- Upendo Msuya 1*, Prospery M. Mwila 2
- Saint Augustine University of Tanzania
Teacher-student interaction is a fundamental aspect of the learning process, shaping the quality of instruction and influencing student achievement. This study examines how teacher-student interaction enhances the learning of History in public secondary schools in Ilala Municipality, Tanzania. The research is guided by two key objectives: (i) identifying the contribution of teaching materials in enhancing History learning, and (ii) exploring teachers’ competence in using effective teaching methods. A mixed-method approach was used, collecting both qualitative and quantitative data from 502 students, 22 teachers, and four school heads through surveys and interviews. The findings indicate that while teacher-student interaction supports learning, challenges such as inadequate teaching materials, outdated teaching methods, and overcrowded classrooms limit its effectiveness. The study recommends ensuring the availability of teaching resources, improving instructional methods, and addressing classroom conditions to create a more conducive learning environment for History students.
