THE INFLUENCE OF TEACHING and Learning Methods on Students’ Academic Performance: A

Comparative Study of Mbalizi Secondary School and Usongwe Secondary School MBEYA COUNCIL”.

Chapter one

Introduction

This research proposal aims to investigate the influence of teaching and learning methods on
students' academic performance through a comparative study of Mbalizi Secondary School
and Usongwe Secondary School in Mbeya Council, thus this chapter gives Background of the
study, Statement of the problems, study’s objectives and study questions as well as
significance of the study and scope of the study

Background of the study

The global educational landscape has undergone significant transformations in recent years,
with increasing recognition of the critical role teaching and learning methods play in
determining student academic performance. Contemporary research has consistently
highlighted the profound impact of pedagogical approaches on educational outcomes,
emphasizing the need for innovative and adaptive instructional strategies that can effectively
address diverse learning needs.

Internationally, educational researchers have documented substantial variations in student

achievements attributed to teaching methodologies. A comprehensive meta-analysis by Hattie
and Zierer (2018) revealed that teacher-student interactions and instructional approaches
account for approximately 30-40% of variance in student learning outcomes. This finding
underscores the importance of understanding and optimizing teaching methods as a crucial
intervention for improving educational quality.

In the African context, educational challenges are particularly complex, characterized by

historical legacies of colonial educational systems, resource constraints, and rapidly changing
socio-economic environments. Researchers like Nsengimana et al. (2019) have documented
persistent disparities in educational quality across sub-Saharan African countries, with
teaching methods emerging as a critical factor in addressing these challenges. The
predominance of traditional teacher-centered approaches continues to limit students'
cognitive development and critical thinking skills, creating an urgent need for pedagogical
transformation.
East African countries have demonstrated increasing commitment to educational reform,
recognizing that effective teaching methods are fundamental to national development
strategies. Studies by Mtebe and Raphael (2020) in Tanzania and Uganda have highlighted
the growing emphasis on student-centered learning approaches, collaborative teaching
strategies, and technology-enhanced instruction. However, implementation remains
inconsistent, with significant variations between urban and rural educational contexts.

In Tanzania specifically, the educational landscape presents a nuanced picture of ongoing

transformation and persistent challenges. The national education policy has increasingly
emphasized the importance of adaptive and responsive teaching methodologies. Research by
Komba and Mwandanji (2021) revealed that while policy frameworks support innovative
pedagogical approaches, practical implementation remains constrained by multiple factors,
including limited teacher training, insufficient resources, and deeply entrenched traditional
teaching practices.

Empirical investigations have consistently identified critical gaps in understanding the

relationship between teaching methods and academic performance. Ngware et al. (2019)
highlighted that most existing studies in the Tanzanian context rely on aggregated data,
failing to capture the complex interactions between pedagogical strategies and student
learning experiences. This methodological limitation creates significant challenges in
developing targeted interventions to improve educational outcomes.

The technological revolution has further complicated the educational landscape, introducing
new dimensions to teaching and learning methodologies. Researchers like Bakari et al. (2020)
have explored the potential of digital learning tools and interactive pedagogical approaches,
demonstrating their potential to enhance student engagement and academic performance.
However, the implementation of such technologies remains uneven, particularly in resource-
constrained secondary school environments.

Comparative studies within Tanzania have revealed substantial variations in academic

performance between schools, suggesting that teaching methods play a crucial role beyond
traditional explanatory factors such as infrastructure or student demographics. A study by
Rubagumya et al. (2022) in Mbeya region specifically highlighted significant disparities in
student achievements, with teaching methodologies emerging as a potential key
differentiating factor.
The existing literature (Studies by Komba and Mwandanji (2021), Mtebe and Raphael (2020)
Ngware et al. (2019) and Bakari et al. (2020)) reveals several persistent knowledge gaps that
necessitate further investigation. These include: Limited empirical research comparing
teaching methods across different secondary school contexts Insufficient understanding of
contextual factors influencing pedagogical effectiveness Lack of comprehensive studies
exploring the relationship between specific teaching strategies and measurable academic
performance outcomes Inadequate documentation of innovative teaching approaches
developed within local educational contexts.

These knowledge gaps create a compelling research imperative. By conducting a comparative

study of teaching and learning methods in Mbalizi and Usongwe Secondary Schools, this
research aims to contribute meaningful insights into the complex dynamics of pedagogical
effectiveness. The study seeks to move beyond descriptive analysis, offering practical
recommendations that can inform educational policy and classroom practice. The urgency of
this research is underscored by Tanzania's broader educational development goals. As the
country continues to invest in human capital development, understanding and optimizing
teaching methodologies represents a critical intervention for improving educational quality
and supporting national socio-economic transformation.

Statement of the problem

The Tanzanian educational system continues to grapple with persistent challenges in

achieving consistent and high-quality student academic performance. Recent studies by
Komba and Mwandanji (2021) have highlighted significant disparities in educational
outcomes across secondary schools, with teaching methodologies emerging as a critical factor
influencing student achievements. These variations suggest that the current approach to
teaching and learning may not be adequately addressing the diverse educational needs of
students in the Tanzanian context.

Empirical research conducted by Mtebe and Raphael (2020) reveals that traditional
pedagogical approaches dominate secondary school classrooms, potentially limiting students'
cognitive development and academic potential. The continued reliance on teacher-centered
instruction contradicts contemporary educational research, which emphasizes the importance
of interactive and adaptive learning methodologies. This disconnect between educational
practices and modern pedagogical understanding creates a significant challenge for
improving student performance.
The Mbeya Council region, specifically, presents a microcosm of broader educational
challenges. Preliminary investigations by Rubagumya et al. (2022) have documented
substantial variations in academic performance between schools within close geographical
proximity. These disparities cannot be explained solely by student demographics or school
infrastructure, suggesting that teaching and learning methods play a crucial role in
determining educational outcomes.

Ngware et al. (2019) have identified a critical gap in understanding the specific mechanisms
through which teaching methods influence student learning. The lack of comprehensive,
context-specific research limits the ability of educational policymakers and practitioners to
develop targeted interventions that can effectively improve academic performance. This
research seeks to address this knowledge gap by conducting a comparative analysis of
teaching and learning methods in two secondary schools within the Mbeya Council.

The urgency of this research is underscored by Tanzania's national educational objectives. As

the country strives to enhance its human capital and compete in a globally interconnected
economy, understanding and optimizing teaching methodologies becomes paramount. Bakari
et al. (2020) emphasize the need for evidence-based approaches that can transform
educational practices and support students' holistic development. By investigating the
intricate relationship between teaching methods and student academic performance, this
study aims to provide actionable insights that can inform educational policy, improve
classroom practices, and ultimately contribute to the broader goal of educational excellence
in Tanzania. The research represents a critical step towards understanding and addressing the
complex challenges facing secondary education in the region.

1.4 Research Objectives

1.4.1 General Objective

To analyze the influence of teaching and learning methods on students' academic

performance at Mbalizi and Usongwe Secondary Schools in Mbeya Council.

1.4.2 Specific Objectives

i. To identify and assess the current teaching and learning methods employed in Mbalizi
and Usongwe Secondary Schools.
 ii. To examine the relationship between specific teaching approaches and students'
academic performance in these schools.

iii. To determine challenges hindering teaching and learning methods employed in

Mbalizi and Usongwe Secondary Schools

Study questions

i. What are the current teaching and learning methods employed in Mbalizi and
Usongwe Secondary Schools?
ii. To what extent do specific teaching approaches correlate with students' academic
performance in Mbalizi and Usongwe Secondary Schools?
iii. What are the challenges that hindering implementation of current teaching and
learning methods in Mbalizi and Usongwe Secondary Schools?

1.5 Justification of the Study

This research holds significant importance for several reasons. First, it aims to contribute to
the improvement of educational policies. By analyzing the effectiveness of various teaching
methods, the study will generate actionable insights that educational policymakers and school
administrators can utilize to design and implement more effective strategies. Such policies
can create a supportive environment for both teachers and students, ultimately enhancing the
quality of education.

Second, the study has practical implications for educators. It will provide concrete
recommendations for refining pedagogical approaches in secondary schools. These
suggestions are intended to address the challenges teachers face in classrooms, enabling them
to adopt methods that better cater to diverse learning needs and improve academic outcomes.

Third, the research will make a valuable academic contribution by addressing gaps in the
current literature. There is limited knowledge regarding the effectiveness of teaching methods
in the Tanzanian context. This study will offer empirical evidence that can inform future
investigations and contribute to the global discourse on education.

1.6 Significance of the Study

The findings of this research are expected to benefit multiple stakeholders in the education
sector. Educational policymakers will gain insights that can help them craft strategies aimed
at improving teaching standards. School administrators will have data to support the
development of school-wide initiatives that align with best practices in pedagogy.

Teachers, as frontline educators, stand to benefit by acquiring knowledge on innovative and

effective teaching approaches, which can enhance their professional competence and
classroom delivery. Students will indirectly benefit from improved teaching methods, which
can lead to better engagement, understanding, and academic performance. Lastly, future
researchers in educational methodology will find this study valuable as a reference point for
exploring related topics, enriching the body of knowledge in the field.

By providing empirical evidence on the impact of teaching methods, the research will
contribute to the broader goal of enhancing educational quality and improving student
learning outcomes. It aligns with national and global efforts to ensure equitable access to
quality education.

1.7 Scope of the Study

Geographical Scope

The study will take place in Mbalizi and Usongwe Secondary Schools, situated within the
Mbeya Council in Tanzania. These schools were selected to represent the local educational
context and provide insights that can be relevant to similar settings.

Content Scope

The research will delve into several core areas. It will examine various teaching and learning
methods employed in classrooms to identify those that are most effective. Additionally, the
study will assess student academic performance to evaluate the impact of these methods.
Furthermore, it will consider contextual factors—such as class size, teacher qualifications,
and resource availability—that influence the effectiveness of pedagogy.

Temporal Scope

The study will span a period of six months, which aligns with one full academic term. This
timeframe allows for the comprehensive collection of data and ensures that the findings
reflect the dynamics of teaching and learning over a sustained period.