Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Patrick Ojok

Department

Institute for Educational Development, East Africa

Abstract

This research explored the integration of neuroeducation principles in the mathematics curriculum of secondary educational institutions in Iringa Municipality, Tanzania, driven by the goal of enhancing learning outcomes and refining instructional strategies. Employing a qualitative case study methodology, the study examined teachers' perspectives, the actual implementation of neuroeducation concepts in classrooms, and the challenges encountered during integration. Through observations of form one and form three classes and interviews with three mathematics teachers, inconsistencies between claimed understanding and actual practices were identified. To address issues such as a lack of instructional resources, restricted technology access, and limited professional growth opportunities, specific interventions are recommended. Furthermore, conducting more long-term studies is advised to evaluate sustained effects on student outcomes and teaching strategies development. Successful incorporation of neuroeducation principles into mathematics teaching systems holds promise for improving the quality of education in Tanzanian secondary schools, with significant implications for policy, practice, and future research.

First Page

1

Last Page

90

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