Strategies for Improving Effectiveness in Teaching and Learning English Language in Public Primary Schools: A Case of Bagamoyo District, Coast Region, Tanzania

Neema Hillary; Osaki  Kalafunja

doi:10.61227/xb31g963

Authors

Neema Hillary Ministry of Education and Vocational Training-Pwani Region
Osaki Kalafunja Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/xb31g963

Keywords:

English language, teaching strategies, inquiry-based teaching, visual mode teaching, problem-based teaching, public primary schools, Bagamoyo District

Abstract

This article reports findings from a study that investigated strategies for improving the effectiveness of teaching and learning English language in public primary schools in Bagamoyo District, Coast Region, Tanzania. The study was guided by three objectives: to examine how inquiry-based teaching could improve English language learning; to assess the role of visual mode teaching; and to explain how problem-based teaching could improve English language learning in public primary schools. The study was guided by Social Constructivism Theory and employed a mixed-method approach with a cross-sectional research design. The target population comprised head teachers, English language teachers and pupils in public primary schools. The study initially targeted 122 respondents and obtained data from 112 respondents, comprising four head teachers, seven English language teachers and 101 pupils, giving an overall response rate of 92%. Questionnaires, interviews, classroom observations and documentary review were used to collect data. Quantitative data were summarized using descriptive and inferential procedures, while qualitative evidence was analyzed thematically and through content analysis. Findings showed that teachers generally reported using inquiry-based practices, but documentary and classroom evidence indicated limited implementation of key activities such as field trips, projects, debates and group work. An inquiry-based intervention was associated with improvement in pupils’ writing, with the mean score increasing from 28% in the pre-test to 33% in the post-test. Visual resources were limited: wall charts were available in two of four schools, pictures and drawings in three of four schools, while no visited school had a television or projector. Teachers also expressed support for problem-based teaching, but classroom observation indicated that its practices were rarely implemented consistently. The study concludes that teacher training, instructional resources, classroom monitoring and practical support are necessary to strengthen effective English language teaching in public primary schools.

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