Raising Academic Performance Through Lesson and Learning Study Practice in Vocational Skills Subjects At Primary School Level: A Case Study of Ilala Municipality, Tanzania

Abstract

This systematic literature review examined the contribution of lesson and learning study practices toward improving academic performance in vocational skills subjects at primary school level in Tanzania. Guided by the PRISMA 2020 framework, the review analyzed empirical studies published between 2020 and 2026 to assess how collaborative lesson study and learning study practices enhance pupils’ academic achievement in vocational skills subjects. Studies were sourced from Scopus, ERIC, JSTOR, Web of Science, PubMed, Research Gate, and Google Scholar. A total of 45 peer-reviewed studies met the inclusion criteria, including 18 empirical studies conducted in Tanzania. The review was guided by Vygotsky’s Social Constructivist Theory and Kolb’s Experiential Learning Theory, focusing on collaborative lesson planning, reflective teaching, peer observation, learner-centered pedagogy, and pupils’ academic performance. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT, 2018). Findings indicate that lesson and learning study practices significantly improve teaching quality, classroom participation, critical thinking, practical competencies, and pupils’ academic performance in vocational skills subjects. Teachers involved in collaborative lesson study practices demonstrated improved pedagogical competence and increased use of participatory teaching approaches.Evidence from Tanzania and other sub-Saharan African countries further revealed that learning study practices enhanced learners’ motivation, creativity, classroom interaction, and practical problem-solving abilities. However, the effectiveness of these practices was constrained by inadequate teaching resources, limited professional training, time constraints, and insufficient institutional support. The review concludes that strengthening lesson and learning study practices in vocational skills subjects is essential for improving academic performance and supporting competency-based education reforms in Tanzanian primary schools.