The Influence of Learning Environment in the Mastering of 3rs in Public Primary Schools in Nyang’hwale District – Tanzania
DOI:
https://doi.org/10.61538/jipe.v14i2.1217Keywords:
Learning, Learning Environment, 3Rs, Public schoolsAbstract
This study investigated the influence of the learning environment in the mastering 3Rs in public primary schools in Nyang’hwale District, Tanzania. The study was guided by three objectives namely: factors that lead to pupils’ failure to master 3Rs from standard one up to standard three in public primary schools in Nyang’hwale District, Tanzania, how school environment supports pupils to master 3Rs in public primary schools in Nyang’hwale District. The other objective was to find out the solutions on how we can improve the mastering of the 3Rs to secondary school pupils in Nyang’hwale District. The study used a mixed research approach where both qualitative and quantitative approaches approach were applied. The sample size of the study was 106 respondents, who were obtained through percentages. The participants were selected using simple random sampling stratified sampling and purposive sampling while data of the study were collected through questionnaires and interview guides. Quantitative data were coded through Statistical Package for Social Sciences (SPSS) 20 edition and were analysed by thematic analysis technique. On their part, qualitative data were analysed through content after being grouped. The analysed data were presented in charts, graphs, Tables and explanations. The findings of the study show that there was poor mastery of the 3Rs among primary school pupils in Nyang’hwale District. Most of the primary school pupils in Nyang’hwale District were found to have the problem of poor mastering of the 3Rs. In addition, the findings indicate that the teaching and learning environment had a great influence on the mastering of the 3Rs to primary school pupils in Nyang’hwale District. The study recommends that Teachers should implement strategic teaching methodologies and apply current teaching and learning materials.Downloads
Published
Issue
Section
License
The Journal’s Copyright Position
In this journal, authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal, or publish it in a book), with an acknowledgment of its initial publication in this journal.