坦桑尼亚莫罗戈罗市政地区中学合作学习与学生理解

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