PROMOTING SCIENCE SUBJECTS CHOICES FOR SECONDARY SCHOOL STUDENTS IN TANZANIA: CHALLENGES AND OPPORTUNITIES

Development of science and technology especially in developing nations demands the preparation of skilled individuals in science disciplines from lower levels of academic and skill training. This fact calls for the need to promote effective science teaching and learning in secondary schools. The purpose of this study was to examine the status of science teaching and learning, challenges facing the science learning in schools and opportunities for improvements. The study was conducted in four districts in Morogoro Region, Tanzania. Specifically, the study intended to identify the pass rates in science subjects, teachers’ professional development, science teachers’ teaching strategies, students’ level of satisfaction with the teaching and students’ readiness to take science subjects in their high schools. The study was conducted in twenty four secondary schools using a sample of 471 students and 66 teachers. The data from students and teachers were collected through a structured questionnaire and focus group discussions. The results revealed poor quality of science classroom teaching and a serious decline in interest of students in science subjects. It was therefore concluded that, teacher-students interaction and relationship in classroom teaching and learning of science need improvement. It is suggested that, future research can observe on the influence of social factors in the decline of interest in science subjects among secondary school students in Tanzania.