W.A(2006)Educating teachers the
ethical dimension of teacher professionalism in Tanzania PhD thesis, University of Edinburg
In science ,mathematics and technology subjects in Tanzania has the following implications as
described below:-
Enhance engagement. Activity based teaching promotes students engagement by giving them
chance for active participation in learning processes. For instance students perform practical
works(experiments) in science subjects such as physics, chemistry and biology. Also students
use mathematical analysis to develop formula of analyzed laws from experiments hence enable
them to develop deeper understanding. This is according to Coombs B.(1995) Successfully
teaching. Apractical handbook Hanover street:Heinmann Educational Books.
Collaboration learning. Activity based teaching promotes collaboration learning among
learner's and encourage students to work together in different tasks and research to ensure
success towards a stated goal.for example conductive projects in science subject involve
mathematical analysis by mathematical data and technology using both skills and materials
technology to smooth the process hence promote science communication skills.
Uses of resources. The Activity based teaching approach enhance the utilization of resources in
the process of learning ,the process normally involves interactions among both educators and
learner's with materials (resources).for example the use of laboratory equipments or tools and
educational materials like Books are limited in Tanzania and are under control of the ministry of
Education (TAMISEMI).
Enhanced differentiated instruction. Activity based teaching enhance to diverse learning styles
and abilities of both teachers and learner's .Teachers can design activities to learner's that
normally accommodate visual auditory and tactile learner.Tanzania employees this method on
both ordinary secondary education and advanced secondary education to insure inclusions
education to all.
Experiential learning. The hands-on activities enables student's to engage in experiential
learning. Example students do interact with resources actively and acquire new ideas from both
science, mathematics and technology hence use them to solve real problems. This is according
to Cooper J.M(1990)Classroom teaching skills (fourth edition) Lexington D.C Healh and
Company.
By summing up the Activity based teaching offers the valuable chance to enhance science,
mathematics and technology education in Tanzania however still not enough to meet the needs
of Tanzania people. Therefore for successful implementation Tanzania requires Teachers to be
trained, to access resources adaptation of new teaching practices and innovation on a
supportive learning just to explain a few.

5. Questions and answers approach; refers to the approach which emphasize on asking
and answering questions to facilitate learning and to assess understanding. This is according to
Kyriacou C.(2009) Effective teaching in schools:Theory and practice (Third Edition).London
England:Stanley Thornes
The implications of questions and answers approach in Tanzania are as described clearly
below:-
Encouragement of active participation on learning. Through questions and answers
learner's do participate actively on the learning process through asking and answering
questions. For example during the chemistry class the teacher may ask students to explain the
process used to changes states of matter which are evaporation, freezing, and condensation just
to explain a few.
Develop critical thinking skills. Through questions and answers approach a teacher might
poses questions to students and students answers them.for instance in mathematics students
may be asked to solve quadratic problems by using different methods such as difference of two
square, splitting the middle term and perfect square method hence through these methods
might help to develop deeper understanding.
Enhance Teachers and students interactions During teaching and learning process
questions and answers approach allow greater interactions between teachers and students as
well as resources (learning and teaching materials).Example A teacher may provide questions
based on science, mathematics and technology and students interact with materials to come up
with answers where a teacher can give the immediate feedback to the provided answers hence
enhanced interactions.
Enhance knowledge rentantion.Through answering questions students may be able to
retain learned knowledge from different sources since the learner can easily remember the
answer provided during the teaching process hence easily to retain it.This is according to
Marton F.(2015)Necessary conditions of learning New York:Rutledge.
Build confidence. Learner's build their confidence through answering questions collectlly
and through questions and answers approach learner's development the confidence of trying
even difficult questions. Example a teacher may ask questions and students use their experience
to generate the expected answers.
In conclusion the questions and answers approach is the powerful tool for enhancing
learning experience and encouraging students to become long life learner's though the method
cannot be relevant for some science topics just to explain a few.
6. Brainstorming; refers to an approach where students generate ideas and solutions
collectively which foster creativity and collaboration through sharing their thoughts and
perspectives in the learning environment. Examples of brainstorming includes Brainwriting,
Random ideas generator ,SWOT matrix, and six thinking hats to mention just a few. This is
according to Anangisye W.A (2006) Educating teachers the ethical dimension of teacher
professionalism in Tanzania PhD thesis, University of Edinburg.
In science, mathematics and technology subjects in Tanzania the Brainstorming approach has
the following implications as described below:-
Expanded perspectives. The Brainstorming approach encourages students to engage on many
point of views which accompanied with the broadening the understanding of students on the
subject matter. Example during mathematics teaching the approach is more applicable on
generating ideas to solve different problems based on many combination of ideas generated.
Create Positive learning environment. This approach do create both inclusive and supportive
atmosphere where all ideas are valued hence promoting a sense of belonging and encouraging
students to freely express themselves. Examples in Tanzania there is provisions of special needs
degree programs in university of Dodoma.
Development of communication skills. Through brainstorming approach during generation of
ideas and solutions the verbal and interpersonal communications are also improved enabling an
individual to develop deeper communication skills. Refer Kyriacou C. (2009)Effective teaching in
schools:Theory and practice (Third Edition)London, England:Stanley Thornes.
Foster collaboration during teaching practices. The Brainstorming approach encourages
students to interact with themselves as well as with a teacher to generate both ideas and
solutions hence enhance collaboration in both teaching and learning process. Example in
science class a teacher may provide brainstorming questions on the aimed subject or topic and
students collaborate themselves to generate the solutions hence enhance collaboration. Refer
Coombs B. (1995)Successfully teaching. A practical hand book Hanover street:Heinmann
Educational Books.
Emphasize engagement. Brainstorming approach encourages students and teachers to
engage actively on generation of ideas and solutions hence smoothen the process of both
teaching and learning process. Refer Cooper J.M (1990) Classroom teaching skills (fourth
edition)Lexington D.C Healh and Company.
By summing up the use of brainstorming in teaching science,mathematics and technology in
Tanzania enable students to become creative, collaborative, sensitive hence acquire careful
planning on supporting teachers and training process just to explain a few.

7. Cooperative learning.
Cooperative learning is generally understood as learning that takes place in small groups where
students share ideas and work collaboratively to complete a given task.There are several models
of cooperative learning that vary considerably from each other(slavin,1995),forexample in
Student Teams-Achievement Divisions ,students are grouped according to mixed ability,sex and
ethnicity and they are given the task where all students work within their groups to make sure
all of them mastered the content.Finally,all students take individual quizzes.Students earn team
points based on how well they scored on the quizz compared to past performance.
Cooperative learning has alot of rationales to be implimented in Tanzania’s education system in
teaching science,mathematics and technological studies as ;
It promotes deeper understanding ,critical thinking and peoblem solving.Forexample in science
class students can work in groups to research on different environment issues affecting
Tanzania,such as deforestation or water pollution, where each group can focus on a specific
issue and then collaborate to create a comprehensive presentation that addresses
causes,effects and possible solutions.

It promote teamwork and financial literacy skills;

Forexample,in mathematics class,students can collaborate on a project to design a budget for a
school event.Each group can be responsible for calculating costs, creating a budget plan, and
presenting their findings to the class.

It promotes innovation and fostering creativity;

Forexample, In a technology class,students can work together to develop a mobile app that
addresses a local community need,such as heath tracking app or a waste management system
where each group can contribute different aspects of the app development process,such as
design,coding and testing.
Therefore the world is increasingly becoming small and there is engagement of communities
and individuals from different parts of the world.The growth in science and technology is
overwhelming.These forces are impossible to avert and they provide challenges and
opportunities for people in the science,mathematics and technolgy education.Education today
must enable students to meet the challenges ahead and demands of the work environment and
of daily living.Thus,students not only need knowledge but also communications skills,problem
solving skills, creative and critical thinking skills in the years ahead.

10.KWL method;
Is a teaching strategy that stands for know want to know and learned .This
approach involves different three stage.The know stage where students are asked to list what
they already know about a topic.The want to know stage where students are asked to list what
they want to know about the topic.The learned stage where students are asked to list what they
have learned after studying the topic.The goal of the KWL method of teaching is to help
students become active learners by encouraging them to make connections between their
prior knowledge. Example, the teacher begins by asking the students to write down everything
they already know about the science subjects, teacher ask students to write down what they
want to know about science subjects, in science class the teacher could ask the student to list
everything they already know about respiration, after studying the topic the students could
write down what they learned about respiration. The KWL method which stands for know,
want to know, learned has several implications in education.
Assessing prior knowledge ; The KWL method allows teachers to gauge students existing
knowledge and understanding of a topic before starting instruction. This helps in identifying
misconceptions gaps in knowledge and areas of focus for teaching.
 Engagement and inpuiry; The KWL method engages students by encouraging them to
think about a topic and what they want to learn , this fosters curiosity, Inpuiry based learning
and active engagement in the learning process.
Promoting active learning; The KWL method encourages active participation, critical
thinking and engagement in the learning process as students generate questions, seek answers
and reflect on their learning journey.
The method can be also help to focus the lesson on the most important concepts rather
than just presenting a broad overview of the process.
Overall, The KWL method has both positive and negative results to students, for
positive effects, the method fostering active participation in the education context and also
assessing prior knowledge and so many others, for negative effects is that for slow learning is
not good method.

11.Case study;
nt or situation. In education, case studies are studies are used to present real world
problems or scenarios to students, allowing them to apply theoretical knowledge to practical
situations develop critical thinking skills and make informed decisions. Case studies can be used
during classroom discussion or as a small group project. Example of case study , Juma and Ali
conducted a study in secondary schools in Tanzania where they integrated case studies into
mathematics lessons to enhance problem solving skills. The following are several implications
of case study.
Promoting critical thinking; Case studies require students to analyze information ,
evaluate evidence, and make reasoned decisions . This is essential for problem solving in various
disciplines such as analyzing data sets in mathematics or troubleshooting technological issues.
Enhance real world application; Case studies provide practical examples of theoretical
concepts, helping students understand how knowledge is applied in real world situation for
examples in science a case study on environment pollution can demonstrate the application of
scientific principles to address environmental challenges.
Decision making skills; Through analyzing case studies, students develop decision making
skills by considering multiple perspectives weighing pros and cons and Identifying effective
strategies or solution. This is valuable for ethical reasoning, strategic planning and project
management.
Also case study has comon problems , It is difficult to get students talk and keep the analysis
moving, students may give irrelevant ideas that direct the analysis off track . Also case studies
brings up positive results like engages students in research and reflectives, It allows students to
develop realistic solution to complex problems, and also allows students to apply previously
acquired knowledge .

12.Project method;
 This method involves student working on extended projects or tasks that
require them to investigate collaborate and create solutions to real world problems. It
emphasizes hands on experience interdisciplinary learning and the application of knowledge
and skills in authentic contexts. Example Lema and Ngowi explored the implementation of
project based learning in science education across secondary schools in Tanzania. They found
that students who engaged in project based learning activities such as designing and conducting
experiments , creating models and presenting findings, showed increased interest in science,
Improved critical thinking skills and better retention of scientific concepts. This approach also
promoted collaboration among students and encouraged them to explore scientific inquiry
beyond textbook content. The following are the several implications of the project methods .
Promote collaborative skills; projects often require teamwork , collaboration and
communication among students. This cultivate interpersonal skills, teamwork abilities and the
capacity to work effectively in diverse groups which are essential for success in various
academic and professional settings.
Problem solving abilities; projects typically involve solving complex problems, addressing
challenges and making decisions throughout the project lifecycle. This develops students critical
thinking, problem solving and decision making skills, preparing them for real world challenges
Application of knowledge; The project method encourages the application of theoretical
knowledge and skills to practical , real world scenarios, students learn how to transfer
classroom learning to real life situations enhancing the relevance and applicability of their
education.
Creativity and Innovation; projects often encourage creativity, innovation and original
thinking as students devise solutions, design prototypes and explore new ideas.This nurtures
creativity and fosters an entrepreneurial mindset among students.
Projects also give students some control and responsibility over their learning.

13.A field trip or excursion is a journey taken by a group of people to a place away from their
usual environment. In education, field trips are defined as visits to an outside area of the normal
classroom and made by a teacher and students for purposes of firsthand observation.There are
different types of field trips in teaching and learning science mathematics and technology in
schools such as Sightseeing field trips, language and culture educational field trip,gardening and
farming field trip,manufacturing facility field trip etc.For example, a science course focused on
botany may have a demonstration plot at a community garden that students visit regularly as a
hands-on learning technique, or a geography course may visit with the City Planners to
understand urbanization.Through a field trip, students receive various experiences that are not
possible in a classroom setting. Moreover, mere textbook knowledge does not ensure the
holistic development of students. Hence, a field trip can be a great way to provide students with
hands-on experience.
Practical Learning: Field trips provide students with real-world experiences that
complement classroom learning, enhancing their understanding of subject matter.
 Motivation: Engaging in hands-on activities during field trips can boost students' interest in
the subject and inspire them to pursue careers in related fields.
Social Interaction: Field trips offer opportunities for students to interact with peers,
teachers, and experts in a less formal setting, promoting teamwork and communication skills.
Environmental Awareness: In the case of science subjects, field trips can help students
develop an appreciation for the environment and understand the importance of conservation
effort.
Why field trips should be given due importance and how it contributes to a well-rounded
education.
Interactive learning, It is so much easier to understand what a cow is when you see it in
front of you and are able to touch it as opposed to reading about a cow in a book. Field trips
ascribe to the former thought process. Field trips allow students to interact with what they are
learning. The experience goes beyond reading a concept in a textbook as children are able to
participate in it physically.
Access to different environments, Field trips allow students direct access to tools and
environments that they otherwise wouldn’t have contact within the four walls of their school.
Students can be taken to see historical artefacts or even an underwater ecosystem at an
aquarium on field trips. Each experience solidifies learning and supports key academic theories.
They begin to see that what they learn in the classroom can help them solve real world
problems and this shapes them as people.
Social interaction, Leaving the classroom for a field trip places students in a different social
environment. They get to meet a new set of adults and possibly interact with other children
during the course of the field trip. These new interactions give them a vital lesson on how to
behave in different settings. What a field trip also does is foster a sense of teamwork and
community among the students as they experience a new environment together.
Socio-economic growth, To put it simply, students who go on field trips tend to become more
empathetic and tolerant as compared to those who don’t. Going on a field trip enhances their
critical thinking skills and gives students a chance to think about a topic or theme from a
different perspective. Several children don't get to experience the typical field trip locations
with their families. A school trip gives students the chance to experience new venues.
Erases classroom boredom, It is common knowledge that children are easily distracted and
bored. School field trips build in children a different level of excitement and fun. It gives them
something to look forward to. In essence, field trips erase the boredom that is associated with
classroom lectures. What’s more, it awakens in students an interest to learn and get new
learning information, no matter how boring the subject is in theory.
While organizing a field trip with so many children definitely comes with its fair share of trials
and tribulations, the benefits far outweigh the logistical difficulties. Field trips can bring one
dimensional lessons to life and create interest for a subject, something that is hard to duplicate
through classroom lecture.

14.Lecture method i; involves the one-way flow of information from the

lecturer/professor to the student. As the name suggests, the teacher delivers a lecture on a
certain portion of the curriculum, thus instructing students in the same. A lecture is one of the
teacher centered approach in teaching and learning process because for this method a teacher
play a role as a facilitator and a students is taken as a passive during teaching and learning
taking place.
What are the benefits of the lecture method of teaching?
This teaching methodology has been in use for ages and is one of the best ways to disseminate
knowledge in large classrooms. Some more advantages are:
1) It is economical with regard to time.
(2) It helps in developing the habit of concentration among the students.
(3) It helps in achieving even high order cognitive objectives ( i.e ) application, analysis,
synthesis.
(4) Lecture method presents the subject matter in a systematic way.
(5) It develops good audience habits.
(6) Through this method, new subject matter can easily be introduced.
(7) It enables linkage between previous knowledge with a new one.
Also the following are the implications of lecture method in teaching science subject,
mathematics and technology in Tanzania school's as follows
Time efficient: Since multiple references do not need to be presented simultaneously, classes
flow smoothly and without reasons for lag, which saves valuable classroom time.
Organised lesson structure: Students can emulate the pattern and speed set by professors,
thus doing away with the hassle of creating a separate study plan. This is an especially helpful
advantage for courses which are
Easily scalable for larger groups: The classroom lecture method of teaching can be modified for
larger student populations with ease, since as per the definition of lecture method, sharing and
imbibing knowledge is primarily dependent upon the lecturer/profession. The following are
implications of lecture method in teaching science mathematics and technology
subjects;Forexample: A mathematics teacher delivers a comprehensive lecture on algebraic
concepts, such as linear equations and quadratic functions.
Content Delivery: Lectures enable teachers to present large amounts of information
efficiently and systematically.
Structure: Lectures provide a clear framework for students to follow, helping them organize
their notes and understand the connections between topics.
Expert Knowledge: Through lectures, teachers can share their expertise, insights, and
experiences to enrich students' understanding of the subject.
Note-taking Skills: Lectures encourage students to develop effective note-taking techniques,
which are essential for academic success.
The lecture method, where teachers deliver information verbally to students, has several
implications when teaching science, mathematics, and technology subjects in Tanzanian
schools. Here are seven implications:
Content Delivery: Lectures enable teachers to present large amounts of information
systematically, ensuring comprehensive coverage of the curriculum.
Passive Learning: The lecture method may promote passive learning, as students primarily
listen and take notes without actively engaging in hands-on activities or discussions.
 Language Barriers: Lectures can be challenging for students who are not fluent in the
language of instruction, potentially leading to comprehension difficulties and reduced learning
outcomes.
Limited Interaction: Lectures often limit teacher-student and student-student interactions,
which can reduce opportunities for collaboration, feedback, and peer learning.
Pace: The pace of lectures may not accommodate individual learning needs, with some
students finding the content too fast or too slow, leading to disengagement or confusion.
Note-taking Skills: Lectures encourage students to develop effective note-taking skills, which
can improve their organization and study habits but may also pose challenges for those who
struggle with this task.
Assessment: Traditional lecture-based teaching often relies on summative assessments, such
as exams, which may not accurately measure students' understanding of the subject matter or
their ability to apply knowledge in real-world contexts.
While lectures are an efficient way to deliver information, they may not always be the most
effective method for teaching science, mathematics, and technology subjects. Incorporating a
variety of teaching methods that encourage active engagement, collaboration, and problem-
solving can improve learning outcomes and cater to diverse learning needs in Tanzanian schools.

15.Orientation is the foundation from which beginning teachers are supported in the
teaching profession, helping them to become confident and capable teachers.It can also be
explained as short educational programme that prepares people for a new environment, such
as a school or a company. This method is also a teacher centered approach because a learner
for this approach is passive and an instructor give his or her expression during instructing a
lesson.
Teacher orientation programs offer an opportunity to enhance pedagogical knowledge and
introduce effective instructional strategies. Through workshops, seminars, and training sessions,
new teachers can gain insights into research-based teaching methodologies, curriculum
frameworks, and assessment practices. . Forexample: At the beginning of a technology course,
the teacher provides an overview of the syllabus, learning objectives, assessment methods, and
expected learning outcomes. Orientation is a crucial aspect of teaching that introduces students
to a course's structure, objectives, expectations, and learning resources. Here are eight
implications of the orientation method for teaching science, mathematics, and technology
subjects in Tanzanian schools:
Clarity: Orientation provides students with a clear understanding of course content,
learning objectives, and assessment methods, which helps them set realistic expectations and
stay focused throughout the course.
Motivation: Orientation sessions can generate interest in the subject matter, inspiring
students to engage actively and take responsibility for their learning.
Organization: Orientation helps students organize their studies effectively by providing a
roadmap for the course, including important dates and deadlines.
Resource Utilization: Teachers can use orientation sessions to introduce students to
various learning resources, such as textbooks, online platforms, and library materials, promoting
effective resource utilization.
 Goal Setting: Orientation allows students to set personal learning goals and develop
effective study strategies based on course requirements and expectations.
Rapport Building: Orientation provides an opportunity for teachers to introduce
themselves, discuss their teaching philosophy, and establish a positive rapport with students,
fostering a supportive learning environment.
Addressing Challenges: Orientation can help identify potential challenges students may
face during the course, enabling teachers to address these issues proactively and provide
appropriate support.
Learning Culture: Orientation sets the tone for the learning culture in the classroom,
encouraging students to develop a growth mindset and take an active role in their
education.Orientation is an essential component of the teaching process that can positively
impact students' learning experiences, outcomes, and overall success in science, mathematics,
and technology subjects in Tanzanian schools.
Orientation is an essential component of the teaching process that can positively impact
students' learning experiences, outcomes, and overall success in science, mathematics, and
technology subjects in Tanzanian schools.

16 Teacher demonstration;
This is an educational approach that based on teacher centred approach in which teacher
showcases a concept,experiment,skills to the students.(Arends 2004).In Tanzania's educational
systems teacher demonstrations is also used in teaching science, mathematics and
technological subjects.For example in teaching science subjects Tanzanian teacher orgaanise
practical demonstrations where students are passive participate in the experiments follow up to
the demonstrations from teacher.
Also in mathematics education teachers break down complex mathematical problems into
smaller,steps during demonstration allowing students to follow each concept and reproduce
during their own solving.

Then in technological subjects teacher demonstrations, teacher engage in hands on projects

where they can apply it from theoretical concepts to the real world technological. Through
those several examples in each subjects, implications of teacher demonstrations in educational
system in Tanzania is described as follows.
Teacher demonstration approaches provides clear visual and
conceptual explanations of complex concepts making the abstract ideas more accessible to
students.In Tanzania's educational system these approach help students to participate in doing
their exercise because in order to pass the exercise students is required to pay attention to what
is demonstrated by teacher and final they can discover new ideas and knowledge improving the
learning in Tanzania.
For example,conducting mathematical problems like hyperbolical,conducting science
experiments or mechanical experiment through teacher demonstration approache makes
teaching more accessible to a students learning to depper understanding of subjects matter.
One of the challenge facing clear visual and conceptual explanations in Tanzania is lack of
material accessibility at the right time such as laboratory equipments for science
experiments,technological tools for hands on projects and materials for attractive mathematics
lesson.Due to this challenge made a small limited effectiveness of teacher demonstrations in
promoting learning.
Through teacher demonstrations stimulates student interest and
curiosity, especially when conducted in an engaging and interactive manner.In Tanzania's
educational system this approach helps students to provides interest which is required in
science, mathematics and technological industry.By engaging in hands on project that require
them to perform and draw conclusions and make connections between concepts.For instance
when students are performing scientific investigation independently they are more likely to gain
interest of what they done on investigation.
One of the challenge that facing interest and curiosity in Tanzania is the lack of good and
knowledgeable teacher who are able to provide the better demonstrations to the students to
enhance curiosity.In Tanzania the curiosity can be improved by provide valuable teacher
suitable for the good demonstrations.
Generally the implications of the teacher demonstrations in
teaching science, mathematics and technological subjects has essential for the teacher to strike
a balance between this method and other methods to ensure coverage and engagement of
students.

17.Plenary discussion;
This is an educational approach that based on teacher centred approach in which involves all
member of the class, conference or meeting.(Arend 2004).In Tanzania's educational system this
approach is used to teach science, mathematics and technological subjects.For example in
teaching science subjects Tanzanian teacher outlining the objective of the discussion,ensuring
students understand what is expected to do.
Also in teaching mathematics subjects Tanzanian teacher use the engaging techniques asking
open ended questions to stimulates the interest and partipation.
Then in technological subjects teacher begins by introducing the key concepts or topics to be
discussed and providing relevance to the students future careers in technology such as
IT.Through those several examples in those subjects, implications of the plenary discussion in
educational system in Tanzania are described as follows.
Plenary discussions promote critical thinking as students engage
in dialogue,debate and knowledge sharing.In Tanzania's educational system these approach
helps students to promote problem solving skills which is required in science,technological and
mathematics fields.By engaging in hands on activities that requires them to analyze
information,draw conclusions and makes connections between concepts.For instance when
students perform a discussion about scientific investigation in group to find solutions for
engineering problems,they are more likely to develop analytical thinking.one of the challenge
facing critical thinking by plenary discussion is small engagement of students in the discussion
mostly rest the hands on one man this reduce memorisation on the mental of students hence
reduce critical thinking.One method to improve this is full participation of students in
discussion.
 Plenary discussions can foster a collaborative learning environment
where students feel empowered to express their opinion and explore different perspective.In
Tanzania's educational system this approach helps students to provide answers to the questions
that are being difficult as they where study alone,this is mostly required to science,
mathematics and technological subjects.
Also has negative implications such as plenary discussion can
dominated by the few students,leading to unequal participation and limited learning for
all.Through this tends to reduce critical thinking among students who not made a good
participation in the discussion.

18.Guest speaker method;

The guest speaker method involves inviting a subject matter expert or a professional in a field to
speak to students. In Tanzania, this approach has been widely used in teaching science,
mathematics and technology subjects. The implications of this method are as follows:
a) Exposure to real-life experiences: Guest speakers provide students with first-hand
experiences and practical knowledge that goes beyond theoretical learning. For example, in the
teaching of science, a guest speaker from a scientific organization can expose students to
different scientific experiments, laboratory procedures and research techniques.
b) Motivation and Inspiration: Guest speakers can inspire and motivate students to pursue
further studies in science, mathematics or technology subjects. They can provide success
stories, career guidance and advice on how to overcome challenges in these subjects.
c) Expert knowledge: Guest speakers have extensive knowledge and expertise in their respective
fields. They can provide students with specialized knowledge that is beyond what teachers can
offer. For instance, a guest speaker from a technology company can introduce students to the
latest technological advancements and their application in different industries.
The guest speaker method can have a few disadvantages, such as:
a)Cost: Hiring a guest speaker may involve paying fees, travel expenses, and accommodation.
This can be costly for smaller organizations or educational institutions.
b)Availability: It may be difficult to find a suitable guest speaker who is available to speak at a
particular event or time.
c)Relevance: The guest speaker may not be able to address the specific needs or interests of the
audience, resulting in a lack of engagement and interest.
d)Bias: The guest speaker may have personal biases or opinions that could influence the
message they deliver to the audience.
e)Communication issues: The guest speaker may have a communication style that does not
resonate with the audience, making it difficult to effectively convey the intended message.
An example of the application of guest speaker method in Tanzania is in the teaching of
mathematics. In some schools, professional mathematicians have been invited to speak to
students and provide them with insights into careers in mathematics.

19.Drill and practice method;

The drill and practice method involves repetitive practice of mathematical or scientific concepts
until they are fully understood. In Tanzania, this method has been widely used in teaching
mathematics, science and technology subjects. The implications of this method are as follows:
a) Mastery of Concepts: This approach helps students to master fundamental concepts in
mathematics and science. As they practice more, they become more proficient in solving
mathematical or scientific problems.
b) Improved retention and recall: Repetitive practice helps students to retain and recall
concepts for longer periods. This is especially helpful in science subjects where there is a lot of
memorization involved.
c) Develops problem-solving skills: The drill and practice method teaches students to approach
problems logically and systematically. This is a valuable skill in mathematics, science and
technology subjects.
An example of the application of drill and practice method in Tanzania is in the teaching of
mathematics. In some schools, students are given daily exercises to practice mathematical
concepts until they are fully understood. This approach has been found to be effective in
improving students' performance in mathematics.
The drill and practice method of teaching can have a few disadvantages, such as:
a )Limited Learning: The drill and practice method focuses on repetitive practice to reinforce
learning. However, it may not necessarily promote deeper understanding, creativity and critical
thinking.
b)Lack of Interest: The repetitive nature of drill and practice can be boring and monotonous.
Students may not be motivated to engage in the learning process or may lose interest over time.
c)Limited Flexibility: This teaching method may not accommodate different learning styles and
may be less effective for students with learning disabilities or different abilities.
d)Time-Consuming: The drill and practice method can be time-consuming as students may need
to repeat activities multiple times to achieve mastery.
e)Limited Application: This method emphasizes rote learning, which can make it difficult for
students to apply the knowledge or skills in real-world settings.

REFERENCE
Kyriacou, C. (2009). Effective Teaching in Schools: Theory and Practice (3rded.). London,
England: Stanley Thornes.
Coombs, B. (1995). Successful teaching: A practical handbook. Hanover Street: Heinmann
Educational Books
Anangisye, W.A.L.(2006). Educating teachers, the ethical dimension of teacher professionalism
in Tanzania. PhD thesis, University of Edinburg
Arends, R. I. (2004). Learning to teach (6thed.). Boston: McGraw Hill Higher Education.