Exploring Students and Teachers’ Teaching and Learning Experiences from Academic Camps in Public Secondary Schools in Simiyu Region, Tanzania

Abstract

This paper examined teaching and learning experiences of both teachers and students from academic camps. The concept of academic camps in the Tanzanian education context is new but well accepted by stakeholders at the grassroots level while the top managerial leadership of the country was against it. The study used mixed approach alongside with convergent design. It was conducted in Simiyu Region in Bariadi District. The population involved teachers, Head of Schools and students. Data was collected through questionnaires and interviews. Data analysis was done through descriptive statistics for quantitative and content analysis for qualitative data. The findings show that teachers and students underwent both positive and negative experiences from academic camps. Among positive experiences are; improvement of academic performance and students life skills development by socialization. Among the notable negative experiences are shortage of infrastructures to sustain all students and at the same time outbreak of diseases to students due to lack of sanitation. The study concludes that; the issues of academic camps should be legally accepted hence create conditions for its operation.

Keywords

• academic camps
• teaching
• learning
• experience