Abstract

The aim of this study was to examine the consistency of biology lesson planning and delivery by teachers, focusing on the systematic of invertebrates in Tanzania secondary schools. Data were collected using the Interview Schedule (IS), Lesson Observation Checklist (LOC), and Lesson Evaluation Form (LEF). A total of 40 biology teachers and 160 biology students participated in the research. Results revealed that teachers managed to prepare lesson objectives that were relevant for learners to learn new content. A significant number of teachers (80%, N = 40) struggled to summarize the material while copying it from a book or the internet. Besides, a substantial number (54%, N = 40) of teachers managed to use their own developed figures, field studies, and taxonomic keys to clarify curriculum content in relation to the learners’ levels, as well as the sensitivity of content and language demands. In contrast, few teachers (46%, N = 40) used figures from the school library and videos from YouTube. Further, there were remarkable inconsistencies in the lesson planning and delivery of the systematic of invertebrates. Therefore, current research suggests that biology teachers may adapt or adopt the criteria for successful lesson planning and delivery of the systematic of invertebrates.