Peer-reviewed article
An Assessment of the Strategies used in public primary schools in Dodoma City -Tanzania to enhance the Learning Outcomes of Disadvantaged Children
Sarah Naftal Mbenzendole, Theodora A. L. Bali, Fidel Dassan Gwajekera ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined teaching strategies used in five public primary schools in Dodoma City, Tanzania to improve learning outcomes for disadvantaged children. Teachers reported using three main approaches: extending learning time, peer support systems (pupils' buddies), and tailoring teaching to children's specific needs. While these strategies showed some positive associations with learning, the study found they were not being implemented consistently or effectively enough to produce statistically significant improvements in student outcomes.
Key points
- Extending learning time was significantly associated with improved learning status for disadvantaged children
- Use of peer buddy systems (pupils' buddies) showed significant association with learning outcomes
- Understanding the specific needs of disadvantaged children was significantly associated with learning status
- Multiple linear regression analysis found no statistical significance in predicting improved learning overall
- Existing strategies were not well implemented, limiting their effectiveness
Limitations
The study relied on teacher self-reports of learning outcomes rather than direct student assessment, and only sampled 45 teachers from 5 schools in one city, limiting generalisability to other regions of Tanzania or different school contexts.
Abstract
This study assessed the effectiveness of the teaching strategies for improving learning outcomes among vulnerable children in Tanzania, focused on public primary schools in Dodoma City. This was a cross-sectional survey which employed a quantitative research approach to gather data from 5 public primary schools using 45 primary school teachers. Limitation related to assessment of learning outcomes was mitigated by using Tanzanian curriculum for Standards Five, Six and Seven as reported by teachers according to their long-term assessment to ensure validity and reliability of data. The results showed that extending learning time, use of pupils' buddies, and understanding needs of disadvantaged children were significantly associated with learning status. Multiple linear regression showed nostatistical significance in predicting improved learning. However, positive predictive values were evident. In conclusion, the existing strategies are not well implemented hence emphasising to enhance the implementation of existing strategies for achieving improved learning outcomes.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Teaching strategies including extending learning time, use of pupils' buddies (peer support), and understanding needs of disadvantaged children
- Population
- Disadvantaged children in Standards Five, Six and Seven in five public primary schools in Dodoma City, Tanzania
Key finding
Extending learning time was significantly associated with improved learning status