An Assessment of Instructional Materials Usage in Social Studies Teaching: The Experience of Primary School Teachers in Kinondoni District, Tanzania

Abstract

This study investigated the teachers’ practices and perceptions of using instructional materials in teaching social studies in primary schools in Kinondoni, Tanzania. The study was approached using mixed methods and embedded concurrent design. Simple random and purposive sampling techniques were used to obtain seventy respondents. Data collection involved the survey, classroom observation, semi-structured interview, and documentary review methods. Descriptive and content analysis of data and the interpretation and discussion of findings based on constructivism and sociocultural lenses. The findings discovered harmony and disharmony of feelings among teachers about instructional materials usage in teaching social studies in primary schools. Effective usage of instructional materials in social studies teaching is affected by laziness, lack of skills, strategies for improvisation, financial and time constraints among teachers, lack of resource rooms, and limited government support. The findings recommended that teachers use the available local instructional materials and share knowledge and skills from in-service training decently with their fellow teachers. Policy decision-makers and professionals are urged to focus on the use of instructional materials in social studies teaching to promote cooperative learning and address problems affecting teachers during teaching and learning.

Keywords: Instructional materials, Social studies, Teacher perceptions, Teacher practice, ICT in education, Primary schools.

DOI: 10.7176/JEP/15-12-01

Publication date: December 30th 2024