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The study investigates how teachers in Mwanza City, Tanzania, adapt their teaching strategies to meet diverse student needs amidst challenges like overcrowded classrooms and limited resources. It highlights the importance of classroom customization, the types of adaptive strategies employed, and the impact on student engagement and academic performance. Findings indicate that while many teachers implement customized approaches, significant barriers remain, necessitating improved professional development and

Author

u20648180

Language

EN