Exploring Pedagogical Practices in Tanzanian Secondary Schools: A Systematic Review of Empirical Evidence

Wilgis Ndunguru – Department of Educational Foundations and Management, The Mwalimu Nyerere Memorial Academy

Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania

Jesse Lukindo – Department of Curriculum and Instructions, Open University of Tanzania

Email: wilgisndunguru01@gmail.com/ masatuzamzam@yahoo.com/ jesse.john@out.ac.tz

Abstract: This study explored pedagogical practices in Tanzanian secondary schools through a systematic review of empirical evidence published between 2020 and 2025. The study aimed to examine teaching approaches, learner participation, classroom interaction, assessment practices, ICT integration, and challenges affecting the implementation of competency-based pedagogy in secondary education. The review was guided by Constructivist Learning Theory, which emphasises active learner participation, collaboration, and knowledge construction through social interaction. A systematic review design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed. Relevant studies were obtained from academic databases, including Google Scholar, ERIC, ResearchGate, Science Direct, and Springer. A total of 168 studies were initially identified, and after screening and eligibility assessment, 28 empirical studies were included in the final synthesis. Data were analysed using thematic synthesis techniques. Findings revealed that teaching in Tanzanian secondary schools remains predominantly teacher-centred, despite curriculum reforms that promote learner-centred and competency-based pedagogy. Most teachers continue to rely on lecturing, note dictation, memorisation, and examination-oriented instruction, while participatory teaching approaches are inconsistently implemented. The review further identified overcrowded classrooms, inadequate teaching resources, insufficient teacher preparation, limited ICT infrastructure, and examination pressure as major barriers affecting effective pedagogical implementation. The study concludes that successful implementation of competency-based pedagogy requires strengthened teacher professional development, improved educational infrastructure, assessment reforms, enhanced ICT integration, and supportive learning environments. The study recommends increased investment in educational resources, continuous teacher training, reduction of class sizes, and alignment of assessment systems with competency-based educational goals.