Universal Journal of Educational Research

ABSTRACT

The implementation of Double-Shift Schooling System in resource-constrained environments is a critical policy issue, particularly in developing countries aiming at expanding access to quality education.  While  previous  research  has  examined  double-shift  systems,  still  a  gap  remains  in understanding  the  specific  challenges  and  implications  of  this  approach  in  Tanzanian  public primary  schools.  This  qualitative  study,  grounded  in  Resource  Allocation  Theory,  explored  the academic challenges facing double-shift schooling system in public primary schools in Dodoma City, Tanzania. Data collected through interviews, focus groups, non-participant observations and document  reviews  revealed  severe  classroom  shortages,  persistent  overcrowding  and  scarce infrastructure development, aligning with the theory's principles of diminishing returns. Besides, the  curriculum  was  not  fully  implemented,  and  pupils  were  excluded  from  extra  curriculum activities demonstrating resource trade-offs. This study's novelty, lies on its detailed examination of  resource  allocation  challenges  specifically  to  the  Tanzanian  context,  highlighting  how  these challenges undermine the effectiveness of double-shift schooling system. The findings, therefore, emphasize the critical need for investment in infrastructure and resources to support educational quality. Thus, policymakers must consider the complex trade-offs between increasing access and maintaining quality, advocating for context-specific solutions. By proposing a holistic approach to educational reform, this research contributes valuable insights that advance new knowledge in the field, guiding future policy and practice in resource-constrained milieus.