Examining the use of teaching and learning aids in the classrooms: An empirical analysis

Abstract

The importance of using Teaching and Learning Aids (TLAs) is strongly emphasised in the secondary school curriculum documents of Tanzania. Despite this, many in-service teachers appear reluctant to incorporate them into their teaching practices. This research aims to explore the factors influencing this reluctance to use TLAs. The study also proposes strategies to encourage their effective utilisation. Conducted using a phenomenographic design, the research is based on 30 in-depth interviews with teachers purposefully selected from eight public secondary schools in the Njombe Urban district. Eventually, the collected data were subjected to the thematic analysis approach to unearth the key findings emerging from the study. In terms of the reasons for teachers' reluctance to use TLAs, the thematic analysis identified three main themes- long experience syndrome and lack of professional commitment, lack of government support, and lack of professional support. As for the suggestive strategies to reverse the situation, four major themes were identified namely teachers’ professional development, availability of resources, and effective follow–up strategy. The findings suggest that regular seminars should be organised by school leaders and the Ministry of Education, Science, and Technology to increase teachers’ awareness of the importance of using TLAs in teaching. Furthermore, both internal and external quality assurers in charge of school supervision should ensure that all teachers use instructional resources as recommended by the Ministry.