Enhancing classroom management support to improve learning effectiveness in history education: Evidence from public secondary schools in Kibaha, Tanzania
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study addresses the research problem of understanding the influence of teacher-student interactions on learning effectiveness in history education, specifically among Form Two students in Kibaha District Council, Tanzania. The study aims to explore how interaction dimensions such as communication, feedback, and supportive environments shape students’ engagement, confidence, and academic outcomes in history. Employing Vygotsky’s Socio-Cultural Interaction Theory as a theoretical framework, the research utilizes a mixed-methods approach, gathering data from 322 participants, including 300 students and 22 history teachers. Quantitative analysis revealed a strong positive correlation (r = 0.672, p < 0.01) between teacher-student interaction and learning effectiveness, emphasizing the critical role of open dialogue, constructive feedback, and respectful relationships in fostering historical understanding. Qualitative insights underscored the importance of interactive and supportive classroom practices while highlighting systemic challenges such as insufficient teacher training and resource limitations. These findings suggest that targeted professional development, investment in teaching resources, and a shift toward interactive learning environments are essential for improving history education outcomes.
Source: Forum for education studies.
DOI: 10.59400/fes2470
Authors: Safi M. Nyange, Prospery M. Mwila
Institution: St. Augustine University of Tanzania
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409911896