INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1830
www.rsisinternational.org

Evaluation of the Impact of Lesson Plan Implementation on Pupils’
Learning Outcomes in Iringa Municipality Public Primary Schools

1Jackson Said Mmbaga., 2Flora O. Kasumba., 2Egidio Chaula

1Master’s Student, Master of Education in Curriculum Development and Teaching, University of Iringa

2Senior Lecturers, Faculty of Science and Education, University of Iringa Department of Education

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000154

Received: 06 October 2025; Accepted: 14 October 2025; Published: 06 November 2025

ABSTRACT

This study evaluated the impact of lesson plan implementation on pupils’ learning outcomes in Iringa
Municipality public primary schools. The study adopted a mixed research approach with a descriptive research
design. Data were collected from a sample size of 56 respondents were whereby simple random and purposive
sampling techniques were adopted to select the respondents of the study from 5 selected public primary schools
in Iringa Municipality. Qualitative data were analyzed thematically, while quantitative data was analyzed by
using statistical package for social science (SPSS) 29.0 version. The findings of the study revealed that effective
lesson plan implementation had positive impacts on pupils’ learning outcomes. Those included enhancement of
pupils’ lesson understanding, helping teachers to manage class time effectively, enhancing pupils’ academic
performance, leading to pupils’ active participation in the lesson, helping in reducing learning difficulties among
pupils, enabling teachers to meet diverse learning needs and motivating pupils. From the findings of the study it
concluded that the implementation of lesson plans plays a critical role in supporting effective teaching and
learning within public primary schools. Through systematic planning, teachers are able to organize their lessons
in a logical sequence, ensuring that each part of the lesson aligns with curriculum objectives and responds to the
needs of their pupils. Lesson plans help teachers manage classroom time effectively, enabling them to cover
content thoroughly while providing opportunities for pupils to engage actively in the learning process. The study
recommended that education authorities and school management should organize regular in-service training and
workshops focusing on effective lesson planning and implementation. This will enhance teachers’ skills in
aligning lesson plans with curriculum objectives, using varied instructional methods, and managing classroom
time efficiently. For further studies the study recommended that future studies could investigate the impact of
lesson plan implementation on teaching and learning outcomes in specific subjects such as Mathematics,
Science, or English to determine subject-specific challenges and best practices.

Keywords: Lesson plan, pupils’ learning, learning outcomes, implementation

BACKGROUND TO THE STUDY

Education is widely regarded as the most powerful tool for transforming societies and empowering individuals.
However, the extent to which education achieves its purpose largely depends on how effectively teaching and
learning processes are organised at the classroom level (Nguyen, 2019). One of the most critical elements in
ensuring effective teaching is the lesson plan, which acts as a roadmap guiding the teacher on what to teach, how
to teach, what resources to use, and how to assess pupils’ learning progress (Kishimba, 2020). A well-designed
and well-implemented lesson plan ensures that instructional time is used effectively and that learning objectives
are met, ultimately improving pupils’ academic performance (Sahlberg, 2011).

Lesson plan implementation involves the execution of the prepared lesson plan in the classroom. It goes beyond
having a document on paper to actively following the plan, adapting it to pupils’ needs, and delivering instruction
systematically (Moyo, 2022). Effective implementation includes clearly communicating learning objectives,
engaging pupils in appropriate learning activities, using relevant teaching aids, conducting assessments, and
providing feedback (Johnson, 2022). When teachers implement their lesson plans faithfully, they create

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1831
www.rsisinternational.org

structured learning experiences that promote understanding, engagement, and retention of knowledge among
pupils (Rodríguez-Segura & Mbiti, 2022).

Lesson plan implementation is closely linked to pupils’ learning outcomes. Pupils’ learning outcomes refer to
the measurable knowledge, skills, attitudes and values that learners acquire as a result of instruction (Adedeji,
2021). These include literacy and numeracy competencies, critical thinking, problem-solving skills, creativity,
and positive attitudes towards learning. Studies have consistently shown that effective lesson planning and
implementation contribute to better learning outcomes by ensuring that teaching is aligned with curriculum
goals, instructional resources are used efficiently, and assessments provide timely feedback for improvement
(Johnson, 2022). Conversely, poor implementation such as skipping planned activities, failing to use learning
materials, or neglecting assessment often leads to disengagement and low academic performance among pupils
(Gerges, 2022).

Globally, there are established trends linking lesson plan implementation to improved pupil outcomes. In
Singapore, lesson planning is regarded as a professional responsibility and is systematically integrated into
teacher training and school practice. Teachers are trained to develop lesson plans with clear objectives, student-
centred activities, and assessment for learning, contributing to consistently high achievement in international
assessments such as PISA. In Finland, teachers are granted significant autonomy to design and implement their
own lesson plans. This flexibility allows teachers to adapt lessons to pupils’ contexts while ensuring that national
curriculum competencies are met. Finnish classrooms emphasise problem-based learning and continuous
feedback, which has been associated with equitable and high-quality learning outcomes (Sahlberg, 2011).

In India, the National Education Policy (NEP) 2020 emphasises learner-centred pedagogy, integration of
formative assessment into lesson plans and the promotion of conceptual understanding over rote memorisation
(Ministry of Education, 2020). Evidence shows that where teachers receive proper support in planning and
implementing lessons, pupils’ literacy and numeracy outcomes improve significantly (Adhikari et al., 2022). In
Nigeria, despite challenges such as teacher shortages and large class sizes, studies have shown that where lesson
plan implementation is strong particularly in terms of setting clear objectives and using active learning strategies
pupils perform better in core subjects such as English and mathematics (Kibret, 2016).

In Kenya, the Teachers Service Commission and Ministry of Education emphasise structured lesson planning
and regular supervision. Empirical studies in counties such as Kisumu indicate that proper implementation of
lesson plans improves syllabus coverage, classroom organisation, and pupil test scores (Ochwada, 2023).
Nonetheless, many schools face challenges such as inadequate resources and insufficient teacher supervision,
which hinder full implementation (Ochwada, 2023). In Tanzania, government initiatives such as the 3Rs
programme have focused on strengthening lesson planning and providing teaching and learning materials to
improve foundational literacy and numeracy. However, research indicates that some teachers still struggle with
key components of lesson planning, such as developing measurable objectives, selecting appropriate
instructional strategies, and conducting effective assessments, which negatively affect pupils’ learning outcomes
(Abich et al., 2024; Rodríguez-Segura & Mbiti, 2022).

Despite this global and regional evidence, gaps remain in understanding how effective implementation of lesson
plan directly impacts pupils’ learning outcomes. There is limited empirical data on which components of lesson
plan implementation such as objectives, instructional methods, resources and assessments are most critical in
improving pupils’ performance in this specific context (Lee, 2021). These gaps provide a strong justification for
the present study, which seeks to evaluate the impacts of lesson plan implementation on pupils’ learning
outcomes in public primary schools in Iringa Municipality.

Theoretical Framework Underpinning the study

This study was guided by Mwoshe’s Adaptive Competence Development Theory (MACDT), which was
developed by Dr. Melickius Mwoshe in 2024. Mwoshe is a Tanzanian educator with a Doctorate of Philosophy
(PhD) specializing in Social Sciences. Mwoshe is a founder of Non-employed graduate organization. The theory
emphasizes the development of adaptive competencies that enable individuals to effectively respond to
challenges and thrive in dynamic environments. Mwoshe’s theory recognizes that both individuals and

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1832
www.rsisinternational.org

communities need to cultivate specific skills, strategies and behaviours that enhance their ability to adjust and
perform effectively in ever-changing contexts such as education, society and the workplace.

The key assumptions of MACDT form the foundation of this theoretical framework. The theory assumes that
human beings are inherently capable of adaptation, but their capacity to adapt depends on the availability of
knowledge, resources and supportive environments. It posits that adaptive competence is not a fixed or innate
ability; rather, it can be nurtured and developed over time through continuous learning and exposure to
meaningful experiences. Another key assumption is that environmental and societal changes are constant,
requiring individuals to possess adaptive skills that enable them to navigate evolving circumstances effectively.
The theory further assumes that adaptive competence is multi-dimensional, encompassing both cognitive and
emotional components. It involves intellectual abilities such as problem-solving and decision-making, alongside
emotional intelligence aspects like resilience, empathy, and self-regulation. Moreover, MACDT acknowledges
that cultural and contextual factors significantly influence the development of adaptive competence. The
environment in which one lives shaped by cultural norms, social expectations and community support plays a
crucial role in shaping adaptive abilities. Lastly, the theory assumes that learning and development are lifelong
processes, suggesting that individuals continuously acquire and refine adaptive competencies throughout
different stages of life.

The relevance of Mwoshe’s Adaptive Competence Development Theory to this study lies in its focus on
adaptability and continuous development within educational contexts. The implementation of lesson plans in
public primary schools requires teachers to apply adaptive competencies in organizing, delivering and assessing
lessons that meet the diverse learning needs of pupils. Through the lens of MACDT, effective lesson planning
is viewed as a process that nurtures both teachers’ and pupils’ adaptive abilities. Teachers who design and
implement lesson plans effectively demonstrate cognitive adaptability by aligning instructional methods with
pupils’ learning capacities and environmental conditions. At the same time, pupils develop adaptive learning
behaviours that enhance their engagement, understanding and academic performance. The theory’s emphasis on
the role of contextual and environmental factors also aligns with the realities of teaching in public primary
schools, where resources, cultural influences and classroom dynamics shape learning outcomes. Therefore,
Mwoshe’s Adaptive Competence Development Theory provides a relevant and comprehensive foundation for
examining how lesson plan implementation contributes to improving pupils’ learning outcomes by fostering
adaptability, problem-solving and continuous growth among both teachers and learners.

MATERIALS AND METHODS

Research Approach and Design

In evaluating the impact of lesson plan implementation on pupils’ learning outcomes in Iringa Municipality
public primary schools, a mixed research approach was particularly fitting because the study aimed to capture
the broad trends and measurable outcomes associated with lesson plan implementation. Also, the use of a mixed
research approach was appropriate for this study because it allowed the triangulation of data, providing both in-
depth insights into teachers’ experiences and perceptions (qualitative) as well as measurable data that quantified
the relationship between lesson plan implementation and teaching outcomes (quantitative).

The descriptive research design was also employed with the aim to obtain complementary perspectives on the
research problem, allowing the strengths of both quantitative and qualitative approaches to provide a
comprehensive understanding. Also, descriptive research design was suitable for providing a detailed and
accurate account of the current state of lesson plan development and implementation in public primary schools
in Iringa Municipality. A descriptive research design was effective for gathering information about the
characteristics of a particular phenomenon without influencing it (Creswell, 2014). In this case, the study aimed
to describe how teachers develop and implement lesson plans, the impact of these plans on teaching and learning
outcomes and the challenges faced during the process. The research design involved both qualitative and
quantitative data collection methods, aligned with the mixed methods approach mentioned earlier.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1833
www.rsisinternational.org

Participants

In the study, the target population was 129 respondents which included teachers and head teachers from the
selected public primary schools within Iringa Municipality. A total sample size of 56 respondents was
determined, consisting of 51 teachers and 5 head teachers. This group provided a well-rounded perspective on
the lesson planning and implementation process from both the classroom and leadership viewpoints.

To select the sample, the study employed two distinct sampling techniques: purposive sampling and simple
random sampling technique. Purposive sampling was used in selecting head teachers. This technique was
appropriate because head teachers are key figures in the management and oversight of lesson planning and
teaching processes in schools. They have the authority and insight into how lesson plans are implemented, as
well as the challenges teachers face in executing them. Since the study aimed to explore the role of school
leadership in supporting or hindering lesson planning and its impact on teaching, it was essential to specifically
select head teachers who are involved in these processes. When using purposive sampling, the study focused on
individuals with direct knowledge and experience related to the research questions, ensuring that the data
gathered was relevant and informative.

Also, simple random sampling was employed in selecting teachers. This technique was suitable as it allowed for
the selection of a representative sample of teachers from the target population without bias. Simple random
sampling ensured that each teacher within the selected schools had an equal chance of being chosen, thereby
increasing the likelihood that the sample accurately reflected the diversity of experiences and perspectives within
the larger group. This approach was particularly beneficial in ensuring fairness and objectivity in the selection
process, which was essential for drawing generalizable conclusions about the challenges and practices related to
lesson plan development and implementation

Data Collection Methods

This study employed questionnaires to collect quantitative data, employing a Likert scale to measure
respondents’ attitudes and perceptions on lesson plan implementation affected pupils’ learning outcome.
Questionnaires were used to collect data from teachers distributed in person, allowing for a structured and
systematic data collection process. This method facilitated statistical analysis to assess patterns related to lesson
plan implementation. Also, semi-structured interviews were used to collect qualitative data, providing in-depth
insights into participants’ experiences and perceptions regarding lesson plan implementation and the extent to
which the implementation affected pupils’ learning outcomes. This method allowed for flexibility in exploring
emerging themes and understanding the reasons behind quantitative trends. Interviews were conducted with head
teachers, lasting 30 to 45 minutes each. Data were recorded using a notebook and phone recorder to ensure
accuracy. This approach captured rich contextual information, enhancing the understanding of the
implementation of lesson plan and its impact on pupils learning outcome.

Data Analysis and Ethical Considerations

The study employed both quantitative and qualitative data analysis techniques, consistent with the mixed-
methods approach. The analysis was conducted in two phases, corresponding to the sequential nature of the
research design. In the quantitative phase, Statistical Package for Social science (SPSS) 29th version was used
for data analysis. SPSS was used to analyze data collected through questionnaires. Descriptive statistics such as
percentages and frequencies summarized the data, providing an overview of key variables.

In the qualitative phase, data from semi-structured interviews were analyzed using thematic analysis. The
qualitative data were transcribed, coded and categorized into themes that align with the study’s objectives and
the findings from the quantitative phase. This process provided deeper insights into stakeholders’ experiences,
perceptions related to lesson plan implementation and its impacts on pupils’ learning outcome. The integration
of the two data sets occurred during the interpretation phase, where qualitative findings were used to explain or
expand on the quantitative results. This triangulation enhanced the validity and depth of the study, providing a
more comprehensive understanding.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1834
www.rsisinternational.org

Also, adherence to ethical considerations was paramount throughout the research process. Prior to data
collection, an introductory letter was obtained from the office of the Director of Postgraduate Studies. This letter
served as formal recognition, allowing the researcher to approach regional and municipal authorities with
credibility. It facilitated access to the selected schools, ensuring that the study was conducted within a framework
of institutional support and respect for local governance During the data collection process, ethical issues were
carefully addressed to protect the rights and well-being of the participants. Informed consent was sought from
all respondents, ensuring that they fully understood the purpose of the study, their role in it, and their right to
withdraw at any time. This transparency was crucial in fostering trust and promoting a respectful research
environment. Furthermore, confidentiality was rigorously maintained; respondents were assured that their
identities and responses would be kept anonymous, which is essential for encouraging open and honest
communication.

Ethical considerations continued during the data analysis phase, where the researcher was committed to relying
solely on the findings derived from the collected data rather than imposing personal biases or interpretations.
Through focusing on the evidence gathered from interviews, the analysis aimed to faithfully represent the
perspectives and experiences of the participants. This commitment to ethical integrity ensured that the study’s
conclusions were grounded in the reality of the participants’ experiences, contributing to the credibility and
reliability of the research outcomes. Overall, these ethical practices not only safeguarded the respondents but
also enhanced the overall quality and legitimacy of the study, ensuring that it was conducted with respect and
responsibility towards all stakeholders involved.

FINDINGS AND DISCUSSION

The study aimed to evaluate the impact of lesson plan implementation on pupils’ learning outcomes. In
evaluating the impact of lesson plan implementation on pupils’ learning outcomes, teachers and head teachers
were involved during data collection. Questionnaires, interviews and various documents were used. The findings
of the study revealed that lesson plan implementation positively affected pupils’ learning outcomes by ensuring
that teaching is organized, goal-oriented and aligned with learners’ needs. When a teacher followed the planned
content and activities, pupils received lessons in a logical and consistent manner, which supports better
understanding and retention. Also, the implementation of lesson plans in public primary schools enabled the use
of varied teaching strategies and assessments, promoting active participation and inclusivity. This led to
improved academic performance, motivation and overall classroom engagement. The responses were analyzed
and tabulated (See Table 1).

Table 1: Teachers’ Responses on the impact of lesson plan implementation on pupils’ learning outcomes (N=51)

Statement Disagree Agree

Implementation of lesson plans helps teachers to manage class time effectively 2 (3.9%) 49 (96.1%)

The implementation of lesson plan enhances pupils’ academic performance 4 (7.8%) 47(92.2%)

The structured lesson plans lead to active pupils’ participation in the lessons 4 (7.8%) 47 (92.2%)

Implementation of lesson plans help in reducing learning difficulties among
pupils

8 (15.6%) 43 (84.4%)

Implementation of lesson plans enable teachers to meet diverse learning needs 4 (7.8%) 47 (92.2%)

Following a clear lesson plan motivates pupils 4 (7.8%) 47 (92.2%)

Source: Field data (2025)

Implementation of lesson plans helps teachers to manage class time effectively

When teachers follow their prepared lesson plans during teaching, they are able to use the available lesson time
wisely and efficiently.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1835
www.rsisinternational.org

The lesson plan guides the teacher on how much time to spend on each part of the lesson such as introduction,
presentation, activities and conclusion, preventing unnecessary delays or spending too much time on one section
while neglecting others. When managing class time effectively through lesson plan implementation, teachers
ensure that all important content is covered within the lesson period, pupils remain engaged throughout and there
is time for questions and clarification where needed. It also reduces classroom confusion and helps maintain a
smooth flow of teaching, creating an organized learning environment that supports pupils in achieving the lesson
objectives within the available time.

The findings indicated the impact of lesson plan implementation on pupils’ learning outcomes. Those included
enhancement of pupils’ lesson understanding, helping teachers to manage class time effectively, enhancing
pupils’ academic performance, leading to pupils’ active participation in the lesson, helping in reducing learning
difficulties among pupils, enabling teachers to meet diverse learning needs and motivating pupils. Table 1
indicates that 2(3.9%) disagreed with the statement that the implementation of lesson plans helps teachers to
manage class time effectively, while 49(96.1%) agreed with the statement. This implies that 96.1% of
respondents stroked that the implementation of lesson plans helps teachers to manage class time effectively.

Likewise, the findings from the interview revealed that the implementation of lesson plans assists teachers in
managing class time effectively in public primary schools in Iringa Municipality. During interviews, head
teachers reported that when teachers use their prepared lesson plans during teaching, they are able to allocate
and use the available lesson time efficiently. One head teacher stated:

“When teachers follow their lesson plans, they know what to teach at each stage of the lesson and avoid wasting
time on unnecessary issues.” (Interview with Head Teacher from SD held on 22nd May, 2025). Another head
teacher explained: “Using lesson plans helps teachers manage time because the plan shows the time for
introduction, presentation, and conclusion, so the teacher is guided to use the period well.” (Interview with
Head Teacher from SA held on 13th May, 2025). These statements reflect that head teachers observe a clear link
between using lesson plans during teaching and effective time management in classrooms.

Head teachers also noted that the structured guidance from lesson plans prevents teachers from spending too
much time on one part of the lesson while neglecting others, ensuring that all planned activities and key content
are covered within the allocated period. They shared that effective time management contributes to maintaining
pupils’ attention, as lessons flow systematically without unnecessary delays, making it easier for pupils to follow
and engage with the lesson.

These findings align with Kibret, (2016), who highlights that structured lesson plans assist teachers in pacing
lessons effectively, ensuring all planned content is covered within the available period while maintaining
systematic flow. Similarly, Thapanya (2018) emphasizes that lesson plans provide a time framework for
teachers, reducing the likelihood of spending excessive time on one part of a lesson and neglecting others,
supporting complete and organized instruction.

Head teachers also noted that effective time management through lesson plan implementation keeps lessons
systematic, maintaining pupils’ attention and enabling participation without unnecessary delays. This is
consistent with Raza et al. (2020), who found that proper time allocation in lesson plans enhances classroom
management and pupil engagement, contributing to better learning outcomes. The findings reflect that structured
use of time during lessons enables teachers to cover syllabus requirements effectively, while also allowing room
for pupil questions and participation, which are essential for deepening understanding and addressing learning
needs, as noted by Nguyen (2019).

The implementation of lesson plan enhances pupils’ academic performance

When teachers use their prepared lesson plans consistently during teaching, it helps pupils learn more effectively,
leading to better results in their tests and assessments. This is because a well-implemented lesson plan ensures
that the teacher teaches according to clear objectives, covers the required content systematically, uses appropriate
teaching methods, and involves pupils in meaningful learning activities that support understanding. When pupils
are taught in a well-organized and engaging way, they are more likely to understand and remember what they

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1836
www.rsisinternational.org

learn, participate actively in class, and develop confidence in the subject being taught. Over time, this contributes
to improved academic performance as pupils can apply what they have learned in examinations and practical
tasks. Additionally, the implementation of the lesson plan helps teachers identify and address learning difficulties
early, providing support to pupils, which further strengthens their academic achievement. Table 1 indicates that
4(7.8%) disagreed with the statement that the implementation of lesson plans enhances pupils’ academic
performance, while 47(92.2%) agreed with the statement. This implies that 92.2% of respondents concluded that
the implementation of lesson plans enhances pupils’ academic performance.

During interviews, head teachers reported that teachers who consistently implement their lesson plans tend to
produce pupils with better academic outcomes. One head teacher explained: “When teachers use lesson plans
properly, pupils understand lessons better, and this is reflected in their test and examination results.” (Interview
with Head Teacher from SB held on 15th May, 2025). Another head teacher stated: “We have noticed that classes
where teachers follow their lesson plans consistently perform well because lessons are taught in an organized
manner.” (Interview with Head Teacher from SC held on 18th May, 2025). These statements indicate that head
teachers perceive a clear connection between structured lesson delivery and improved pupil performance in
academic assessments. These findings align with Ochieng’s (2017), who emphasizes that structured lesson
delivery enables systematic coverage of content, supporting pupils’ comprehension and retention of concepts
necessary for academic success. Similarly, Siziba’s (2021) asserts that lesson plan implementation ensures
alignment with syllabus objectives and assessment standards, exposing pupils to examinable content
systematically.

Documentary review of pupils’ examination results supported these interview findings. In schools where
teachers were reported to implement their lesson plans effectively, pupils’ examination records showed
consistent performance and higher pass rates across core subjects such as Mathematics, Science and English.
The reviewed results demonstrated that pupils in these classes were able to achieve lesson objectives and perform
well in topic-based assessments, indicating that systematic and planned lesson delivery contributed to their
academic success.

The findings suggest that implementing lesson plans helps teachers deliver content in a clear, organized, and
logical manner, which enhances pupils’ understanding and retention of concepts. This, in turn, supports pupils
in performing better in assessments since they are well-prepared and can recall and apply what they have learned
during examinations. Additionally, the implementation of lesson plans allows teachers to align their teaching
with syllabus objectives and assessment standards, ensuring that pupils are exposed to examinable content in a
structured way.

This mirrors Korpela (2019) who noted that planned and structured teaching enhances pupils’ preparedness for
assessments, leading to improved academic achievement. The findings also reflect that the consistent use of
lesson plans encourages teachers to apply varied instructional methods and appropriate pacing, addressing
diverse learning needs and enhancing participation and motivation among pupils, which are critical for academic
improvement, as highlighted by Thompson, (2022). Furthermore, the consistent implementation of lesson plans
encourages the use of varied instructional methods and appropriate pacing during lessons, which helps address
the diverse learning needs of pupils. This contributes to better participation, motivation and preparedness among
pupils, resulting in improved academic performance.

The structured lesson plans lead to active pupils’ participation in the lessons

When a lesson is carefully organized with clear steps, varied activities and planned opportunities for interaction,
it encourages pupils to engage actively during the class. A well-structured plan includes moments for asking
questions, group work, discussions, hands-on activities, or other interactive methods that invite pupils to take
part rather than just listen passively. This structure helps pupils stay focused and interested because they know
what to expect and are given chances to contribute their ideas and practice new skills. Active participation not
only makes learning more enjoyable but also helps pupils understand the lesson better and retain information
longer. Therefore, a thoughtfully arranged lesson plan creates an environment where pupils are motivated to be
involved and learn through interaction and collaboration. Table 1 indicates that 4(7.8%) disagreed with the
statement that the structured lesson plans lead to active pupils’ participation in the lessons, while 47(92.2%)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1837
www.rsisinternational.org

agreed with the statement. This implies that 92.2% of respondents concluded that the structured lesson plans
lead to active pupils’ participation in the lessons.

During interviews, head teachers reported that when teachers prepare and follow structured lesson plans, pupils
are more engaged and participate actively in the learning process. One head teacher explained: “Structured
lesson plans guide teachers to use activities that involve pupils, and this keeps them active during the lesson.”
(Interview with Head Teacher from SB held on 15th May, 2025).

Another head teacher said: “We have seen that when teachers follow well-organized plans, pupils are more
attentive and respond to questions and participate in discussions.” (Interview with Head Teacher from SC held
on 18th May, 2025). Head teachers noted that structured plans guide teachers to include interactive activities
aligned with lesson objectives, keeping pupils attentive and encouraging them to participate actively, consistent
with Singh (2017), who argues that clear lesson structures create opportunities for meaningful pupil involvement.
Similarly, Namubiru (2018), highlights that structured lessons encourage systematic inclusion of discussions,
questioning, and group work, which are essential for engaging learners.

Classroom observations supported these findings, showing that in classes where teachers followed structured
lesson plans, pupils were engaged in planned activities, asked and answered questions, participated in group
discussions, and took part in demonstrations, reflecting active participation and attentiveness throughout the
lessons. These findings align with Thompson, (2022), which emphasizes that pupil participation enhances
learning outcomes, and structured lesson delivery enables teachers to manage activities that support interaction
and participation. Additionally, Mwangola (2022) observed that structured lessons maintain learners’ interest
and encourage them to engage confidently, supporting improved understanding and retention of lesson content.
The findings suggest that structured lesson plans help teachers to organize their lessons in a way that creates
opportunities for pupil interaction, discussion, and hands-on learning. This active participation is essential for
enhancing pupils’ understanding, maintaining their interest in learning, and building their confidence to engage
during lessons. Moreover, structured lesson delivery helps teachers manage classroom activities effectively,
allowing for systematic inclusion of participation opportunities in line with lesson objectives.

Implementation of lesson plans help in reducing learning difficulties among pupils

When teachers follow a well-prepared lesson plan during teaching, they are better able to present the content
clearly, use appropriate teaching methods, and provide structured activities that address different learning needs.
This careful planning and execution allow teachers to identify areas where pupils struggle and provide timely
explanations, examples, or extra support. When implementing the lesson plan effectively, teachers create a
learning environment that supports pupils’ understanding and reduces confusion or gaps in knowledge. This
helps prevent pupils from falling behind and makes it easier for them to grasp difficult concepts, thereby
minimizing learning difficulties and promoting better academic progress. Table 1 indicates that 8(15.6%)
disagreed with the statement that the implementation of lesson plan helps in reducing learning difficulties among
pupils, while 43(84.4%) agreed with the statement. This implies that 84.4% of respondents concluded that the
implementation of lesson plans helps in reducing learning difficulties among pupils.

During interviews, head teachers reported that when teachers implement their lesson plans effectively, pupils
find it easier to understand lessons, which helps to reduce learning challenges. One head teacher had this to say:
“Teachers who follow their lesson plans teach systematically, and this helps pupils understand step by step,
reducing confusion and difficulties.” (Interview with Head Teacher from SD held on 22nd May, 2025). Another
head teacher stated: “Lesson plans guide teachers to use methods and examples that match pupils’ levels, and
this helps pupils who usually struggle to catch up with others.” (Interview with Head Teacher from SA held on
13th May, 2025). Head teachers highlighted that lesson plans guide teachers to use methods and examples suited
to pupils’ levels, enabling learners to catch up and comprehend lesson content, consistent with Miller (2018),
who notes that structured teaching reduces barriers to learning by simplifying content delivery and ensuring
clarity. Similarly, Nguyen (2020) argues that well-planned lessons incorporate varied teaching methods and
practical activities that address diverse learning needs, reducing difficulties among pupils.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1838
www.rsisinternational.org

Head teachers also noted that lesson plans support teachers in including remedial strategies, appropriate teaching
aids, and continuous assessment opportunities during lessons, enabling teachers to identify and address learning
difficulties promptly, which aligns with Ndayisaba (2018), who emphasizes the importance of structured lessons
in providing targeted support to learners. The findings suggest that effective implementation of lesson plans
contributes to organized and systematic teaching, making it easier for pupils to grasp complex concepts and
reducing challenges in learning. Additionally, it allows teachers to monitor pupils’ understanding throughout the
lesson and adjust instructional strategies where needed, ensuring that learners who face difficulties receive timely
support, as highlighted by Mwangola (2022).

Implementation of lesson plans enable teachers to meet diverse learning needs

When teachers follow a carefully prepared lesson plan, they use different teaching methods, activities and
materials designed to address the various ways pupils learn. Since learners have different abilities, interests, and
learning styles, a well-implemented lesson plan allows teachers to adapt their instruction to include visual aids,
group work, hands-on activities, or individual support as planned. This flexibility helps ensure that all pupils,
whether they learn quickly or need extra help, can understand the lesson and participate meaningfully. When
meeting diverse learning needs through the lesson plan, teachers create an inclusive classroom environment
where every pupil has a better chance to succeed and engage actively in learning. Table 1 indicates that 4(7.8%)
disagreed with the statement that the implementation of lesson plan helps in reducing learning difficulties among
pupils, while 47(92.2%) agreed with the statement. This implies that 92.2% of respondents said that the
implementation of lesson plans helps in reducing learning difficulties among pupils.

Likewise, the findings from the interview with head teachers revealed that teachers who follow their lesson plans
during teaching are better able to address the different abilities and learning styles present in their classrooms.
One head teacher stated: “Lesson plans help teachers to prepare different activities that can accommodate pupils
with different understanding levels.” (Interview with Head Teacher from SB held on 15th May, 2025). Another
head teacher explained: “When teachers implement their lesson plans, they can use various teaching methods
and examples that help slow learners and fast learners to learn according to their levels.” (Interview with Head
Teacher from SA held on 13th May, 2025). These statements reflect the head teachers’ views that structured
lesson implementation is essential for inclusive teaching. This aligns with Thapanya (2018) and Makungu,
(2020) who argues that structured lesson planning allows teachers to integrate diverse strategies, promoting
inclusive teaching that responds to the needs of all learners. Similarly, Raza et al. (2020), emphasize that lesson
plans guide teachers in selecting varied teaching methods and examples, enhancing learning for pupils with
different learning preferences.

Head teachers also noted that lesson plan implementation facilitates the use of differentiated instructional
strategies, including questioning, group work, demonstrations, and teaching aids, ensuring that lessons are
accessible to all learners. Lesson plans allow teachers to plan for remedial activities for pupils requiring
additional support and enrichment activities for advanced learners, reflecting UNESCO (2023), which
underscores the role of structured lessons in promoting equity and participation in the learning process. These
findings indicate that effective lesson plan implementation contributes to a responsive and inclusive learning
environment, enabling teachers to adapt their teaching while maintaining lesson structure. It supports systematic
delivery while ensuring that no pupil is left behind, as highlighted by Ochieng’s (2017), who notes that
structured, flexible planning is essential in addressing diverse learning needs in classrooms.

Following a clear lesson plan motivates pupils

When teachers teach according to a well-organized and easy-to-understand plan, pupils are more likely to stay
interested and eager to learn. A clear lesson plan helps the teacher present lessons in a logical and engaging way,
with activities and explanations that make sense and connect well to what pupils already know.

This clarity reduces confusion and frustration, making pupils feel more confident and encouraged to participate.
When lessons flow smoothly and pupils understand the goals and what is expected of them, they become more
motivated to pay attention, ask questions, and put effort into their learning. In this way, a clear lesson plan creates
a positive and supportive learning environment that inspires pupils to be active and enthusiastic learners. Table

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1839
www.rsisinternational.org

1 indicates that 4(7.8%) disagreed with the statement that following a clear lesson plan motivates pupils, while
47(92.2%) agreed with the statement. This implies that 92.2% of respondents scoured that following a clear
lesson plan motivates pupils.

Likewise, the findings from the interview with head teachers reported that when teachers follow well-structured
lesson plans, pupils show interest and active engagement during lessons, indicating increased motivation to learn.
One head teacher stated: “When teachers follow a clear plan, the lesson becomes systematic, and pupils enjoy
learning because they can follow what is being taught.” (Interview with Head Teacher from SC held on 18th
May, 2025). Another head teacher explained: “A well-organized lesson captures pupils’ attention and keeps
them interested, which helps them to participate and learn actively.” (Interview with Head Teacher from SD
held on 22nd May, 2025). These statements reflect that head teachers recognize the role of clear, structured lesson
plans in creating an environment that encourages pupils to engage positively with learning. Head teachers
emphasized during interviews that when teachers adhere to well-structured lesson plans, lessons become
systematic and enjoyable for pupils, increasing their interest and participation. These insights align with Siziba
(2021), who argues that organized lesson delivery supports learner motivation by providing clarity and structure,
allowing pupils to anticipate and engage meaningfully during lessons.

Classroom observations reinforced these views. In classrooms where teachers followed clear lesson plans, pupils
were seen actively participating in discussions, responding to questions, asking questions, and engaging
enthusiastically in group work and activities as planned. Lessons flowed logically, with smooth transitions
between activities, maintaining pupils’ attention and interest throughout. Conversely, in lessons lacking clear
structure, pupils were observed to lose focus and become disengaged, suggesting that the absence of systematic
delivery can negatively affect pupil motivation. This finding is supported by Korpela (2019), who notes that
systematic and well-paced lessons foster an environment where pupils feel confident to engage, and by UNESCO
(2023), which emphasizes structured lessons as essential for sustaining learners’ interest.

CONCLUSION

From the findings of the study, it is concluded that the implementation of lesson plans plays a critical role in
supporting effective teaching and learning within public primary schools. Through systematic planning, teachers
are able to organize their lessons in a logical sequence, ensuring that each part of the lesson aligns with
curriculum objectives and responds to the needs of their pupils. Lesson plans help teachers manage classroom
time effectively, enabling them to cover content thoroughly while providing opportunities for pupils to engage
actively in the learning process. Effective lesson planning also allows teachers to select and apply appropriate
instructional methods, making lessons interactive, clear, and relevant to the pupils’ levels of understanding.
When structuring their teaching in advance, teachers create a predictable and purposeful learning environment
that encourages pupil participation, supports understanding of concepts, and enhances retention of knowledge.
This systematic delivery contributes to the development of pupils’ academic abilities and nurtures a positive
attitude toward learning.

RECOMMENDATIONS

For the action to be taken, the study recommends that education authorities and school management should
organize regular in-service training and workshops focusing on effective lesson planning and implementation.
This will enhance teachers’ skills in aligning lesson plans with curriculum objectives, using varied instructional
methods, and managing classroom time efficiently. Also, head teachers and ward education officers should
conduct supportive and constructive supervision to ensure that teachers prepare and implement lesson plans
consistently. Feedback provided should guide teachers in improving the clarity, relevance, and structure of their
plans. Additionally, teachers should be encouraged and supported to prepare lesson plans that accommodate the
diverse learning needs and abilities of pupils. This may include planning for remedial sessions and using
differentiated instructional strategies to ensure that all pupils benefit from the lessons. Furthermore, schools
should promote peer collaboration and mentorship programs to enable teachers to share ideas and strategies for
effective lesson planning and implementation, especially in handling complex topics in the syllabus.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1840
www.rsisinternational.org

Also, for further studies the study recommended that future researchers should conduct comparative studies on
the implementation of lesson plans in different regions of Tanzania to assess whether similar practices and
challenges are experienced, thereby providing a broader national perspective. Further studies could investigate
the impact of lesson plan implementation on teaching and learning outcomes in specific subjects such as
Mathematics, Science, or English to determine subject-specific challenges and best practices. Also, future
research should explore how pupils’ feedback can be systematically incorporated into lesson planning and how
this affects the effectiveness of lesson delivery and pupil participation. Additionally, studies can be conducted
on the integration of digital tools in lesson planning and how these tools enhance the efficiency and effectiveness
of lesson preparation and delivery in primary schools.

REFERENCES

1. Abich, O., Matete, R., & Loisulie, P. (2024). Components in lesson planning for secondary school
teachers in Tanzania: Implications for supervision and teachers’ training. Educational Challenges,
3(1), 45–57.

2. Adedeji, A. (2021). Challenges in preparing and implementing lesson plans in Nigerian secondary
schools. International Journal of Education and Research, 9(4), 53-68.

3. Adhikari, A., Bhattacharyya, S., Basu, S., & Bhattacharya, R. (2022). Evaluating the performance
of primary schools in India: Evidence from West Bengal. International Journal of Productivity and
Performance Management, 71(7), 2856–2877.

4. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th
ed.). Sage Publications.

5. Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson Higher
Ed.

6. Gerges, G. (2022). Effective Lesson Delivery: The Impact of Planning and Preparation. Open Access
Global. Retrieved from https://openaccessglobal.com/wp- content/uploads/2023/01/Effective-Lesson-
Delivery.pdf

7. Johnson, R. (2022). The Impact of Effective Lesson Planning on Student Engagement. Journal of
Educational Research. 7(1), 22-36. https://doi.org/10.2139/ajer.2019.0156

8. Kibret, T. (2016). Primary School Teachers’ Preparation and Use of Lesson Plans in Igunga District,
Tanzania. East African Journal of Education and Social Sciences, 3(3), 201-210. Retrieved from
https://eajess.ac.tz/wp-content/uploads/2022/08/EAJESS-3-3-0201.pdf

9. Kishimba, J. (2020). Challenges in the implementation of lesson plans in Tanzanian secondary schools.
Unpublished master’s thesis, University of Dar es Salaam.

10. Korpela, T. (2019). The impact of lesson plan implementation on pupils' learning outcomes in primary
schools in Helsinki, Finland. Unpublished master's thesis, University of Helsinki.

11. Lee, S. (2021). "The Role of Lesson Planning in Educational Success: A Global Perspective. Global
Education Review. 11(2), 45-59. https://doi.org/10.1080/21548223.2019.1756935

12. Makungu, D. (2020). Challenges of implementing effective teaching in Tanzania’s rural areas: A case of
Iringa Region. International Journal of Education, 15(3), 98-112.
https://doi.org/10.1080/01421771.2020.1774240

13. Miller, C. (2018). Challenges faced by teachers in preparing and using lesson plans effectively in Ontario,
Canada. Unpublished master's thesis, University of Toronto.

14. Ministry of Education, Government of India. (2020). National Education Policy 2020.
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

15. Moyo, T. (2022). "Teacher Training and Lesson Planning in Africa: A Comparative Analysis. African
Journal of Education and Development. 3(1), 34-48. https://doi.org/10.1016/j.aje.2017.12.008

16. Mwangola, G. (2022). The impact of lesson plan implementation on pupils' learning outcomes in public
primary schools in Dar es Salaam, Tanzania. Unpublished master's thesis, University of Dar es Salaam.

17. Namubiru, R. (2018). The effect of lesson plan implementation on pupils' learning outcomes in primary
schools in Kampala, Uganda. Unpublished master's thesis, Makerere University.

18. Ndayisaba, M. (2018). Challenges in lesson plan preparation and use in primary schools in Kigali,
Rwanda. Unpublished master's thesis, University of Rwanda.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 1841
www.rsisinternational.org

19. Nguyen, T. T. (2019). Exploring the development and use of lesson plans among secondary school
teachers in Ho Chi Minh City, Vietnam. International Journal of Educational Development, 68, 1-
8. https://doi.org/10.1016/j.ijedudev.2019.01.002

20. Ochieng, E. (2017). The role of lesson plans in enhancing teaching and learning in public secondary
schools in Kenya. Journal of Education and Practice, 8(11), 85-92.

21. Ochwada, Y. E. (2023). The effect of lesson planning on academic performance among pupils in mixed
public primary schools in Kisumu County, Kenya. Journal of Research in Education and Technology,
6(2), 15–25.

22. Raza, M. A., Usman, M., & Haider, Z. (2020). Challenges in the development and implementation of
lesson plans by secondary school teachers in Pakistan. Journal of Education and Practice, 11(5), 44-
56.

23. Rodríguez-Segura, L., & Mbiti, I. (2022). Aligning the system to improve children’s opportunities
to learn: Curriculum studies in Tanzania and Uganda. RISE Programme.
https://riseprogramme.org/blog/aligning-system-improve-childrens-opportunties-learn

24. Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland?
Teachers College Press.

25. Singh, A. (2017). Effect of lesson plan implementation on learning outcomes of pupils in primary schools
in Punjab, India. International Journal of Educational Research, 9(2), 22-35. https://doi.org/10.
1016/j.ijer. 2017.04.004.

26. Siziba, N. (2021). The development and implementation of lesson plans in public primary schools in
Zimbabwe. Education and Society, 39(2), 125-138. https://doi.org/10.1177/2398048420987436

27. Thapanya, N. (2018). Teachers’ lesson plan development and implementation in primary schools in
Chiang Mai district, Thailand. Asian Journal of Educational Research, 6(1), 19-30.

28. Thompson, L. (2022). Integrating Technology into Lesson Planning. Journal of Educational Technology.
9(2), 22-35. https://doi.org/10.1016/j.ijer.2017.04.004.