Extensiveness of Classroom Presentation in Enhancing Active Learning among Public Secondary School Students in Moshi Municipality, Tanzania

Abstract

This study weighed the extensiveness of classroom presentation in enhancing active learning among public secondary school students in Moshi municipality, Tanzania. The study focused on the extent to which classroom presentations, experiments, subject projects, and case studies boost active learning among students. Out of 1499 targeted individuals from Moshi Municipality, a sample of 4 public secondary schools through which 128 students, 32 teachers, 4 heads of schools, and 1 district secondary education officer (165 respondents) were obtained using probability and non-probability techniques. Research experts in education ensured the validity of the questionnaires, interview guides, and observation guides. A pilot study was conducted in two public secondary schools, and the reliability of questionnaires was estimated using Cronbach's Alpha technique for Likert-type items whereby .834 and .821 coefficients for teachers and students' instruments was correspondingly achieved while reliability for qualitative data was established through peer debriefing and triangulation methods. Quantitative data was descriptively analyzed to frequencies, percentages, and mean with the aid of SPSS version 22, while qualitative data was scrutinized thematically and presented in tables and quotations, respectively. The study adhered to research ethical principles throughout the research process. According to the study, classroom presentations significantly boosted students' critical thinking, active engagement, and comprehension to improve active learning in public secondary schools. The study concluded that presentations are, to a high extent, useful instructional tools for grabbing students' attention visually and efficiently communicating ideas. For improved educational outcomes, the government and other education stakeholders should prioritize active learning strategies, encourage teacher development, empower students' active engagement, allot resources, and enforce policies.