An Evaluation of Teaching Strategies Used in Teaching and Learning in Public Pre-Primary Schools in Sikonge District, Tabora-Tanzania

Abstract

This study aimed to evaluate teaching strategies used in teaching and learning in public pre-primary schools in Sikonge District, Tabora-Tanzania. The study was guided by Constructivist Learning Theory founded by Jean Piaget (1970) and later expanded by Lev Vygotsky (1978). This study employed mixed research approach with an explanatory sequential design. The study used the sample size of 97 respondents including 81 teachers using stratified and simple random sampling, 11 head teachers, 4 WEOs and 1 DEO which were selected using purposive sampling. Data were gathered through questionnaires, interviews, and observation. The validity of instruments was conducted using face and content validity while the reliability coefficient of 0.769. Research instruments were analysed SPSS version 26 for quantitative data and thematic analysis for qualitative findings. The study found that teachers in public pre-primary schools use various interactive teaching strategies such as play-based learning, storytelling, real objects, group work, outdoor activities, and question-and-answer strategies which enhance children's engagement, communication, critical thinking, and overall learning. Despite limited resources, teachers creatively adapt these strategies to suit learners' needs, although challenges like overcrowded classrooms, lack of materials, and insufficient training persist. The study recommends increased government and stakeholder support through regular teacher training and provision of adequate teaching materials. It also calls for improved infrastructure, reduced class sizes, and safe outdoor spaces to enhance the quality of early childhood education.