Curriculum Alignment and Pedagogical Suitability as Predictors of Teachers' Perceived Quality of STEM Learning Materials in Tanzanian Primary Schools

Abstract: This study examined whether curriculum alignment and pedagogical suitability were associated with teachers’ perceived quality of STEM learning materials used in Standards 3–6 in Tanzanian primary schools. A cross-sectional survey of 1,087 respondents from selected regions was analysed. Measures assessed curriculum alignment, pedagogical suitability, and perceived material quality. Both curriculum alignment and pedagogical suitability were positively associated with perceived overall quality and independently predicted it in regression analyses. Together, the two predictors explained 41.9% of the variance in perceived quality; both remained significant after adjustment for location, subject, role, experience, qualification, and region. Open-ended responses most frequently cited shortages of teaching and learning materials and books (54.4%) and the need for increased supply (56.9%). These findings indicate that teachers’ judgements of material quality are closely related to perceived curriculum alignment and pedagogical suitability, while also highlighting the need to improve the supply of STEM learning materials in primary schools.