The Use of Learner-centered Approaches in Mathematics Subject: A Case of Pugu Secondary School in Ilala District, Tanzania

Abstract

This study sought to examine the use of learner-centered approaches in mathematics Subject at Pugu Secondary School in Ilala District, Tanzania. The study employed a qualitative approach through interviews, focus group discussions, documentary review and classroom observations. The study involved 30 students who participated in classroom observations and FGD and two teachers through interviews and the classroom observations. The study established that advanced mathematics teachers and students equally positively perceived the use of learner-centered approaches in the mathematics subject. Teachers integrated teacher-centered and learner-centered approaches but they lacked competence on how to effectively integrate different strategies when facilitating the lessons. Teachers either prepared lesson plans without following it or did not prepare the lesson plans at all. The study recommends that school administrators should make sure that teachers prepare and use lesson plans to guide the teaching and learning processes for better results. Finally, there is a need for frequent in-service training to mathematics teachers on how to effectively integrate different teaching and learning strategies in order to enhance students’ achievement in mathematics.