Year: 2025
Type: article
Study design: Observational Study
Abstract: Education is a fundamental driver of individual and societal development, yet traditional teaching methods often struggle to address the diverse needs of students in today’s classrooms. In Mwanza City, Tanzania, this challenge is particularly pronounced, as educators face overcrowded classrooms, limited resources, and varying levels of student preparedness. This study explored the implementation of classroom customization in Mwanza City, examining how teachers adapt their teaching strategies to meet the diverse needs of students and the impact of these adaptations on student outcomes. The study focused on three key indicators the frequency of customized teaching strategies used by teachers, the types of instructional methods and tools employed, and the preparedness of teachers for classroom customization. In addition, it assessed the impact of customization on student engagement, teaching flexibility, and academic performance. The study also identified challenges, including the availability of resources, teachers' and students' digital literacy levels, and institutional support for customization practices. Data was collected from 233 respondents, including teachers and education officials, using surveys and interviews. The findings revealed that while many teachers implemented customized strategies, challenges such as inadequate resources and limited institutional support hindered the full potential of classroom customization. The study underscores the need for improved professional development for teachers, better access to teaching resources, and stronger institutional support to ensure the effective and sustainable adoption of classroom customization in Mwanza City.
Authors: Lugano E. Sigalla, Honest F. Kimario
Institution: Tanzania Institute of Accountancy
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410285173