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The study assessed teachers’ perceived level of knowledge on preparation of lesson plans towards facilitating classroom instructions in secondary schools. Systems theory was used to guide the researcher in conducting the study. The target population of the study was fifty-one secondary schools found in Rombo District. Thirteen secondary schools were sampled using simple random sampling. In each school, seven teachers were sampled through stratified random sampling technique, three Ward education officers through simple random sampling technique and thirteen heads of schools participated in the study. The study used Convergent design under mixed methods approach. Questionnaires were used to collect data from teachers, interview guide to heads of schools and Ward educational officers. Document analysis guide was used to assess lesson plans prepared by teachers. To ensure content validity of instruments two experts from Mwenge Catholic University were consulted to review the instrument. Cronbach Alpha was used to assess reliability of the Likert scale in questionnaire, and for qualitative instruments estimation of reliability was ensured through member checking. Quantitative data were analysed using descriptive statistics and were presented in frequency tables, percentages and mean by the aid of SPSS version 27. Qualitative data were analysed by using content analysis by the aid of Computer software Nvivo 11 Plus and presented through narration and quotations. It was established that majority of teachers perceived to be very knowledgeable on preparation of lesson plans towards facilitating classroom instruction in secondary schools. Conclusion drawn from the study asserts that teachers perceived to be very knowledgeable on preparation of lesson plans although they had some problems in preparing some of the parts of lesson plans such as writing lesson competence. The study recommended that, the government and other owners of secondary schools should provide in-service training to their teachers yearly or after every two years so as to update their knowledge on lesson plan preparation.

This study investigated the application of learner-centered methods in developing reading skills among standard one and two pupils in the Hanang District, Tanzania. The study was guided by social cultural theory developed by levy- Vygotsky of 1896 to 1934. The study adopted a convergent design under the mixed method research approach. The target population of the study consisted of all public primary schools in the Hanang district, whereby Purposive and Simple random sampling techniques were used to sample 57 respondents, including the 18 head teachers, and 38 teachers. Interviews guide was conducted for the District Education Officer and the head teachers, while questionnaires was administered for teachers and an observation guide was used to observe classroom teaching among standard one and two pupils primary schools in Hanang district., The content validity of the instruments was determined by giving the instruments to the research experts from Mwenge Catholic University, while the reliability coefficient was calculated using Cronbach’s Alpha. Quantitative data were analyzed using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS). The qualitative data were summarized, coded, analyzed, and presented in narration form according to the themes generated from the research questions. Finding indicates that LCM was applied in developing reading skills and most of the teachers, heads of schools and district education officers agreed that teachers apply LCM in teaching and learning process though some methods are not applied due to different challenges like lack of enough skills about certain method example the use of simple word cards most teachers can not differentiate between simple word cards and wall words, also some teachers did not apply LCM because of lack of resources and facilities especially the use of audio clip in teaching and learning because many schools in Hanang district lack electicity.The study concluded that LCM is applied in developing reading skills though there are still some challenges need to be considered so that LCM can be effectively applied by the teachers in developing reading skills. Study recommends that number of classroom should be added so that the number of pupils can balance so that LCM can be effectively applied, also the study recommend that in-service training should be conducted so teachers can update their skills in application of LCM.

The study focused on formative evaluation on Approaches Taken to Ensure Intellectually Impaired Pupils Receive Basic Primary Education at Patandi Primary School Meru District, Arusha Tanzania. This study was guided one evaluation question. This study employed case study design under qualitative research approach where non-Probability sampling techniques were employed. The evaluation study seeks to evaluate the approaches taken to ensure that intellectually impaired pupils receive basic primary education at Patandi primary school. The respondents of this question are the District Education Officer, the ward education officer, the project coordinator and teachers who teach the intellectual impaired pupils at Patandi Primary School. The instruments of collecting data included, Interview guide for teachers, Interview guide to the project coordinator, Interview guide for the District Education Officer (DEO), Interview guide for ward educational officer and observation guide for pupils. Document analysis guide was used to obtain more information about the school. The data was collected and coded, organized, analysed under qualitative approach, then the relevant information was extracted, interpreted and discussed. The evaluator provided the instruments to two lecturers of Mwenge Catholic University who are experts of evaluation from education field to check the extent to which the instruments reflect the evaluation questions and the problem ad their recommendations were considered. The evaluator employed triangulation method for all evaluation instruments to ensure consistence of the information provided by the respondents by making comparison of the information that will be provided. Piloting of instruments carried out in one primary school which offers special education for intellectually impaired pupils in Moshi Municipality. The respondents of the theme under question one are; District education officer, ward education officer, project coordinator and the all 4 teachers who teaches pupils with intellectual impairment. The approaches including announcements and assessment of a child individually and registering a child as a pupil of Patandi Special Education primary school in stage one, stage two or Autism. The conclusion of this study showed that the youngsters with mental disabilities should be enrolled to school to acquire education on basic knowledge that could help them in their daily life. The recommendations showed that Parents/Guardians should be educated on Intellectual impairments that is not caused by superstitions but it is health/intellectual problem of a child. The government should increase number of Special Needs Educational Teachers and motivate them.