The Feasibility of Flipped Classroom Approaches: Insights from Teachers and Students in the Selected Public Secondary Schools in Tanzania

Abstract

This study explores the feasibility of implementing flipped classroom approaches in Tanzanian public secondary schools, focusing on teacher and student perceptions, existing practices, resource availability, and strategies for adoption. Guided by Rogers’s Diffusion of Innovations theory (2003), a qualitative multiple-case design was employed across secondary schools in Dar es Salaam, Tanga, and Mbeya. Purposeful sampling guided the selection of schools and participants. Data were gathered through focus group discussions, semi-structured interviews, and non-participant observations to capture participants’ experiences and views. Thematic analysis was used to identify key patterns across the data. Findings indicate a limited understanding of flipped learning, with many participants equating it with traditional homework. Despite resource challenges, such as insufficient textbooks and limited ICT infrastructure, teachers and students expressed openness to the approach, mainly when supported by printed materials, collaborative learning, and parental involvement. Concerns emerged about its suitability for mathematics, where students preferred more direct instruction. The study highlights the importance of teacher training, infrastructure support, and context-sensitive strategies in facilitating flipped learning in low-resource environments. The findings provide actionable insights for enhancing engagement and learning through innovative pedagogical practices.