Pedagogical Practices and Pupils’ Academic Performance in Primary Schools in Morogoro Municipality, Tanzania

Abstract

Our paper investigated the contribution of pedagogical practices on pupils’ academic performance in primary schools in Morogoro Municipality, Tanzania. We employed a qualitative approach and conducted the study in three public and three private primary schools, with a total of 60 respondents. Primary data were gathered through interviews, focus group discussions, and classroom observations. We used content analysis to analyze the data and develop themes and sub-themes. The results show that public and private school teachers differ in their approach to pedagogical practices, resulting in variations in academic performance. We conclude that effective pedagogical practices can significantly impact pupils' academic performance and suggest that teachers receive proper training and support to implement these practices. Therefore, our study emphasizes the importance of effective pedagogical practices in achieving good  academic performance and underscores the need for teacher training and support to facilitate these practices.