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RESEARCH PAPER
Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools
1
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of Education (UR-CE), University of Rwanda, RWANDA
2
St John’s University of Tanzania, TANZANIA
3
College of Education (UR-CE), Department of Mathematics, Science and Physical Education, University of Rwanda, RWANDA
Publication date: 2021-02-13
EURASIA J. Math., Sci Tech. Ed 2021;17(2):em1940
KEYWORDS
ABSTRACT
Teaching and learning of invertebrate systematic require effective pedagogical language
strategies since the terms used are most in English and Latin. The Tanzania education policy
specifies that the medium language of instruction in primary must be Kiswahili, while English has
to be used in post-primary education. Consequently, secondary school biology students find
difficult to cope with learning in the context of foreign language. This paper aims at presenting
the investigation on how pedagogical language strategies can effectively support teachers and
learners during teaching and learning of systematic invertebrates in Tanzania secondary schools.
Data were collected using the lesson observation checklist, lesson evaluation sheet, interview with
teachers and focus group discussions with learners. A total of 60 sessions, each of 80 minutes
were observed in 10 schools. A total of 40 teachers and 400 level four students of the ordinary
level participated in the study. Quantitatively, paired sample t-test, means, standard deviations
and percentages were used to evaluate and compare changes in learners’ performance in pre-and post-tests. Further, thematic analysis was employed to analyse qualitative data. Key findings
from the study indicated that the majority of teachers who participated in the training managed
to set competencies and the activities to reinforce the achievements of developed competencies.
Again, teachers and learners had a progressive significant improvement over introduced
pedagogical language strategies. Overall, there was a statistically significant difference between
pre- and post- intervention. Interviews with teachers and focus group discussions with students
revealed that the strategies increased students’ interactions and activeness in class, which in turn,
improved the learning of biology content through the English language. This study therefore
recommends the pedagogical language strategies to be adopted during teaching and learning of
biology, specifically the content of invertebrate systematic.
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