Effect of Interactive Teaching on Pupils’ Activeness in Learning: A Case of Primary Schools in Korogwe District, Tanzania

Abstract

This study sought to establish the effect of interactive teaching on primary school pupils’ activeness in learning in Korogwe District, using the descriptive survey design. The study employed a self-constructed questionnaire as source of data. The target population was 31,400 Class Six pupils in 346 Primary Schools. Twenty schools with 2,570 pupils were randomly selected to constitute a sample from which 346 pupils were randomly selected to constitute the actual sample. Two education experts checked the content of the questionnaire against research questions and provided opinions on how the instrument would be improved. The Cronbach’s alpha of greater than 0.7 was established prior to actual data analysis. Data was analyzed through descriptive statistics and Pearson Correlation. The study established that while teachers applied the interactive teaching approach and pupils were active in the process of learning, the interactive teachings influenced pupils’ activeness in learning. Therefore, it is recommended that teachers should continue using the interactive teaching approach as it influences pupils’ activeness in the process of learning.