Participatory Methods in Teaching of English Subject in Community Secondary Schools in Moshi Rural District: Challenges and Prospects
type: CreativeWork
description: This qualitative study examines the effectiveness of Participatory Methods in Teaching of English subject in community secondary schools in Moshi Rural District. Specifically, the study: explored teaching methods being used in teaching of English subject, assessed the students’ perceptions on the use of Participatory methods in teaching English subject, examined the challenges facing English teachers in using participatory methods to teach English subject. The study was underpinned by Context, Input, and Process, Product (CIPP) model that was adopted and modified from Stufflebeam 1971. Purposive, stratified and simple random sampling techniques were employed to obtain 85 respondents, made up of Zonal school inspector for English subject, heads of school, and heads of English departments, English teachers and students. Data were collected through interviews, focus group discussions, and observations. The study findings revealed that teachers employ participatory techniques with little knowledge on how to practice them, most students have positive perception on the use of participatory methods but it was less practiced due to large class size and the fact that most had no mastery of English language. The study recommends that the concerned education authorities such as MoEVT, TIE, REOs, DSEOs, should formulate sound policies to enable proper training of teachers so that they select and use appropriate participatory teaching methods for overall betterment of teaching English in secondary schools.
abstract: This qualitative study examines the effectiveness of Participatory Methods in Teaching of English subject in community secondary schools in Moshi Rural District. Specifically, the study: explored teaching methods being used in teaching of English subject, assessed the students’ perceptions on the use of Participatory methods in teaching English subject, examined the challenges facing English teachers in using participatory methods to teach English subject. The study was underpinned by Context, Input, and Process, Product (CIPP) model that was adopted and modified from Stufflebeam 1971. Purposive, stratified and simple random sampling techniques were employed to obtain 85 respondents, made up of Zonal school inspector for English subject, heads of school, and heads of English departments, English teachers and students. Data were collected through interviews, focus group discussions, and observations. The study findings revealed that teachers employ participatory techniques with little knowledge on how to practice them, most students have positive perception on the use of participatory methods but it was less practiced due to large class size and the fact that most had no mastery of English language. The study recommends that the concerned education authorities such as MoEVT, TIE, REOs, DSEOs, should formulate sound policies to enable proper training of teachers so that they select and use appropriate participatory teaching methods for overall betterment of teaching English in secondary schools.
author: Shirima, David E.
language: en
keywords: 370 Education
date published: 2013
date modified: 2026-07-24T03:40:13Z
provider: Open University of Tanzania
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The Open University of Tanzania