Utilization of instructional materials in supporting biology learning in Tanzania

Abstract

Teachers’ utilization of instructional materials during the learning endeavor is widely recognized to enhance learners’ active engagement for effective learning. This paper explored the extent to which teachers utilizes the instructional materials during the Biology lessons. A total of 176 students and 42 Biology teachers responded to the questionnaires and involved in the classroom observation during data collection. Frequencies, means and standard deviations of the extent of utilization of instructional materials during the Biology lessons and the preferences were calculated and presented in tables. Textbooks were more frequently utilized over laboratory apparatus and digital appliances such as projector, computer, tablets, and radios. Relying solely on the utilization of mainly print instructional materials over other categories of instructional materials limit students’ active interaction and thus impede effective learning. We recommend investment on teachers’ in-service training programs in enhancing utilization of wide range of the instructional materials.