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August 25, 2025Deleted JournalOpen Access

The Feasibility of Flipped Classroom Approaches: Insights from Teachers and Students in the Selected Public Secondary Schools in Tanzania

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Qualitative analysis reveals mixed perceptions on flipped classrooms in Tanzania, highlighting teacher training and resource availability.

Many participants had a limited understanding of flipped learning, confusing it with traditional homework, and showed readiness for adaptation.
Despite challenges, such as insufficient textbooks and limited ICT infrastructure, both teachers and students expressed willingness to embrace a flipped approach.
The qualitative multiple-case design utilized focus group discussions and interviews in schools across Dar es Salaam, Tanga, and Mbeya.
The study emphasizes that without adequate teacher training and suitable resources, the implementation of flipped learning may face significant obstacles.

Nyandara et al. (2025) studied this question.

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Qualitative analysis reveals mixed perceptions on flipped classrooms in Tanzania, highlighting teacher training and resource availability.