Nexus between Collaborative Teaching Approach and Pupils’ Academic Achievement in Public Primary Schools in Magu District, Mwanza Region, Tanzania

Abstract

This study examined the relationship between the collaborative teaching approach and pupils’ academic achievement in public primary schools in Magu District, Mwanza Region, Tanzania. Guided by the Constructivist Learning Theory, the study employed a mixed-methods explanatory design to explore how collaborative learning influences pupils’ engagement, understanding, and overall academic performance. Data were collected from 244 participants including 228 teachers, 12 head teachers, 3 Ward Education Officers, and 1 District Education Officer. Quantitative data were analyzed using SPSS version 23, while qualitative data from interviews and observations were analyzed thematically. The results indicated a strong positive correlation (r = .68, p < .01) between collaborative teaching and pupils’ academic achievements. Teachers reported that collaborative activities enhance teamwork, peer learning, communication skills, and motivation to learn. The study concludes that collaborative teaching significantly improves cognitive and social outcomes and recommends regular teacher training, peer mentoring, and policy support to integrate collaborative approaches in Tanzania’s public primary schools.