East African Journal of Education and Social Sciences

EAJESS November –December 2022, Vol. 3, No. 6, pp. 101-108

ISSN: 2714-2132 (Online), 2714-2183 (Print). Published by G-Card
DOI: https://doi.org/10.46606/eajess2022v03i06.0241.

Effect of Interactive Teaching on Pupils’ Activeness in Learning: A Case of

Primary Schools in Korogwe District, Tanzania
Elias Elisha Mbuti
ORCiD: https://orcid.org/0000-0002-5840-3684
Department of Postgraduate Studies, Institute of Accountancy Arusha, Tanzania
Email: [email protected]

Copyright resides with the author(s) in terms of the Creative Commons Attribution CC BY-NC 4.0.
The users may copy, distribute, transmit and adapt the work, but must recognize the author(s) and the
East African Journal of Education and Social Sciences

Abstract: This study sought to establish the effect of interactive teaching on primary school pupils’
activeness in learning in Korogwe District, using the descriptive survey design. The study employed a
self-constructed questionnaire as source of data. The target population was 31,400 Class Six pupils in
346 Primary Schools. Twenty schools with 2,570 pupils were randomly selected to constitute a sample
from which 346 pupils were randomly selected to constitute the actual sample. Two education experts
checked the content of the questionnaire against research questions and provided opinions on how
the instrument would be improved. The Cronbach’s alpha of greater than 0.7 was established prior to
actual data analysis. Data was analyzed through descriptive statistics and Pearson Correlation. The
study established that while teachers applied the interactive teaching approach and pupils were active
in the process of learning, the interactive teachings influenced pupils’ activeness in learning.
Therefore, it is recommended that teachers should continue using the interactive teaching approach
as it influences pupils’ activeness in the process of learning.
Keywords: Interaction; activeness; participation; performance; constructivism.
How to cite: Mbuti, E. E. (2022).Effect of Interactive Teaching on Pupils’ Activeness in Learning: A Case of Primary
Schools in Korogwe District, Tanzania. East African Journal of Education and Social Sciences 3(6)101-108.
Doi: https://doi.org/10.46606/eajess2022v03i06.0241.

Introduction use particular methods to encourage discovery

While teaching processes can affect learning learning” (p. 36). The interactive teaching approach
effectiveness, this study sought to explore the effect helps learners to become more engaged in learning
of interactive teaching approach on pupils’ and retain more information.
activeness in learning. A series of studies has proven According to Senthamarai (2018, p. 36), interactive
the power of interactive teaching approaches teaching has specific characteristics which can be
toward learning effectiveness and subsequent observed in the process of teaching and learning.
academic performance (Senthamarai, 2018; These characteristics include the teacher becoming
Giorgdze & Dgebuadze, 2017; Kennewell, 2015). a facilitator, learners becoming active participants in
According to Senthamarai (2018), interactive the process, the use of questions to stimulate
teaching is one that engages learners in the process learning, engagement in hands-on activities and
of learning rather than delivering ready-made application of appropriate learning resources.
materials for learners’ consumption. In that sense, Additionally, Giorgdze and Dgebuadze (2017)
the teacher and the learner have to take active roles consider interactive learning as an interaction
in the process of teaching and learning. The author between the teacher and learners with the purpose
particularly argues that interactive teaching of transferring appropriate skills, knowledge and
approach is a new approach that fosters interaction values to the learners for effective learning to take
among learners as teachers lead the process of place. The authors established that when interactive
learning. In this type of approach, “the teacher must approach is effectively used, learners afford to
101 East African Journal of Education and Social Sciences (EAJESS) 3(6)101-108
acquire new materials, to memorize concepts for a approaches have a positive impact on students’
longer period of time and to retain the gained learning outcomes through learners’ engagement
knowledge into practical application in real life which in turn contributes to improvement of
situations. Therefore, interactive teaching involve academic performance. Mohafa et al. (2022)
the teacher and the learner who come together as evaluated the influence of interactive simulation
partners in the process of teaching and learning. teaching methods on learners’ academic
Kennewell (2015) maintains that high quality performance in Lesotho, Tanzania. Through use of
interaction between the teacher and learners is an Analysis of Variance and t-test, the study
important element for effective teaching and established that simulation learning approaches
learning to be realized. The author defined help to improve students’ academic performance.
interactive learning as a situation where classroom The study recommended that simulation learning
settings motivate a whole class of learners to should be used in science subjects.
actively participate in the learning process.
Delija and Kecira (2013) investigated on Integrating
A number of studies in various countries have shed Language Learning Strategies to Promote Active
light on the essence of interactive learning. Njagi Cooperative Language Learning, involving a sample
(2017), for instance, investigated on techniques of 60 students from high schools in Tirana and
used in teaching English spoken language in primary Shkoder who ranged from 14 to 16 years of age. The
schools’ Standard One in Mwea East District, study established that interactive teaching
Kirinyaga County, Kenya using a descriptive strategies have a strong impact on students’
approach and a questionnaire as source of data. The motivation, which leads them towards active
study established that most Standard One teachers cooperative learners. Therefore, it is important for
did not use interactive techniques as stipulated in teachers to use interactive teaching approaches for
the syllabus. Furthermore, teachers found learners to cooperate and for effective learning to
difficulties in involving learners in the suggested be realized. For that matter, Husnaeni (2016)
interactive activities during the teaching and recommended that schools should continue to apply
learning process. The study recommended that interactive learning approaches in order to realize
teachers need to prepare for oral lessons and use learners’ cooperative and active engagement in
interactive activities and appropriate teaching and learning activities.
learning resources to enhance a dialogue among
learners so as interaction can be enhanced and Active Learning Concept
effective learning can be realized. There is a difference between active and Passive
Learning. As the names suggest, active learning is
Husnaeni (2016) studied on the Enhancement of one in which learners play roles in the process of
Mathematical Critical Thinking Ability of Aliyah learning while passive learning is one in which
Madrasas Student Model using Gorontalo by learners become simply recipients of information
Interactive Learning Setting Cooperative Model. with very limited actions in the process of learning.
The results showed that learning with ILSC models is Learning through active approaches leads into
better than learning through conventional method if maximized learning outcomes. Açıkgöz (2003) as
optimized interactivity in the process of teaching cited by Pekdoğan and Kanak (2016, p. 232) defined
and learning has to be realized and effective active learning as a learning process in which the
learning has to take place. Yusuph (2015) assessed learner bears the responsibility of the learning
the impact of interactive learning activities on process, is provided with an opportunity to make
students’ performance in reading comprehension. decisions and to make self-regulation about various
The study found that interactive teaching activities aspects of the learning process. Through active
have a positive impact on students’ reading learning, learners are encouraged to use their
comprehension among high secondary schools in mental skills through complicated instructional tasks
Kaduna in Nigeria. The study recommended during learning. This suggests that the rate of
teachers to continue using interactive teaching learners’ activeness is determined by the approach
approaches in order to promote long term students’ used by teachers. This fact has been supported by
reading comprehension. Similarly, Tlhoaele et al. Siburian et al. (2018) who did a practical study on
(2014) investigated the impact of interactive the influence of realistic mathematical approach
engagement methods on students’ academic toward students’ mathematical connections ability.
achievement and found that interactive learning The study established that the average score of
102 East African Journal of Education and Social Sciences (EAJESS) 3(6)101-108
students' mathematical connection ability taught conversation and debate while passive learning
with realistic mathematics learning was 79.6 while encourages active listening and paying attention to
the average score of mathematical connection detail. Finally, active learning activates higher-order
ability taught with conventional learning was 72.0. thinking while passive learning just helps students to
According to Narayanan and Adithan (2012, p. 27), retain.
“the need of the hour is knowledge construction
Theoretical Underpinnings
that can be achieved through active learning
This study was informed by the constructivism
strategies like discussions, role play, group work,
learning theory. According to Phuong (2018, p. 703),
problem based learning and project based learning.”
constructivism theory holds that “each learner
The authors further argued that learners’
creates their relative reality or at least understands
engagement is a successful indicator of classroom
it based on their knowledge and experience.” Phye
instruction and called upon educators to embrace
(1997) argued that constructivism is both learner
active teaching approaches for learners to actively
centered and process oriented teaching whereby
engage in the process of learning. However, active
learners are guided to actively participate and
learning is only made possible through availability of
construct the knowledge through the influence of
appropriate learning resources. This idea is
the teacher. The theory recognizes the central role
supported by Torre (2013, p. 160) who argued that
of the learner in all parts of the process of
“emergence of technological breakthroughs in
constructing, reconstructing and enacting
information technologies allows teachers to modify
knowledge. A number of studies such as Ngussa and
the traditional teaching methods through which the
Makewa (2014); Ngussa and Chiza (2017) and
growing educational needs are satisfied using new
Ngussa and Lyimo (2019) proved that constructivism
tools and resources that will make the teaching and
approach leads to maximized learning outcomes.
learning environments more flexible.” Therefore,
The studies indicated that when constructivism
active learning must be supported by learning tools
approach is used in the teaching and learning
which can also be referred to as instructional media
process, learners become active and the learning
that encourage learners to participate. The study of
effectiveness is enhanced. According to Anh (2019),
Yenyet (2021) discovered that large class size, lack
constructivism theory helps teachers to identify
of administrative support and lack of materials or
experiences and knowledge of learners, facilitate
equipment needed to support active learning
student-centered teaching activities, support
negatively affected the rate of learners’
learners in gaining new knowledge and helps them
participation in the process of learning.
learn more effectively through hands on activities.
Studies have revealed that problem solving
Eze et al. (2019) conducted a study on relative
approaches of teaching enhance the rate of
effectiveness of constructivism and meta-learning
learners’ participation and results into maximized
teaching methods on students’ academic
leaning outcomes. The study of Lin (2017), for
achievement and retention in basic electricity in
instance, investigated whether an English reading
technical colleges. The study revealed that
course integrated with the problem-based learning
constructivism teaching method improved technical
approach could foster foreign language learners’
college students’ achievement in basic electricity.
reading comprehension ability, strategy use, and
Since constructivism approach involves
active learning. The study established a significantly
opportunities for learners to do while the teacher
higher degree of active English learning when
plays the role of guiding, the approach closely
problem solving approaches were employed in the
relates with interactive approach and yields positive
process of teaching and learning. According to
results in terms of fostering students’ activeness in
Russell (2021), there is a difference between active
the teaching and learning process.
and passive learning. The author differentiates
active from passive learning in that active learning is A study by Ngussa and Makewa (2014) on
learner-centered while passive learning is teacher constructivism experiences in teaching-learning
centered. Another difference is that active learning transaction in selected Tanzanian secondary schools
requires students to think, discuss, challenge and established that teachers employed constructivism
analyze information while passive learning requires principles and student academic performance was
learners to absorb, assimilate, consider, and influenced by teaching modalities, active
translate information. Active learning encourages participation and classroom setup. Furthermore,
103 East African Journal of Education and Social Sciences (EAJESS) 3(6)101-108
high performing learners in the study tended to Population and Sampling
engage in active participation more frequently than The target population for this study was 31,400
their lower performing counterparts. Based on the Class Six pupils in 346 Primary Schools in Korogwe
findings, the study recommended that “classroom District. Twenty schools with 2,570 pupils were
sessions should be dominated by activities that lead chosen from which 346 pupils were randomly
learners to actively seek solutions to existing selected to constitute the actual sample. The study
problems and discover new information through a employed a self-constructed questionnaire as a
varied range of guided activities” (p. 1). This method of data collection.
suggests that the knowledge construction by
learners has to be done under the guidance of Validity and reliability
teachers, thus, learners should not be left alone to Two research experts provided opinions on how the
do as they wish without proper direction. Therefore, instrument could be improved prior to data
both the teacher and the learners need to be active collection. To ensure reliability of the questionnaire,
in the process of teaching and learning whereby the data was analyzed through the Statistical Package
teacher plays the role of proper guidance. for Social Sciences (SPSS). The reliability test yielded
the Cronbach’s Alpha of 0.7 which indicates that the
Since reviewed literature did not establish studies questionnaire was appropriate for data collection.
on pupils’ learning activeness in relation to teaching
approach, this study sought to establish the effect of Statistical Treatment of Data
interactive teaching on pupils’ activeness in learning Treatment of data involved both descriptive and
among primary schools in Korogwe, Tanzania. The inferential statistics. The first two research
study was guided by the following three research questions involved mean scores and standard
questions: (1) To what extent do teachers use the deviation while the third research question involved
interactive teaching approach in the teaching and the Pearson correlations test to determine the
learning process? (2) To what extent are pupils interrelationship between the independent and the
active in the learning process? (3) Is there a dependent variables.
significant relationship between the interactive
Ethical Considerations
teaching approach and pupils’ activeness in
The study ensured confidentiality and privacy of
learning?
participants as names of participants and selected
Methodology schools were undisclosed. Moreover, the researcher
Research Design obtained a research permit from Korogwe District
The study employed the descriptive survey design Council. Voluntary participation was also practiced.
under the quantitative research approach. To Findings and Discussion
determine the effect of interactive teaching This section presents findings of the study guided by
approach on students’ activeness in learning. three research questions:

Table 1: Perception of students on the Interactive Teaching Approach

SN Questionnaire Item Mean Std. Dev Interpretation
1 Classroom Sessions are dominated by a number of activities 3.02 .93222 Agree
2 Teacher is creative and sensitive in the teaching-learning process 2.85 .82141 Agree
3 My teacher uses problem-solving approaches in teaching 2.80 .80582 Agree
4 My teacher uses strategies that encourage me to participate 2.75 .88728 Agree
5 My teacher meets learners at the point of their needs 2.67 .93776 Agree
6 Pupils ask questions during teaching-learning sessions. 2.56 .78624 Agree
7 My teacher uses demonstrations while teaching 2.52 .83460 Agree

Research Question 1: To what extent do teachers process. Responded were given a questionnaire
use the interactive teaching approach in the which had seven items and were required to
teaching and learning process? indicate whether they strongly disagreed (1),
disagreed (2), agreed (3) or strongly agreed (4) with
This research question sought to establish the
the statements as indicated in table 1. The mean
extent to which teachers used the interactive
score interpretation was as follows: 3.50-4.00=
teaching approach in the teaching and learning
104 East African Journal of Education and Social Sciences (EAJESS) 3(6)101-108
strongly agree, 2.50-3.49= agree, 1.50-2.49= application in real life situations (Giorgdze &
disagree and 1.00-1.49 strongly disagreed. Dgebuadze (2017).
Results that are presented in Table 1 indicate that Research Question 2: To what extent are pupils
the mean scores ranged between 2.50 and 3.49 active in the learning process?
which suggest that respondents agreed with all the
This research question sought to establish the
statements in the table. Particularly, they agreed
activeness of pupils in the process of learning.
that classrooms sessions are dominated by a
Respondents were given a questionnaire which
number of activities (3.02), teachers are sensitive in
consisted of seven items about activeness in
the teaching and learning process (2.85), teachers
learning and were needed to indicate whether they
use problem solving approaches in teaching (2.80),
strongly disagreed (1), disagreed (2), agreed (3) or
teachers use strategies that encourage learners to
strongly agreed (4) with the statements as indicated
participate (2.75), teachers meet learners at the
in table 1. The mean score interpretation was as
points of their needs (2.67), that pupils ask
follows: 3.50-4.00= strongly agree, 2.50-3.49=
questions during the teaching and learning process
agree, 1.50-2.49= disagree and 1.00-1.49 strongly
(2.56) and that teachers use demonstrations while
disagreed.
teaching (2.52). Therefore, teachers used the
interactive teaching approach, characterized by a Table 2 indicates that the mean scores for the first
number of activities, creativity and sensitiveness, four items ranged between 3.50 and 4.00 which
problem solving opportunities, encouraging learners suggest that respondents strongly agreed with the
to participate, meeting learners at the point of their four statements in the table. Particularly, they
needs, opportunity for learners to ask questions and strongly agreed that they performed well in
the use of demonstration in the process of teaching. examinations (3.69), they were eager to continue
These findings are worth noting due to the fact that with studies in the next level (3.69), they performed
when interactive approach is effectively used, well in quizzes, tests and assignments, (3.67) and
learners afford to acquire new materials, to they completed and returned individual
memorize concepts for a longer period of time and assignments on time (3.50).
to retain the gained knowledge into practical
Table 2: Pupils’ Activeness in the Learning Process
SN Questionnaire Item Mean Std. Dev Interpretation
1 I perform well in examinations 3.69 .49560 Strongly Agree
2 I am eager to continue with studies in my next level 3.69 .59901 Strongly Agree
3 I perform well in my quizzes, tests and assignments 3.67 .51200 Strongly Agree
4 I complete and return individual assignment on time. 3.50 .62895 Strongly Agree
5 My performance is better than of pupils from other schools 3.49 .71119 Agree
6 My teachers and parents are satisfied with my performance 3.34 .87767 Agree
7 My academic performance keeps increasing from day to day 3.15 .75024 Agree

The mean score for the last three items was improvement in academic performance. The
between 2.50 and 3.49 which indicates that pupils’ activeness of the learners and subsequent good
performance was better than of pupils from other performance is likely to have been propelled by the
schools (3.49), teachers and parents were satisfied interactive teaching approach as revealed in the first
with the performance (3.34) and their academic research question. This is supported by Ngussa and
performance kept increasing from day to day (3.15). Makewa (2014), Ngussa and Chiza (2017) and
The fact that pupils either strongly agreed or agreed Ngussa and Lyimo (2019) whose findings proved
with all the statements in table 2 indicates that that constructivism approach leads to maximized
students were active in the learning process and learning outcomes and that when constructivism
their performance was promising. approach is used in the teaching and learning
process, learners become active and the
The established activeness of students was
performance is enhanced.
characterized by good performance, eagerness to
continue with further studies, good performance in Research Question 3: Is there a significant
quizzes, tests and assignments, completing and relationship between the interactive teaching
returning individual assignments on time and approach and pupils’ activeness in learning?

105 East African Journal of Education and Social Sciences (EAJESS) 3(6)101-108
This research question sought to establish the following null hypothesis: There is no significant
relationship between the interactive teaching relationship between interactive teaching approach
approach and pupils’ activeness in learning. The and pupils’ activeness in learning. The hypothesis
intention of this question was to determine whether was tested through the Pearson Product Moment
interactive teaching approach triggers pupils’ Correlation Coefficient as indicated in table 3.
activeness in the process of learning as indicated in
table 3. This question called for testing of the

Table 3: Relationship between interactive teaching approach and students’ activeness in learning
Teaching Approach Performance
Teaching Approach Pearson Correlation 1 .503**
Sig. (2-tailed) .000
N 346 346
Sig. (2-tailed) .000 .000
N 346 346
Performance Pearson Correlation .503** 1
Sig. (2-tailed) .000
N 346 346

The existing correlation would be either positive or process of learning. The activeness was
negative and was interpreted under the following characterized by good performance, eagerness to
criteria: ≥ .70 = strong correlation, ≥ .50= moderate continue with further studies, good performance in
correlation and ≤.50 = weak correlation. Table three quizzes, tests and assignments, completing and
indicates the Sig of .000 which is lesser than the returning individual assignments on time and
critical value (.05) and the Pearson Correlation of improvement in academic performance. There is a
.503 which is greater than .50 suggesting a significant moderate and positive correlation
significant moderate and positive correlation between the interactive teaching approach and
between interactive teaching approach and students’ activeness in learning. The more the
students’ activeness in learning. The positive interactive teaching approach, the more the
correlation suggests that the more the interactive activeness of pupils in learning. Therefore,
teaching approach is used, the more the activeness interactive teachings approach influences pupils’
of pupils in the learning process. This finding relates activeness in learning.
with previous study findings which revealed that
Recommendations
interactive teaching approaches which involve
Based on the findings, it is recommended that
problem solving methods enhance the rate of
teachers in schools under investigation should
learners’ activeness and result into maximized
continue using the interactive teaching approach as
leaning outcomes. Likewise, the study of Lin (2017)
the approach influences pupils’ activeness in the
established a significantly higher degree of active
process of learning and fosters good performance.
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