Exploring Barriers to the Implementation of Problem-Based Learning Pedagogy in Ordinary Secondary School Mathematics in Tanzania
DOI:
https://doi.org/10.59645/abr.v16i2.343Keywords:
Students-centered learning, pedagogy, problem-solving skills, constructivism theoryAbstract
Globally, a significant body of literature ratifies Problem-Based Learning (PBL) as a promising pedagogical approach to enhance mathematics performance in schools. Tanzania, among other countries, has adopted and integrated PBL into its educational framework to improve students’ academic performance. Despite these efforts, the failure rate in mathematics has consistently exceeded 75% in Tanzania's Certificate of Secondary School Education Examination over the past decade. Therefore, this study aimed to (i) explore teachers’ perceptions of the barriers facing them in implementing PBL pedagogy in secondary schools and (ii) explore the barriers to implementing PBL pedagogy as perceived by students in secondary schools. This study employed a qualitative research approach and a case study research design in which simple purposive sampling technique was used to select eight (8) mathematics teachers and forty eighty (48) form four students from secondary schools in Arusha city council. Interview and Focus group discussion were used to collect data on the barriers for effective implementation of PBL pedagogy. Findings from thematic analysis revealed that large class sizes, a shortage of mathematics teachers, insufficient instructional time, inadequate teaching and learning materials, and competence insufficient to implement PBL pedagogy were the barriers. The study recommends that the Ministry of Education, Science and Technology improve the teaching and learning environment, providing in-service training to mathematics teachers on PBL pedagogy and employing more mathematics teachers in schools.
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