Authors : Mwajuma Bakari Fadhili; Evans Ogoti; Rev. Dr. Victorini Salema

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/msa9pjdd

Scribd : https://tinyurl.com/yc8nd6w7

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG1123

Abstract : This study evaluated whether the Quest Forward Learning Program (QFLP) in Tanzania successfully shifted secondary school mentors from traditional teacher-centred methods (TCMs) to implementing learner-centred teaching methods (LCMs). The evaluators employed a convergent design within a mixed evaluation approach, whereby 643 participants were selected from a population of 948, including heads of schools, mentors, and students—data collection methods involved questionnaires, observations, and interview guides. The validity of data collection instruments was determined through expert evaluation and a pilot study, while reliability was determined using Cronbach's Alpha, member checking, and cross-checking transcripts. Data were analysed using thematic analysis for qualitative, inferential, and descriptive statistics, with the help of SPSS software for statistical analysis, which was used to analyse quantitative data. Findings indicated that mentors mainly employed LCMs, such as case studies, projects, peer coaching, role plays, group discussions, and multimedia tools. The study concluded that QFLP training, provided by the Opportunity Education Foundation (OEF), effectively equipped mentors to transition to LCMs, aligning with the competency-based curriculum in Tanzania. It was concluded that mentor experience did not impact the frequency of LCM usage; comprehensive training was vital. The study recommended expanding OEF's reach to include public schools, ongoing mentor training, and further research on the effectiveness of specific LCMs in enhancing student engagement.

Keywords : Mentors, Evaluation, Implementation, Learner- Centred Methods, Quest Forward Learning Program.

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