Abstract: Every society’s quality is largely determined by the quality of its educational system. Given the apparent constraints on educational resources, the importance of maximizing their efficient utilization for maximum academic results cannot be overstated. This study assessed the status of educational resources in rural public secondary schools in Misungwi District, Tanzania. It was guided by three specific objectives: to examine available educational resources used in teaching and learning process, to determine the distribution of educational resources in teaching and learning process and to assess the relationship between effective management of educational resources and teaching and learning process outcomes. The mixed research approach and explanatory research design was used. The sample comprised of 3117 participants including 4 heads of schools, 208 teachers, 2900 students, 4 Ward Executive Officers and 1 District Educational Officer. Questionnaires and interviews were used to collect data. Validity was ensured through content validation by research experts. Reliability was r = 0.82 ensured through test–retest. Quantitative data were analysed by descriptive statistics while qualitative data were analysed thematically. A synthesis of the findings indicated that educational resources are available in rural secondary schools. The results also indicated that there is a relationship between distribution of educational resources and teaching and learning process as confirmed by correlation statistics; r=0.86. The study concludes that educational resources are available but are not well managed in teaching and learning process. Therefore, proper mechanism of ensuring the management and utilization of educational resources should be put in place.

Abstract: The aim of this study was to investigate the effects of visual aids in enhancing teaching and learning process in public secondary schools in Ilemela Municipality, Tanzania. Specifically, the study sought to describe visual aids used by teachers during the teaching and learning process and to find out the views of teachers and students about the effects of using visual aids in the teaching and learning process. The study was guided by Skinner’s instructional theory (1974). A mixed research approach was employed, under which the convergent parallel research design was used. A sample size of 111 participants was selected, including students, teachers, school academic masters, heads of schools, and school quality assurance officers were involved in order to provide the required information. Data was collected through questionnaires and interview guides. The quantitative data was analysed using SPSS version 20 and presented on tables in frequencies and percentages, while the qualitative data was coded and analysed thematically. The findings showed that teachers had the tendency to ignore the use of visual aids in the teaching and learning process. This study concluded that the use of visual aids in the teaching and learning process is very important because it simplifies the concepts taught. It is recommended that MoEST provides enough materials, seminars and training to teachers for the preparation and usage of visual aids.