Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education

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.

Abstract: The shift from teacher-centered to student-centered (SC) learning has posed significant challenges worldwide, particularly in plant anatomy instruction. This study aims to analyze the difficulties faced in adopting a SC approach in plant anatomy education and highlights successful strategies with a focus on Nyamasheke District, Rwanda. The research employed a mixed-method design incorporating both quantitative and qualitative approaches. A purposive sampling technique was employed to select 83 from 105 targeted Biology teachers to participate in the study. Data were collected using questionnaires and observation checklist. Quantitative data were analyzed using SPSS version 25 while qualitative data underwent thematic analysis where themes were delivered by carefully reviewing the observation records to identify recurring patterns and emerging ideas. Findings indicate that the main challenges include limited resources, large class sizes, time constraints, language barriers and lack of field trip. Solutions include hands-on learning, teacher dedication, use of educational technologies and lesson improvisation. The study recommends capacity building to the teachers focusing language improvement and effective use of available resources.

Abstract: This study explored the practices and effectiveness of student records management in secondary schools in Tabora Municipality, Tanzania. A qualitative case study design was employed to gain an in-depth understanding of the experiences of heads of schools, records officers, and teachers. Data was collected from 36 participants through semi-structured interviews with heads of schools and records officers and focus group discussions with teachers from three purposively selected secondary schools. Thematic analysis, guided by Braun and Clarke’s framework, was used to analyze the data. Findings revealed that schools maintained diverse student records, including attendance, disciplinary, academic performance, financial, transfer andleaving, health, and admission/enrolment records, primarily using paper-based systems organized by academic year, class level, or record type. Effective records management enhanced information accessibility, supported monitoring of academic progress and discipline, facilitated administrative decision-making, promoted accountability, ensured policy compliance, and preserved institutional memory. Challenges included limited training, inadequate storage facilities, unclear policies, and inconsistent record-keeping. The study concludes that proper student records management is vital for efficient school administration and recommends training, clear policies, digital systems, and regular audits to strengthen records management practices.

Abstract: The integration of machine learning–based personalized learning systems in secondary education offers significant potential to enhance instructional differentiation, learner monitoring, and academic support. However, adoption depends not only on technological capability but also on institutional readiness across infrastructure, human capacity, and leadership dimensions. This study evaluated institutional readiness and barriers to implementing ML-based personalized learning in secondary schools in Rwanda using a mixed-methods design. Data were collected from 200 institutional staff members across ten secondary schools representing all five provinces. Findings indicate moderate but uneven readiness. Infrastructure indicators show that 55% of schools reported functional ICT laboratories, yet only 42% reported reliable internet connectivity and 36% adequate technical maintenance support. Human capacity gaps were pronounced: while 84% of respondents rated staff digital literacy as high or moderate, only 18% reported high understanding of ML concepts and 22% expressed high confidence in using AI tools. Governance readiness was limited, with 61% reporting data protection policies but only 29% indicating the presence of an institutional AI or digital strategy, and 63% lacking regular data quality audits. Leadership openness to innovation was relatively strong (52%), yet only 33% reported strong ICT budget allocation. The most significant barriers identified were limited technical expertise (64%), insufficient funding (58%), and data privacy concerns (52%), whereas resistance to change was lower (29%). The study concludes that ML-based personalization adoption is constrained primarily by structural capacity and governance gaps rather than institutional resistance, highlighting the need for coordinated readiness strengthening across schools.

Abstract: Teacher professional development support by principals played a key role in ensuring improved academic performance in schools. However, in Gatanga Sub-county, many public secondary schools register low academic grades in KCSE. Thus, this study examined the influence of teacher professional development support on students’ academic performance in public secondary schools in Gatanga Sub-county. The study was guided by professional development theory and academic achievement theory. The study adopted a mixed methodology and, thus, applied a concurrent triangulation research design. The target population was 597 respondents, which comprised 35 principals, 560 teachers, and 2 Sub-county Directors of Education (TSC & MoE), from which a sample of 242 respondents was determined using Yamane’s Formula. This included 15 principals, 225 teachers, and 2 Sub-county Directors of Education (TSC & MoE). Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that students’ academic performance in KCSE in public secondary schools has been low for the last five years (2020-2024). This has been partly attributed to the fact that principals rarely provide adequate support for teachers’ professional development, a situation that has significantly contributed to low academic performance among students. Thus, the Ministry of Education should allocate resources to enable principals organize regular retraining and mentorship as well as coaching programmes for teachers.

Abstract: This study investigated the contribution of Continuous Professional Development (CPD) to students’ academic performance in mathematics in selected secondary schools in Rwanda. Recognizing the pivotal role of teacher quality in student learning, the research aimed to evaluate how CPD influences instructional practices, examine the relationship between CPD participation and student achievement, and identify challenges teachers face in applying CPD knowledge. A mixed-methods approach was employed, involving questionnaires, interviews, classroom observations, and analysis of student assessment data from 305 learners and 36 mathematics teachers. Quantitative analysis revealed that students taught by teachers who had completed at least 35 hours of CPD scored significantly higher than those taught by teachers with fewer training hours. ANOVA results showed a statistically significant difference (F (2, 33) = 5.94, p < 0.01) among CPD exposure groups, and Pearson’s correlation (r = 0.46, p < 0.01) indicated a moderate positive relationship between CPD and student performance. Qualitative findings supported these results, showing improvements in learner-centered instruction, assessment use, and curriculum alignment. However, challenges such as limited resources, time constraints, overcrowded classrooms, and insufficient mentorship hindered effective implementation. The study concludes that while CPD has a positive impact on teaching practices and learning outcomes, its success depends on consistent delivery, subject relevance, and institutional support. It recommends policy reforms to ensure sustained and equitable CPD access, along with practical strategies to enhance classroom implementation and teacher support systems.

Aloyce Luhamya – Department of Education, Institute of Accountancy, Arusha

Email: harunaabadan@gmail.com

Abstract: This study examined the influence of democratic leadership style on students’ academic performance in public secondary schools in Tabora Municipality, Tanzania. Guided by Participative Leadership Theory and grounded in pragmatism, the study employed a mixed-methods approach, utilizing a convergent parallel research design. The study involved 218 respondents, comprising teachers, heads of schools, and students obtained using random and purposeful sampling techniques. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with heads of schools and Focus Group Discussions (FGDs) with students. Data were analyzed using descriptive and inferential statistics, and thematic analysis for quantitative and qualitative respectively. The results indicated a strong positive relationship between democratic leadership style and students’ academic performance (r = 0.73, p < 0.05). The findings suggest that school leaders should adopt motivational and inclusive practices, maintain supportive and well-resourced environments, and engage stakeholders to optimize students’ academic performance.

Kpedetin Wilfrid Dieu-Donne Agbodjogbe – Enseignant et chercheur á l’Institut National de la Jeunesse, de l’Éducation Physique et du Sport (INJEPS), Bénin
Email: agbowil2024@yahoo.com

Okry Christophe Nonvignon – Directeur des Sports et de la Formation Sportive, Ministère des Sports, Bénin
Email: nonvignon_okry@yahoo.fr

Abstract: Team sports in secondary schools are hailed to be effective channel of developing positive characters in adolescents. However, some research indicates that sports is only a waste of extra-curricular time. This article aims to explore the influence of volleyball team sports in growth and development of early adolescent volleyball players in the secondary schools of Benin. Employing a quantitative descriptive approach, the study delves into the reasons why early adolescent students join team sports and develop their characters. Stratified random sampling was used to collect the data from 263 volleyball players in 24 volleyball teams displayed in 12 departments of Benin. For data analysis a descriptive statistical method was used. The study finds out that 35.7%, media 23.6% and family members 19% are the main reasons that stimulate early adolescents to join the team sports. The study further revealed that during participation in the team sports at schools, volleyball players importantly developed characters such as team work 18.6%, decision-making 14.4%, social interactions 14.1% and confidence 13.7%. Therefore, it is concluded that participation of adolescents in the volleyball team sports at schools motivated by friends, family members, media and help to build as well as nurturing positive character of the athletes which is among the missions of education. It is therefore recommended that sports trainers should teach adolescents the proper use of media and prevent them to use any substance abuse.

Abstract: Teachers play a key role in ensuring improved implementation of the curriculum in secondary schools. However, in Garissa Sub-county, the implementation of the curriculum in secondary schools is still low, with many teachers unable to cover the syllabus on time, which resulted in low performance among students. This research sought to determine the influence of availability of teachers on curriculum implementation in public secondary schools. The study adopted mixed methodology and concurrent triangulation research design. The target population was 318 respondents, which included 12 principals, 304 teachers, and 2 Sub-county Directors of Education (TSC & MoE), from which samples of 6 principals, 170 teachers, and 2 Sub-county Directors of Education (TSC & MoE) were determined using Yamane’s Formula. Data was collected through questionnaires for teachers and interview guides for principals and Sub-county Directors of Education. Qualitative data were analyzed thematically and presented in narrative form, while quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially through Pearson’s Product Moment Correlation Analysis, using Statistical Package for Social Sciences (SPSS Version 25) and presented in tables. The study found that curriculum implementation has faced numerous challenges with many teachers unable to complete syllabus in time, which has led to low academic performance in KCSE. This has been attributed to the inadequacy of teachers in public secondary schools. Thus, the study recommends that the Ministry of Education should conduct regular recruitment of teachers to attain the required student-teacher ratio.