Enhancing educational practices in community learning centers: challenges and strategies for resource distribution and technology integration

Abstract

The primary goal of this study was to explore the challenges faced by teachers in community learning centers (CLCs) concerning resource distribution, technology integration, and their impact on teaching and learning outcomes, specifically in grade 12 mathematics. The study contributes to the literature by identifying key barriers in resource-constrained settings and proposing evidence-based strategies to enhance educational practices in CLCs. A multiple case study design was utilized, incorporating focus group discussions with six grade 12 mathematics teachers from different CLCs. The data was analyzed using thematic analysis, and the research was grounded in the dual theoretical frameworks of deliverology and implementation science. These frameworks provided a systematic approach to goal-setting, progress tracking, and addressing barriers to effective resource utilization. The results revealed significant challenges, including inconsistent resource distribution, limited technological infrastructure, and inequitable access to educational materials. The study concluded that these issues severely impact the quality of teaching and student outcomes in CLCs. Key recommendations included increasing institutional support, investing in technological infrastructure, implementing regular professional development workshops, and adopting deliverology and implementation science to overcome identified challenges. These findings have implications for policy-makers and educational practitioners, emphasizing the need for more equitable resource allocation and the strategic use of technology to improve educational outcomes. Further research is suggested to explore the scalability of these interventions in similar educational settings globally.