Investigating Three R’s for Better Education Attainment in Primary Schools, A Case Study of Mbeya City, Tanzania

Abstract

The study evaluated three R’s for greater education attainment in primary schools. It aims to study the 3R’s status in selected primary schools as well as techniques to be applied in enhancing 3R’s to pupils for education achievement in primary schools in selected five elementary schools in Mbeya city, Tanzania. The study was directed by mixed research approach as well as convergent research design. A sample of 133 respondents were interviewed and given questions to be answered. The data were acquired using surveys and interview. Data were evaluated through graphs and thematic analysis. Data showed that 18% of tested students lacked fundamental reading and writing skills, while more than half of assessed students in grades four, five, and six had inadequate grade three math skills. The study came to the conclusion that the 3R’s should be improved by investing in novel teaching and learning strategies, enhancing the environment for teaching and learning, and boosting the motivation of both teachers and students. According to the report, teachers and school administrators should be extremely devoted to helping primary school students, and quick action should be taken to improve the three R’s by enhancing teaching and learning practices among students in primary schools. Moreover, number of teacher-pupil’s ratio should be adjusted so that more attention should be provided to pupils who are struggling to acquire three R’s. Comparative studies should also be carried out in other Tanzanian primary schools to determine the scope of the issue and the methods employed to address it.