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September 5, 2025Indonesian Journal of Education and Pedagogy.Open Access

Enhancing the teaching of science practicals in Tanzanian public secondary schools: A mixed-methods assessment of challenges

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Authors

BSBaraka Peter SanjitoUniversity of MalawiDHDenis Hyams–SsekasiUniversity of Malawi

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Implication

Mixed-methods assessment identifies barriers to effective science education in Tanzanian schools, suggesting improvements.

Key Points

  • Implementing better infrastructure, training, and updated curriculum can enhance science practicals in Tanzanian schools.
  • Data from 64 questionnaires and interviews with school heads reveal significant barriers in teaching science effectively.
  • Observational analysis uncovers issues like limited equipment, large student groups, and inadequate professional development.
  • These findings suggest that addressing these challenges is crucial for improving science education in resource-constrained areas.

Cite This Study

Sanjito et al. (2025) studied this question.

synapsesocial.com/papers/68bb4d2d6d6d5674bcd01583https://doi.org/10.61251/ijoep.v2i2.195
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Exploring Tanzanian Secondary School Teachers Experiences for Implementing the Current Practical Examination Instructions2024
  2. 2Implementing Interactive Techniques in Science Subjects: A Study of Public Secondary Schools, West “A” District, Zanzibar, Tanzania2025
  3. 3Techniques Used in Teaching Practical Skills to Lower Secondary School Students in Kondoa, Tanzania2024
  4. 4Teachers’ Experiences with the Use of Virtual Laboratories in the Teaching of Physics in Rwandan Secondary Schools: A Survey Design2024 · 12 citations
  5. 5Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa2024 · 1 citations