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This study explored the application of Constructivism Approach in Dodoma primary
schools. It evaluated the extent to which Constructivism Approach is used in Tanzania
primary schools. The study employed Qualitative Approach, though some aspects were
dealt with quantitatively. It is a descriptive case study conducted in six primary schools in
Dodoma Urban based on two theories; the Social Constructivism and Cognitive
Constructivism Learning Theory. A total of 15 participants were involved in the study.
Three of them were school inspectors and twelve were primary school teachers. They were
selected through purposive sampling and simple random sampling techniques. Data were
collected through questionnaires, observation schedule, focus group discussion and
documentary review. The findings of the study confirm that, despite teachers
qualifications and their knowledge on constructivism views, there are some teachers with
negative attitude about Constructivism Approach. This is because of lack of motivation,
overcrowded classes, poor parental involvement in their children‟s learning as well. In
addition, lack of enough funds provided to school inspectors and lack of sufficient
trainings to teachers are other challenges on the application of Constructivism in primary
schools. Based on the findings, the study concludes that owners of those schools should
create positive attitudes to teachers and give them proper trainings and seminars. Also,
educating parents on the importance of guiding their children to learn at home
environment and making follow up in school is paramount. |
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