The application and effectiveness of teacher-student interaction teaching techniques are towards enhancing students’ academic performance as well as practical abilities and vocational skills. This study aimed at exploring the implementation of interactive techniques in science subjects in public secondary schools in West A District, Zanzibar, Tanzania. The study employed a pragmatic research philosophy, mixed methods research approach, integrating both quantitative and qualitative data, by using a convergent design, with 150 respondents as a sample size selected using census and purposive sampling from 09 secondary schools. Instruments used to collect data were semi-structured interviews, focus group discussions and questionnaires, with validity and reliability evaluated by using member checking, expert reviews, and Cronbach's alpha statistics. The qualitative data were analysed thematically, and the quantitative data were analysed through Statistical Package for Social Science (SPSS). The study revealed that limited resources (74.5%), time constraints in relation to syllabus coverage (64.7%), large class sizes (68.6%), and lack of teachers’ professional training (56.9%) are the ones among the challenging factors for implementing interactive teaching techniques in secondary schools in science subjects. It was concluded that the observed challenges impede the quality of the teaching and learning process. The study recommended that the government, through the Ministry of Education, Science and Technology, collaborate with other education stakeholders, including Non-Government Organisations and private institutions, to provide schools with more funding to foster an environment that is favourable for effective teaching and learning.
Khamis et al. (Thu,) studied this question.
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