Exploring science teachers' experiences of teaching science with limited laboratory resources: A case study of community secondary school in Lindi, Tanzania
Date of Award
Master of Education (MEd)
Dr. Shelina Walli
Institute for Educational Development, East Africa
Laboratory resources play a vital role in the teaching-learning process of science subjects. However, in Tanzanian public secondary schools, there is inequality in the provision of these resources such that the community secondary schools have very few laboratory resources. Yet, these schools are required to sit for the same national examination as more privileged schools, with better resources. This study focused on exploring teachers experiences of teaching science subjects with limited laboratory resources in community secondary schools in Lindi region in Tanzania. The study employed qualitative case study design. The research participants of the study were four science teachers from two community secondary schools. Data was collected through qualitative semi-structured interviews, classroom observation, focus group discussion and informal conversations. The study identified that there is a great deficiency in the availability of science laboratories resources. Whereas one school has a laboratory with limited resources, in the other school, the teacher uses a movable laboratory to perform science experiments since the school has no laboratory. The findings of the study indicated that science teachers experience difficulties in teaching and learning science because of inadequate laboratory resources. This limits them to teach according to their belief, that for effective teaching and learning science, students should be involved in hands-on activities. The shortage of these resources forces teachers to conduct science experiments in order of priority; they organized experiments for those classes that were preparing for national examinations. Finally, the study recommended that in teaching and learning science with limited resources, teachers should be innovative and committed so as to realize meaningful learning. Furthermore, teachers' professional learning is essential for them to gain skills of teaching in such challenging environment.
Mohamed Mbarouk Suleiman. (2013). Exploring science teachers' experiences of teaching science with limited laboratory resources: A case study of community secondary school in Lindi, Tanzania (Unpublished Masters Thesis). Dar es salaam: Aga Khan University