Effects of Participatory Teaching Methods on Students’ Learning of Mathematics and Biology Subjects in Tanzania

Abstract

This paper originates from a study on the effects of interactive teaching methods on students' learning of mathematics and biology at Tanzania's ordinary level secondary schools in Mwanza region. The qualitative technique was used in conjunction with the quantitative data. The 111 participants were chosen using simple random selection and selective sampling methods. In addition, the study collected data via surveys, interviews, focus groups, observations, and documentary reviews. In contrast to the content analysis that was performed on the qualitative data, the quantitative data were manually evaluated and shown as frequencies, percentages, and tables. The research revealed that students had a positive attitude toward participative teaching methods and a desire to learn. According to studies, students' comprehension of math and biology at a basic level can be improved by adopting participatory teaching methods supported by suitable T/L materials and qualified teachers.