View in EDS PDF Full Text

Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.

Saved in:
Bibliographic Details
Title: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.
Authors: Issa, Hidaya Mohammed1 hidayam4@gmail.com, Castulo, Nilo Jayoma2 nilocastulo@msutawi-tawi.edu.ph
Source: Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 1, p1-27. 27p.
Subject Terms: *Class size, *Primary education, *Teaching methods, *Teaching experience, *Effective teaching, *Evaluation methodology, *Classroom management
Geographic Terms: Tanzania
Abstract: This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semi-structured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 193637441
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Issa%2C+Hidaya+Mohammed%22">Issa, Hidaya Mohammed</searchLink><relatesTo>1</relatesTo><i> hidayam4@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Castulo%2C+Nilo+Jayoma%22">Castulo, Nilo Jayoma</searchLink><relatesTo>2</relatesTo><i> nilocastulo@msutawi-tawi.edu.ph</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22">Journal of Interdisciplinary Studies in Education</searchLink>. 2026, Vol. 15 Issue 1, p1-27. 27p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Tanzania%22">Tanzania</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semi-structured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability. The study proposed a large-class pedagogical adaptation for rural school settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193637441
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.32674/zr9wew97
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: Class size
        Type: general
      – SubjectFull: Primary education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Teaching experience
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: Evaluation methodology
        Type: general
      – SubjectFull: Classroom management
        Type: general
      – SubjectFull: Tanzania
        Type: general
    Titles:
      – TitleFull: Investigating Teaching Practices in Large Classes: A Case Study of Public Primary Schools in Tanzania.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Issa, Hidaya Mohammed
      – PersonEntity:
          Name:
            NameFull: Castulo, Nilo Jayoma
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 21662681
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Interdisciplinary Studies in Education
              Type: main
ResultId 1