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Abstract

The purpose of the study was to explore the creative pedagogical strategies used in large classes for enhanced students’ learning in public secondary schools in Misungwi-Mwanza, Tanzania. The study was guided by one research objectives which were to identify the creative pedagogical strategies used in large classes for enhanced students’ learning in public secondary schools in Misungwi district. Moreover, constructivists’ learning theory was employed by the study. Furthermore, a mixed research approach and convergent parallel research were used in data collection and analysis. The study targeted 20,261 population thus sampled 175 respondents who answered to questionnaires and interview. SPSS 20th version was employed to analyse the data. Nonetheless, Cronbach's alpha was used to determine reliability of instruments and the reliability was 0.73. The study results shows that pedagogical strategies employed by teachers in large classrooms within Misungwi district, highlighting methods such as group discussions, presentations, and question-and-answer sessions, which are favoured for fostering student engagement. Challenges such as overcrowded classrooms and inadequate resources were identified as significant barriers to effective teaching. The study’s conclusion emphasize the importance of interactive teaching methods in enhancing student learning outcomes despite the challenges posed by large classes. Addressing infrastructural and motivational issues is crucial for improving the effectiveness of these pedagogical strategies. Thus, it was recommended that policymakers should focus on reducing student-to-teacher ratios and enhancing educational infrastructure to support effective teaching. Additionally, curriculum developers should integrate interactive and digital literacy components into the curriculum to better prepare students for modern learning environments.