The Effectiveness of Participatory Methods in Secondary Schools
The effectiveness of education lies on the acknowledgment by the teacher of the needs
and interests of the student, the allowing of the student to learn at his/her own pace,
the thrust toward doing in order to learn and the providing of remedial instruction if
needed. Since there is no one-size-fits-all teaching method for all students, it is
important for the teacher to be resourceful and vary teaching methods based on the
situation at hand. This will also overcome the monotony and boredom issues in the
learning process of students.[1]
Based on a study, teachers in Tanzania are knowledgeable on participatory teaching
methods and understand the need to involve learners individually and as a group in the
learning process. However, some confusion on how they are to be implemented has
been observed in the initial change of method, such as in the practice of placing
students in groups of 10 to 12 and asking them to discuss something unclear. Tanzania
has initiated moves to orient teachers in using participatory teaching methods which
include the UNESCO projects on critical thinking through active reading and writing, and
diagnostic teaching.[2]
The challenges that teachers face in using participatory methods include the content of
the very prescriptive curriculum in Tanzania, class size, teacher beliefs and lack of
teaching and learning materials. They also appear to be caught up in traditional
teaching and dependency on texts, which they tend to regard as absolute truth. Another
issue is that most students are used to traditional methods where they sit quietly and
listen to the teacher, and developing their self-confidence to speak and participate is a
challenge in the process of learning. Teachers also have concerns on the inadequate
timetable needed for organizing the class and also finishing the learning program for
the day. They claim that participatory teaching methods are time consuming and that
they end up not finishing the syllabus and in the process, compromising the students’
passing of the national examinations. The other way of thinking is that students tend to
develop a deeper understanding of what they have learned by doing, than what was
just fed to them.[3]
Tanzanian teachers do not necessarily practice participatory teaching methods at every
opportunity, but use the method that suits the learning program of the day best and
which would make them finish the syllabus. Their main concern is for the student to
pass the examination and not meaningful learning. The challenges that teachers face
should not be considered obstacles, but as opportunities to innovate and create
methods to make students participate in the general learning process. However,
redefining the participatory teaching method and developing a framework for its
implementation is needed.[4]
The Teaching in Action Program in Tanzania aims to transform the teaching methods
of teachers from the memorization method to the more participatory and student-
oriented way now being pushed by the government. The program is expected to
produce better learning and critical thinking outcomes among students, which in turn will
encourage them to pursue higher education and actively join in the workforce.
Participating teachers are expected to train 2-3 of their fellow teachers at their home
schools, with hundreds of teachers and thousands of students being set to be reached
by the program in 2009.[5]
The challenges facing secondary education in Tanzania today include the following:[6]
1. The need to establish the actual targets and timeframes for secondary education to
fit what is needed with the available resources.
2. The need to focus on the results of educating students, and not on the inputs to the
process.
3. The need to focus on developing competent teachers and supporting their training
over infrastructure.
4. The need to relate examination results to what is needed by the country.
5. The need to build proficiency in the English language.
[1] “Participatory Teaching and Learning: A Guide to Methods and Techniques”, Malawi Institute of
Education, pdf, 2004, <http://www.equip123.net/equip1/mesa/docs/ParticipatoryTeachingLearning.pdf>
[accessed 10 May 2011]
[2] Lydia A. Kimaryo, “Primary School Teachers’ Views on the Use of Participatory Methods in Teaching
and Learning in Tanzania”, <www.eera-ecer.eu/fileadmin/user_upload/Publication_FULL…>
[accessed 10 May 2011]
[3] ibid
[4] ibid
[5] Ashley Shuyler, “Teacher in Action (TIA) teacher training program”, changemakers, 31 August 2011,
<http://www.changemakers.com/en-us/node/52502?breadcrumb_type=finalists> [accessed 10 May 2011]
[6] Suleman Sumra & Rakesh Rajani, “Secondary Education in Tanzania: Key Policy Changes”,
HakiElimu Working Papers, pdf, <http://hakielimu.org/hakielimu/documents/document34secondary_edu_tz_policy_challenges_en.pdf>
[accessed 10 May 2011]
Credit:ivythesis.typepad.com
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