Current Research Bulletin

This study examined pupils’ classroom engagement and learning experiences in culturally responsive primary school classrooms in Nghambaku Ward, Chamwino District, Tanzania. The study was motivated by concerns regarding learner participation and inclusive learning in culturally and linguistically diverse classrooms. Specifically, it explored how culturally responsive teaching practices influence pupils’ participation, confidence, motivation, collaboration, and classroom interaction. A mixed-methods case study design was employed. Quantitative data were collected through questionnaires administered to 120 Class Three pupils, while qualitative data were gathered through interviews with six teachers and three head teachers, focus group discussions with 36 Class Six pupils, and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that culturally responsive teaching practices enhanced learner participation, confidence, collaboration, and motivation. Pupils reported that storytelling, familiar language use, and opportunities to share home experiences made learning more meaningful and participatory. Classroom observations showed that interactive and culturally relevant lessons promoted greater engagement than teacher-centred approaches. However, overcrowded classrooms and limited instructional time affected consistent implementation. The study concludes that culturally responsive teaching significantly promotes inclusive learner engagement and meaningful classroom participation in diverse primary school settings.

Learner engagement, classroom participation, culturally responsive teaching, inclusive learning, storytelling pedagogy.

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