Perceived Effectiveness of the Double-Shift Schooling System: Insights from Teachers and Pupils in Geita, Tanzania

Abstract

In Tanzania, the double-shift schooling system has been adopted more often as a solution to the problem of classroom congestion and lack of educational facilities in primary schools. As much as access has been enhanced by the system, there are still concerns with the support it gives to quality teaching and learning. The research paper examined the perceptions of teachers and pupils on effectiveness of the double-shift schooling in the selected public primary schools in Geita Region. Convergent mixed-methods design was adopted with questionnaires, semi-structured interviews with 12 teachers and focus group interviews with 132 pupils in three schools. Descriptive statistics were used to analyze quantitative data whereas thematic analysis was used to analyse the qualitative data as suggested by Braun and Clarke (2006). The results also indicate that dual shift schooling has the benefit of boosting enrolment, but it has limitations due to the shortened time of instruction, the strain on the teacher, less teacher student interaction, and poor learning resources. The paper concludes that although double-shift schooling is a temporary respite to the problem of enrolment, its sustainability in the long-term would need policy changes, more time in classes, teacher morale and better school facilities.