Project-Based Learning Implementation Level and School Management Support for Critical Thinking Skills in Secondary Schools: Lessons from Ubungo Municipality, Dar es Salaam, Tanzania

Abstract: This study investigated about the implementation of project-based approach to teaching and learning by teachers, and support given by the management of school to enhance critical thinking skills. The study context was among secondary schools at Ubungo Municipality in Dar es Salaam, Tanzania. Objectives of the study focus on views from Heads of school and teachers’ perceptions on: level of implementation of the project-based learning, and support given by the school management on the use of project-based learning, as well as the extent of students’ acquisition of critical thinking skills. Guided by the transformational leadership theory, the study employed a mixed-methods approach with a convergent parallel design. A sample of 55 respondents, including heads of school and teachers was selected using purposive and stratified sampling techniques. The data were collected through questionnaires and interviews. The analysis was done using descriptive statistics and themes. Findings revealed that the implementation of project-based learning is at a moderate level across schools. This is due to the ability and readiness of teachers to use the project-based approach. Also, the level of school management support for project-based learning varies among schools. Thus, the management has to support in-service trainings and facilitate the use of pedagogical resources. Regarding the extent of students’ acquiring critical thinking skills, the findings show that students’ competence is at large extent. The study concludes that project-based learning and management support are two sides of the same coin. Recommendations are given that management of schools could maximize support for students to conduct projects for enhancing competence-based learning.: