An aid refers to a tool, device, or object essential for carrying out a task. A teaching aid is specifically used for

instructional purposes in the classroom. This study sought to identify and examine the particular challenges

teachers face when using teaching aids in the classroom. A qualitative design and interview method were used

to address the research questions. Data were gathered from ten purposively selected schools and a simple

random sample of twenty teachers from those schools from Dhaka and Satkhira. In-depth, one-on-one

interviews with primary teachers served as the primary data collection tool, and thematic analysis was

use teaching aids, they encounter multiple challenges. These challenges were grouped into two categories.

Primary education is the foundation upon which all other levels of learning are built. It plays a vital role in

shaping both individual lives and the overall progress of a nation. When this foundation is weak, it not only

hampers personal development but also slows down a country’s social and economic growth.

Likewise, Bruner (1966) explains learning as a process where teaching helps learners form patterns of ideas

similar to those already held by the teacher. These ideas clearly show how central teachers are to the success of

the education system.

Education. Teachers also receive subject-based and need-based in-service training.

However, despite these extensive training opportunities, concerns about the overall quality of teaching still

remain. Many teachers find it difficult to apply what they learn in training to their real classroom situations.

This gap between training and classroom practice creates an imbalance in the teaching–learning process and

continues to challenge the quality of primary education in Bangladesh.

Challenges faced by primary school teachers in implementing teaching aids in their classroom.

Primary education is considered the foundation of all levels of learning, and its quality largely depends on the

effectiveness of teaching and learning practices in the classroom. Teaching aids are essential tools that help

in Education under the Primary Education Development Program (PEDP-3). Despite these initiatives, there

remains a significant disparity between what teachers learn during training and what they actually practice in

the classroom.

Many teachers either refrain from using teaching aids or fail to use them effectively. This reluctance may stem

from multiple factors such as lack of resources, time constraints, inadequate institutional support, or limited

motivation. As a result, the intended benefits of teaching aids are not fully realized in primary classrooms.

Phillips and Burbules (2000) emphasize that “research seeks to develop relevant true statements—ones that

can serve to explain the situation that is of concern or that describe the causal relationships of interest.” Guided

by this notion, the present study seeks to identify and explain the challenges that primary-level teachers face in

using teaching aids in real classroom situations. Understanding these challenges will provide insights that can

Teaching aids are essential tools used to enhance the teaching and learning process by making instruction more

engaging, concrete, and understandable. The term aid refers to a tool, appliance, or object that supports the

performance of a specific action. Therefore, a teaching aid is any aid used for instructional purposes within the

classroom context.

topic. It does not do the whole job. Other methods perform parts of the job and the aid is administered and

reality to support understanding. They allow students to visualize and connect with abstract ideas through

tangible examples. For instance, rather than using a real wall clock to teach the concept of time, a teacher may

use a cardboard model with movable hands. Such aids help students reason, explore, and make deductions

learning space shaped by the educator and guided by educational goals, content, and methods that foster active

engagement with learning materials. This highlights the importance of a supportive classroom environment in

maximizing the benefits of teaching aids.

In Bangladesh, several studies have examined teacher preparation, training, and classroom practices in relation

to instructional quality. Rashid and Ritu (2013), in their study Teachers’ Professional Preparation, Income, Job

Satisfaction and Performance: An Exploratory Study, found that the majority of primary teachers had received

formal training, such as the Certificate in Education (C-in-Ed) program. Their study collected data on teachers’

backgrounds, teaching-learning practices, job satisfaction, and professional expectations, revealing that

government and semi-government school teachers had greater access to professional training and facilities than

in classrooms. His research showed that stimulating curiosity and enthusiasm in learners enhances the quality

of teaching and learning. Nonetheless, both teachers and students face barriers that limit the effectiveness of

such strategies, including lack of resources and institutional support—issues also relevant to the context of

Bangladesh.

Socioeconomic disparities further compound these challenges. Schools located in urban centers like Dhaka

tend to be better resourced and have access to various teaching aids, whereas rural schools often face acute

shortages of materials and even basic infrastructure such as electricity. A report by Sarker, Ohiduzzaman,

Islam, and Hassan (2017) from the National Academy for Primary Education (NAPE) identified several

barriers to the effective use of ICT and teaching aids, including insufficient training periods, lack of practice

opportunities, unavailability or malfunction of equipment, and inadequate institutional support.

factors collectively hinder the effective integration of teaching aids into classroom instruction.

Overall, the reviewed literature emphasizes that while teaching aids and teacher training are crucial for

improving instructional quality, several interrelated factors—including limited resources, ineffective training

practices, and institutional constraints—continue to obstruct their effective use in primary education. This

study, therefore, builds on these insights to further explore the specific challenges that primary school teachers

face in utilizing teaching aids within the Bangladeshi classroom context.

encounter in using teaching aids.

two or more people on a topic of mutual interest,” emphasizing the role of human interaction in knowledge

production and the social situatedness of research data. Best (1982) also noted that interviews often surpass

were used to collect detailed qualitative data from teachers regarding their use of teaching aids, the challenges

identified.

included in the study. This combination of purposive and random sampling ensured both targeted and

representative data collection.

1. Teachers’ understanding of teaching aids

2. Overload of work

3. Time management

7. Large class size

9. Unavailability of school facilities and resources

10. Government policy

purpose and nature of the research before the interviews were conducted. Participation was entirely voluntary,

and no teacher who declined to participate was included in the study.

During data collection, the researchers were physically present to conduct and monitor the interviews, ensuring

not recorded to protect their privacy. The researchers were transparent about the research process from the

outset, disclosing any personal biases or interests that might influence the study. All data were analyzed as

classroom instruction, students can more easily relate to the subject matter. Teachers also observed that