Investing Three Rs for Better Education Attainment in Primary Schools: A Case Study of Mbeya City, Tanzania

Abstract

The study analyzed three Rs for better education attainment in primary schools. It aimed to examine the 3rs status in selected primary schools and practices to improve 3Rs to pupils for education attainment in primary schools in selected five primary schools in Mbeya city, Tanzania. A mixed research approach and a convergent research design guided the study. A sample of 133 respondents were interviewed and given questions to be answered. The data were collected through questionnaires and interviews. Data were analyzed through graphs and thematic analysis. Data indicated that more than half of tested pupils in grades four, five, and six have insufficient skills in the arithmetic of grade three, and 18% of tested pupils lack basic skills in reading and writing. The study concluded that there should be an improvement of the 3Rs by investing in new teaching and learning techniques, improving the teaching and learning environment, and improving teachers' and pupils’ motivation. The study recommends that immediate initiatives should be taken to improve the three Rs by enhancing teaching and learning practices among pupils in primary schools; teachers and school administrators should be highly committed to assisting learners in primary school. Moreover, the teacher-pupils ratio should be improved so that more attention should be given to pupils struggling to attain three Rs. Furthermore, comparative studies should be conducted in another primary school in Tanzania to determine the magnitude of the problem and strategies to mitigate it.