Vicarious Versus Traditional Learning in Biology: A Case of Sexually Transmitted Infections (STIs) Topic in Secondary Schools, Tanzania

Abstract

The purpose of this study was to compare between learning sexually transmitted infections in Biology by observation and traditional classroom lecture method among secondary schools in Dar es Salaam, Tanzania. The study involved form three students from Perfect Vision and Benjamin Mkapa secondary schools. A total of 81 students were involved in the study of whom 37 were girls and 44 were boys. Both qualitative and quantitative data collection methods were employed where the former used interview and the later employed questionnaire and achievement test items as data collection tools. The study found that observational method was more effective and preferred by students as compared to traditional lecture method. Moreover, culture was found to be one of the barriers for learning. Training to teachers as well as students sensitization were the recommendations provided by the study so as to improve the situation. The study also recommended further research to be conducted on the knowledge of ICT to Biology teachers and how they use it for instructional purposes

Key Words: Vicarious learning, Traditional classroom learning, Sexually Transmitted Infections