Faculty of Science and Technology

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Start date: 2020Subject: search.filters.subject.Tanzania

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    Teachers' perceptions of public employees' performance management Information system effectiveness in government secondary schools in Mzumbe Ward, Tanzania
    (African Quarterly Social Science Review, 2024) Komba, Mercy M.
    The Public Employees' Performance Management Information System (PEPMIS) was the focus of this study, which evaluated its effectiveness in government secondary schools in Mzumbe Ward, Tanzania. The expectancy theory guided the study, which provided a framework for understanding employee motivation and behaviour. A qualitative case study design was used, involving qualitative interviews with 13 teachers purposively sampled from Mongola and Mzumbe Secondary Schools. Data saturation determined the sample size. Thematic analysis was used to analyze data. The findings reveal that while PEPMIS enhances administrative efficiency and supports professional development, its effectiveness is hindered by challenges related to fairness, transparency, training, technical functionality, and network reliability, necessitating improvements for greater usability and satisfaction. Addressing these challenges through targeted interventions can enhance the system's effectiveness, user satisfaction, and overall impact on organizational performance. The study recommends training programs for teachers and school administrators, addressing technical infrastructure issues, and incorporating feedback mechanisms into PEPMIS to make it more responsive to teachers' needs and expectations. This paper contributes to the understanding of PEPMIS from teachers' perspectives. It highlights important insights for policymakers and educators in improving PEPMIS implementation and its impact on the country's education sector.
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    E-learning use and teaching and learning performance in Tanzanian universities
    (Sage Journals, 2024) Kisanjara, Simeo
    The use of E-learning as a new educational technology is currently a top priority in many universities in developing-countries. The main purpose of this research is to determine how e-learning affects the teaching and learning (T&L) performance in Tanzanian universities. Employing a questionnaire tool, a quantitative approach was used to collect the data. A total of 390 out of 400 respondents including lectures and students were taken into account, with a 97.5% response rate. Data in SPSS version 21 were analyzed using partial least squares structural equation modeling (PLS-SEM) technique and confirmatory factor analysis (CFA). According to the findings of this study, only one of the nine hypotheses tested have a non-significant effect on T&L performance, as indicated by p-values >0.01. Further, there is no statistically significant effect of perceived usefulness in using e-learning in T&L performance by lowering cost/expenses. Furthermore, other variables assessed including performance expectancy, ease of use, and perceived usefulness have significance effect on T&L performance by increased quality of instructional material delivery, convenience in teaching and learning facilities. The findings of this study inform policymakers on how to reformulate information and communication technology (ICT) policy to clearly spell out the adoption of e-learning for providing facilities in universities. The policy should, in particular, have a clear vision of implementing an appealing, conducive teaching and learning service delivery environment, as well as achieving appropriate and high T&L performance. By influencing the cost/expenses in T&L, quality of instructional material, and the convenience of T&L service delivery as the indicators of performance, this paper contributes to improve understanding of the factors of e-learning (including performance expectancy, perceived usefulness, and ease of use) on teaching and learning performance of the Tanzanian universities. These factors, which have a substantial influence on T&L performance in Tanzanian universities through affecting its indicators, were not thoroughly addressed in earlier relevant studies.
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    Factors influencing e-learning implementation in Tanzanian Universities
    (The Online Journal of Distance Education and e-Learning, 2020) Kisanjara, Simeo
    Website design and optimization has become natural extension on learning in many universities nowadays as it moves learning materials to online in the name of e-learning. The said website design and optimization enhances the e-learning for the purpose of facilitating and providing flexibility in teaching and learning activities. However, the progress of e-learning implementation is yet to be adequate in many universities in developing countries including Tanzania. This study, investigated factors influencing e-learning implementation from broader dimensions. This study employed cross section survey design with quantitative approach using questionnaire for data collection. The study finding revealed that technological characteristics, user characteristics, pedagogical characteristics, social attributes and environmental characteristics significantly influence e-learning implementation level. Thus, this study contributes to the understanding of the new factors such as social, pedagogical and environmental which were inadequately addressed in the existing similar elearning implementation models. Further, both factors were collectively used to develop a model for improving implementation of e-learning in Tanzanian universities and other countries with similar characteristics.
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    Bayesian multilevel modelling of the association between socio-economic status and stunting among under-five-year children in Tanzania
    (Journal of Health, Population and Nutrition, 2023) Musheiguza, Edwin; Mbegalo, Tukae; Mbukwa, Justine N.
    Background: Stunting is associated with socioeconomic status (SES) which is multidimensional. This study aimed to compare different SES indices in predicting stunting. Methods: This was the secondary data analysis using Tanzania Demographics and Health Surveys (TDHS). The study used 7492, 6668, and 8790 under-five-year children from TDHS 2004/5, 2010, and 2015/16, respectively. The Household Wealth Index (HWI); Water and Sanitation, Assets, Maternal education and Income (WAMI); Wealth Assets, Education, and Occupation (WEO); and the Multidimensional Poverty Index (MPI) indices were compared. The summated scores, principal component analysis (PCA), and random forest (RF) approaches were used to construct indices. The Bayesian and maximum likelihood multilevel generalized linear mixed models (MGLMM) were constructed to determine the association between each SES index and stunting. Results: The study revealed that 42.3%, 38.4%, and 32.4% of the studied under-five-year children were stunted in 2004/5, 2010, and 2015/16, respectively. Compared to other indicators of SES, the MPI had a better prediction of stunting for the TDHS 2004/5 and 2015/16, while the WAMI had a better prediction in 2010. For each score increase in WAMI, the odds of stunting were 64% [BPOR = 0.36; 95% CCI 0.3, 0.4] lower in 2010, while for each score increase in MPI there was 1 [BPOR = 1.1; 95% CCI 1.1, 1.2] times higher odds of stunting in 2015/16. Conclusion: The MPI and WAMI under PCA were the best measures of SES that predict stunting. Because MPI was the best predictor of stunting for two surveys (TDHS 2004/5 and 2015/16), studies dealing with stunting should use MPI as a proxy measure of SES. Use of BE-MGLMM in modelling stunting is encouraged. Strengthened availability of items forming MPI is inevitable for child growth potentials. Further studies should investigate the determinants of stunting using Bayesian spatial models to take into account spatial heterogeneity.