Impact of Curriculum Reform Strategies in Enhancing Academic Achievement in Public Secondary Schools in Morogoro Municipality, Tanzania

This study investigated the impact of curriculum reform strategies in enhancing academic achievement in public secondary schools in Morogoro Municipality. The study adopted a positivist research philosophy, employing a case study design and qualitative approach focused on teachers as the target population, with a sample size of 12 respondents selected through purposive sampling. Data collection utilized semi-structured interviews, while validity and reliability were assessed through credibility checks. Thematic analysis was applied for data analysis, and ethical guidelines were strictly adhered to, ensuring the study's ethical integrity. This study revealed challenges facing execution of curriculum reforms including technical language, resource limitations, and inconsistent support that hampered implementation. Despite these hurdles, the strategies yielded positive results, enhancing student engagement, skills, and the learning environment. Addressing these challenges with clear guidance, inclusive practices, and ongoing evaluation is vital for maximizing the reforms' benefits and ensuring equitable outcomes. Recommendations include simplifying language, offering consistent teacher support, tackling resource issues, and implementing continuous evaluation for improvement.