Collaborative Learning and Student’s Understanding of Learning Content: A Case Study of Public Secondary Schools in Morogoro Municipality, Tanzania

Collaborative learning is increasingly recognised as a learner-centred teaching approach that supports knowledge construction through peer interaction, discussion and shared problem-solving. However, limited context-specific qualitative evidence exists on how collaborative learning approaches contribute to students’ understanding of learning content in public secondary schools in Tanzania, particularly in Morogoro Municipality. This study examined collaborative learning and students’ understanding of learning content in public secondary schools in Morogoro Municipality, Tanzania. The study was guided by Social Constructivist Theory, which views learning as a process through which learners construct knowledge through interaction with others. A qualitative case study design was employed. The study involved 48 participants comprising 32 students from four public secondary schools, 12 teachers, and four Heads of Schools. Data were collected through focus group discussions with students and semi-structured interviews with teachers and Heads of Schools. The data were analysed thematically by identifying meaning units, codes, categories and themes. The findings indicated that most teachers in public secondary schools in Morogoro Municipality, Tanzania involved in this study preferred using group discussions, Think-Pair-Share, jigsaw, debate, experimentation, problem-based questions, project work and inquiry-based learning depending on learning content taught. Furthermore, these approaches contributed to students’ understanding through four interrelated processes: knowledge construction through discussion and idea sharing, peer interaction and explanation, linking classroom knowledge with real-life situations, and development of critical and analytical thinking. Students reported that group discussions enabled them to hear different explanations and clarify concepts that they did not initially understand. Teachers similarly observed that peer explanation and knowledge sharing enabled students to understand concepts more deeply, while Heads of Schools associated collaborative activities with students’ increased ability to relate classroom learning to problems encountered in their communities. The findings further indicated that problem-based learning, jigsaw activities, think-pair-share and project collaboration created opportunities for students to actively participate in constructing meaning. The study shows that collaborative learning could help enhance students' comprehension through suitable guidance from teachers, relevant activities, and equal opportunities to participate. The study recommends strengthening teachers’ professional development in collaborative learning and improving the availability of resources required for learner-centred classroom activities.