Teacher Improvisation Skills in Enhancing Teaching and Learning Process in Pre-Primary Schools in Tanzania

Abstract

The improvisational skills of teachers in enhancing the teaching and learning process in pre-primary schools in Tanzania were investigated in this study. The study was guided by three objectives, which addressed the availability of self-made teaching aids used in pre-primary classrooms, teachers’ attitudes on improvising materials in pre-classes, and training needs for teachers to use improvisation in pre-primary schools. A mixed research approach using a cross-sectional design was implemented int the study. The study consisted of 10 pre-primary schools located in Dodoma City. A total of 30 teachers were selected to participate in the study through a combination of purposive and random sampling. The teachers were specifically chosen due to their considerable experience in pre-classes. Questionnaires (closed and open-ended) as well as observation checklists were used for data collection. Quantitative data were analysed using descriptive statistics with the help of the SPSS version 24, while the qualitative data were paraphrased as per content analysis principles. The study found that the use of improvised materials in pre-classes improved the creativity and innovation among pupils. Additionally, the study highlighted that teachers possessed special skills to prepare improvised learning materials, but they required more encouragement and training to utilise them properly. The study recommends emphasising the use of improvised instructional materials in pre-classes as they play a significant role in enhancing the productive learning. In addition, teacher improvisation skills should be frequently developed through the training in order to enhance teaching and learning.